Degree Course: Pedagogy, Adults' Education and Long-Life Learning Syllabus for A.Y. 2023/2024

Italian version

Scienze pedagogiche / LM-85

FIRST YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910709 - Bioethics and health ethics (objectives)

- RUSSO MARIA TERESA (syllabus) (reference books)

M-FIL/03

Core compulsory activities

ITA

Optional group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/01 - (show)

22910042 - TEORIA E METODI DELLA CONSULENZA PEDAGOGICA (objectives) The pedagogical reflexion is rooted in the philosophical tradition of educational sciences. Nevertherless the practical involvemnt of educators in the field is nowadays more and more demanding. - ALUFFI PENTINI ANNA (syllabus) The situation of educators in some European countries will be presented. The course provides knowledge and skills on the specificity of pedagogical consultancy and accompaniment in the educational field. Students will be introduced to the methodology of Intervention Research or Action Research and the use of a participatory approach in socio-educational contexts also in light of projects conducted in the field. Second semester Students analyze film and cases and bring themselves issues based on their personal and professional educational experiences. They participate in consultancy simulations, first in dyads, under the supervision of the teacher and then in triads (client, consultant and observer). (reference books) Bronfenbrenner U. Rendere umani gli esseri umani Negri S. La consulenza pedagogica Carocci Olivieri F. Le professioni educative in Italia e in Europa. Percorsi di pedagogia Professionale. Ed. Il Papavero. Allegri Palmieri Zucca Il colloquio nel servizio sociale Carocci Pulcini E. Le passioni tra cura e giustizia Cohen- Emerique Il metodo degli shock culturali ; MAnuale di formazione per il lavoro sociale e umanitario Film da visionare: due a scelta tra Si può fare La pazza gioia Le invisibili English speaking students and German French and Spanish students should contact the lecturer - OLIVIERI FABIO (syllabus) The second semester intends to deal with the relevant issues about pedagogical counseling as a professional intervention device to be used in the different settings of the educational professions with particular attention to the individual and group dimension. The program will therefore focus on the following topics: The pedagogue and pedagogical counseling; Action-research as a practice of assessment in socio-educational contexts; Active listening and effectiveness communication in the helping relationship; Counseling techniques in the helping relationship; Characteristics, limits and opportunities of the pedagogical setting; The professional engagement contract; The supervision of the social educator and the pedagogue. (reference books) Negri S. La consulenza pedagogica Carocci Olivieri F. Le professioni educative in Italia e in Europa. Percorsi di pedagogia Professionale. Ed. Il Papavero. Allegri Palmieri Zucca Il colloquio nel servizio sociale Carocci Pulcini E. Le passioni tra cura e giustizia Cohen-Emerique Il metodo degli shock culturali Film da visionare: due a scelta tra Si può fare La pazza gioia Ti amerò per sempre Ti amerò per sempre	12	M-PED/01	72	-	-	-	Core compulsory activities	ITA
22910076 - TEORIE MODERNE DELL'EDUCAZIONE E PEDAGOGIA DELL'ESPRESSIONE (objectives) To integrate knowledge about the most interesting voices of contemporary pedagogy with the results of international interdisciplinary research in order to explore the phenomenology of human expression and the problems related to pedagogical action aimed at the expressive realization of the other. The course aims to achieve the following educational objectives for the student. In terms of knowledge and comprehension: - describe the epistemological field and the methodological procedures that characterize the discipline; - to identify the problematic nodes that pertain to the discipline. In terms of ability to apply knowledge and understanding: - to experiment with the methodological knowledge acquired; - devising paths of pedagogy of expression suitable for different educational contexts. In terms of autonomy of judgement: - Linking the theoretical dimension to educational practice in the expressive field; - Evaluate paths of pedagogy of expression in relation to different educational contexts. In terms of communication skills: - to convey the meaning and value of pedagogical attention to expressive dynamics; - Contribute to the realization of educational projects that develop relational and expressive skills. In terms of learning capacity: - interpreting a poetic and theatrical text; - integrate educational proposals that are inattentive to the dynamics of human expression and understanding. - SCARAMUZZO GILBERTO (syllabus) Aesthetic education. The course aims to investigate in which extent the aesthetic dimension can be the proper of educational action. In order to realise our investigation, we will question ourselves on the sense that works of art, such as cinema and theatre, can take on for educational action. We will realize our purpose through the shared exploration of two masterpieces. (reference books) Krzysztof Kieslowski, Il decalogo, film in 10 episodi (on Prime, or in dvd or streaming). Luigi Pirandello, Sei personaggi in cerca d'autore, any Italian ediction witn Prefazione ai Sei personaggi by L. Pirandello. Friedrich Shiller, L'educazione estetica dell'uomo, Bompiani - or - Friedrich Shiller, L'Educazione estetica, Aesthetica. Gilberto Scaramuzzo, In-tendere, l’umanità sophia di Luigi Pirandello, Anicia. Edda Ducci, Per un'ermeneutica dell'educativo, Anicia.	12	M-PED/01	72	-	-	-	Core compulsory activities	ITA
22910075 - PEDAGOGIA INTERCULTURALE E SOCIALE (objectives) Objectives of the program are acquiring knowledge of the disciplines of intercultural and community education to allow a high capacity for analysis, interpretation and action on contexts and phenomena of a social and educational nature; the acquisition of the skills necessary for the planning and implementation of educational and social intervention programs in the fields of immigration, social exclusion and marginalization, and welfare policies in general. By the study of Intercultural and community Education the student will be able to achieve the following objectives. - Knowledge and understanding: - the possession of methodological, strategic and technical skills in relation to the functioning of the personal service networks and of the institutional apparatus involved in the socio-educational field; - the adoption of a reflective, analytical, logical, planning attitude, available both to group and network work, and to group and network design. - Applying knowledge and understanding: - - possession of organizational skills in microsystems, in the regulation of social interventions, in the management of change; - Applying knowledge and understanding: - possession of organizational skills in microsystems, in the regulation of social interventions, in the management of change. - Making judgements: - ability to elaborate an autonomous judgment on the situations in which it is called to intervene and take decisions in complex situations, even in the face of partial data and information. - Communication skills: - ability to draw up documents aimed at programming and managing services, to prepare research / monitoring / evaluation reports and to elaborate and present operational proposals for intervention. - possession of specific skills to act as an expert in the monitoring system for training interventions. - Learning skills: - acquire the skills necessary to allow any further post-graduate training courses (second level master's, research doctorate) without prejudice to the ability to continue autonomously in the process of updating the knowledge necessary for the professional profile. How to link with other teachings: The program is connected to the other programs of the pedagogical and sociological area, trough the analysis of cases, experiences and interdisciplinary services. - Derived from 22910051 Pedagogia interculturale e sociale in Coordinatore dei servizi educativi e dei servizi sociali LM-50 CATARCI MARCO, RICCARDI VERONICA, BIANCHI LAVINIA (syllabus) Introduction to Social and Intercultural Education: Origins, Developments, Theories and Methods. Intercultural Education in School and Society. Educational policies in an intercultural perspective. Multilingualism, Interculturalism and Citizenship. From multicultural society to intercultural society: the role of education. Models and types of integration: assimilation, coexistence, partner coexistence. The notion of integration of immigrants Culture, culture and identity School and the Difference of Cultures. Educational strategies for social inclusion. (reference books) 1. CATARCI M., Le forme sociali dell’educazione. Servizi, Territori, Società, Franco Angeli, Milano 2013. 2. GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005. 3. CATARCI M., La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e cambiamento sociale, Franco Angeli, Milano 2016. 4. SAYAD A., La doppia assenza. Dalle illusioni dell'emigrato alle sofferenze dell'immigrato, Raffaello Cortina, Milano 2001; 5. STILLO L., Periferie dell'esclusione. Contesti, soggettività, riflessioni in prospettiva pedagogicosociale, Pensa Multimedia, Lecce 2023 6. RICCARDI V., L’educazione per tutti e per tutta la vita. Il contributo pedagogico di Ettore Gelpi, ETS, Pisa 2014.	12	M-PED/01	72	-	-	-	Core compulsory activities	ITA

Optional group: LM-85 - A scelta dello studente - (show)

22910704 - Methodologies for professional training (objectives) The Laboratory aims at contributing to train professionals who are able to analyse, on an interpretative level, the nature and contextual constraints of training processes; to prepare, on a decision-making and operational level, training courses and actions aimed at adults in typical contexts of vocational and continuing training or at workers within the framework of specific organizational models; to identify methods and techniques of vocational training, in line with the needs of these contexts, in a lifelong and lifewide learning perspective. Knowledge and understanding: · identify the theoretical reference framework for training planning, in the perspective of lifelong and lifewide learning; · identify the theoretical reference apparatus of the methodologies for vocational training; · know the national lifelong learning and competences certification system in Italy; · know the system of vocational and continuing training in Italy. Applying knowledge and understanding: · identify the appropriate training actions to be promoted in line with needs of the contexts examined and the recipients; · identify the appropriate training methodologies in line with the planned actions; · plan training actions within the framework of the vocational and continuing training system in Italy; · include the actions of vocational and continuing training in the framework of the national system of lifelong learning and certification of competences. Making judgements: · link training theory to training situations; · evaluate methodologies, methods and training techniques most appropriate to the organizational contexts examined. Communication skills: · know how to communicate the knowledge acquired, in terms of ideas, problems and solutions, relating to the topics of the course, to specialist and non-specialist interlocutors. Learning skills: · exercise availability for scientific research in educational contexts; · understand challenges of vocational training, identifying problems and proposing solutions from the perspective of lifelong and lifewide learning; · develop the learning skills necessary to undertake subsequent studies, as part of training practices, with a high degree of autonomy. - PROIETTI EMANUELA (syllabus) The course is divided into two modules: - theoretical framework; - project work. The theoretical framework provides for the development of the following issues: - concepts and reference models of processes of enhancement of human resources; - structures, roles and skills in organizations for the development and training of human resources; - vocational training in the lifelong and lifewide learning perspective; - vocational and continuing training in the framework of industrial relations in Italy; - theoretical assumptions of training planning; - the Bilan de Competence and the Certification of competences in the context of vocational and continuing training; - the National Lifelong Learning and Competence Certification System in Italy. The second module of the teaching is of an applicative nature. Students organize themselves, in agreement with the teacher, in working groups; they choose a type of organization (a company or other specific actor) and plan a training project. During the final phase of the course each group presents their own work, which for the attending students, contributes to the final assessment. Project work is not foreseen for non-attending students. (reference books) Cocozza A., Comunicazione d’impresa e gestione delle risorse umane, Franco Angeli, Milano, 2012. In addition to the indicated book, the teacher agrees with students an article chosen from those proposed (uploaded in the teaching material folder on formonline).	6	SPS/09	36	-	-	-	Elective activities	ITA
20711192 - PSICOLOGIA DELLE EMOZIONI E DELLA COMUNICAZIONE MULTIMODALE (objectives) To provide knowledge in the definition and analysis of emotional processes, of their mental and neural representation, of their evolution, of their relationships with cognition, social interaction and communication, and of their role in decision, construction of the self, and learning processes. To provide knowledge and competences in research on communication in all its modalities, words, body, media. To investigate the devices of face to face and distance communication, their cognitive, affective and interaction functions in sincere and deceptive usies of interpersonal, public, social anc institutional interaction. To develop competences in the analysis of communication and their application to professional and research domains concerning interpersonal and public communication on the work, in education, media, politics, technology, music, entertainment. To analyse the role of communication in its modalities within the psychological processes of reasoning, argumentation and persuasion, of emotional regulation, of teaching and learning, of social influence between individuals and groups. - Derived from 20711192 PSICOLOGIA DELLE EMOZIONI E DELLA COMUNICAZIONE MULTIMODALE in Scienze Cognitive della Comunicazione e dell'Azione LM-92 POGGI ISABELLA (syllabus) Definition of Communication. In-depth study and research on the psychological processes (cognitive, affective, relational) of communication in all of its modalities: verbal and body (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics, music), and technological media. Analysis of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment. Emotions: definition, biological and social functions, types, regulation, expression and communication. Basic emotions, image, cognitive, social, moral emotions. Their relationships with interpersonal interaction and relations, on the job, in teaching and learning, politics, art, music, entertainment. (reference books) Teaching material for the course “Psychology of Emotions and Multimodal Communication”, 6 Credits The items to be studied for the oral exam are the following: A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006. B. Either choice B1 or choice B2 Choice B1. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Milano, Mondadori 2022. Choice B2. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Milano, Mondadori 2022: chapters not to read: 1 – 4, 7-8, 13-14, 23, 38. Poggi I.: Parlare con gli occhi. Lo sguardo come forma di comunicazione. Carocci, Roma 2023. For those who take the course “Psychology of Emotions and Multimodal Communication” 12 Credits The items to be studied for the oral exam are the following: A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006. B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008. C. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Mondadori, Milano 2022. D. A text or set of text, chosen from the following items: 1. Poggi I.: Parlare con gli occhi. Lo sguardo come forma di comunicazione. Carocci, Roma 2023. 2. Nobile L. e Lombardi Vallauri E. : Onomatopea e fonosimbolismo. Carocci, Roma 2020. 3. Bonini T. e Perrotta M.: Che cos’è un podcast. Carocci, Roma 2023. 4. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005. 5. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013. 6. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012. 7. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005. 8. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010. 9. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013. 10. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018. 11. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia. 12. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014. 13. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999. 14. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015. 15. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016. 16. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019 17. Caruana F. e Viola M.: Come funzionano le emozioni. Bologna, Il Mulino. 18. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino. 19. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018. 20. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino. 21. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza. 22. Bambini V. Il cervello pragmatico. Roma, Carocci. 23. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci. 24. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci. 25. The following pair of books: Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino. + Riva G.: I social network. Bologna, Il Mulino 26. The following pair of books: Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino. + Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino 27. 4 papers on emotions to download from https://www.researchgate.net/profile/Isabella_Poggi 28. 4 papers on multimodal communication to download from the following link https://www.researchgate.net/profile/Isabella_Poggi Teaching material for those who have to give the following exam: “Psychology of Emotions”, 6 Credits The items to be studied for the oral exam are the following: A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006. B. Poggi I. (a cura di): La mente del cuore. Roma, Armando 2008. C. One text or a set of texts, chosen among the following items: 1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005. 2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013. 3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012. 4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005. 5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010. 6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013. 7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018. 8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia. 9. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999. 10. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015. 11. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016. 12. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019 13. 4 papers on emotions, to be downloaded from the following link: https://www.researchgate.net/profile/Isabella_Poggi Teaching material for those who have to give the following exam: “Psychology of Multimodal Communication”, 6 Credits The items to be studied for the oral exam are the following: A. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Milano, Mondadori 2022. B. One text or set of texts, chosen within the following items: 1. Poggi I.: Parlare con gli occhi. Lo sguardo come forma di comunicazione. Carocci, Roma 2023. 2. Nobile L. e Lombardi Vallauri E. : Onomatopea e fonosimbolismo. Carocci, Roma 2020. 3. Bonini T. e Perrotta M.: Che cos’è un podcast. Carocci, Roma 2023. 4. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014. 5. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015. 6. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016. 7. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino. 8. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018. 9. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. 10. Bologna, Il Mulino. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza. 11. Bambini V. Il cervello pragmatico. Roma, Carocci. 12. Ferrari M. e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci. 13. The following pair of books: a. Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino. b. Riva G.: I social network. Bologna, Il Mulino 14. The following pair of books: a. Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino. b. Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino 15. 4 articles on multimodal communication among the following, to be downloaded here: https://www.researchgate.net/profile/Isabella_Poggi	6	M-PSI/01	36	-	-	-	Elective activities	ITA
22910707 - Environmental ethics (objectives) We shall be discussing what are the ethical concerns raised by global warming, what the environment means and why that should be our concern. The world as we know it, characterized by great economic uncertainty, financial insecurity, dramatic levels of inequality both within and among countries, fast-paced technological progress, stratified and sometimes contradictory legal requirements and weak global institutions led to the rampant environmental crisis we live in. Environmental Ethics raises questions about a host of widely diverse issues: global warming, animal ethics, carbon emissions, the accountability of individuals and institutions, intergenerational justice, the galloping technological development and the overall sustainability - ecological, economic, and social - of current production and consumption patterns. This course will provide the basic ecology and environmental ethics concepts, and their relationship with globalization and society. This class will analyze the ethical problems of globalization and the impact in the ecosystems and environment. Topics that will be included are social responsibility, demography, sustainable development, contemporary eco-social crisis. Participants will overview the different solutions for globalization, environment and the social responsibility. By the end of the course, the students are expected to understand and articulate the fundamental ethical and cultural values at stake in environmental questions, as well as the history and diversity of the general frameworks out of which those values arise. Additionally, they will be expected to have good knowledge of real case scenarios in which environmental ethics is particularly relevant -from GMOs to pollution- and their connection to the socio-political contexts in which they take place globally. Upon successful completion of this course, you will be able to: Categorize variables leading to a defined environmental ethics situation. Properly identify cultural models and philosophical variables explaining the current environmental crisis. Quantify the impact of “ethical approaches.” Set realistic strategies under a well-defined context. Evaluate objectively and subjectively the impact of the selected alternative strategy. " - GARASIC MIRKO DANIEL (syllabus) Program 1. Origins and Key Concepts 2. Homo Sapiens and the Environment 3. Future Generations 4. Speciesism 5. Individuals, Global Warming and The Tragedy of the Commons 6. Globalization, environment, and social responsibility 7. Contemporary eco-social crisis 8. One Planet 9. New Planets? (reference books) R. ATTFIELD, Environmental Ethics: A Very Short Introduction, Oxford University Press, 2018.	6	M-FIL/03	36	-	-	-	Elective activities	ENG
22910708 - Educational research, teaching of writing and handwriting (objectives) Knowledge and understanding - Getting to know the debate about the teaching and learning of handwriting; - getting to know the various approaches to the teaching and learning of handwriting; - getting to know the most recent approaches to the teaching and learning of handwriting. Applying knowledge and understanding - Understanding correct and wrong aspects in the development of the graphic gesture; - understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting. Making judgements - Reflecting on the contemporary approaches to the teaching and learning of handwriting.
22910708-1 - Educational research, teaching of writing and handwriting - ANGELINI CINZIA (syllabus) The course on “Educational research, teaching of writing and handwriting” is divided into two modules, each worth 3 ECTS. The whole course is worth 6 ECTS. Starting from doodling in preschoolers and writing at school, the course will focus on the neurophysiological aspects of the graphic gesture with regards to the correct teaching and learning of writing. Besides, through a focus on research on handwriting, models and methodologies of empirical and experimental research will be proposed in order to analyse and improve handwriting skills. The contents of the second module will focus on: the didactic-educational value of the body and movement in playful-motor activities; motor development: ontogenesis and evolution of basic motor patterns in the developmental age; acquisition of motor skills, the description of postural patterns and the development of coordination and conditional skills in developmental age; motor activity and autonomy: socio-intellectual, emotional and moral development; educational environments and didactic setting: space, time, tools; development of fine motor and gross motor skills; motor learning through sensory-perceptive experiences and manual activities. (reference books) - Angelini, C.; Bocci, F. (a cura di), "L'arte di scrivere. Prospettive a confronto", Milano, Franco Angeli, 2019. Freely downloadable at the following link: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/499 - Vertecchi, B. (a cura di), "I bambini e la scrittura. L'esperimento Nulla dies sine linea", Milano, Franco Angeli, 2016, pp. 7-141. - Coco, D. "Pedagogia del corpo ludico-motorio e sviluppo morale", Roma, Anicia, 2014. - Further materials will be distributed during the lessons and made available on the course website.	3	M-PED/04	18	-	-	-	Elective activities	ITA
22910708-2 - Techniques and methods of motor activity (objectives) Knowledge and understanding - Getting to know the debate about the teaching and learning of handwriting; - getting to know the various approaches to the teaching and learning of handwriting; - getting to know the most recent approaches to the teaching and learning of handwriting. Applying knowledge and understanding - Understanding correct and wrong aspects in the development of the graphic gesture; - understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting. Making judgements - Reflecting on the contemporary approaches to the teaching and learning of handwriting. - COCO DANIELE (syllabus) The course on “Educational research, teaching of writing and handwriting” is divided into two modules, each worth 3 ECTS. The whole course is worth 6 ECTS. Starting from doodling in preschoolers and writing at school, the course will focus on the neurophysiological aspects of the graphic gesture with regards to the correct teaching and learning of writing. Besides, through a focus on research on handwriting, models and methodologies of empirical and experimental research will be proposed in order to analyse and improve handwriting skills. The contents of the second module will focus on: the didactic-educational value of the body and movement in playful-motor activities; motor development: ontogenesis and evolution of basic motor patterns in the developmental age; acquisition of motor skills, the description of postural patterns and the development of coordination and conditional skills in developmental age; motor activity and autonomy: socio-intellectual, emotional and moral development; educational environments and didactic setting: space, time, tools; development of fine motor and gross motor skills; motor learning through sensory-perceptive experiences and manual activities. (reference books) - Angelini, C.; Bocci, F. (a cura di), "L'arte di scrivere. Prospettive a confronto", Milano, Franco Angeli, 2019. Freely downloadable at the following link: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/499 - Vertecchi, B. (a cura di), "I bambini e la scrittura. L'esperimento Nulla dies sine linea", Milano, Franco Angeli, 2016, pp. 7-141. - Coco, D. "Pedagogia del corpo ludico-motorio e sviluppo morale", Roma, Anicia, 2014. - Further materials will be distributed during the lessons and made available on the course website.	3	M-EDF/01	18	-	-	-	Elective activities	ITA
22910828 - Metodi di ricerca in psicologia dello sviluppo organizzativo (objectives) At the end of the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - Recognize the epistemological issues underlying research in organizational psychology - Describe the research objectives that can be pursued through the use of various qualitative and quantitative instruments - Develop a research question, knowing how to adequately focus the phenomenon under investigation - Know and understand the differences between the various quantitative and qualitative research designs, as well as their respective advantages and limitations - Know the main techniques and instruments for building the empirical base In terms of ability to apply knowledge and understanding: - Setting research questions about organizational processes to produce organizational change - Build appropriate data collection methods and tools to answer the different research questions on organizational phenomena - Describe the criteria to be used to conduct basic data analysis In terms of autonomy of judgement: - Outline the main research operations to be carried out independently In terms of communication skills: - Knowing how to critically analyze the language used in the context of psychological research on organizational development - Consciously read the results of empirical psychological research In terms of learning ability: - Deepen own’s knowledge using specialized manuals and scientific articles
22910828-1 - Metodi di ricerca in psicologia dello sviluppo organizzativo (objectives) At the end of the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - Recognize the epistemological issues underlying research in organizational psychology - Describe the research objectives that can be pursued through the use of various qualitative and quantitative instruments - Develop a research question, knowing how to adequately focus the phenomenon under investigation - Know and understand the differences between the various quantitative and qualitative research designs, as well as their respective advantages and limitations - Know the main techniques and instruments for building the empirical base In terms of ability to apply knowledge and understanding: - Setting research questions about organizational processes to produce organizational change - Build appropriate data collection methods and tools to answer the different research questions on organizational phenomena - Describe the criteria to be used to conduct basic data analysis In terms of autonomy of judgement: - Outline the main research operations to be carried out independently In terms of communication skills: - Knowing how to critically analyze the language used in the context of psychological research on organizational development - Consciously read the results of empirical psychological research In terms of learning ability: - Deepen own’s knowledge using specialized manuals and scientific articles - CAFFARO FEDERICA (syllabus) The course provides an introduction to the methodology and techniques of psychological research applied to organizational contexts, for the promotion of organizational development and human resources well-being. The main topics concern the research design and the development of instruments for data collection, with particular attention to the differences between quantitative and qualitative approaches and to the peculiarities of mixed methods. The following topics will be addressed, with explicit reference to their declination in the organizational sphere: - The method and techniques of psychosocial research: quantitative, qualitative and mixed approaches - Measurement in psychology - From bibliographic research to the research question - The research design: what to investigate, how and with what purpose - Qualitative methods (observation, interview, focus group) - Quantitative methods (questionnaire) - Describe, summarize and analyze qualitative and quantitative data - Read and communicate the results of a research (reference books) Ortalda, F. (2013). Metodi misti di ricerca. Applicazioni alle scienze umane e sociali. Roma: Carocci.	3	M-PSI/06	18	-	-	-	Elective activities	ITA
22910828-2 - Il bilancio delle competenze come strumento per promuovere il benessere nei contesti organizzativi (objectives) At the end of the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - Describe the objectives that can be pursued through the use of the Bilan de competence. - Articulate the phases of the Bdc, knowing how to adequately circumscribe the purposes. - Know the main tools to be applied within the Bilan de competence process in organizational contexts. In terms of ability to apply knowledge and understanding: - Outline the main operations and purposes of the Bilan de competence within organizations. In terms of autonomy of judgement: - Knowing how to use the language used in the evaluation process from the perspective of competence development within organizations. In terms of communication skills: - Describe the criteria to be used when conducting the Bilan de competence. In terms of learning ability: - Deepen own’s knowledge of qualitative evaluation practices for the development of organizational well-being. - de carlo federica (syllabus) The course intends to provide students with practical indications on the use of the Bilan de competence (Bdc) in the process of evaluating and monitoring the career development of employees within organizational contexts. Furthermore, the course intends to provide indications for the implementation of the Bilan de competence as a qualitative methodology to support corporate strategy in order to promote the wellbeing of professionals within organizational contexts, with a specific focus on the implementation of the Bilan de competence within Human Resources and in personnel selection practices. (reference books) Gallo, R., & Boerchi, D. (2004). Bilancio di competenze e assesment centre. Milano: Franco Angeli.	3	M-PED/03	18	-	-	-	Elective activities	ITA

Optional group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/03 - (show)

22910079 - DIDATTICA DELL'ORIENTAMENTO IN PROSPETTIVA EUROPEA (objectives) -I KNOW THE MAIN THEORIES OF INTERPRETATION PROCESS GUIDANCE E-LEARN TO ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT -KNOW AND ANALYZE THE CONTRIBUTION OF A MODULAR AND FLEXIBLE ORGANIZATION OF TEACHING PROCESSES FOR GUIDANCE DESCRIBE AND ANALYZE-SIMILARITIES AND DIFFERENCES OF MODELS OF ORIENTATION IN THE EUROPEAN COUNTRIES -ABLE TO CONNECT TO THE DEVELOPMENT OF SKILLS DEVELOPMENT OF INTERESTS AND ATTITUDES WITH THE REQUIREMENTS OF ACTIVE EUROPEAN CITIZENSHIP ABLE-simulated argue CONTEXTS THE REASONS OF CHOICE OF INSTRUMENTS DEEMED MOST APPROPRIATE TO REPORT: EVALUATION DATA, INTERESTS, PREFERENCES BUILT-IN DIFFERENT CONTEXTS OF ORIENTATION OF TOOLS FOR DATA COLLECTION AND ANALYSIS EVALUATION -KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK -Knowing, ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE -SEARCH, TO ANALYZE AND EVALUATE EXPERIENCE SIGNIFICANT GUIDANCE AND PROFESSIONAL SCHOOL E-LEARN TO ANALYZE THE RELIEF OF COMPETENCE STRATEGIC PROCESS for self QUESTIONNAIRES AND KNOW-APPLY FOR THE DETECTION AND ANALYSIS OF EXPERTISE IN THE PROCESS OF STRATEGIC ORIENTATION - MARGOTTINI MASSIMO (syllabus) The course of Orientation Education in a European perspective (12 CFU) includes a basic module (6 CFU), a Seminar (3 CFU) and a Laboratory (3 CFU) Basic module program (6CFU) Orientation understood in the double meaning of the subject's ability to "orientate himself" in the construction of his own life plan and actions aimed at promoting full awareness of his choices, is characterized as a continuous training process. The course "Didactics of guidance in a European perspective", starting from an analysis of the models that have characterized the evolution of guidance practices in the last century, deepens the characteristics of the "training orientation" model, highlighting its connections with a modular and flexible organization of teaching with particular reference to the theme of developing strategic skills. It also analyzes the “life design” model as the current paradigm for the construction of professional life. Finally, through a comparative analysis, it deals with the study of guidance activities and services in some countries of the European Union. Seminar title (3 CFU): The temporal perspective for orientation The seminar is based on the analysis of the volume by Zimbardo P. Boyd J., Il paradosso del tempo, Milan, Oscar Mondadori, 2009 (the text is not easily available in bookstores, therefore extracts will be provided during the lessons and on the online platform) Laboratory: 3 CFU Title of the Workshop: Questionnaires for the assessment and self-assessment of strategic skills The workshop takes place on the faculty e-learning platform http://formonline.uniroma3.it/ within which teaching materials and questionnaires will be available for the self-assessment of strategic skills. It ends with the delivery of a written report on the activities carried out. (reference books) Soresi S., Nota L., L'orientamento e la progettazione professionale, Bologna, Il Mulino, 2020 Savickas M., Career counselling. Guida teorica e metodologica per il XXI secolo, Trento, Erickson, 2014 VAIRA M. (a cura di), Dalla scuola all’università. Politiche e pratiche di orientamento in sei paesi europei, Milano, LED edizioni, 2007 MARGOTTINI M., Promuovere competenze strategiche a scuola e all’università, Milano, LED edizioni, 2017 (testo open access) Seminar: Time perspective in orientation Testo: Zimbardo P. Boyd J., Zimbardo P. Boyd J., Il paradosso del tempo, Firenze, Giunti, 2022 On-line laboratory: Self-assessment of strategic skills. Educational materials and questionnaires available free of charge on the formonline.uniroma3.it platform	12	M-PED/03	72	-	-	-	Core compulsory activities	ITA
22910712 - EDUCATIONAL LEADERSHIP AND DIDACTICS ORGANIZATION (objectives) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives. In terms of knowledge and comprehension skills ... - Understanding theories, strategies and tools regarding distributed educational leadership in educational settings. - Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem. - Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6. - Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities. - Understanding the importance of the emotional dimension of leadership. In terms of ability to apply knowledge and understanding ... - An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership. - An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved. - An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing. - An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies. In terms of independent judgment ... - Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection. - Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader. - Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice. - Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning. In terms of communication skills ... - An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes. - Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved. In terms of learning skills ... - Being able to access scientific literature in the field, identifying reliable sources. - Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them. - Being aware of the importance of learning from discussion with all the actors involved in training and management processes.
22910712-1 - MODULO BASE (objectives) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives. In terms of knowledge and comprehension skills ... - Understanding theories, strategies and tools regarding distributed educational leadership in educational settings. - Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem. - Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6. - Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities. - Understanding the importance of the emotional dimension of leadership. In terms of ability to apply knowledge and understanding ... - An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership. - An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved. - An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing. - An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies. In terms of independent judgment ... - Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection. - Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader. - Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice. - Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning. In terms of communication skills ... - An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes. - Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved. In terms of learning skills ... - Being able to access scientific literature in the field, identifying reliable sources. - Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them. - Being aware of the importance of learning from discussion with all the actors involved in training and management processes. - MORETTI GIOVANNI (syllabus) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. In contexts characterized by organizational, didactic and research autonomy, a central role is played by the Head of the School or the Heads of Educational Services, who directly exercise their educational leadership, and can also generate leadership, more specifically: by encouraging the development of professional communities and communities of practice; by supporting the work of teachers and educators who assume specific responsibilities or who perform tasks and functions at the mesosystem and microsystem level (collaborators, coordinators, tutors, “instrumental” and “intermediate functions”, etc.). Educational leadership also extends to actively involving students by developing autonomy, assumption of responsibility and fostering discussion and co-responsibility between school and family and more generally with the territory. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. The course aims in particular to develop knowledge, skills and competences related to: the use of participatory educational strategies and methodologies centered on the learning of professional communities, students and territories; the monitoring and self-evaluation of the effectiveness of their action as educational leaders; the development of critical skills to exercise educational leadership in formal and informal educational contexts; the enhancement of ICT and digital infrastructures to support educational and management processes. The course "Educational leadership and Didactic Organization" takes place in the first and second semester and is structured in the following manner: Professor Giovanni Moretti (6 CFU Main Module in person + 3 CFU Seminars activities carried out both online and in person), Dr. Arianna Lodovica Morini (3 CFU laboratory activities carried out both online and in person) Module - Basic course (6 CFU): 36 hours of face-to-face lessons. During the lessons, the themes characterizing the course are presented and specific topics of interest are explored through reflection and discussion activities. Indications are given regarding texts, digital resources and materials useful for the study. The face-to-face lessons are held with dialogue teaching methods and with the use of materials (scientific contributions, case studies, videos, concept maps, self-assessment tests, etc.). Lessons start Basic course: October 2023, first - second semester Lessons timetable: Classroom at the new educational center in via Principe Amedeo, n ° 184 Module - Seminar - (3 CFU): 18 hours of seminar activities carried out both face-to-face and online. During the activities some themes that characterize the Course "Educational Leadership and Didactic Organization" are explored. Individual or small group activities are planned, with analysis of cases and emblematic documents and use of tools. Seminar activities foresee the preparation of synthetic written productions. Seminar activities start from November 2023. Module - The Laboratory course (3 credits) includes 18 hours of laboratory activities carried out both online and in person. The Laboratory through case studies and context simulation activities, deepens specific contents of educational leadership, with particular reference to the resolution of problematic situations and uncertainty. To implement the activities of the Laboratory course, students may choose one of the options below: 1) Online group work The course involves the creation of peer work groups that will be given specific assignments to be carried out within a certain due date. Through the online platform students inform the teacher that they want to participate in the work groups. The teacher sets up the work groups and assigns each group the work to be carried out and indicates the operating procedures to be followed. All the indications for the development of the in-depth course (activities, timing and methods) will be presented in detail on the Moodle online platform of the course Educational leadership and Didactic Organization: formonline.uniroma3.it 2) Those who are unable to participate in group activities will be provided with supplementary group or individual activities, which will be agreed upon at least 5 weeks before the date on which the student intends to take the final exam. This is an in-depth critical study of a topic of the course with the production of a written paper. Students agree with the teacher a course’s theme to analyse thoroughly and the operative modalities that will have to be followed. "In the case of an extension of the health emergency by COVID-19, all the provisions governing the conduction of teaching activities and student evaluation will be implemented. In particular, the following modalities will be applied: the teaching activities will be carried out through the integrated use of the online environment of the Department of Education, Formonline, and of the online platform indicated by the University to carry out video conferencing in synchronous ". METHOD OF EVALUATION: Ongoing evaluation / final oral exam Formative assessment in itinere (General Course): written formative tests will be administered in itinere with the function of self-assessment and reflection on the issues addressed in the basic course. Formative assessment in itinere (Seminar): written formative tests will be administered in itinere with the function of self-assessment and will be evaluated in a formative way the synthetic written productions required within the Seminar. Formative assessment in itinere (Laboratory): questionnaires will be administered to reflect on one's own skills in the form of self-assessment, peer self-assessment activities will be carried out, and the work carried out individually and in small groups within the Laboratory will be evaluated in a formative way. Final Assessment of the Course: the final exam of the entire course is one, it takes the form of an oral interview, which also includes the presentation-discussion of the work carried out in the Seminar (in-person and online activities) and in the Laboratory (activities in blended mode both online and in-person). Access to the final exam is subject to compliance with what has been agreed in the Formative Pact. (reference books) - Moretti, G. (2022). La leadership educativa situata: conoscere il contesto e cooperare. Roma: Anicia. - Domenici G., Moretti G. (a cura di) (2011). Leadership educativa e autonomia scolastica. Il governo dei processi formativi e gestionali nella scuola di oggi. Roma: Armando Editore. (Dallo studio sono esclusi i capitoli 7, 9 e 12) - Leithwood, K, Seashore Louis K. (2022). Leadership educativa e apprendimento degli studenti. Implicazioni per le politiche e per le pratiche formative. Roma: Anicia. - Goleman. D. (2016). Essere Leader. Guidare gli altri grazie all’intelligenza emotiva. Rizzoli: Milano.	6	M-PED/03	36	-	-	-	Core compulsory activities	ITA
22910712-2 - SEMINARIO (objectives) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives. In terms of knowledge and comprehension skills ... - Understanding theories, strategies and tools regarding distributed educational leadership in educational settings. - Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem. - Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6. - Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities. - Understanding the importance of the emotional dimension of leadership. In terms of ability to apply knowledge and understanding ... - An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership. - An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved. - An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing. - An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies. In terms of independent judgment ... - Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection. - Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader. - Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice. - Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning. In terms of communication skills ... - An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes. - Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved. In terms of learning skills ... - Being able to access scientific literature in the field, identifying reliable sources. - Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them. - Being aware of the importance of learning from discussion with all the actors involved in training and management processes. - MORETTI GIOVANNI (syllabus) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. In contexts characterized by organizational, didactic and research autonomy, a central role is played by the Head of the School or the Heads of Educational Services, who directly exercise their educational leadership, and can also generate leadership, more specifically: by encouraging the development of professional communities and communities of practice; by supporting the work of teachers and educators who assume specific responsibilities or who perform tasks and functions at the mesosystem and microsystem level (collaborators, coordinators, tutors, “instrumental” and “intermediate functions”, etc.). Educational leadership also extends to actively involving students by developing autonomy, assumption of responsibility and fostering discussion and co-responsibility between school and family and more generally with the territory. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. The course aims in particular to develop knowledge, skills and competences related to: the use of participatory educational strategies and methodologies centered on the learning of professional communities, students and territories; the monitoring and self-evaluation of the effectiveness of their action as educational leaders; the development of critical skills to exercise educational leadership in formal and informal educational contexts; the enhancement of ICT and digital infrastructures to support educational and management processes. The course "Educational leadership and Didactic Organization" takes place in the first and second semester and is structured in the following manner: Professor Giovanni Moretti (6 CFU Main Module in person + 3 CFU Seminars activities carried out both online and in person), Dr. Arianna Lodovica Morini (3 CFU laboratory activities carried out both online and in person) Module - Basic course (6 CFU): 36 hours of face-to-face lessons. During the lessons, the themes characterizing the course are presented and specific topics of interest are explored through reflection and discussion activities. Indications are given regarding texts, digital resources and materials useful for the study. The face-to-face lessons are held with dialogue teaching methods and with the use of materials (scientific contributions, case studies, videos, concept maps, self-assessment tests, etc.). Lessons start Basic course: 3 October 2023, first - second semester Lessons timetable: Classroom at the new educational center in via Principe Amedeo, n ° 184 Module - Seminar - (3 CFU): 18 hours of seminar activities carried out both face-to-face and online. During the activities some themes that characterize the Course "Educational Leadership and Didactic Organization" are explored. Individual or small group activities are planned, with analysis of cases and emblematic documents and use of tools. Seminar activities foresee the preparation of synthetic written productions. Seminar activities start from November 2023. Module - The Laboratory course (3 credits) includes 18 hours of laboratory activities carried out both online and in person. The Laboratory through case studies and context simulation activities, deepens specific contents of educational leadership, with particular reference to the resolution of problematic situations and uncertainty. To implement the activities of the Laboratory course, students may choose one of the options below: 1) Online group work The course involves the creation of peer work groups that will be given specific assignments to be carried out within a certain due date. Through the online platform students inform the teacher that they want to participate in the work groups. The teacher sets up the work groups and assigns each group the work to be carried out and indicates the operating procedures to be followed. All the indications for the development of the in-depth course (activities, timing and methods) will be presented in detail on the Moodle online platform of the course Educational leadership and Didactic Organization: formonline.uniroma3.it 2) Those who are unable to participate in group activities will be provided with supplementary group or individual activities, which will be agreed upon at least 5 weeks before the date on which the student intends to take the final exam. This is an in-depth critical study of a topic of the course with the production of a written paper. Students agree with the teacher a course’s theme to analyse thoroughly and the operative modalities that will have to be followed. "In the case of an extension of the health emergency by COVID-19, all the provisions governing the conduction of teaching activities and student evaluation will be implemented. In particular, the following modalities will be applied: the teaching activities will be carried out through the integrated use of the online environment of the Department of Education, Formonline, and of the online platform indicated by the University to carry out video conferencing in synchronous ". METHOD OF EVALUATION: Ongoing evaluation / final oral exam Formative assessment in itinere (General Course): written formative tests will be administered in itinere with the function of self-assessment and reflection on the issues addressed in the basic course. Formative assessment in itinere (Seminar): written formative tests will be administered in itinere with the function of self-assessment and will be evaluated in a formative way the synthetic written productions required within the Seminar. Formative assessment in itinere (Laboratory): questionnaires will be administered to reflect on one's own skills in the form of self-assessment, peer self-assessment activities will be carried out, and the work carried out individually and in small groups within the Laboratory will be evaluated in a formative way. Final Assessment of the Course: the final exam of the entire course is one, it takes the form of an oral interview, which also includes the presentation-discussion of the work carried out in the Seminar (in-person and online activities) and in the Laboratory (activities in blended mode both online and in-person). Access to the final exam is subject to compliance with what has been agreed in the Formative Pact. (reference books) - Moretti, G. (2022). La leadership educativa situata: conoscere il contesto e cooperare. Roma: Anicia. (In corso di pubblicazione). - Domenici G., Moretti G. (a cura di) (2011). Leadership educativa e autonomia scolastica. Il governo dei processi formativi e gestionali nella scuola di oggi. Roma: Armando Editore. - Leithwood, K, Seashore Louis K. (2022). Leadership educativa e apprendimento degli studenti. Implicazioni per le politiche e per le pratiche formative. Roma: Anicia. - Goleman. D. (2016). Essere Leader. Guidare gli altri grazie all’intelligenza emotiva. Rizzoli: Milano.	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA
22910712-3 - LABORATORIO (objectives) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives. In terms of knowledge and comprehension skills ... - Understanding theories, strategies and tools regarding distributed educational leadership in educational settings. - Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem. - Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6. - Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities. - Understanding the importance of the emotional dimension of leadership. In terms of ability to apply knowledge and understanding ... - An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership. - An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved. - An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing. - An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies. In terms of independent judgment ... - Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection. - Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader. - Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice. - Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning. In terms of communication skills ... - An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes. - Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved. In terms of learning skills ... - Being able to access scientific literature in the field, identifying reliable sources. - Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them. - Being aware of the importance of learning from discussion with all the actors involved in training and management processes. - MORINI ARIANNA LODOVICA (syllabus) Module - Basic course (6 CFU): 36 hours of classroom lessons. During the lectures, indications will be given about texts, websites and materials useful to deepen specific topics of interest; materials will be presented through reflection and comparison activities (scientific contributions, case studies, videos, conceptual maps, self-assessment tests, etc.). Lessons start Basic course: October 2023, first - second semesteR, via principe Amedeo, n°184 (reference books) - Moretti, G. (2022). La leadership educativa situata: conoscere il contesto e cooperare. Roma: Anicia. - Domenici G., Moretti G. (a cura di) (2011). Leadership educativa e autonomia scolastica. Il governo dei processi formativi e gestionali nella scuola di oggi. Roma: Armando Editore. - Leithwood, K, Seashore Louis K. (2022). Leadership educativa e apprendimento degli studenti. Implicazioni per le politiche e per le pratiche formative. Roma: Anicia. - Goleman. D. (2016). Essere Leader. Guidare gli altri grazie all’intelligenza emotiva. Rizzoli: Milano.	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA
22910711 - SPECIAL EDUCATION AND DIDACTICS FOR INCLUSION (objectives) Know and understand the theoretical foundations of inclusive education. (Knowledge and understanding) • Apply the acquired knowledge to address and solve problems related to school inclusion • Understand and apply the developed skills in a situation. (Knowledge and understanding skills applied) • Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources. (Autonomy of judgment) • Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion. (Communication skills) • Develop the ability to learn additional teaching methods for inclusion, including through music therapy (Ability to learn)
22910711-1 - SEMINAR (objectives) Know and understand the theoretical foundations of inclusive education. (Knowledge and understanding)• Apply the acquired knowledge to address and solve problems related to school inclusion • Understand and apply the developed skills in a situation.(Knowledge and understanding skills applied)• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.(Autonomy of judgment)• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.(Communication skills)• Develop the ability to learn additional teaching methods for inclusion, including through music therapy (Ability to learn) - RIZZO AMALIA (syllabus) In the perspective of school inclusion, as promoted by international bodies and Italian legislation, the course will deal with the organization of special education and special teaching as a fundamental variable to guarantee the quality of inclusive processes in the various contexts of life (family, school, free time, work).The course:• proposes music as an example of an effective way to promote participation in school and social life;• highlights the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion;• offers an overview about the most effective ways to lear how reading to understand and study. (reference books) - Chiappetta Cajola, L. Traversetti, M. (2017). Metodo di studio e DSA. Strategie didattiche inclusive. Roma: Carocci.- Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.- Traversetti, M., Rizzo A.L. (2023). DSA e strategie didattiche efficaci. Come imparare a leggere per comprendere e studiare. Milano: FrancoAngeli.	9	M-PED/03	54	-	-	-	Core compulsory activities	ITA
22910711-2 - WORKSHOP (objectives) Know and understand the theoretical foundations of inclusive education. (Knowledge and understanding)• Apply the acquired knowledge to address and solve problems related to school inclusion • Understand and apply the developed skills in a situation.(Knowledge and understanding skills applied)• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.(Autonomy of judgment)• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.(Communication skills)• Develop the ability to learn additional teaching methods for inclusion, including through music therapy (Ability to learn) - DE ANGELIS BARBARA (syllabus) In the perspective of school inclusion, as promoted by international bodies and Italian legislation, the course will deal with the organization of special education and special teaching as a fundamental variable to guarantee the quality of inclusive processes in the various contexts of life (family, school, free time, work).The course:• proposes music therapy as an example of an effective way to promote participation in school and social life;• highlights the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion;• offers an overview about the most effective ways to carry out an inclusive lesson. (reference books) - Chiappetta Cajola, L. Traversetti, M. (2017). Metodo di studio e DSA. Strategie didattiche inclusive. Roma: Carocci.- Chiappetta Cajola L., Rizzo A. L. (2016). Musica e inclusione. Teorie e strategie didattiche. Roma: Carocci.- Traversetti, M., Rizzo A.L. (2023). DSA e strategie didattiche efficaci. Come imparare a leggere per comprendere e studiare. Milano: FrancoAngeli.	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA

22910222 - Psicologia dell'educazione e della formazione (objectives)

- LONIGRO ANTONIA (syllabus) (reference books)

M-PSI/04

Core compulsory activities

ITA

Optional group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/04 - (show)

22910834 - Progettazione e valutazione nei servizi educativi, formativi e per la media education (objectives) The course is divided into two modules; the objectives of each module are broken down as follows: - module I (6 CFU, prof. Cinzia Angelini): o acquire the basic aspects of the design of online learning experiences; o understand the whole life cycle of a project (planning, monitoring, evaluating); o get to know the possible sources of financing; o plan an educational or training course, according to defined, retractable and reproducible phases; o define the recipients of an educational or training course and their needs, starting from an analysis of their needs previously planned and conducted; o identify the general and specific objectives of a training or educational course; o select the most appropriate teaching strategies and materials for achieving the objectives; o define descriptors to measure the achievement of objectives; o disseminate the results of a training or educational project; o design a financial plan for the request of national or international funds. - module II (6 CFU, prof. Francesco Agrusti): o examine the planning of curricula and designing digital learning experiences; o explore instructional design models to support synchronous and asynchronous learning; o understand the role of assessment in determining the effectiveness of online learning; o measure the effectiveness of e-learning design, development and delivery; o synthesise key features of behaviourism, cognitivism and constructivism to facilitate online learning; o select best practices for encouraging experiential learning in an online community o get to know the main approaches to teaching and assessment in e-learning and media education; o get to know the results of the most important national and international surveys on media education and e-learnin - ANGELINI CINZIA (syllabus) The course in "Design, assessment and evaluation in education and training institution and in media education" is divided into two modules of 36 hours, corresponding to 72 hours and 12 ECTS. The main objective is to support students in designing, implementing and evaluating projects carried out in education and training courses. At the end of the course, students will be able to use and apply the most common tools and the most appropriate strategies to develop all the phases of a project. The course will be held in both the first and the second semester; in both modules, alongside with traditional lessons, students will be involved in labs and individual and group activities. (reference books) o Torre, E.M., Dalla progettazione alla valutazione: modelli e metodi per educatori e formatori, Roma, Carocci, 2022. o Paradiso, L., La progettazione educativa e sociale. Modelli, metodologie, strumenti, Milano, Mondadori, 2020, chapters 1, 3, 4, 6, 7, 10, 12, 13, 14. o Horton, W., E-learning by design, John Wiley & Sons, Pfeiffer; 2° edizione (14 dicembre 2011), 2012. o Felini, D., & Trinchero, R., Progettare la media education. Dall’idea all’azione, nella scuola e nei servizi educativi, 2015. - AGRUSTI FRANCESCO (syllabus) The Design and Evaluation in Educational, Training and Media Education Services course for students on the Master's Degree Course in Pedagogical Sciences consists of two 36-hour modules, totalling 72 hours and 12 CFU. The aim of the course is to encourage students to acquire the basic skills to design, implement and evaluate planning in educational and training services. At the end of the course students will know how to orientate themselves in the complex practice of planning through the use of the main tools and the application of appropriate working methodologies. The course will be spread over two semesters; both modules will be implemented through alternating lectures and workshops, with individual and group work. Specific Objectives The objectives of the course, in the two segments of which it is composed, are as follows - Module I (6 CFU, Prof. Cinzia Angelini): o to acquire the basic elements of design o understand the life cycle of a project (planning, monitoring, evaluation); o to know the possible sources of funding o understand the links between types of people in training, training needs and aims and project strategies; o design an educational or training pathway, according to defined, reproducible and monitorable phases; o define the recipients of an educational or training pathway and their needs, starting from a previously designed and empirically conducted needs analysis; o identify general and specific objectives of a training or educational intervention; o define possible descriptors of the achievement of objectives; o disseminate/communicate the results of a training or educational project; o communicate a financial plan by macro items of expenditure, aimed at applying for national or international funds to finance training. - Module II (6 CFU, Prof. Francesco Agrusti): o acquire the basic elements of designing digital learning experiences; o examining curriculum planning and designing digital learning experiences; o explore instructional design models to support synchronous and asynchronous learning; o understand the role of assessment in determining the effectiveness of networked learning and training; o measure the effectiveness of the design, development and delivery of an e-learning course; o synthesise the key features of behaviourism, cognitivism and constructivism to facilitate online learning; o select best practices for encouraging experiential learning in an online community; o understand the main teaching and assessment designs in e-learning and media education; o know the results of the main national and international surveys on media and online education. (reference books) o Torre, E.M., Dalla progettazione alla valutazione: modelli e metodi per educatori e formatori, Roma, Carocci, 2022. o Paradiso, L., La progettazione educativa e sociale. Modelli, metodologie, strumenti, Milano, Mondadori, 2020. o Horton, W., E-learning by design, John Wiley & Sons, Pfeiffer; 2° edizione (14 dicembre 2011), 2012. o Felini, D., & Trinchero, R., Progettare la media education. Dall’idea all’azione, nella scuola e nei servizi educativi, 2015.	12	M-PED/04	72	-	-	-	Core compulsory activities	ITA
22910083 - EXPERIMENTALISM, DIDACTIC INNOVATION AND MONTESSORI PEDAGOGY (objectives) Knowledge and understanding: the principles and methodologies of empirical research in education; the main features of the theoretical model proposed by Montessori; embodiment theories; Knowledge and understanding skills applied: to the design of teaching innovation; to the definition of empirical research drawings; Making judgements: choose critically and consciously methods and instruments of intervention in the field of empirical research and didactic design. - MANFREDA ADA (syllabus) Through the program proposed in this teaching we will reflect together and deepen the following thematic nuclei: Experimentalism and the Method of Scientific Pedagogy proposed by Montessori; relapses in the didactic field. The relevance of Montessori's pedagogical proposal. The importance of sensorial education; the role of the body in learning processes. The educational relationship: teacher-student, student-student, student-teacher. The mind-brain-education link: Montessori and neuroscience. Observation: the method, the tools, its application in educational contexts. (reference books) - R. Regni-L. Fogassi, Montessori e le neuroscienze. Cervello, mente educazione, Fefè editore, 2019 - Maria Montessori, Il metodo della pedagogia scientifica applicato all’educazione infantile nelle Case dei Bambini. Edizione critica digitale, 2000, published by the 'Atlante Montessori' and available for free online at: http://www.atlantemontessori.org - L. D'Odorico-R. Cassibba, Osservare per educare, Carocci 2001. - A. Manfreda, Il quartiere di San Lorenzo e le tracce della Montessori, Armando, 2023. - Digital resources and handouts provided by the teacher on the institutional platform.	12	M-PED/04	72	-	-	-	Core compulsory activities	ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/01 - (show)

22910042 - TEORIA E METODI DELLA CONSULENZA PEDAGOGICA (objectives) The pedagogical reflexion is rooted in the philosophical tradition of educational sciences. Nevertherless the practical involvemnt of educators in the field is nowadays more and more demanding. - ALUFFI PENTINI ANNA (syllabus) The situation of educators in some European countries will be presented. The course provides knowledge and skills on the specificity of pedagogical consultancy and accompaniment in the educational field. Students will be introduced to the methodology of Intervention Research or Action Research and the use of a participatory approach in socio-educational contexts also in light of projects conducted in the field. Second semester Students analyze film and cases and bring themselves issues based on their personal and professional educational experiences. They participate in consultancy simulations, first in dyads, under the supervision of the teacher and then in triads (client, consultant and observer). (reference books) Bronfenbrenner U. Rendere umani gli esseri umani Negri S. La consulenza pedagogica Carocci Olivieri F. Le professioni educative in Italia e in Europa. Percorsi di pedagogia Professionale. Ed. Il Papavero. Allegri Palmieri Zucca Il colloquio nel servizio sociale Carocci Pulcini E. Le passioni tra cura e giustizia Cohen- Emerique Il metodo degli shock culturali ; MAnuale di formazione per il lavoro sociale e umanitario Film da visionare: due a scelta tra Si può fare La pazza gioia Le invisibili English speaking students and German French and Spanish students should contact the lecturer - OLIVIERI FABIO (syllabus) The second semester intends to deal with the relevant issues about pedagogical counseling as a professional intervention device to be used in the different settings of the educational professions with particular attention to the individual and group dimension. The program will therefore focus on the following topics: The pedagogue and pedagogical counseling; Action-research as a practice of assessment in socio-educational contexts; Active listening and effectiveness communication in the helping relationship; Counseling techniques in the helping relationship; Characteristics, limits and opportunities of the pedagogical setting; The professional engagement contract; The supervision of the social educator and the pedagogue. (reference books) Negri S. La consulenza pedagogica Carocci Olivieri F. Le professioni educative in Italia e in Europa. Percorsi di pedagogia Professionale. Ed. Il Papavero. Allegri Palmieri Zucca Il colloquio nel servizio sociale Carocci Pulcini E. Le passioni tra cura e giustizia Cohen-Emerique Il metodo degli shock culturali Film da visionare: due a scelta tra Si può fare La pazza gioia Ti amerò per sempre Ti amerò per sempre	12	M-PED/01	72	-	-	-	Core compulsory activities	ITA
22910076 - TEORIE MODERNE DELL'EDUCAZIONE E PEDAGOGIA DELL'ESPRESSIONE (objectives) To integrate knowledge about the most interesting voices of contemporary pedagogy with the results of international interdisciplinary research in order to explore the phenomenology of human expression and the problems related to pedagogical action aimed at the expressive realization of the other. The course aims to achieve the following educational objectives for the student. In terms of knowledge and comprehension: - describe the epistemological field and the methodological procedures that characterize the discipline; - to identify the problematic nodes that pertain to the discipline. In terms of ability to apply knowledge and understanding: - to experiment with the methodological knowledge acquired; - devising paths of pedagogy of expression suitable for different educational contexts. In terms of autonomy of judgement: - Linking the theoretical dimension to educational practice in the expressive field; - Evaluate paths of pedagogy of expression in relation to different educational contexts. In terms of communication skills: - to convey the meaning and value of pedagogical attention to expressive dynamics; - Contribute to the realization of educational projects that develop relational and expressive skills. In terms of learning capacity: - interpreting a poetic and theatrical text; - integrate educational proposals that are inattentive to the dynamics of human expression and understanding. - SCARAMUZZO GILBERTO (syllabus) Aesthetic education. The course aims to investigate in which extent the aesthetic dimension can be the proper of educational action. In order to realise our investigation, we will question ourselves on the sense that works of art, such as cinema and theatre, can take on for educational action. We will realize our purpose through the shared exploration of two masterpieces. (reference books) Krzysztof Kieslowski, Il decalogo, film in 10 episodi (on Prime, or in dvd or streaming). Luigi Pirandello, Sei personaggi in cerca d'autore, any Italian ediction witn Prefazione ai Sei personaggi by L. Pirandello. Friedrich Shiller, L'educazione estetica dell'uomo, Bompiani - or - Friedrich Shiller, L'Educazione estetica, Aesthetica. Gilberto Scaramuzzo, In-tendere, l’umanità sophia di Luigi Pirandello, Anicia. Edda Ducci, Per un'ermeneutica dell'educativo, Anicia.	12	M-PED/01	72	-	-	-	Core compulsory activities	ITA
22910075 - PEDAGOGIA INTERCULTURALE E SOCIALE (objectives) Objectives of the program are acquiring knowledge of the disciplines of intercultural and community education to allow a high capacity for analysis, interpretation and action on contexts and phenomena of a social and educational nature; the acquisition of the skills necessary for the planning and implementation of educational and social intervention programs in the fields of immigration, social exclusion and marginalization, and welfare policies in general. By the study of Intercultural and community Education the student will be able to achieve the following objectives. - Knowledge and understanding: - the possession of methodological, strategic and technical skills in relation to the functioning of the personal service networks and of the institutional apparatus involved in the socio-educational field; - the adoption of a reflective, analytical, logical, planning attitude, available both to group and network work, and to group and network design. - Applying knowledge and understanding: - - possession of organizational skills in microsystems, in the regulation of social interventions, in the management of change; - Applying knowledge and understanding: - possession of organizational skills in microsystems, in the regulation of social interventions, in the management of change. - Making judgements: - ability to elaborate an autonomous judgment on the situations in which it is called to intervene and take decisions in complex situations, even in the face of partial data and information. - Communication skills: - ability to draw up documents aimed at programming and managing services, to prepare research / monitoring / evaluation reports and to elaborate and present operational proposals for intervention. - possession of specific skills to act as an expert in the monitoring system for training interventions. - Learning skills: - acquire the skills necessary to allow any further post-graduate training courses (second level master's, research doctorate) without prejudice to the ability to continue autonomously in the process of updating the knowledge necessary for the professional profile. How to link with other teachings: The program is connected to the other programs of the pedagogical and sociological area, trough the analysis of cases, experiences and interdisciplinary services. - Derived from 22910051 Pedagogia interculturale e sociale in Coordinatore dei servizi educativi e dei servizi sociali LM-50 CATARCI MARCO, RICCARDI VERONICA, BIANCHI LAVINIA (syllabus) Introduction to Social and Intercultural Education: Origins, Developments, Theories and Methods. Intercultural Education in School and Society. Educational policies in an intercultural perspective. Multilingualism, Interculturalism and Citizenship. From multicultural society to intercultural society: the role of education. Models and types of integration: assimilation, coexistence, partner coexistence. The notion of integration of immigrants Culture, culture and identity School and the Difference of Cultures. Educational strategies for social inclusion. (reference books) 1. CATARCI M., Le forme sociali dell’educazione. Servizi, Territori, Società, Franco Angeli, Milano 2013. 2. GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005. 3. CATARCI M., La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e cambiamento sociale, Franco Angeli, Milano 2016. 4. SAYAD A., La doppia assenza. Dalle illusioni dell'emigrato alle sofferenze dell'immigrato, Raffaello Cortina, Milano 2001; 5. STILLO L., Periferie dell'esclusione. Contesti, soggettività, riflessioni in prospettiva pedagogicosociale, Pensa Multimedia, Lecce 2023 6. RICCARDI V., L’educazione per tutti e per tutta la vita. Il contributo pedagogico di Ettore Gelpi, ETS, Pisa 2014.	12	M-PED/01	72	-	-	-	Core compulsory activities	ITA

22910077 - STORIA SOCIALE DELL'EDUCAZIONE (objectives)

- CANTATORE LORENZO (syllabus) (reference books)

M-PED/02

Core compulsory activities

ITA

Optional group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/03 - (show)

22910079 - DIDATTICA DELL'ORIENTAMENTO IN PROSPETTIVA EUROPEA (objectives) -I KNOW THE MAIN THEORIES OF INTERPRETATION PROCESS GUIDANCE E-LEARN TO ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT -KNOW AND ANALYZE THE CONTRIBUTION OF A MODULAR AND FLEXIBLE ORGANIZATION OF TEACHING PROCESSES FOR GUIDANCE DESCRIBE AND ANALYZE-SIMILARITIES AND DIFFERENCES OF MODELS OF ORIENTATION IN THE EUROPEAN COUNTRIES -ABLE TO CONNECT TO THE DEVELOPMENT OF SKILLS DEVELOPMENT OF INTERESTS AND ATTITUDES WITH THE REQUIREMENTS OF ACTIVE EUROPEAN CITIZENSHIP ABLE-simulated argue CONTEXTS THE REASONS OF CHOICE OF INSTRUMENTS DEEMED MOST APPROPRIATE TO REPORT: EVALUATION DATA, INTERESTS, PREFERENCES BUILT-IN DIFFERENT CONTEXTS OF ORIENTATION OF TOOLS FOR DATA COLLECTION AND ANALYSIS EVALUATION -KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK -Knowing, ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE -SEARCH, TO ANALYZE AND EVALUATE EXPERIENCE SIGNIFICANT GUIDANCE AND PROFESSIONAL SCHOOL E-LEARN TO ANALYZE THE RELIEF OF COMPETENCE STRATEGIC PROCESS for self QUESTIONNAIRES AND KNOW-APPLY FOR THE DETECTION AND ANALYSIS OF EXPERTISE IN THE PROCESS OF STRATEGIC ORIENTATION - MARGOTTINI MASSIMO (syllabus) The course of Orientation Education in a European perspective (12 CFU) includes a basic module (6 CFU), a Seminar (3 CFU) and a Laboratory (3 CFU) Basic module program (6CFU) Orientation understood in the double meaning of the subject's ability to "orientate himself" in the construction of his own life plan and actions aimed at promoting full awareness of his choices, is characterized as a continuous training process. The course "Didactics of guidance in a European perspective", starting from an analysis of the models that have characterized the evolution of guidance practices in the last century, deepens the characteristics of the "training orientation" model, highlighting its connections with a modular and flexible organization of teaching with particular reference to the theme of developing strategic skills. It also analyzes the “life design” model as the current paradigm for the construction of professional life. Finally, through a comparative analysis, it deals with the study of guidance activities and services in some countries of the European Union. Seminar title (3 CFU): The temporal perspective for orientation The seminar is based on the analysis of the volume by Zimbardo P. Boyd J., Il paradosso del tempo, Milan, Oscar Mondadori, 2009 (the text is not easily available in bookstores, therefore extracts will be provided during the lessons and on the online platform) Laboratory: 3 CFU Title of the Workshop: Questionnaires for the assessment and self-assessment of strategic skills The workshop takes place on the faculty e-learning platform http://formonline.uniroma3.it/ within which teaching materials and questionnaires will be available for the self-assessment of strategic skills. It ends with the delivery of a written report on the activities carried out. (reference books) Soresi S., Nota L., L'orientamento e la progettazione professionale, Bologna, Il Mulino, 2020 Savickas M., Career counselling. Guida teorica e metodologica per il XXI secolo, Trento, Erickson, 2014 VAIRA M. (a cura di), Dalla scuola all’università. Politiche e pratiche di orientamento in sei paesi europei, Milano, LED edizioni, 2007 MARGOTTINI M., Promuovere competenze strategiche a scuola e all’università, Milano, LED edizioni, 2017 (testo open access) Seminar: Time perspective in orientation Testo: Zimbardo P. Boyd J., Zimbardo P. Boyd J., Il paradosso del tempo, Firenze, Giunti, 2022 On-line laboratory: Self-assessment of strategic skills. Educational materials and questionnaires available free of charge on the formonline.uniroma3.it platform	12	M-PED/03	72	-	-	-	Core compulsory activities	ITA
22910712 - EDUCATIONAL LEADERSHIP AND DIDACTICS ORGANIZATION (objectives) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives. In terms of knowledge and comprehension skills ... - Understanding theories, strategies and tools regarding distributed educational leadership in educational settings. - Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem. - Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6. - Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities. - Understanding the importance of the emotional dimension of leadership. In terms of ability to apply knowledge and understanding ... - An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership. - An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved. - An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing. - An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies. In terms of independent judgment ... - Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection. - Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader. - Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice. - Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning. In terms of communication skills ... - An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes. - Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved. In terms of learning skills ... - Being able to access scientific literature in the field, identifying reliable sources. - Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them. - Being aware of the importance of learning from discussion with all the actors involved in training and management processes.
22910712-1 - MODULO BASE (objectives) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives. In terms of knowledge and comprehension skills ... - Understanding theories, strategies and tools regarding distributed educational leadership in educational settings. - Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem. - Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6. - Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities. - Understanding the importance of the emotional dimension of leadership. In terms of ability to apply knowledge and understanding ... - An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership. - An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved. - An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing. - An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies. In terms of independent judgment ... - Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection. - Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader. - Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice. - Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning. In terms of communication skills ... - An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes. - Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved. In terms of learning skills ... - Being able to access scientific literature in the field, identifying reliable sources. - Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them. - Being aware of the importance of learning from discussion with all the actors involved in training and management processes. - MORETTI GIOVANNI (syllabus) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. In contexts characterized by organizational, didactic and research autonomy, a central role is played by the Head of the School or the Heads of Educational Services, who directly exercise their educational leadership, and can also generate leadership, more specifically: by encouraging the development of professional communities and communities of practice; by supporting the work of teachers and educators who assume specific responsibilities or who perform tasks and functions at the mesosystem and microsystem level (collaborators, coordinators, tutors, “instrumental” and “intermediate functions”, etc.). Educational leadership also extends to actively involving students by developing autonomy, assumption of responsibility and fostering discussion and co-responsibility between school and family and more generally with the territory. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. The course aims in particular to develop knowledge, skills and competences related to: the use of participatory educational strategies and methodologies centered on the learning of professional communities, students and territories; the monitoring and self-evaluation of the effectiveness of their action as educational leaders; the development of critical skills to exercise educational leadership in formal and informal educational contexts; the enhancement of ICT and digital infrastructures to support educational and management processes. The course "Educational leadership and Didactic Organization" takes place in the first and second semester and is structured in the following manner: Professor Giovanni Moretti (6 CFU Main Module in person + 3 CFU Seminars activities carried out both online and in person), Dr. Arianna Lodovica Morini (3 CFU laboratory activities carried out both online and in person) Module - Basic course (6 CFU): 36 hours of face-to-face lessons. During the lessons, the themes characterizing the course are presented and specific topics of interest are explored through reflection and discussion activities. Indications are given regarding texts, digital resources and materials useful for the study. The face-to-face lessons are held with dialogue teaching methods and with the use of materials (scientific contributions, case studies, videos, concept maps, self-assessment tests, etc.). Lessons start Basic course: October 2023, first - second semester Lessons timetable: Classroom at the new educational center in via Principe Amedeo, n ° 184 Module - Seminar - (3 CFU): 18 hours of seminar activities carried out both face-to-face and online. During the activities some themes that characterize the Course "Educational Leadership and Didactic Organization" are explored. Individual or small group activities are planned, with analysis of cases and emblematic documents and use of tools. Seminar activities foresee the preparation of synthetic written productions. Seminar activities start from November 2023. Module - The Laboratory course (3 credits) includes 18 hours of laboratory activities carried out both online and in person. The Laboratory through case studies and context simulation activities, deepens specific contents of educational leadership, with particular reference to the resolution of problematic situations and uncertainty. To implement the activities of the Laboratory course, students may choose one of the options below: 1) Online group work The course involves the creation of peer work groups that will be given specific assignments to be carried out within a certain due date. Through the online platform students inform the teacher that they want to participate in the work groups. The teacher sets up the work groups and assigns each group the work to be carried out and indicates the operating procedures to be followed. All the indications for the development of the in-depth course (activities, timing and methods) will be presented in detail on the Moodle online platform of the course Educational leadership and Didactic Organization: formonline.uniroma3.it 2) Those who are unable to participate in group activities will be provided with supplementary group or individual activities, which will be agreed upon at least 5 weeks before the date on which the student intends to take the final exam. This is an in-depth critical study of a topic of the course with the production of a written paper. Students agree with the teacher a course’s theme to analyse thoroughly and the operative modalities that will have to be followed. "In the case of an extension of the health emergency by COVID-19, all the provisions governing the conduction of teaching activities and student evaluation will be implemented. In particular, the following modalities will be applied: the teaching activities will be carried out through the integrated use of the online environment of the Department of Education, Formonline, and of the online platform indicated by the University to carry out video conferencing in synchronous ". METHOD OF EVALUATION: Ongoing evaluation / final oral exam Formative assessment in itinere (General Course): written formative tests will be administered in itinere with the function of self-assessment and reflection on the issues addressed in the basic course. Formative assessment in itinere (Seminar): written formative tests will be administered in itinere with the function of self-assessment and will be evaluated in a formative way the synthetic written productions required within the Seminar. Formative assessment in itinere (Laboratory): questionnaires will be administered to reflect on one's own skills in the form of self-assessment, peer self-assessment activities will be carried out, and the work carried out individually and in small groups within the Laboratory will be evaluated in a formative way. Final Assessment of the Course: the final exam of the entire course is one, it takes the form of an oral interview, which also includes the presentation-discussion of the work carried out in the Seminar (in-person and online activities) and in the Laboratory (activities in blended mode both online and in-person). Access to the final exam is subject to compliance with what has been agreed in the Formative Pact. (reference books) - Moretti, G. (2022). La leadership educativa situata: conoscere il contesto e cooperare. Roma: Anicia. - Domenici G., Moretti G. (a cura di) (2011). Leadership educativa e autonomia scolastica. Il governo dei processi formativi e gestionali nella scuola di oggi. Roma: Armando Editore. (Dallo studio sono esclusi i capitoli 7, 9 e 12) - Leithwood, K, Seashore Louis K. (2022). Leadership educativa e apprendimento degli studenti. Implicazioni per le politiche e per le pratiche formative. Roma: Anicia. - Goleman. D. (2016). Essere Leader. Guidare gli altri grazie all’intelligenza emotiva. Rizzoli: Milano.	6	M-PED/03	36	-	-	-	Core compulsory activities	ITA
22910712-2 - SEMINARIO (objectives) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives. In terms of knowledge and comprehension skills ... - Understanding theories, strategies and tools regarding distributed educational leadership in educational settings. - Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem. - Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6. - Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities. - Understanding the importance of the emotional dimension of leadership. In terms of ability to apply knowledge and understanding ... - An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership. - An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved. - An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing. - An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies. In terms of independent judgment ... - Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection. - Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader. - Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice. - Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning. In terms of communication skills ... - An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes. - Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved. In terms of learning skills ... - Being able to access scientific literature in the field, identifying reliable sources. - Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them. - Being aware of the importance of learning from discussion with all the actors involved in training and management processes. - MORETTI GIOVANNI (syllabus) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. In contexts characterized by organizational, didactic and research autonomy, a central role is played by the Head of the School or the Heads of Educational Services, who directly exercise their educational leadership, and can also generate leadership, more specifically: by encouraging the development of professional communities and communities of practice; by supporting the work of teachers and educators who assume specific responsibilities or who perform tasks and functions at the mesosystem and microsystem level (collaborators, coordinators, tutors, “instrumental” and “intermediate functions”, etc.). Educational leadership also extends to actively involving students by developing autonomy, assumption of responsibility and fostering discussion and co-responsibility between school and family and more generally with the territory. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. The course aims in particular to develop knowledge, skills and competences related to: the use of participatory educational strategies and methodologies centered on the learning of professional communities, students and territories; the monitoring and self-evaluation of the effectiveness of their action as educational leaders; the development of critical skills to exercise educational leadership in formal and informal educational contexts; the enhancement of ICT and digital infrastructures to support educational and management processes. The course "Educational leadership and Didactic Organization" takes place in the first and second semester and is structured in the following manner: Professor Giovanni Moretti (6 CFU Main Module in person + 3 CFU Seminars activities carried out both online and in person), Dr. Arianna Lodovica Morini (3 CFU laboratory activities carried out both online and in person) Module - Basic course (6 CFU): 36 hours of face-to-face lessons. During the lessons, the themes characterizing the course are presented and specific topics of interest are explored through reflection and discussion activities. Indications are given regarding texts, digital resources and materials useful for the study. The face-to-face lessons are held with dialogue teaching methods and with the use of materials (scientific contributions, case studies, videos, concept maps, self-assessment tests, etc.). Lessons start Basic course: 3 October 2023, first - second semester Lessons timetable: Classroom at the new educational center in via Principe Amedeo, n ° 184 Module - Seminar - (3 CFU): 18 hours of seminar activities carried out both face-to-face and online. During the activities some themes that characterize the Course "Educational Leadership and Didactic Organization" are explored. Individual or small group activities are planned, with analysis of cases and emblematic documents and use of tools. Seminar activities foresee the preparation of synthetic written productions. Seminar activities start from November 2023. Module - The Laboratory course (3 credits) includes 18 hours of laboratory activities carried out both online and in person. The Laboratory through case studies and context simulation activities, deepens specific contents of educational leadership, with particular reference to the resolution of problematic situations and uncertainty. To implement the activities of the Laboratory course, students may choose one of the options below: 1) Online group work The course involves the creation of peer work groups that will be given specific assignments to be carried out within a certain due date. Through the online platform students inform the teacher that they want to participate in the work groups. The teacher sets up the work groups and assigns each group the work to be carried out and indicates the operating procedures to be followed. All the indications for the development of the in-depth course (activities, timing and methods) will be presented in detail on the Moodle online platform of the course Educational leadership and Didactic Organization: formonline.uniroma3.it 2) Those who are unable to participate in group activities will be provided with supplementary group or individual activities, which will be agreed upon at least 5 weeks before the date on which the student intends to take the final exam. This is an in-depth critical study of a topic of the course with the production of a written paper. Students agree with the teacher a course’s theme to analyse thoroughly and the operative modalities that will have to be followed. "In the case of an extension of the health emergency by COVID-19, all the provisions governing the conduction of teaching activities and student evaluation will be implemented. In particular, the following modalities will be applied: the teaching activities will be carried out through the integrated use of the online environment of the Department of Education, Formonline, and of the online platform indicated by the University to carry out video conferencing in synchronous ". METHOD OF EVALUATION: Ongoing evaluation / final oral exam Formative assessment in itinere (General Course): written formative tests will be administered in itinere with the function of self-assessment and reflection on the issues addressed in the basic course. Formative assessment in itinere (Seminar): written formative tests will be administered in itinere with the function of self-assessment and will be evaluated in a formative way the synthetic written productions required within the Seminar. Formative assessment in itinere (Laboratory): questionnaires will be administered to reflect on one's own skills in the form of self-assessment, peer self-assessment activities will be carried out, and the work carried out individually and in small groups within the Laboratory will be evaluated in a formative way. Final Assessment of the Course: the final exam of the entire course is one, it takes the form of an oral interview, which also includes the presentation-discussion of the work carried out in the Seminar (in-person and online activities) and in the Laboratory (activities in blended mode both online and in-person). Access to the final exam is subject to compliance with what has been agreed in the Formative Pact. (reference books) - Moretti, G. (2022). La leadership educativa situata: conoscere il contesto e cooperare. Roma: Anicia. (In corso di pubblicazione). - Domenici G., Moretti G. (a cura di) (2011). Leadership educativa e autonomia scolastica. Il governo dei processi formativi e gestionali nella scuola di oggi. Roma: Armando Editore. - Leithwood, K, Seashore Louis K. (2022). Leadership educativa e apprendimento degli studenti. Implicazioni per le politiche e per le pratiche formative. Roma: Anicia. - Goleman. D. (2016). Essere Leader. Guidare gli altri grazie all’intelligenza emotiva. Rizzoli: Milano.	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA
22910712-3 - LABORATORIO (objectives) People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts. Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives. In terms of knowledge and comprehension skills ... - Understanding theories, strategies and tools regarding distributed educational leadership in educational settings. - Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem. - Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6. - Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities. - Understanding the importance of the emotional dimension of leadership. In terms of ability to apply knowledge and understanding ... - An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership. - An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved. - An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing. - An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies. In terms of independent judgment ... - Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection. - Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader. - Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice. - Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning. In terms of communication skills ... - An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes. - Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved. In terms of learning skills ... - Being able to access scientific literature in the field, identifying reliable sources. - Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them. - Being aware of the importance of learning from discussion with all the actors involved in training and management processes. - MORINI ARIANNA LODOVICA (syllabus) Module - Basic course (6 CFU): 36 hours of classroom lessons. During the lectures, indications will be given about texts, websites and materials useful to deepen specific topics of interest; materials will be presented through reflection and comparison activities (scientific contributions, case studies, videos, conceptual maps, self-assessment tests, etc.). Lessons start Basic course: October 2023, first - second semesteR, via principe Amedeo, n°184 (reference books) - Moretti, G. (2022). La leadership educativa situata: conoscere il contesto e cooperare. Roma: Anicia. - Domenici G., Moretti G. (a cura di) (2011). Leadership educativa e autonomia scolastica. Il governo dei processi formativi e gestionali nella scuola di oggi. Roma: Armando Editore. - Leithwood, K, Seashore Louis K. (2022). Leadership educativa e apprendimento degli studenti. Implicazioni per le politiche e per le pratiche formative. Roma: Anicia. - Goleman. D. (2016). Essere Leader. Guidare gli altri grazie all’intelligenza emotiva. Rizzoli: Milano.	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA
22910711 - SPECIAL EDUCATION AND DIDACTICS FOR INCLUSION (objectives) Know and understand the theoretical foundations of inclusive education. (Knowledge and understanding) • Apply the acquired knowledge to address and solve problems related to school inclusion • Understand and apply the developed skills in a situation. (Knowledge and understanding skills applied) • Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources. (Autonomy of judgment) • Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion. (Communication skills) • Develop the ability to learn additional teaching methods for inclusion, including through music therapy (Ability to learn)

Optional group: LM-85 - A scelta dello studente - (show)

22902269 - HISTORY OF WOMEN 6 CREDITS LM 57 (objectives) The course intends to provide students with the knowledge concerning the history of women’s state in the XX century. It aims at offering a historical path by rebuilding ideological roots and government policies which signed the exclusion and inclusion of women with regard to the public sphere and productive environment, with a special attention devoted to the marginalization and segregation phenomena towards a group of female categories. By the study of Women’s History the student will be able to achieve the following training objectives. - Knowledge of the political-institutional scenarios characterized by the exclusion of women by the access to some fundamental rights: right to vote, to extra-domestic work, and working safeguard measures; - Understanding the ethical-legal roots perpetuating gender inequality in the second half of the XX century; - Ability to analyze the theoretical principles which have legitimized political choices by European governments in the first half of the XIX century, with a focus on the second post world war Italy. The course of Women’s History requires knowledge of the contemporary history space time dimension and of the deep transformations on the political-institutional and socio-economic ground, occurred in the XX century. The multifaceted dimension of the course offers a great opportunity for interaction and integration with other subject matters contemplated in the comprehensive learning path (psychological, sociological, legal and pedagogical). As the gender mainstreaming and women’s empowerment represents a priority in the agenda of the international community, starting from the Agenda 2030, conceived as a new global constitution, the knowledge of the history of denied rights and battles carried out by women is essential in order to understand the current female condition at global level. - Derived from 22902342 STORIA DELLE DONNE in Coordinatore dei servizi educativi e dei servizi sociali LM-50 AZARA LILIOSA (syllabus) The course aims at revisiting the history of women’s condition in the XX century. In particular, it will be highlighted as two events which deeply marked the XIX century opening with a revolution and closing with a war, both involving women, but giving men the chance to play between inclusion/participation and exclusion/repulsion of women from questions concerning the State and the Nation. The XX century sanctions an ineludible process towards women’s emancipation. The western women have access to modernity. In particular, the issues the course aims to deal with are the following: the Great War and the question whether or not it has been the era of women or the triumph of the gender difference; the Twenties and the modern woman in the United States; women under totalitarian regimes; women in the political sphere; feminism in the Sixties/Seventies; procreation and bioethics. (reference books) G. Duby, M. Perrot (a cura di), Storia delle donne. Il Novecento, Laterza, Roma-Bari L. Azara, I sensi e il pudore. L'Italia e la rivoluzione dei costumi, Donzelli, Roma 2018 L. Azara, L. Tedesco (a cura di), La donna delinquente e la prostituta, Viella, Roma 2019: the last five chapters, namely, Mary Gibson (pp. 107-122), Laura Schettini (pp.123-148), Anna Carla Valeriano (pp. 169-192), Annalisa Cegna (pp.149-168), Liliosa Azara (pp.193-216).	6	M-STO/04	36	-	-	-	Elective activities	ITA
22902266 - STATISTICAL METHODS FOR DATA ANALYSIS - 6 CREDITS LM 57 (objectives) The course provides basic concepts of sampling and regression. Particular attention is devoted to the comparison of types of sampling, and to the comparison between bivariate and multivariate approaches. During the course students will be introduced to the use of statistical software for computers, solving problems in new areas, placed in interdisciplinary contexts. By autonomously managing complex knowledge, the student will learn how to make critical judgments and communicate the results obtained to specialists and non-specialist interlocutors. By the study of STATISTICAL METHODS OF DATA ANALYSIS the student will be able to achieve the following training objectives. Knowledge and understanding: - have acquired in-depth disciplinary knowledge in the field of statistics such as to allow him an adequate approach to the problems of planning and carrying out socio-educational and socio-welfare activities. - possess advanced methodological and technical knowledge, able to allow him to reflect on even complex situations with adequate data analysis and interpretation tools. Applying knowledge and understanding: - possession of skills in the use of the operating systems of the new data processing methods - competent use of communication strategies with professional partners and users. Making judgements: - elaborate an independent judgment on the situations in which it is called to intervene, making decisions in complex situations, even in the face of partial data and information. - show reflexive abilities on their own methods of intervention, supporting their decisions with objective information. Communication skills: - drafting documents aimed at programming and managing services, preparing research / monitoring / evaluation reports and preparing and presenting operational intervention proposals. - know how to communicate in public and manage institutional communication. Learning skills: - appropriate acquisitions skills to allow any further post-graduate training courses (second level master's degree, research doctorate) - ability to continue independently in the process of updating the knowledge necessary for the professional profile. - BOVE GIUSEPPE (syllabus) Arguments considered are: sampling and non sampling error, simple random sampling, cluster and stratified sampling, confidence interval, introduction to simple and multiple regression. (reference books) CORBETTA P., GASPERONI G., PISATI M., STATISTICA PER LA RICERCA SOCIALE, IL MULINO, BOLOGNA, 2001. Chapters and sections to study on the text of Corbetta, Gasperoni and Pisati Chapter 6: all (except piece-wise linear regression on page. 171) chapter 7: all (not function and use of ratios and not dxy section 5.) Chapter 8: all (except for section 2.3) chapter 10 all (in sections 3.1 e 3.2 excluded the formulas that do not regard the estimate of the population mean).	6	SECS-S/01	36	-	-	-	Elective activities	ITA
22910255 - Modern theories of education and pedagogy of expression (objectives) Bridging a) the voices of present pedagogical research b) with the results of international interdisciplinary research in the field of educational processes of children, adolescents and with a specific attention to adults, of education, with a specific attention to genre, individual and intercultural differences, of expressive / communicational / linguistic / lexi-cal, ludic styles, cognitive styles, learning styles, social styles, c) with the usability of traditional and innovative educa-tional strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, orientation and self-orientation, creativity, active interaction, expressive appropriateness, lexical and semantic pedagogical appro-priateness, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration of educational and socio-educational projects aiming at integration and inclusion within societies and labour markets, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of human resources and of the designed lifelong learning educational projects, g) with the clear knowledge of strengths and weaknesses of national and international educational policies. By the study of Modern theories of education and pedagogy of expression (Exchange Program) the student will be able to achieve the following training objectives. Knowledge and understanding: - defining and identifying the epistemological and methodological subject field; - adopting a reflexive, observative, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links; - knowing the contents and objectives of traditional and innovative pedagogical approaches promoting the idea of projectuality as valorisation of the individual and of its reference micro-groups; - knowing the usability of traditional and innovative strategies and methodologies, techniques and tools promoting the idea of inclusion and integration within societies and labour markets as one of the main pedagogical objectives and contents; - knowing the tools of the educational policies for inclusion and integration; - knowing the usability of the tools that allow effective educational relationships; - adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal; - knowing the role and function of present educational agencies; - knowing the results of national and international research on the specific objectives of inclusive education. Applying knowledge and understanding: - analysing and deepening the meanings of the best educational and training practices with specific reference to consolidated pedagogical strategies and methods; - being available to networking and group-working; - being aware of his ethical and professional responsibility, of the need of being reliable and credible; - being able to build inclusive contexts for children, adolescents, adults with cognitive and social difficulties; - identifying and generalizing educational phenomena and processes, their contents and the impact they produce on learning, social, expressive, communicational styles; - reading, grasping, identifying, defining educational and socialisation needs within life contexts; - assessing the quality of the educational and cognitive processes fostered in different educational settings; - identifying, explaining, commenting, detailing the effects produced by changes on learning styles. Making judgements: - linking pedagogical theory to learning processes; - assessing the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches; - using a systemic thinking. Communication skills: - using effective interaction strategies within traditional educational settings and parallel school; - listening to and understanding the needs communicated by children, adolescents, adults within operational settings implementing educational activities, training, socialisation, expression, communication, orientation, self-orientation; - adopting projectual styles based on a pedagogical thinking and a reliable educational action; - adopting a pedagogic lexicon based on keywords able to define and explain meanings, processes and objectives; - significantly interacting in a L2 and knowing its pedagogical vocabulary. Learning skills: - being available to participate in different scientific and cultural research contexts and networks; - understanding the meaning of present educational challenges; - valorising the sense of pedagogical approaches able to support the perspective of inclusive education and didactics; - interacting within traditional educational settings and within parallel school, with the aim of supporting the perspective of lifelong and lifewide learning. - PICCIONE VINCENZO ANTONIO (syllabus) Methodological, ethical, technical problems concerned with education and training; valorisation of human resources as a professional model; the educational communication as an active strategy in different cultural, social, professional settings and processes. Transferrable professional models in socio-educational settings. Organizational and projectual strategies based on the network model. Performance flexibility and expertise in programming and interacting within systems. 12 scheduled seminars are concerned with specific issues; these seminars have a different and specific work programme. (reference books) Piccione V.A., The new pedagogical settings, Aemme, Roma 2013 (pp. 11-116) Piccione V.A., Minors and new universal rights, Aemme, Roma 2008 (pp. 37-62, 251-282) Piccione V.A., Re-giving pedagogy the interdisciplinary intensity of its voice, "International Journal of Psychoanalysis and Education”, 2019, X, 1, pp. 40-50	6	M-PED/01	36	-	-	-	Elective activities	ENG
22910705 - Training Philosophy (objectives) The course aims at providing students with theoretical-critical knowledge and the ability to understand themes and problems related to the Philosophy of Education, analyzing the different perspectives of analysis and investigating their epistemological status. The primary objective will also be to grasp the central link between the theoretical dimension and the concrete experience of education and self formation, through the exercise of philosophical thought oriented to languages, models and practices in self formation contexts. Through the study of Philosophy of Education, the student will be able to develop the necessary skills to understand, interpret and deal with the problems associated with human formation and achieve the following educational objectives: in terms of knowledge and understanding - define and identify the epistemological and methodological scope of the discipline; - understand the educational meaning and significance of human education; in terms of ability to apply knowledge and understanding: - analyze the relationship between Philosophy, General Pedagogy, Philosophy of Education and Self Formation; - identify the conceptual and operational tools to move easily in the double theoretical and practical-operational dimension that underlies the Philosophy of Education; in terms of autonomy of judgment: - elaborate critical thinking relative to concrete situations in human formation; - identify and analyze tools, occasions and events related to human formation; in terms of communication skills: - critically observe and interpret the dialogical and relational dynamics of various formation contexts; - make pedagogical theories interact profitably with the educational complexity of the contemporary world; in terms of learning skills: - to know how to grasp the theoretical-operational proposals related to self formation, examining their strengths and possible criticalities; - access critically the scientific literature of reference, evaluating in advance the reliability of the sources. - BROCCOLI AMELIA (syllabus) The course aims to critically analyze some themes and problems inherent in the Philosophy of Education and Training, with particular regard to the relationship between the theoretical dimension and concrete situations of the training experience. In this case, the dialogical and communicative dimensions of education, which have always been central elements of every educational relationship, will be the object of analysis. Part of the program will be devoted to reading and commenting on Agostino's "De magistro" (reference books) F. Cambi, L. Toschi, La comunicazione formativa. Strutture, percorsi, frontiere, Apogeo, Milano 2006; A. Broccoli, Dialogare, Scholé, Brescia 2021; A. Agostino, De magistro, Prefazione di A. Broccoli, Morcelliana-Scholé, Brescia 2023 (in press). THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS	6	M-PED/01	36	-	-	-	Elective activities	ITA
22910708 - Educational research, teaching of writing and handwriting (objectives) Knowledge and understanding - Getting to know the debate about the teaching and learning of handwriting; - getting to know the various approaches to the teaching and learning of handwriting; - getting to know the most recent approaches to the teaching and learning of handwriting. Applying knowledge and understanding - Understanding correct and wrong aspects in the development of the graphic gesture; - understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting. Making judgements - Reflecting on the contemporary approaches to the teaching and learning of handwriting.
22910713 - Metodi, strategie e strumenti della ricerca didattica (objectives) Doing research is an essential knowledge tool in the educational professions. The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate. Knowledge and understanding: - know the reference paradigms of research in education (quantitative approach and qualitative approach). - know the methods of educational research - know techniques and tools for data collection - understand the role of educational research for the growth of school quality and pedagogical culture - understand the theoretical foundations and peculiarities of didactic research Applying knowledge and understanding: - identify objectives, perspectives and strategies of didactic research - detect, analyze, interpret and represent the data Making judgements: - construct research-based problem solving hypotheses - evaluate the impact of research results on educational contexts Communication skills: - draw up a research report in a form that can be understood by teachers and educators - simulate survey paths in groups Learning skills: - acquire a professional approach based on research and informed by research - be able to access the relevant scientific literature - CIRACI ANNA MARIA (syllabus) Doing research is an essential knowledge tool in the educational professions. The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate. Thematic cores: - research and educational professions - theoretical foundations and peculiarities of didactic research - the reference paradigms of research in education (quantitative approach and qualitative approach) - research planning - methods and strategies of didactic research - techniques and tools for data collection (reference books) - CALONGHI L. (a cura di) (Ristampa 2017). NEL BOSCO DI CHIRONE. Contributi per l’identificazione della ricerca didattica. Napoli: TECNODID - BENVENUTO G. (2015). Stili e metodi della ricerca educativa. ROMA: CAROCCI	6	M-PED/03	36	-	-	-	Elective activities	ITA
22910828 - Metodi di ricerca in psicologia dello sviluppo organizzativo (objectives) At the end of the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - Recognize the epistemological issues underlying research in organizational psychology - Describe the research objectives that can be pursued through the use of various qualitative and quantitative instruments - Develop a research question, knowing how to adequately focus the phenomenon under investigation - Know and understand the differences between the various quantitative and qualitative research designs, as well as their respective advantages and limitations - Know the main techniques and instruments for building the empirical base In terms of ability to apply knowledge and understanding: - Setting research questions about organizational processes to produce organizational change - Build appropriate data collection methods and tools to answer the different research questions on organizational phenomena - Describe the criteria to be used to conduct basic data analysis In terms of autonomy of judgement: - Outline the main research operations to be carried out independently In terms of communication skills: - Knowing how to critically analyze the language used in the context of psychological research on organizational development - Consciously read the results of empirical psychological research In terms of learning ability: - Deepen own’s knowledge using specialized manuals and scientific articles

Optional group: SCIENZE PEDAGOGICHE LM 85 - I ANNO 1 insegnamento a scelta M-PED/04 - (show)

22910834 - Progettazione e valutazione nei servizi educativi, formativi e per la media education (objectives) The course is divided into two modules; the objectives of each module are broken down as follows: - module I (6 CFU, prof. Cinzia Angelini): o acquire the basic aspects of the design of online learning experiences; o understand the whole life cycle of a project (planning, monitoring, evaluating); o get to know the possible sources of financing; o plan an educational or training course, according to defined, retractable and reproducible phases; o define the recipients of an educational or training course and their needs, starting from an analysis of their needs previously planned and conducted; o identify the general and specific objectives of a training or educational course; o select the most appropriate teaching strategies and materials for achieving the objectives; o define descriptors to measure the achievement of objectives; o disseminate the results of a training or educational project; o design a financial plan for the request of national or international funds. - module II (6 CFU, prof. Francesco Agrusti): o examine the planning of curricula and designing digital learning experiences; o explore instructional design models to support synchronous and asynchronous learning; o understand the role of assessment in determining the effectiveness of online learning; o measure the effectiveness of e-learning design, development and delivery; o synthesise key features of behaviourism, cognitivism and constructivism to facilitate online learning; o select best practices for encouraging experiential learning in an online community o get to know the main approaches to teaching and assessment in e-learning and media education; o get to know the results of the most important national and international surveys on media education and e-learnin - ANGELINI CINZIA (syllabus) The course in "Design, assessment and evaluation in education and training institution and in media education" is divided into two modules of 36 hours, corresponding to 72 hours and 12 ECTS. The main objective is to support students in designing, implementing and evaluating projects carried out in education and training courses. At the end of the course, students will be able to use and apply the most common tools and the most appropriate strategies to develop all the phases of a project. The course will be held in both the first and the second semester; in both modules, alongside with traditional lessons, students will be involved in labs and individual and group activities. (reference books) o Torre, E.M., Dalla progettazione alla valutazione: modelli e metodi per educatori e formatori, Roma, Carocci, 2022. o Paradiso, L., La progettazione educativa e sociale. Modelli, metodologie, strumenti, Milano, Mondadori, 2020, chapters 1, 3, 4, 6, 7, 10, 12, 13, 14. o Horton, W., E-learning by design, John Wiley & Sons, Pfeiffer; 2° edizione (14 dicembre 2011), 2012. o Felini, D., & Trinchero, R., Progettare la media education. Dall’idea all’azione, nella scuola e nei servizi educativi, 2015. - AGRUSTI FRANCESCO (syllabus) The Design and Evaluation in Educational, Training and Media Education Services course for students on the Master's Degree Course in Pedagogical Sciences consists of two 36-hour modules, totalling 72 hours and 12 CFU. The aim of the course is to encourage students to acquire the basic skills to design, implement and evaluate planning in educational and training services. At the end of the course students will know how to orientate themselves in the complex practice of planning through the use of the main tools and the application of appropriate working methodologies. The course will be spread over two semesters; both modules will be implemented through alternating lectures and workshops, with individual and group work. Specific Objectives The objectives of the course, in the two segments of which it is composed, are as follows - Module I (6 CFU, Prof. Cinzia Angelini): o to acquire the basic elements of design o understand the life cycle of a project (planning, monitoring, evaluation); o to know the possible sources of funding o understand the links between types of people in training, training needs and aims and project strategies; o design an educational or training pathway, according to defined, reproducible and monitorable phases; o define the recipients of an educational or training pathway and their needs, starting from a previously designed and empirically conducted needs analysis; o identify general and specific objectives of a training or educational intervention; o define possible descriptors of the achievement of objectives; o disseminate/communicate the results of a training or educational project; o communicate a financial plan by macro items of expenditure, aimed at applying for national or international funds to finance training. - Module II (6 CFU, Prof. Francesco Agrusti): o acquire the basic elements of designing digital learning experiences; o examining curriculum planning and designing digital learning experiences; o explore instructional design models to support synchronous and asynchronous learning; o understand the role of assessment in determining the effectiveness of networked learning and training; o measure the effectiveness of the design, development and delivery of an e-learning course; o synthesise the key features of behaviourism, cognitivism and constructivism to facilitate online learning; o select best practices for encouraging experiential learning in an online community; o understand the main teaching and assessment designs in e-learning and media education; o know the results of the main national and international surveys on media and online education. (reference books) o Torre, E.M., Dalla progettazione alla valutazione: modelli e metodi per educatori e formatori, Roma, Carocci, 2022. o Paradiso, L., La progettazione educativa e sociale. Modelli, metodologie, strumenti, Milano, Mondadori, 2020. o Horton, W., E-learning by design, John Wiley & Sons, Pfeiffer; 2° edizione (14 dicembre 2011), 2012. o Felini, D., & Trinchero, R., Progettare la media education. Dall’idea all’azione, nella scuola e nei servizi educativi, 2015.	12	M-PED/04	72	-	-	-	Core compulsory activities	ITA
22910083 - EXPERIMENTALISM, DIDACTIC INNOVATION AND MONTESSORI PEDAGOGY (objectives) Knowledge and understanding: the principles and methodologies of empirical research in education; the main features of the theoretical model proposed by Montessori; embodiment theories; Knowledge and understanding skills applied: to the design of teaching innovation; to the definition of empirical research drawings; Making judgements: choose critically and consciously methods and instruments of intervention in the field of empirical research and didactic design. - MANFREDA ADA (syllabus) Through the program proposed in this teaching we will reflect together and deepen the following thematic nuclei: Experimentalism and the Method of Scientific Pedagogy proposed by Montessori; relapses in the didactic field. The relevance of Montessori's pedagogical proposal. The importance of sensorial education; the role of the body in learning processes. The educational relationship: teacher-student, student-student, student-teacher. The mind-brain-education link: Montessori and neuroscience. Observation: the method, the tools, its application in educational contexts. (reference books) - R. Regni-L. Fogassi, Montessori e le neuroscienze. Cervello, mente educazione, Fefè editore, 2019 - Maria Montessori, Il metodo della pedagogia scientifica applicato all’educazione infantile nelle Case dei Bambini. Edizione critica digitale, 2000, published by the 'Atlante Montessori' and available for free online at: http://www.atlantemontessori.org - L. D'Odorico-R. Cassibba, Osservare per educare, Carocci 2001. - A. Manfreda, Il quartiere di San Lorenzo e le tracce della Montessori, Armando, 2023. - Digital resources and handouts provided by the teacher on the institutional platform.	12	M-PED/04	72	-	-	-	Core compulsory activities	ITA

SECOND YEAR

First semester

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Optional group: SCIENZE PEDAGOGICHE LM85 - II ANNO 1 insegnamento a scelta M-PSI/01 - M-DEA/01 - (show)

22902235 - PSYCHOLOGY OF THE ARTS 6 CREDITS LM 85 (objectives)

- MASTANDREA STEFANO (syllabus) (reference books)

M-PSI/01

Core compulsory activities

ITA

Optional group: SCIENZE PEDAGOGICHE LM 85 - II ANNO 1 insegnamento a scelta M-STO/04 - M-FIL/03 - M-FIL/06 - (show)

22902238 - HISTORY OF PEACE 6 CREDITS LM 85 (objectives) The course aims to offer students the tools to understand the historical and social dynamics of the contemporary age, with specific reference to the themes of peace and conflict resolution. The aim of the course is to promote a reflective, analytical, logical and planning attitude in the students, available for group work. The course promotes the ability to design and plan interventions in favor of peace. By attending the History of Peace course, the student will be able to achieve the following educational goals. Knowledge and understanding: Knowledge of the historical dynamics of the contemporary age, with specific reference to the themes of peace and conflict resolution; ability to understand complex historical situations, with different institutional and non-institutional actors; Applying knowledge and understanding: To be able to conceive and plan interventions in favor of peace, through the ability of working in groups; to be able to conceive strategies of action in problematic situations that require peaceful mediation; Making judgements: Being able to elaborate an autonomous judgement on the situations in which one is called to intervene; being able to make decisions in complex situations. - Derived from 22910200 Storia della pace in Coordinatore dei servizi educativi e dei servizi sociali LM-50 IMPAGLIAZZO MARCO (syllabus) The twentieth century was the most violent century in history. The century of the genocides, that of the world wars, of the nuclear weapon, of the ideological clash. Faced with so many conflicts, men, societies, cultures, religions have produced answers and actions to restore peace and coexistence and to promote development: paths of reconciliation - sometimes inadequate, sometimes courageous -, institutions, social and legal innovations. After analyzing the factors underlying collective violence - nationalism, authoritarianism, racism, propaganda, economic inequality - The course will reconstruct some of the pacification paths by placing them in the geopolitical and cultural scenarios in which they were produced, from post-World War II Europe to the non-European world of decolonisation. Particular attention will be devoted to the analysis of African conflicts and initiatives to end, pacify and reconcile. The issue is addressed from an historical, geopolitical and social point of view. The recent phenomena of religious terrorism and the commitment of various subjects to their stigmatization and isolation will then be examined. (reference books) The textbook for AY 2023/34 is: A. Riccardi, Il grido della pace, San Paolo, 2023. Final examination for attending students (those who have attended at least 25 out of 36 hours of classes) will be based on notes from the classes and a full reading of the textbook. Non-attending students will have to study a second volume (currently under selection) in addition to the textbook.	6	M-STO/04	36	-	-	-	Core compulsory activities	ITA
22910223 - Storia dell'europa e delle istituzioni comunitarie (objectives) The teaching of European history pursues the general objective of the Degree Course, namely to train professionals endowed with autonomous and critical reasoning skills in relation to complex problems, also within the scope of the legal-regulatory aspects related to international processes. In this perspective, the teaching aims to enable educators to incorporate an EU dimension into their activity, to acquire knowledge, values, skills and competences, empowering them to think critically and form well-informed and balanced opinions, by practicing core European values of social inclusion and European and international solidarity. To that end, the teaching of European History aims to provide the student with a thorough preparation about the historical, cultural and juridical foundations of the European Union. This course also is designed to promote greater awareness of the role of the Union European as one of the most important players in an international, global and interdependent scenario, and to promote a critical reflection on the EU, its governance and decision-making processes, and on how it affects the citizens of the Member States and their democratic participation. Expected learning outcomes: knowledge of the most crucial political-cultural and institutional junctions in the history of community integration; ability to understand the dynamics and transformation processes of European society; autonomous, creative and innovative thinking on the main historical and social events of contemporary Europe and ability to express complex political, social and juridical situations by acquiring new communication skills. - SERGIO MARIALUISA LUCIA (syllabus) The teaching of History of Europe and of the Community institutions aims at deeping the historical, cultural and legal foundations of the European Union and at promoting a critical reflection on the EU, its governance and its democratic participatory processes. By using audiovisual sources, the course analyzes, in a transnational and comparative key, the main socio-cultural dynamics that have determined the formation of a common European identity from 1945 so far. (reference books) Attending students Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019 Angelo Bolaffi, Guido Crainz (a cura di), Calendario civile europeo. I nodi storici di una costruzione difficile, Donzelli, 2019 One to choose from: I. Warburg, Il tempo della coscienza. Ricordi di un'altra Germania (1910-1989), Il Mulino, 1994 U. Hirschmann, Noi senza patria, Il Mulino, 1993 Non-attending students Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019 Leonardo Rapone, Storia dell'integrazione europea, Carocci, ristampa 6^, 2021 Francesco Bartolini, Bruno Bonomo, Alessio Gagliardi, L' Europa del Novecento. Carocci Una storia, 2020	6	M-STO/04	36	-	-	-	Core compulsory activities	ITA
22910258 - Filosofia, formazione e società (objectives) The course has the fundamental objective of introducing students to the knowledge of the main philosophical issues typical of modern and contemporary society, with particular attention to the relationship between philosophy, culture and education. Specifically, the course aims to promote students' awareness of the identity and genesis of concepts and constructs that have had and have particular relevance in the educational and business environment and which concern man and his relationship with the world and with society. The course aims to promote the following specific training objectives in the student: - know how to distinguish the main philosophical currents, typical of modern and contemporary culture; - know how to use the language of philosophy appropriately; - know how to recognize the role of training within society and the importance of philosophy within it; - know how to produce a critical and reasoned reading of a text, an event or a tendency typical of a culture; - know how to identify emerging or underlying philosophical doctrines within socio-cultural phenomena; - knowing how to recognize different levels of relationship between philosophy and self-building; - knowing how to move in a multidisciplinary context; - know how to organize a speech using philosophical reading tools of social reality. Knowledge and understanding. - knowledge of the main lines of the modern and contemporary philosophical debate and its relations with the other educational sciences; - ability to distinguish and compare between different lines of cultural development, according to the different philosophical matrices. - recognition of the relationship between philosophy and training. Applying knowledge and understanding. - Knowledge and understanding of the concepts and theories provided by the course; - ability to recognize the fundamental phases and matrices of contemporary culture; Making judgments. - To be able to identify different reading keys of the different cultural phenomena; - To be able to recognize the fundamental cultural lines that animate contemporary society; - To be able to identify the basis of self-building and education practices, and cultural influences on them. Communication skills - Ability to read and interpret human and social phenomena with greater philosophical competence; - ability to know how to communicate with congruent philosophical knowledge tools; - ability to speak publicly about issues related to philosophy and its relationship with society; - knowing how to create an educational activity by recognizing theoretical assumptions and philosophical contents Learning skills - to be able to analyze and critically evaluate - in their fundamental methodological aspects - contemporary cultural trends; - to be able to reflect and analyze from a philosophical point of view the problems dealing with various social contexts, in particular those related to education and self-building. - PETAGINE ANTONIO (syllabus) Who am I? Modern and contemporary images of the Self This course aims to focus on the formation of the modern Self and the way we conceive of ourselves as subjects and as persons. In fact, our society is undoubtedly based on the individual, conceived as a Self. It comes from a complex path, which implies a certain way of experiencing interiority, of conceiving our subjectivity, of positing in a new way the sense of Self in relation to the others. The program will be divided into two steps: 1) a more properly historical-philosophical part, in which to analyze the development of the notions of Soul, Self, Subject. The two main authors of this itinerary will be St. Augustine and John Locke; 2) an analysis of how we conceive of ourselves today, in the context of the contemporary society, marked by strongly individualistic drives. (reference books) About the first part, the following texts will be addressed: Agostino, Le Confessioni, tr. it. M. Bettetini, Einaudi, Torino 2015, books I-X. J. Locke, Saggio sull'intelligenza umana, libro II, cc. 23-27, tr. it. C. Pellizzi, G. Farina, Laterza, Roma-Bari 2011, pp. 325-403. About the second part: C. Taylor, Il disagio della modernità, Laterza, Roma-Bari 2006. Other complementary materials will be made available during the course.	6	M-FIL/06	36	-	-	-	Core compulsory activities	ITA

Optional group: SCIENZE PEDAGOGICHE LM85 - II ANNO 1 insegnamento a scelta M-PSI/05 -08 - (show)

Optional group: SCIENZE PEDAGOGICHE LM 85 - II ANNO 1 insegnamento a scelta lingue L-LIN/03 o 07 o 10 - (show)

22902243 - SPANISH LANGUAGE AND CULTURE 6 CREDITS LM 65 (objectives) The student will be able to achieve the following educational objectives: - Knowledge and understanding: develop the four linguistic skills until the B1 level of the common European framework of reference for languages. Knowledge of the historical period preceding the Spanish Civil War and the figures of Antonio Machado and Federico García Lorca. - Applying knowledge and understanding: capacity to understand and produce a written or oral B1 level text in Spanish. Capacity to understand a literary text - Making judgements: Reflections on the methodologies of learning foreign languages. - Communication skills: knowledge of metalanguage related to language learning. - Learning skills: Knowledge of the methodologies for self-learning. - CASTORINA ANTONIO (syllabus) The course is divided into a grammatical part and a cultural part it requires previous knowledge of Spanish language at A2 level: The grammar is based on Spanish verbal syntax and vocabulary building, specifically: use of the indicative; use of the subjunctive; use of the conditional; use of the gerund; use of the participle; use of the imperative; use of the infinitve; main phrasal verbs. The cultural part is based on the life and work of Antonio Machado and Federico Garcia Lorca through the reading and translation of their works. exams Grammatical part: assessment of knowledge of verbal syntax through the translation of short phrases from Italian Cultural part: After demonstrating knowledge of the lives and poetry of the two authors, the candidates will be required to read and translate poems on the list accompanied by a reflection on the poetic message. A short essay in Spanish on one of the two authors chosen by the student is also required. (reference books) The poems can be downloaded from the website: http://www.poesia-inter.net/index.htm	6	L-LIN/07	36	-	-	-	Related or supplementary learning activities	ITA
22902244 - LANGUAGE, CULTURE AND INSTITUTIONS IN ENGLISH-SPEAKING COUNTRIES 6 CREDITS LM 85 (objectives) Aims of the course: Students will acquire a specific vocabulary for social studies and education through the study of the text English for Educators, together with the ability to understand and express ideas on relevant and complex cultural issues found in the text The Shape of a Culture. - LUPPI FABIO (syllabus) - This course is meant to provide a cultural analysis of the texts studied, a reflection on English (and Englishes) and a study of the language itself in the context of the emergence of Cultural Studies and Post Colonial Studies from the 19th century to the present. The texts provide focus on cultural issues related to a culture-bound use of English and are related to the development and importance of a language for a consequent cultural and social development of a country. Students will have to deal with these texts in order to read, understand and interpret texts in English from a linguistic, sociological, historical and cultural perspective. - Lessons will be held in English and in Italian. Activities such as cloze tests, reading / comprehension and listening / comprehension exercises will be part of the course. Authentic materials will be used in order to provide different models of the use of English. Video and audio materials will be used to enhance listening skills. (reference books) All texts and video are available at Formonline (e-platform). All texts deal with the five main areas covered by our course: industrilization and the concept of modernity / gender studies and gender equality / language and culture / post-colonialism and multiculturalism / pop culture	6	L-LIN/10	36	-	-	-	Related or supplementary learning activities	ITA

22902234 - SOCIOLOGY OF EDUCATIONAL AND TRAINING PROCESSES 6 CREDITS LM85-57 (objectives)

- CARBONE VINCENZO (syllabus) (reference books)

SPS/08

Core compulsory activities

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional group: SCIENZE PEDAGOGICHE LM85 - II ANNO 1 insegnamento a scelta M-PSI/01 - M-DEA/01 - (show)

22910309 - Antropologia della globalizzazione (objectives)

- PINELLI BARBARA (syllabus) (reference books)

M-DEA/01

Core compulsory activities

ITA

Optional group: SCIENZE PEDAGOGICHE LM 85 - II ANNO 1 insegnamento a scelta M-STO/04 - M-FIL/03 - M-FIL/06 - (show)

22910043 - ETICA DELLA RELAZIONE E DELLA COMUNICAZIONE (objectives)

- RUSSO MARIA TERESA (syllabus) (reference books)

M-FIL/03

Core compulsory activities

ITA

Optional group: SCIENZE PEDAGOGICHE LM85 - II ANNO 1 insegnamento a scelta M-PSI/05 -08 - (show)

22910044 - PSICOLOGIA CLINICA E GESTIONE DELLO STRESS (objectives) OBJECTIVES 1. Knowledge of the fundamental basis of Clinical Psychology and Stress Management in organisational and educational contexts. 2. Understanding and elaboration of mental disorders’ diagnostic criteria and informed application of those notions in order to detect the nosographic classification of the main psychopathologies, starting from descriptions of psychological profiles. 3. Understanding and critical analysis of an integrated explanatory model of etiopathology and of the diathesis-stress paradigm. 4. In-depth analysis of chronic stress and its negative impact on psycho-physical health and on productivity and wellbeing in the workplace. 5. Knowledge of the key-concepts of mindfulness and of the MBSR protocol (Mindfulness-Based Stress Reduction) by Jon Kabat-Zinn. 6. Experiential training in the classroom of the mindful breathing practice and communication/sharing of one’s experience with the classmates. 7. Understanding of the key-concepts of effective time-management. Application of the acquired knowledge in order to overcome procrastination issues. 8. Critical evaluation of one’s solving problems’ strategies in time management and implementation of the acquired knowledge in order to improve one’s skills in problem solving and in pursuing goals. - BARCACCIA BARBARA (syllabus) CLINICAL PSYCHOLOGY AND STRESS MANAGEMENT Academic Year 2022-2023 Second cycle degree in Pedagogical Sciences LM 85 and Science of Adult Education and Continuing Education LM 57 (SPE-SEAFC) The course is an introduction to Clinical Psychology and Stress Management in organizations and education. Basics of Clinical Psychology and of the main mental disorders will be illustrated, along with a presentation of stress management strategies. Stress stems from the perceived discrepancy between the environmental demands and the individual resources. It is well known that in the field of organizations chronic stress contributes to the deterioration of physical and mental health, reduces productivity and increases absenteeism in all fields of work. The notions of “stress” and “stressor” will be analysed, as well as Seyle’s model of general adaptation syndrome. Individuals are not defenceless subjects when confronted with stress and anxiety: what is really meaningful is the way in which events, internal and external threats, and one’s own resources to cope with them, are evaluated. The main mental disorders will be illustrated, as well as the aetiopathological model diathesis-stress. Finally, the most effective current techniques and strategies of stress management will be presented. (reference books) 1) "Clinical Psychology", by V.M. Durand, D.H. Barlow, S.G. Hofmann. UTET University, 2023. The topics and exam questions relating to the manual (which does not need to be studied in full) have been published on the Formonline platform. 2) "Promuovere il benessere con l'ACT” di Liz Melete. All additional materials uploaded to Formonline are an integral part of the exam program.	6	M-PSI/08	36	-	-	-	Related or supplementary learning activities	ITA
22902252 - SOCIAL PSYCHOLOGY OF GROUPS 6 CREDITS LM 50/87 (objectives) Goals - To elaborate group features and to apply the functions to social groups - To solve problems related to psychosocial processes of group (social infleces, communication, productivity, conflicts), to apply them in complex social contexts. - To integrate knowledges about theretical models explaing group processes: Social Identity Theory, - Self-categorization Theory, Theory of Social Comparison processes, etc. - To examine in depth and communicate results of the main scientific researches about group processes and to apply the conclusions to broader social fields. - MARICCHIOLO FRIDANNA (syllabus) Study of groups in social psychology Roles, norms, status and group functions Phenomena in group dynamics Power and leadership Intra-groups and inter-groups interactions Inter-groups relationships and social categorization Inter-groups conflicts Stereotype decostruction and prejudice reduction Communication and social influence in group (reference books) - Donelson R. Forsyth. Psicologia dei gruppi (a cura di Livi, Maricchiolo, Mosso) EDRA. 2022 - Monografia: Bonaiuto, M. & Maricchiolo, F. (2009). La comunicazione non verbale (seconda edizione). Carocci, Roma.	6	M-PSI/05	36	-	-	-	Related or supplementary learning activities	ITA

Optional group: SCIENZE PEDAGOGICHE LM 85 - II ANNO 1 insegnamento a scelta lingue L-LIN/03 o 07 o 10 - (show)

22910115 - LETTERATURA E LINGUA FRANCESE PER L'EDUCAZIONE (objectives)

- GEAT MARINA (syllabus) (reference books)

L-LIN/03

Related or supplementary learning activities

ITA

22902246 - TRAINING/INTERNSHIP 4 CREDITS LM 85-57 (objectives)

Other activities

ITA

22901494 - FINAL EXAM - SEAFC (ADULT EDUCATION SCIENCE AND CONTINUOUS TRAINING) (objectives)

Final examination and foreign language test

ITA

Teachings extracurricular: (hide)

22910099 - Teorie moderne dell'educazione e pedagogia dell'espressione (Exchange Program)	6	M-PED/01	36	-	-	-	ITA
22910100 - Pedagogia Interculturale e Sociale (Exchange Program)	6	M-PED/01	36	-	-	-	ITA
22910101 - Teoria e metodi della consulenza pedagogica (Exchange Program)	6	M-PED/01	36	-	-	-	ITA
22910102 - Storia sociale dell'educazione (Exchange Program)	6	M-PED/02	36	-	-	-	ITA
22910104 - Didattica dell'orientamento in prospettiva europea (Exchange Program)	6	M-PED/03	36	-	-	-	ITA
22910108 - Sperimentalismo, innovazione didattica e pedagogia montessoriana (Exchange Program)	6	M-PED/04	36	-	-	-	ITA
22910714 - Leadership educativa e organizzazione della didattica (Exchange Program)	6	M-PED/03	36	-	-	-	ITA
22910715 - Pedagogia e didattica speciale per l'inclusione (Exchange Program)	6	M-PED/03	36	-	-	-	ITA

Scienze dell'educazione degli adulti e della formazione continua / LM-57

FIRST YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910709 - Bioethics and health ethics (objectives)

- Derived from 22910709 Bioetica e etica della salute in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 RUSSO MARIA TERESA (syllabus) (reference books)

M-FIL/03

Core compulsory activities

ITA

Optional group: LM-57 - A scelta dello studente - (show)

22910704 - Methodologies for professional training (objectives) The Laboratory aims at contributing to train professionals who are able to analyse, on an interpretative level, the nature and contextual constraints of training processes; to prepare, on a decision-making and operational level, training courses and actions aimed at adults in typical contexts of vocational and continuing training or at workers within the framework of specific organizational models; to identify methods and techniques of vocational training, in line with the needs of these contexts, in a lifelong and lifewide learning perspective. Knowledge and understanding: · identify the theoretical reference framework for training planning, in the perspective of lifelong and lifewide learning; · identify the theoretical reference apparatus of the methodologies for vocational training; · know the national lifelong learning and competences certification system in Italy; · know the system of vocational and continuing training in Italy. Applying knowledge and understanding: · identify the appropriate training actions to be promoted in line with needs of the contexts examined and the recipients; · identify the appropriate training methodologies in line with the planned actions; · plan training actions within the framework of the vocational and continuing training system in Italy; · include the actions of vocational and continuing training in the framework of the national system of lifelong learning and certification of competences. Making judgements: · link training theory to training situations; · evaluate methodologies, methods and training techniques most appropriate to the organizational contexts examined. Communication skills: · know how to communicate the knowledge acquired, in terms of ideas, problems and solutions, relating to the topics of the course, to specialist and non-specialist interlocutors. Learning skills: · exercise availability for scientific research in educational contexts; · understand challenges of vocational training, identifying problems and proposing solutions from the perspective of lifelong and lifewide learning; · develop the learning skills necessary to undertake subsequent studies, as part of training practices, with a high degree of autonomy. - Derived from 22910704 Metodologie della formazione professionale in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 PROIETTI EMANUELA (syllabus) The course is divided into two modules: - theoretical framework; - project work. The theoretical framework provides for the development of the following issues: - concepts and reference models of processes of enhancement of human resources; - structures, roles and skills in organizations for the development and training of human resources; - vocational training in the lifelong and lifewide learning perspective; - vocational and continuing training in the framework of industrial relations in Italy; - theoretical assumptions of training planning; - the Bilan de Competence and the Certification of competences in the context of vocational and continuing training; - the National Lifelong Learning and Competence Certification System in Italy. The second module of the teaching is of an applicative nature. Students organize themselves, in agreement with the teacher, in working groups; they choose a type of organization (a company or other specific actor) and plan a training project. During the final phase of the course each group presents their own work, which for the attending students, contributes to the final assessment. Project work is not foreseen for non-attending students. (reference books) Cocozza A., Comunicazione d’impresa e gestione delle risorse umane, Franco Angeli, Milano, 2012. In addition to the indicated book, the teacher agrees with students an article chosen from those proposed (uploaded in the teaching material folder on formonline).	6	SPS/09	36	-	-	-	Elective activities	ITA
20711192 - PSICOLOGIA DELLE EMOZIONI E DELLA COMUNICAZIONE MULTIMODALE (objectives) To provide knowledge in the definition and analysis of emotional processes, of their mental and neural representation, of their evolution, of their relationships with cognition, social interaction and communication, and of their role in decision, construction of the self, and learning processes. To provide knowledge and competences in research on communication in all its modalities, words, body, media. To investigate the devices of face to face and distance communication, their cognitive, affective and interaction functions in sincere and deceptive usies of interpersonal, public, social anc institutional interaction. To develop competences in the analysis of communication and their application to professional and research domains concerning interpersonal and public communication on the work, in education, media, politics, technology, music, entertainment. To analyse the role of communication in its modalities within the psychological processes of reasoning, argumentation and persuasion, of emotional regulation, of teaching and learning, of social influence between individuals and groups. - Derived from 20711192 PSICOLOGIA DELLE EMOZIONI E DELLA COMUNICAZIONE MULTIMODALE in Scienze Cognitive della Comunicazione e dell'Azione LM-92 POGGI ISABELLA (syllabus) Definition of Communication. In-depth study and research on the psychological processes (cognitive, affective, relational) of communication in all of its modalities: verbal and body (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics, music), and technological media. Analysis of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment. Emotions: definition, biological and social functions, types, regulation, expression and communication. Basic emotions, image, cognitive, social, moral emotions. Their relationships with interpersonal interaction and relations, on the job, in teaching and learning, politics, art, music, entertainment. (reference books) Teaching material for the course “Psychology of Emotions and Multimodal Communication”, 6 Credits The items to be studied for the oral exam are the following: A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006. B. Either choice B1 or choice B2 Choice B1. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Milano, Mondadori 2022. Choice B2. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Milano, Mondadori 2022: chapters not to read: 1 – 4, 7-8, 13-14, 23, 38. Poggi I.: Parlare con gli occhi. Lo sguardo come forma di comunicazione. Carocci, Roma 2023. For those who take the course “Psychology of Emotions and Multimodal Communication” 12 Credits The items to be studied for the oral exam are the following: A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006. B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008. C. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Mondadori, Milano 2022. D. A text or set of text, chosen from the following items: 1. Poggi I.: Parlare con gli occhi. Lo sguardo come forma di comunicazione. Carocci, Roma 2023. 2. Nobile L. e Lombardi Vallauri E. : Onomatopea e fonosimbolismo. Carocci, Roma 2020. 3. Bonini T. e Perrotta M.: Che cos’è un podcast. Carocci, Roma 2023. 4. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005. 5. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013. 6. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012. 7. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005. 8. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010. 9. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013. 10. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018. 11. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia. 12. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014. 13. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999. 14. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015. 15. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016. 16. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019 17. Caruana F. e Viola M.: Come funzionano le emozioni. Bologna, Il Mulino. 18. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino. 19. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018. 20. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino. 21. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza. 22. Bambini V. Il cervello pragmatico. Roma, Carocci. 23. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci. 24. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci. 25. The following pair of books: Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino. + Riva G.: I social network. Bologna, Il Mulino 26. The following pair of books: Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino. + Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino 27. 4 papers on emotions to download from https://www.researchgate.net/profile/Isabella_Poggi 28. 4 papers on multimodal communication to download from the following link https://www.researchgate.net/profile/Isabella_Poggi Teaching material for those who have to give the following exam: “Psychology of Emotions”, 6 Credits The items to be studied for the oral exam are the following: A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006. B. Poggi I. (a cura di): La mente del cuore. Roma, Armando 2008. C. One text or a set of texts, chosen among the following items: 1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005. 2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013. 3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012. 4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005. 5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010. 6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013. 7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018. 8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia. 9. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999. 10. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015. 11. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016. 12. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019 13. 4 papers on emotions, to be downloaded from the following link: https://www.researchgate.net/profile/Isabella_Poggi Teaching material for those who have to give the following exam: “Psychology of Multimodal Communication”, 6 Credits The items to be studied for the oral exam are the following: A. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Milano, Mondadori 2022. B. One text or set of texts, chosen within the following items: 1. Poggi I.: Parlare con gli occhi. Lo sguardo come forma di comunicazione. Carocci, Roma 2023. 2. Nobile L. e Lombardi Vallauri E. : Onomatopea e fonosimbolismo. Carocci, Roma 2020. 3. Bonini T. e Perrotta M.: Che cos’è un podcast. Carocci, Roma 2023. 4. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014. 5. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015. 6. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016. 7. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino. 8. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018. 9. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. 10. Bologna, Il Mulino. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza. 11. Bambini V. Il cervello pragmatico. Roma, Carocci. 12. Ferrari M. e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci. 13. The following pair of books: a. Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino. b. Riva G.: I social network. Bologna, Il Mulino 14. The following pair of books: a. Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino. b. Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino 15. 4 articles on multimodal communication among the following, to be downloaded here: https://www.researchgate.net/profile/Isabella_Poggi	6	M-PSI/01	36	-	-	-	Elective activities	ITA
22910707 - Environmental ethics (objectives) We shall be discussing what are the ethical concerns raised by global warming, what the environment means and why that should be our concern. The world as we know it, characterized by great economic uncertainty, financial insecurity, dramatic levels of inequality both within and among countries, fast-paced technological progress, stratified and sometimes contradictory legal requirements and weak global institutions led to the rampant environmental crisis we live in. Environmental Ethics raises questions about a host of widely diverse issues: global warming, animal ethics, carbon emissions, the accountability of individuals and institutions, intergenerational justice, the galloping technological development and the overall sustainability - ecological, economic, and social - of current production and consumption patterns. This course will provide the basic ecology and environmental ethics concepts, and their relationship with globalization and society. This class will analyze the ethical problems of globalization and the impact in the ecosystems and environment. Topics that will be included are social responsibility, demography, sustainable development, contemporary eco-social crisis. Participants will overview the different solutions for globalization, environment and the social responsibility. By the end of the course, the students are expected to understand and articulate the fundamental ethical and cultural values at stake in environmental questions, as well as the history and diversity of the general frameworks out of which those values arise. Additionally, they will be expected to have good knowledge of real case scenarios in which environmental ethics is particularly relevant -from GMOs to pollution- and their connection to the socio-political contexts in which they take place globally. Upon successful completion of this course, you will be able to: Categorize variables leading to a defined environmental ethics situation. Properly identify cultural models and philosophical variables explaining the current environmental crisis. Quantify the impact of “ethical approaches.” Set realistic strategies under a well-defined context. Evaluate objectively and subjectively the impact of the selected alternative strategy. " - Derived from 22910707 Environmental ethics in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 GARASIC MIRKO DANIEL (syllabus) Program 1. Origins and Key Concepts 2. Homo Sapiens and the Environment 3. Future Generations 4. Speciesism 5. Individuals, Global Warming and The Tragedy of the Commons 6. Globalization, environment, and social responsibility 7. Contemporary eco-social crisis 8. One Planet 9. New Planets? (reference books) R. ATTFIELD, Environmental Ethics: A Very Short Introduction, Oxford University Press, 2018.	6	M-FIL/03	36	-	-	-	Elective activities	ENG
22910708 - Educational research, teaching of writing and handwriting (objectives) Knowledge and understanding - Getting to know the debate about the teaching and learning of handwriting; - getting to know the various approaches to the teaching and learning of handwriting; - getting to know the most recent approaches to the teaching and learning of handwriting. Applying knowledge and understanding - Understanding correct and wrong aspects in the development of the graphic gesture; - understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting. Making judgements - Reflecting on the contemporary approaches to the teaching and learning of handwriting.
22910708-1 - Educational research, teaching of writing and handwriting - Derived from 22910708-1 Ricerca educativa, didattica della scrittura e scrittura manuale in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 ANGELINI CINZIA (syllabus) The course on “Educational research, teaching of writing and handwriting” is divided into two modules, each worth 3 ECTS. The whole course is worth 6 ECTS. Starting from doodling in preschoolers and writing at school, the course will focus on the neurophysiological aspects of the graphic gesture with regards to the correct teaching and learning of writing. Besides, through a focus on research on handwriting, models and methodologies of empirical and experimental research will be proposed in order to analyse and improve handwriting skills. The contents of the second module will focus on: the didactic-educational value of the body and movement in playful-motor activities; motor development: ontogenesis and evolution of basic motor patterns in the developmental age; acquisition of motor skills, the description of postural patterns and the development of coordination and conditional skills in developmental age; motor activity and autonomy: socio-intellectual, emotional and moral development; educational environments and didactic setting: space, time, tools; development of fine motor and gross motor skills; motor learning through sensory-perceptive experiences and manual activities. (reference books) - Angelini, C.; Bocci, F. (a cura di), "L'arte di scrivere. Prospettive a confronto", Milano, Franco Angeli, 2019. Freely downloadable at the following link: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/499 - Vertecchi, B. (a cura di), "I bambini e la scrittura. L'esperimento Nulla dies sine linea", Milano, Franco Angeli, 2016, pp. 7-141. - Coco, D. "Pedagogia del corpo ludico-motorio e sviluppo morale", Roma, Anicia, 2014. - Further materials will be distributed during the lessons and made available on the course website.	3	M-PED/04	18	-	-	-	Elective activities	ITA
22910708-2 - Techniques and methods of motor activity (objectives) Knowledge and understanding - Getting to know the debate about the teaching and learning of handwriting; - getting to know the various approaches to the teaching and learning of handwriting; - getting to know the most recent approaches to the teaching and learning of handwriting. Applying knowledge and understanding - Understanding correct and wrong aspects in the development of the graphic gesture; - understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting. Making judgements - Reflecting on the contemporary approaches to the teaching and learning of handwriting. - COCO DANIELE (syllabus) The course on “Educational research, teaching of writing and handwriting” is divided into two modules, each worth 3 ECTS. The whole course is worth 6 ECTS. Starting from doodling in preschoolers and writing at school, the course will focus on the neurophysiological aspects of the graphic gesture with regards to the correct teaching and learning of writing. Besides, through a focus on research on handwriting, models and methodologies of empirical and experimental research will be proposed in order to analyse and improve handwriting skills. The contents of the second module will focus on: the didactic-educational value of the body and movement in playful-motor activities; motor development: ontogenesis and evolution of basic motor patterns in the developmental age; acquisition of motor skills, the description of postural patterns and the development of coordination and conditional skills in developmental age; motor activity and autonomy: socio-intellectual, emotional and moral development; educational environments and didactic setting: space, time, tools; development of fine motor and gross motor skills; motor learning through sensory-perceptive experiences and manual activities. (reference books) - Angelini, C.; Bocci, F. (a cura di), "L'arte di scrivere. Prospettive a confronto", Milano, Franco Angeli, 2019. Freely downloadable at the following link: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/499 - Vertecchi, B. (a cura di), "I bambini e la scrittura. L'esperimento Nulla dies sine linea", Milano, Franco Angeli, 2016, pp. 7-141. - Coco, D. "Pedagogia del corpo ludico-motorio e sviluppo morale", Roma, Anicia, 2014. - Further materials will be distributed during the lessons and made available on the course website.	3	M-EDF/01	18	-	-	-	Elective activities	ITA
22910828 - Metodi di ricerca in psicologia dello sviluppo organizzativo (objectives) At the end of the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - Recognize the epistemological issues underlying research in organizational psychology - Describe the research objectives that can be pursued through the use of various qualitative and quantitative instruments - Develop a research question, knowing how to adequately focus the phenomenon under investigation - Know and understand the differences between the various quantitative and qualitative research designs, as well as their respective advantages and limitations - Know the main techniques and instruments for building the empirical base In terms of ability to apply knowledge and understanding: - Setting research questions about organizational processes to produce organizational change - Build appropriate data collection methods and tools to answer the different research questions on organizational phenomena - Describe the criteria to be used to conduct basic data analysis In terms of autonomy of judgement: - Outline the main research operations to be carried out independently In terms of communication skills: - Knowing how to critically analyze the language used in the context of psychological research on organizational development - Consciously read the results of empirical psychological research In terms of learning ability: - Deepen own’s knowledge using specialized manuals and scientific articles
22910828-1 - Metodi di ricerca in psicologia dello sviluppo organizzativo (objectives) At the end of the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - Recognize the epistemological issues underlying research in organizational psychology - Describe the research objectives that can be pursued through the use of various qualitative and quantitative instruments - Develop a research question, knowing how to adequately focus the phenomenon under investigation - Know and understand the differences between the various quantitative and qualitative research designs, as well as their respective advantages and limitations - Know the main techniques and instruments for building the empirical base In terms of ability to apply knowledge and understanding: - Setting research questions about organizational processes to produce organizational change - Build appropriate data collection methods and tools to answer the different research questions on organizational phenomena - Describe the criteria to be used to conduct basic data analysis In terms of autonomy of judgement: - Outline the main research operations to be carried out independently In terms of communication skills: - Knowing how to critically analyze the language used in the context of psychological research on organizational development - Consciously read the results of empirical psychological research In terms of learning ability: - Deepen own’s knowledge using specialized manuals and scientific articles - Derived from 22910828-1 Metodi di ricerca in psicologia dello sviluppo organizzativo in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 CAFFARO FEDERICA (syllabus) The course provides an introduction to the methodology and techniques of psychological research applied to organizational contexts, for the promotion of organizational development and human resources well-being. The main topics concern the research design and the development of instruments for data collection, with particular attention to the differences between quantitative and qualitative approaches and to the peculiarities of mixed methods. The following topics will be addressed, with explicit reference to their declination in the organizational sphere: - The method and techniques of psychosocial research: quantitative, qualitative and mixed approaches - Measurement in psychology - From bibliographic research to the research question - The research design: what to investigate, how and with what purpose - Qualitative methods (observation, interview, focus group) - Quantitative methods (questionnaire) - Describe, summarize and analyze qualitative and quantitative data - Read and communicate the results of a research (reference books) Ortalda, F. (2013). Metodi misti di ricerca. Applicazioni alle scienze umane e sociali. Roma: Carocci.	3	M-PSI/06	18	-	-	-	Elective activities	ITA
22910828-2 - Il bilancio delle competenze come strumento per promuovere il benessere nei contesti organizzativi (objectives) At the end of the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - Describe the objectives that can be pursued through the use of the Bilan de competence. - Articulate the phases of the Bdc, knowing how to adequately circumscribe the purposes. - Know the main tools to be applied within the Bilan de competence process in organizational contexts. In terms of ability to apply knowledge and understanding: - Outline the main operations and purposes of the Bilan de competence within organizations. In terms of autonomy of judgement: - Knowing how to use the language used in the evaluation process from the perspective of competence development within organizations. In terms of communication skills: - Describe the criteria to be used when conducting the Bilan de competence. In terms of learning ability: - Deepen own’s knowledge of qualitative evaluation practices for the development of organizational well-being. - de carlo federica (syllabus) The course intends to provide students with practical indications on the use of the Bilan de competence (Bdc) in the process of evaluating and monitoring the career development of employees within organizational contexts. Furthermore, the course intends to provide indications for the implementation of the Bilan de competence as a qualitative methodology to support corporate strategy in order to promote the wellbeing of professionals within organizational contexts, with a specific focus on the implementation of the Bilan de competence within Human Resources and in personnel selection practices. (reference books) Gallo, R., & Boerchi, D. (2004). Bilancio di competenze e assesment centre. Milano: Franco Angeli.	3	M-PED/03	18	-	-	-	Elective activities	ITA

22902234 - SOCIOLOGY OF EDUCATIONAL AND TRAINING PROCESSES 6 CREDITS LM85-57 (objectives)

- Derived from 22902234 SOCIOLOGIA DEI PROCESSI EDUCATIVI E FORMATIVI 6 CFU in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 N0 CARBONE VINCENZO (syllabus) (reference books)

SPS/08

Core compulsory activities

ITA

22902253 - EDUCATION FOR HUMAN RESOURCES AND ORGANISATIONS 12 CREDITS LM 57 (objectives)

22902253-1 - PEDAGOGIA DELLE RISORSE UMANE E DELLE ORGANIZZAZIONI (objectives)

- CAGGIANO VALERIA (syllabus) (reference books)

M-PED/01

Core compulsory activities

ITA

22910222 - Psicologia dell'educazione e della formazione (objectives)

- Derived from 22910222 Psicologia dell'educazione e della formazione in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 LONIGRO ANTONIA (syllabus) (reference books)

M-PSI/04

Core compulsory activities

ITA

Optional group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - I Anno 1 insegnamento a scelta M-PED/03 - (show)

22910079 - Didactics of guidance in a European perspective (objectives) -I KNOW THE MAIN THEORIES OF INTERPRETATION PROCESS GUIDANCE E-LEARN TO ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT -KNOW AND ANALYZE THE CONTRIBUTION OF A MODULAR AND FLEXIBLE ORGANIZATION OF TEACHING PROCESSES FOR GUIDANCE DESCRIBE AND ANALYZE-SIMILARITIES AND DIFFERENCES OF MODELS OF ORIENTATION IN THE EUROPEAN COUNTRIES -ABLE TO CONNECT TO THE DEVELOPMENT OF SKILLS DEVELOPMENT OF INTERESTS AND ATTITUDES WITH THE REQUIREMENTS OF ACTIVE EUROPEAN CITIZENSHIP ABLE-simulated argue CONTEXTS THE REASONS OF CHOICE OF INSTRUMENTS DEEMED MOST APPROPRIATE TO REPORT: EVALUATION DATA, INTERESTS, PREFERENCES BUILT-IN DIFFERENT CONTEXTS OF ORIENTATION OF TOOLS FOR DATA COLLECTION AND ANALYSIS EVALUATION -KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK -Knowing, ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE -SEARCH, TO ANALYZE AND EVALUATE EXPERIENCE SIGNIFICANT GUIDANCE AND PROFESSIONAL SCHOOL E-LEARN TO ANALYZE THE RELIEF OF COMPETENCE STRATEGIC PROCESS for self QUESTIONNAIRES AND KNOW-APPLY FOR THE DETECTION AND ANALYSIS OF EXPERTISE IN THE PROCESS OF STRATEGIC ORIENTATION - Derived from 22910079 DIDATTICA DELL'ORIENTAMENTO IN PROSPETTIVA EUROPEA in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 MARGOTTINI MASSIMO (syllabus) The course of Orientation Education in a European perspective (12 CFU) includes a basic module (6 CFU), a Seminar (3 CFU) and a Laboratory (3 CFU) Basic module program (6CFU) Orientation understood in the double meaning of the subject's ability to "orientate himself" in the construction of his own life plan and actions aimed at promoting full awareness of his choices, is characterized as a continuous training process. The course "Didactics of guidance in a European perspective", starting from an analysis of the models that have characterized the evolution of guidance practices in the last century, deepens the characteristics of the "training orientation" model, highlighting its connections with a modular and flexible organization of teaching with particular reference to the theme of developing strategic skills. It also analyzes the “life design” model as the current paradigm for the construction of professional life. Finally, through a comparative analysis, it deals with the study of guidance activities and services in some countries of the European Union. Seminar title (3 CFU): The temporal perspective for orientation The seminar is based on the analysis of the volume by Zimbardo P. Boyd J., Il paradosso del tempo, Milan, Oscar Mondadori, 2009 (the text is not easily available in bookstores, therefore extracts will be provided during the lessons and on the online platform) Laboratory: 3 CFU Title of the Workshop: Questionnaires for the assessment and self-assessment of strategic skills The workshop takes place on the faculty e-learning platform http://formonline.uniroma3.it/ within which teaching materials and questionnaires will be available for the self-assessment of strategic skills. It ends with the delivery of a written report on the activities carried out. (reference books) Soresi S., Nota L., L'orientamento e la progettazione professionale, Bologna, Il Mulino, 2020 Savickas M., Career counselling. Guida teorica e metodologica per il XXI secolo, Trento, Erickson, 2014 VAIRA M. (a cura di), Dalla scuola all’università. Politiche e pratiche di orientamento in sei paesi europei, Milano, LED edizioni, 2007 MARGOTTINI M., Promuovere competenze strategiche a scuola e all’università, Milano, LED edizioni, 2017 (testo open access) Seminar: Time perspective in orientation Testo: Zimbardo P. Boyd J., Zimbardo P. Boyd J., Il paradosso del tempo, Firenze, Giunti, 2022 On-line laboratory: Self-assessment of strategic skills. Educational materials and questionnaires available free of charge on the formonline.uniroma3.it platform	12	M-PED/03	72	-	-	-	Core compulsory activities	ITA
22910224 - Network Communication. (objectives) The frequency of the course will enable students to learn the general characteristics of digital training, in relation to its history and application of the same identifying the educational paradigms (with particular reference to instructional and constructional point of view) that underlie the different types of training in e-learning and focusing on the communicative mediation online understood as support and facilitation in the relational activities. Furthermore it will be designed a personal ePortfolio in the perspective of Training and Professional Guidance. By the study of Network Communications the student will be able to achieve the following training objectives: - Knowledge and understanding: Learn the general characteristics of digital training, in relation to its history and application of the same; Identify the different educational paradigms; to Know the use of ePortfolio and Coppertaive Learning online. - Applying knowledge and understanding: Understand and apply the practices of peer-tutoring and Coppertaive Learning online; Know and use the Mahara platform for the building of ePortfolio. - Making judgements: Recognize the cultural and structural obstacles to the dynamics of communication online. - Communication skills: Focus the size of communicative mediation online understood as support and facilitation of relational activities; Carrying out online group, aimed at research, study, simulation of professional contexts; Analyze situations of training in network implemented in the field by detecting strengths and weaknesses. - Learning skills: Use the web to search for documentation; Develope meta-cognitive processes trough the ePortfolio adn Cooperative Learning online.

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910118 - STORIA DEI MODELLI EDUCATIVI E FORMATIVI (objectives)

- LEPRI CHIARA (syllabus) (reference books)

M-PED/02

Core compulsory activities

ITA

22902259 - EXPERIMENTAL EDUCATION: MODELS AND PROCEDURES FOR ADULT EDUCATION 12 CREDITS LM 57 (objectives)

22902259-3 - PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI (objectives)

- AGRUSTI FRANCESCO (syllabus) (reference books)

M-PED/04

Core compulsory activities

ITA

22902259-2 - PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI (objectives)

- ANGELINI CINZIA (syllabus) (reference books)

M-PED/04

Core compulsory activities

ITA

22902259-1 - PEDAGOGIA SPERIMENTALE. MODELLI E PROCEDURE PER L'EDUCAZIONE DEGLI ADULTI (objectives)

- ANGELINI CINZIA (syllabus) (reference books)

M-PED/04

Core compulsory activities

ITA

Optional group: LM-57 - A scelta dello studente - (show)

22902269 - HISTORY OF WOMEN 6 CREDITS LM 57 (objectives) The course intends to provide students with the knowledge concerning the history of women’s state in the XX century. It aims at offering a historical path by rebuilding ideological roots and government policies which signed the exclusion and inclusion of women with regard to the public sphere and productive environment, with a special attention devoted to the marginalization and segregation phenomena towards a group of female categories. By the study of Women’s History the student will be able to achieve the following training objectives. - Knowledge of the political-institutional scenarios characterized by the exclusion of women by the access to some fundamental rights: right to vote, to extra-domestic work, and working safeguard measures; - Understanding the ethical-legal roots perpetuating gender inequality in the second half of the XX century; - Ability to analyze the theoretical principles which have legitimized political choices by European governments in the first half of the XIX century, with a focus on the second post world war Italy. The course of Women’s History requires knowledge of the contemporary history space time dimension and of the deep transformations on the political-institutional and socio-economic ground, occurred in the XX century. The multifaceted dimension of the course offers a great opportunity for interaction and integration with other subject matters contemplated in the comprehensive learning path (psychological, sociological, legal and pedagogical). As the gender mainstreaming and women’s empowerment represents a priority in the agenda of the international community, starting from the Agenda 2030, conceived as a new global constitution, the knowledge of the history of denied rights and battles carried out by women is essential in order to understand the current female condition at global level. - Derived from 22902342 STORIA DELLE DONNE in Coordinatore dei servizi educativi e dei servizi sociali LM-50 (docente da definire)	6	M-STO/04	36	-	-	-	Elective activities	ITA
22902266 - STATISTICAL METHODS FOR DATA ANALYSIS - 6 CREDITS LM 57 (objectives) The course provides basic concepts of sampling and regression. Particular attention is devoted to the comparison of types of sampling, and to the comparison between bivariate and multivariate approaches. During the course students will be introduced to the use of statistical software for computers, solving problems in new areas, placed in interdisciplinary contexts. By autonomously managing complex knowledge, the student will learn how to make critical judgments and communicate the results obtained to specialists and non-specialist interlocutors. By the study of STATISTICAL METHODS OF DATA ANALYSIS the student will be able to achieve the following training objectives. Knowledge and understanding: - have acquired in-depth disciplinary knowledge in the field of statistics such as to allow him an adequate approach to the problems of planning and carrying out socio-educational and socio-welfare activities. - possess advanced methodological and technical knowledge, able to allow him to reflect on even complex situations with adequate data analysis and interpretation tools. Applying knowledge and understanding: - possession of skills in the use of the operating systems of the new data processing methods - competent use of communication strategies with professional partners and users. Making judgements: - elaborate an independent judgment on the situations in which it is called to intervene, making decisions in complex situations, even in the face of partial data and information. - show reflexive abilities on their own methods of intervention, supporting their decisions with objective information. Communication skills: - drafting documents aimed at programming and managing services, preparing research / monitoring / evaluation reports and preparing and presenting operational intervention proposals. - know how to communicate in public and manage institutional communication. Learning skills: - appropriate acquisitions skills to allow any further post-graduate training courses (second level master's degree, research doctorate) - ability to continue independently in the process of updating the knowledge necessary for the professional profile. - Derived from 22902266 METODI STATISTICI DI ANALISI DEI DATI 6 CFU LM 57 in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 BOVE GIUSEPPE (syllabus) Arguments considered are: sampling and non sampling error, simple random sampling, cluster and stratified sampling, confidence interval, introduction to simple and multiple regression. (reference books) CORBETTA P., GASPERONI G., PISATI M., STATISTICA PER LA RICERCA SOCIALE, IL MULINO, BOLOGNA, 2001. Chapters and sections to study on the text of Corbetta, Gasperoni and Pisati Chapter 6: all (except piece-wise linear regression on page. 171) chapter 7: all (not function and use of ratios and not dxy section 5.) Chapter 8: all (except for section 2.3) chapter 10 all (in sections 3.1 e 3.2 excluded the formulas that do not regard the estimate of the population mean).	6	SECS-S/01	36	-	-	-	Elective activities	ITA
22910255 - Modern theories of education and pedagogy of expression (objectives) Bridging a) the voices of present pedagogical research b) with the results of international interdisciplinary research in the field of educational processes of children, adolescents and with a specific attention to adults, of education, with a specific attention to genre, individual and intercultural differences, of expressive / communicational / linguistic / lexi-cal, ludic styles, cognitive styles, learning styles, social styles, c) with the usability of traditional and innovative educa-tional strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, orientation and self-orientation, creativity, active interaction, expressive appropriateness, lexical and semantic pedagogical appro-priateness, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration of educational and socio-educational projects aiming at integration and inclusion within societies and labour markets, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of human resources and of the designed lifelong learning educational projects, g) with the clear knowledge of strengths and weaknesses of national and international educational policies. By the study of Modern theories of education and pedagogy of expression (Exchange Program) the student will be able to achieve the following training objectives. Knowledge and understanding: - defining and identifying the epistemological and methodological subject field; - adopting a reflexive, observative, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links; - knowing the contents and objectives of traditional and innovative pedagogical approaches promoting the idea of projectuality as valorisation of the individual and of its reference micro-groups; - knowing the usability of traditional and innovative strategies and methodologies, techniques and tools promoting the idea of inclusion and integration within societies and labour markets as one of the main pedagogical objectives and contents; - knowing the tools of the educational policies for inclusion and integration; - knowing the usability of the tools that allow effective educational relationships; - adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal; - knowing the role and function of present educational agencies; - knowing the results of national and international research on the specific objectives of inclusive education. Applying knowledge and understanding: - analysing and deepening the meanings of the best educational and training practices with specific reference to consolidated pedagogical strategies and methods; - being available to networking and group-working; - being aware of his ethical and professional responsibility, of the need of being reliable and credible; - being able to build inclusive contexts for children, adolescents, adults with cognitive and social difficulties; - identifying and generalizing educational phenomena and processes, their contents and the impact they produce on learning, social, expressive, communicational styles; - reading, grasping, identifying, defining educational and socialisation needs within life contexts; - assessing the quality of the educational and cognitive processes fostered in different educational settings; - identifying, explaining, commenting, detailing the effects produced by changes on learning styles. Making judgements: - linking pedagogical theory to learning processes; - assessing the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches; - using a systemic thinking. Communication skills: - using effective interaction strategies within traditional educational settings and parallel school; - listening to and understanding the needs communicated by children, adolescents, adults within operational settings implementing educational activities, training, socialisation, expression, communication, orientation, self-orientation; - adopting projectual styles based on a pedagogical thinking and a reliable educational action; - adopting a pedagogic lexicon based on keywords able to define and explain meanings, processes and objectives; - significantly interacting in a L2 and knowing its pedagogical vocabulary. Learning skills: - being available to participate in different scientific and cultural research contexts and networks; - understanding the meaning of present educational challenges; - valorising the sense of pedagogical approaches able to support the perspective of inclusive education and didactics; - interacting within traditional educational settings and within parallel school, with the aim of supporting the perspective of lifelong and lifewide learning. - Derived from 22910255 Modern theories of education and pedagogy of expression in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 PICCIONE VINCENZO ANTONIO (syllabus) Methodological, ethical, technical problems concerned with education and training; valorisation of human resources as a professional model; the educational communication as an active strategy in different cultural, social, professional settings and processes. Transferrable professional models in socio-educational settings. Organizational and projectual strategies based on the network model. Performance flexibility and expertise in programming and interacting within systems. 12 scheduled seminars are concerned with specific issues; these seminars have a different and specific work programme. (reference books) Piccione V.A., The new pedagogical settings, Aemme, Roma 2013 (pp. 11-116) Piccione V.A., Minors and new universal rights, Aemme, Roma 2008 (pp. 37-62, 251-282) Piccione V.A., Re-giving pedagogy the interdisciplinary intensity of its voice, "International Journal of Psychoanalysis and Education”, 2019, X, 1, pp. 40-50	6	M-PED/01	36	-	-	-	Elective activities	ENG
22910705 - Training Philosophy (objectives) The course aims at providing students with theoretical-critical knowledge and the ability to understand themes and problems related to the Philosophy of Education, analyzing the different perspectives of analysis and investigating their epistemological status. The primary objective will also be to grasp the central link between the theoretical dimension and the concrete experience of education and self formation, through the exercise of philosophical thought oriented to languages, models and practices in self formation contexts. Through the study of Philosophy of Education, the student will be able to develop the necessary skills to understand, interpret and deal with the problems associated with human formation and achieve the following educational objectives: in terms of knowledge and understanding - define and identify the epistemological and methodological scope of the discipline; - understand the educational meaning and significance of human education; in terms of ability to apply knowledge and understanding: - analyze the relationship between Philosophy, General Pedagogy, Philosophy of Education and Self Formation; - identify the conceptual and operational tools to move easily in the double theoretical and practical-operational dimension that underlies the Philosophy of Education; in terms of autonomy of judgment: - elaborate critical thinking relative to concrete situations in human formation; - identify and analyze tools, occasions and events related to human formation; in terms of communication skills: - critically observe and interpret the dialogical and relational dynamics of various formation contexts; - make pedagogical theories interact profitably with the educational complexity of the contemporary world; in terms of learning skills: - to know how to grasp the theoretical-operational proposals related to self formation, examining their strengths and possible criticalities; - access critically the scientific literature of reference, evaluating in advance the reliability of the sources. - Derived from 22910705 Filosofia della formazione in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 BROCCOLI AMELIA (syllabus) The course aims to critically analyze some themes and problems inherent in the Philosophy of Education and Training, with particular regard to the relationship between the theoretical dimension and concrete situations of the training experience. In this case, the dialogical and communicative dimensions of education, which have always been central elements of every educational relationship, will be the object of analysis. Part of the program will be devoted to reading and commenting on Agostino's "De magistro" (reference books) F. Cambi, L. Toschi, La comunicazione formativa. Strutture, percorsi, frontiere, Apogeo, Milano 2006; A. Broccoli, Dialogare, Scholé, Brescia 2021; A. Agostino, De magistro, Prefazione di A. Broccoli, Morcelliana-Scholé, Brescia 2023 (in press). THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS	6	M-PED/01	36	-	-	-	Elective activities	ITA
22910708 - Educational research, teaching of writing and handwriting (objectives) Knowledge and understanding - Getting to know the debate about the teaching and learning of handwriting; - getting to know the various approaches to the teaching and learning of handwriting; - getting to know the most recent approaches to the teaching and learning of handwriting. Applying knowledge and understanding - Understanding correct and wrong aspects in the development of the graphic gesture; - understanding, through a critical analysis of doodling and manuscripts, aspects related to the correct learning of handwriting. Making judgements - Reflecting on the contemporary approaches to the teaching and learning of handwriting.
22910713 - Metodi, strategie e strumenti della ricerca didattica (objectives) Doing research is an essential knowledge tool in the educational professions. The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate. Knowledge and understanding: - know the reference paradigms of research in education (quantitative approach and qualitative approach). - know the methods of educational research - know techniques and tools for data collection - understand the role of educational research for the growth of school quality and pedagogical culture - understand the theoretical foundations and peculiarities of didactic research Applying knowledge and understanding: - identify objectives, perspectives and strategies of didactic research - detect, analyze, interpret and represent the data Making judgements: - construct research-based problem solving hypotheses - evaluate the impact of research results on educational contexts Communication skills: - draw up a research report in a form that can be understood by teachers and educators - simulate survey paths in groups Learning skills: - acquire a professional approach based on research and informed by research - be able to access the relevant scientific literature - Derived from 22910713 Metodi, strategie e strumenti della ricerca didattica in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 CIRACI ANNA MARIA (syllabus) Doing research is an essential knowledge tool in the educational professions. The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate. Thematic cores: - research and educational professions - theoretical foundations and peculiarities of didactic research - the reference paradigms of research in education (quantitative approach and qualitative approach) - research planning - methods and strategies of didactic research - techniques and tools for data collection (reference books) - CALONGHI L. (a cura di) (Ristampa 2017). NEL BOSCO DI CHIRONE. Contributi per l’identificazione della ricerca didattica. Napoli: TECNODID - BENVENUTO G. (2015). Stili e metodi della ricerca educativa. ROMA: CAROCCI	6	M-PED/03	36	-	-	-	Elective activities	ITA
22910828 - Metodi di ricerca in psicologia dello sviluppo organizzativo (objectives) At the end of the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - Recognize the epistemological issues underlying research in organizational psychology - Describe the research objectives that can be pursued through the use of various qualitative and quantitative instruments - Develop a research question, knowing how to adequately focus the phenomenon under investigation - Know and understand the differences between the various quantitative and qualitative research designs, as well as their respective advantages and limitations - Know the main techniques and instruments for building the empirical base In terms of ability to apply knowledge and understanding: - Setting research questions about organizational processes to produce organizational change - Build appropriate data collection methods and tools to answer the different research questions on organizational phenomena - Describe the criteria to be used to conduct basic data analysis In terms of autonomy of judgement: - Outline the main research operations to be carried out independently In terms of communication skills: - Knowing how to critically analyze the language used in the context of psychological research on organizational development - Consciously read the results of empirical psychological research In terms of learning ability: - Deepen own’s knowledge using specialized manuals and scientific articles

22902253 - EDUCATION FOR HUMAN RESOURCES AND ORGANISATIONS 12 CREDITS LM 57 (objectives)

22902253-2 - ORGANIZZAZIONE AZIENDALE E FORMAZIONE CONTINUA (objectives)

- DAFANO FABRIZIO (syllabus) (reference books)

SECS-P/10

Core compulsory activities

ITA

Optional group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - I Anno 1 insegnamento a scelta M-PED/03 - (show)

22910079 - Didactics of guidance in a European perspective (objectives) -I KNOW THE MAIN THEORIES OF INTERPRETATION PROCESS GUIDANCE E-LEARN TO ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT -KNOW AND ANALYZE THE CONTRIBUTION OF A MODULAR AND FLEXIBLE ORGANIZATION OF TEACHING PROCESSES FOR GUIDANCE DESCRIBE AND ANALYZE-SIMILARITIES AND DIFFERENCES OF MODELS OF ORIENTATION IN THE EUROPEAN COUNTRIES -ABLE TO CONNECT TO THE DEVELOPMENT OF SKILLS DEVELOPMENT OF INTERESTS AND ATTITUDES WITH THE REQUIREMENTS OF ACTIVE EUROPEAN CITIZENSHIP ABLE-simulated argue CONTEXTS THE REASONS OF CHOICE OF INSTRUMENTS DEEMED MOST APPROPRIATE TO REPORT: EVALUATION DATA, INTERESTS, PREFERENCES BUILT-IN DIFFERENT CONTEXTS OF ORIENTATION OF TOOLS FOR DATA COLLECTION AND ANALYSIS EVALUATION -KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK -Knowing, ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE -SEARCH, TO ANALYZE AND EVALUATE EXPERIENCE SIGNIFICANT GUIDANCE AND PROFESSIONAL SCHOOL E-LEARN TO ANALYZE THE RELIEF OF COMPETENCE STRATEGIC PROCESS for self QUESTIONNAIRES AND KNOW-APPLY FOR THE DETECTION AND ANALYSIS OF EXPERTISE IN THE PROCESS OF STRATEGIC ORIENTATION - Derived from 22910079 DIDATTICA DELL'ORIENTAMENTO IN PROSPETTIVA EUROPEA in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 MARGOTTINI MASSIMO (syllabus) The course of Orientation Education in a European perspective (12 CFU) includes a basic module (6 CFU), a Seminar (3 CFU) and a Laboratory (3 CFU) Basic module program (6CFU) Orientation understood in the double meaning of the subject's ability to "orientate himself" in the construction of his own life plan and actions aimed at promoting full awareness of his choices, is characterized as a continuous training process. The course "Didactics of guidance in a European perspective", starting from an analysis of the models that have characterized the evolution of guidance practices in the last century, deepens the characteristics of the "training orientation" model, highlighting its connections with a modular and flexible organization of teaching with particular reference to the theme of developing strategic skills. It also analyzes the “life design” model as the current paradigm for the construction of professional life. Finally, through a comparative analysis, it deals with the study of guidance activities and services in some countries of the European Union. Seminar title (3 CFU): The temporal perspective for orientation The seminar is based on the analysis of the volume by Zimbardo P. Boyd J., Il paradosso del tempo, Milan, Oscar Mondadori, 2009 (the text is not easily available in bookstores, therefore extracts will be provided during the lessons and on the online platform) Laboratory: 3 CFU Title of the Workshop: Questionnaires for the assessment and self-assessment of strategic skills The workshop takes place on the faculty e-learning platform http://formonline.uniroma3.it/ within which teaching materials and questionnaires will be available for the self-assessment of strategic skills. It ends with the delivery of a written report on the activities carried out. (reference books) Soresi S., Nota L., L'orientamento e la progettazione professionale, Bologna, Il Mulino, 2020 Savickas M., Career counselling. Guida teorica e metodologica per il XXI secolo, Trento, Erickson, 2014 VAIRA M. (a cura di), Dalla scuola all’università. Politiche e pratiche di orientamento in sei paesi europei, Milano, LED edizioni, 2007 MARGOTTINI M., Promuovere competenze strategiche a scuola e all’università, Milano, LED edizioni, 2017 (testo open access) Seminar: Time perspective in orientation Testo: Zimbardo P. Boyd J., Zimbardo P. Boyd J., Il paradosso del tempo, Firenze, Giunti, 2022 On-line laboratory: Self-assessment of strategic skills. Educational materials and questionnaires available free of charge on the formonline.uniroma3.it platform	12	M-PED/03	72	-	-	-	Core compulsory activities	ITA
22910224 - Network Communication. (objectives) The frequency of the course will enable students to learn the general characteristics of digital training, in relation to its history and application of the same identifying the educational paradigms (with particular reference to instructional and constructional point of view) that underlie the different types of training in e-learning and focusing on the communicative mediation online understood as support and facilitation in the relational activities. Furthermore it will be designed a personal ePortfolio in the perspective of Training and Professional Guidance. By the study of Network Communications the student will be able to achieve the following training objectives: - Knowledge and understanding: Learn the general characteristics of digital training, in relation to its history and application of the same; Identify the different educational paradigms; to Know the use of ePortfolio and Coppertaive Learning online. - Applying knowledge and understanding: Understand and apply the practices of peer-tutoring and Coppertaive Learning online; Know and use the Mahara platform for the building of ePortfolio. - Making judgements: Recognize the cultural and structural obstacles to the dynamics of communication online. - Communication skills: Focus the size of communicative mediation online understood as support and facilitation of relational activities; Carrying out online group, aimed at research, study, simulation of professional contexts; Analyze situations of training in network implemented in the field by detecting strengths and weaknesses. - Learning skills: Use the web to search for documentation; Develope meta-cognitive processes trough the ePortfolio adn Cooperative Learning online.
22910224-1 - Comunicazione di rete (objectives) With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences:- Learn the general characteristics of digital training, in relation to its history and application of the same;- Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning;- Recognize the structural obstacles to the dynamics of communication online;- Focus the size of communicative mediation online understood as support and facilitation of relational activities;- Develop knowledge and skills in relation to online tutoring- Understand and apply the practices of peer-tutoring;- Analyze situations of training in network implemented in the field by detecting strengths and weaknesses;- Identify the characteristics that define the processes of group management in an online platform;- Carrying out online group, aimed at research, study, simulation of professional contexts.- Use the net to search for documentation.- Learn the ePortfolio general characteristics;- Know the specific use of ePortfolio;- Know and use the Mahara platform for the building of ePortfolio- Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance - LA ROCCA CONCETTA (syllabus) Description of the TeachingThe use of digital technologies in professional practice is now a given that peculiarly characterizes our society. ICTs are very important not only in terms of their instrumental use, but especially in relation to the size of communication and relationships that allow access opening to a space-time dimension completely flexible. The purpose of this course is precisely to provide the theoretical and practical tools to build effective online communication and to make possible the construction of a personal ePortfolio.Teaching StructurePresence and distance (blended).The course includes a base path performed in the presence and an on-line path that develops specific topics and fields of interest and offers theoretical and operational activities for the application of acquired knowledge:Basic course: 36 hours of lectures in the presence (6 credits).On-line path: 36 hours of training on-line (3+3 credits), to be carried out mainly on the e-learning platform of the Faculty - http: \ \ formonline.uniroma3.it., and on Mahara platform.Study materials and online activitiesTheoretical path (6 credits)The course includes the study of the following texts:1. Calvani A. ( 2005). Rete, comunità e conoscenza. Erickson. Trento 2. La Rocca C. (2016). Mediazione tutoriale e apprendimento in rete. Monolite. Roma 3. La Rocca C. (2020). ePortfolio. Conoscersi, presentarsi, rappresentarsi. Narrare, condividere, includere. In epoca digitale. Roma: Roma Tre Press. http://romatrepress.uniroma3.it/libro/eportfolio-conoscersi-presentarsi-rappresentarsi-narrare-condividere-includere-in-epoca-digitale/On-line path (3+3 credits)The course of study consists of the Unit Study online and Workshop activities available online on the e-learning platform of the Faculty http:\\formonline.uniroma3.it.1) 3 CREDITS = ePortfolio: construction of a personal Portfolio on the Mahara platform2) 3 CREDITS = Cooperative learning online: group’s work on the formonline platform as instructed by the teacherATTENTIONStudents who must achieve 6 credits must perform both online activities indicated.Students who need to earn 3 credits will be able to choose one of the online activities indicated.NON-ATTENDING STUDENTSFor the achievement of the 6 CFUs related to the workshop activities, NON-attending students will have to study in depth two of the themes dealt with in the texts indicated in the programme and produce the following materialsa. at least 20 slides (3CFU) in which one of the two chosen themes is explored in depth;b. a multimedia text of at least 4 pages (Times New Roman 12 font, line spacing 1.5) (3 CFU) in which the other of the two chosen themes is explored.It is recommended not to reproduce the topics as they are covered in the examination books. The topics chosen should be relevant to the course, but in-depth studies should be carried out on sources other than the texts Teaching StructurePresence and distance (blended).The course includes a base path performed in the presence and an on-line path that develops specific topics and fields of interest and offers theoretical and operational activities for the application of acquired knowledge:Basic course: 36 hours of lectures in the presence (6 credits).On-line path: 18 hours of training on-line (3 credits), to be carried out mainly on the e-learning platform of the Faculty - http: \ \ formonline.uniroma3.it., and on Mahara platform. (reference books) Theoretical path (6 credits)The course includes the study of the following texts:1. Calvani A. ( 2005). Rete, comunità e conoscenza. Erickson. Trento 2. La Rocca C. (2016). Mediazione tutoriale e apprendimento in rete. Monolite. Roma 3. La Rocca C. (2020). ePortfolio. Conoscersi, presentarsi, rappresentarsi. Narrare, condividere, includere. In epoca digitale. Roma: Roma Tre Press. http://romatrepress.uniroma3.it/libro/eportfolio-conoscersi-presentarsi-rappresentarsi-narrare-condividere-includere-in-epoca-digitale/On-line path (3+3 credits)The course of study consists of the Unit Study online and Workshop activities available online on the e-learning platform of the Faculty http:\\formonline.uniroma3.it.1) 3 CREDITS = ePortfolio: construction of a personal Portfolio on the Mahara platform2) 3 CREDITS = Cooperative learning online: group’s work on the formonline platform as instructed by the teacherATTENTIONStudents who must achieve 6 credits must perform both online activities indicated.Students who need to earn 3 credits will be able to choose one of the online activities indicated.NON-ATTENDING STUDENTS ARE HELD TO AGREE ALTERNATIVE ACTIVITIES FOR THE ACHIEVEMENT OF THE 3 or 6 CREDITS RELATING TO THE ONLINE PATH, AS WELL AS INDICATED IN THE TEACHER'S BOARD.	6	M-PED/03	36	-	-	-	Core compulsory activities	ITA
22910224-2 - eportfolio (objectives) With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences:- Learn the general characteristics of digital training, in relation to its history and application of the same;- Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning;- Recognize the structural obstacles to the dynamics of communication online;- Focus the size of communicative mediation online understood as support and facilitation of relational activities;- Develop knowledge and skills in relation to online tutoring- Understand and apply the practices of peer-tutoring;- Analyze situations of training in network implemented in the field by detecting strengths and weaknesses;- Identify the characteristics that define the processes of group management in an online platform;- Carrying out online group, aimed at research, study, simulation of professional contexts.- Use the net to search for documentation.- Learn the ePortfolio general characteristics;- Know the specific use of ePortfolio;- Know and use the Mahara platform for the building of ePortfolio- Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance - LA ROCCA CONCETTA (syllabus) The use of digital technologies in professional practices is now a peculiar feature of our society. ICT assume great importance not only in relation to their instrumental use, but above all in relation to the communicative and relational dimension to which they allow access, opening up a space-time dimension that is absolutely flexible and rich in innovative and sustainable perspectives in the educational sphere. The workshop is an integral part of the "Network Communication" course and therefore in order to carry out the workshop activities and to sit the relative exam it is necessary to have followed the planned theoretical activities and to have taken the relative exam (see the complete programme of the "Network Communication" course).Modalities of didactic organisationIn-presence and distance learning (blended). The Course includes a Theoretical Course carried out in presence and an on-line Activity Course that develops specific topics and fields of interest and proposes theoretical-operational activities for the application of the acquired knowledge: Theoretical activities: 36 hours of in-presence lectures (6 CFU).Online activities: 18 hours of on-line training activities (3 CFU), to be carried out on the Mahara platform for the construction of a personal ePortfolio.NON-ATTENDING STUDENTSFor the achievement of the 3CFU related to the workshop activities, NON-attending students will have to study in depth one of the themes dealt with in the texts indicated in the programme and produce the following materials- at least 20 slides (3CFU) in which one of the two chosen topics is explored in depth; care is recommended in the preparation of the slides.It is recommended not to reproduce the topics as they are covered in the examination books. The topics chosen should be relevant to the course, but in-depth study should be carried out on sources other than the texts studied for the examination. The chosen topics must be communicated to the lecturer and, before starting the work, the lecturer's agreement on the suitability of the topic must be awaited. The work must be sent to the lecturer at least 10 days before the start date of the examination call. (reference books) Theoretical path "Comunicazione di Rete" (6 credits)The course includes the study of the following texts:1. Calvani A. ( 2005). Rete, comunità e conoscenza. Erickson. Trento 2. La Rocca C. (2016). Mediazione tutoriale e apprendimento in rete. Monolite. Roma 3. La Rocca C. (2020). ePortfolio. Conoscersi, presentarsi, rappresentarsi. Narrare, condividere, includere. In epoca digitale. Roma: Roma Tre Press. http://romatrepress.uniroma3.it/libro/eportfolio-conoscersi-presentarsi-rappresentarsi-narrare-condividere-includere-in-epoca-digitale/On-line path (3+3 credits)The course of study consists of the Unit Study online and Workshop activities available online on the e-learning platform of the Faculty http:\\formonline.uniroma3.it.1) 3 CREDITS = ePortfolio: construction of a personal Portfolio on the Mahara platform2) 3 CREDITS = Cooperative learning online: group’s work on the formonline platform as instructed by the teacherATTENTIONStudents who must achieve 6 credits must perform both online activities indicated.Students who need to earn 3 credits will be able to choose one of the online activities indicated.NON-ATTENDING STUDENTS ARE HELD TO AGREE ALTERNATIVE ACTIVITIES FOR THE ACHIEVEMENT OF THE 3 or 6 CREDITS RELATING TO THE ONLINE PATH, AS WELL AS INDICATED IN THE TEACHER'S BOARD.	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA
22910224-3 - cooperative learning online (objectives) With regard to the specific characteristics of the degree course, the frequency of the course will enable students to develop the following skills and competences:- Learn the general characteristics of digital training, in relation to its history and application of the same;- Identify the different educational paradigms (with particular reference to instructional and constructional point of view ) that underlie the different types of training in e-learning;- Recognize the structural obstacles to the dynamics of communication online;- Focus the size of communicative mediation online understood as support and facilitation of relational activities;- Develop knowledge and skills in relation to online tutoring- Understand and apply the practices of peer-tutoring;- Analyze situations of training in network implemented in the field by detecting strengths and weaknesses;- Identify the characteristics that define the processes of group management in an online platform;- Carrying out online group, aimed at research, study, simulation of professional contexts.- Use the net to search for documentation.- Learn the ePortfolio general characteristics;- Know the specific use of ePortfolio;- Know and use the Mahara platform for the building of ePortfolio- Design and implement a personal ePortfolio in the perspective of Training and Professional Guidance - LA ROCCA CONCETTA (syllabus) The use of digital technologies in professional practices is now a peculiar feature of our society. ICT assume great importance not only in relation to their instrumental use, but above all in relation to the communicative and relational dimension to which they allow access, opening up a space-time dimension that is absolutely flexible and rich in innovative and sustainable perspectives in the educational sphere. The workshop is an integral part of the "Network Communication" course and therefore in order to carry out the workshop activities and to sit the relative exam it is necessary to have followed the planned theoretical activities and to have taken the relative exam (see the complete programme of the "Network Communication" course).Teaching StructurePresence and distance (blended).The course includes a base path performed in the presence and an on-line path that develops specific topics and fields of interest and offers theoretical and operational activities for the application of acquired knowledge:Basic course: 36 hours of lectures in the presence (6 credits).On-line path: 18 hours of training on-line (3 credits), to be carried out mainly on the e-learning platform of the Faculty - http: \ \ formonline.uniroma3.it., Study materials and online activitiesTheoretical path (6 credits) carried out as part of the "Network Communication" courseOn-line path (3 credits)Online activities: 18 hours of online training activities (3 CFU), to be carried out mainly on the Faculty's e-learning platform http:\\\formonline.uniroma3.it for online Cooperative Learning activities.NON-ATTENDING STUDENTSFor the achievement of the 3 CFUs related to the workshop activities, NON-attending students must study in depth one of the topics dealt with in the texts indicated in the programme and produce- a multimedia text of at least 4 pages (Times New Roman 12 font, spacing 1.5) (3 CFU) in which the chosen topic is explored in depth.It is recommended not to reproduce the topics as they are covered in the examination books. The topics chosen must be relevant to the course, but in-depth study must be carried out on sources other than the texts studied for the examination. The chosen topic must be communicated to the lecturer and, before starting the work, the lecturer's agreement on the suitability of the topic must be awaited. (reference books) Theoretical path "Comunicazione di Rete" (6 credits)The course includes the study of the following texts:1. Calvani A. ( 2005). Rete, comunità e conoscenza. Erickson. Trento 2. La Rocca C. (2016). Mediazione tutoriale e apprendimento in rete. Monolite. Roma 3. La Rocca C. (2020). ePortfolio. Conoscersi, presentarsi, rappresentarsi. Narrare, condividere, includere. In epoca digitale. Roma: Roma Tre Press. http://romatrepress.uniroma3.it/libro/eportfolio-conoscersi-presentarsi-rappresentarsi-narrare-condividere-includere-in-epoca-digitale/On-line path (3+3 credits)The course of study consists of the Unit Study online and Workshop activities available online on the e-learning platform of the Faculty http:\\formonline.uniroma3.it.1) 3 CREDITS = ePortfolio: construction of a personal Portfolio on the Mahara platform2) 3 CREDITS = Cooperative learning online: group’s work on the formonline platform as instructed by the teacherATTENTIONStudents who must achieve 6 credits must perform both online activities indicated.Students who need to earn 3 credits will be able to choose one of the online activities indicated.NON-ATTENDING STUDENTS ARE HELD TO AGREE ALTERNATIVE ACTIVITIES FOR THE ACHIEVEMENT OF THE 3 or 6 CREDITS RELATING TO THE ONLINE PATH, AS WELL AS INDICATED IN THE TEACHER'S BOARD.	3	M-PED/03	18	-	-	-	Core compulsory activities	ITA

SECOND YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22902262 - PERMANENT LEARNING AND ADULT EDUCATION - 12 CREDITS L.M. 57 (objectives)

22902262-3 - APPRENDIMENTO PERMANENTE ED EDUCAZIONE DEGLI ADULTI (objectives)

- DI RIENZO PAOLO (syllabus) (reference books)

M-PED/01

Core compulsory activities

ITA

22902262-2 - APPRENDIMENTO PERMANENTE ED EDUCAZIONE DEGLI ADULTI (objectives)

- ALEANDRI GABRIELLA (syllabus) (reference books)

M-PED/01

Core compulsory activities

ITA

22902262-1 - APPRENDIMENTO PERMANENTE ED EDUCAZIONE DEGLI ADULTI (objectives)

- ALEANDRI GABRIELLA (syllabus) (reference books)

M-PED/01

Core compulsory activities

ITA

Optional group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - II ANNO 1 insegnamento a scelta IUS/07 - SPS/09 - (show)

22902268 - SOCIOLOGY OF WORK AND ORGANISATIONS 6 CREDITS LM 57 (objectives)

- COCOZZA ANTONIO (syllabus)

The course is developed in three parts: an institutional module, an in-depth module; seminars and meetings with the protagonists.
The institutional module aims to provide the basic concepts and the theoretical framework of the sociological work and organizational disciplines and to analyze the interconnections with other disciplines which have as their object the study of work, production organizations, human resource management and industrial relations.
There will be an in-depth analysis of the change of work in the world, in relation to the development of innovative organizational and managerial cultures, with particular attention to the aspects related to the constant demand for an increase in flexibility and productivity and the strategic importance assumed of soft and transversal skills in the new production processes.
The in-depth module, instead, aims to analyze the concepts and evolution of the negotiation and industrial relations in Italy and on an international level:
1. The transformations of work from a sociological point of view and the conceptual framework relative to the evolution of organizational models and cultures: from Taylor-Fordism to Total Quality Management and networking organizations;
2. The evolution of human resource management policies and tools in search of a new paradigm of reference: the person at the center of the processes;
3. Leadership and management of social-organizational processes in innovative enterprises and virtuous Public Administrations: The Strategic Role of Communication and Lifelong Learning;
4. The development of industrial relations in Italy: the sociological dimension of the economic, legal and institutional framework; the actors of industrial relations; the evolution of collective bargaining; industrial relations and participatory model; labour relations in Public Administrations.
In the final part of the course, seminars will be organized with the protagonists (corporate executives and managers of organization and development of human resources, representatives of trade unions) on issues of organization, training and development of skills, negotiation and regulation of employment relationships in innovative companies and virtuous public administrations.

(reference books)

SPS/09

Related or supplementary learning activities

ITA

Optional group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - II ANNO 1 insegnamento a scelta M-PSI/05 - (show)

22910276 - Psicologia dei sistemi organizzativi (in lingua inglese) (objectives)

- CAFFARO FEDERICA (syllabus) (reference books)

M-PSI/05

Related or supplementary learning activities

ITA

22910114 - STATISTICA PER LA VALUTAZIONE (objectives)

- CAPOBIANCO ROSA (syllabus) (reference books)

SECS-S/01

Related or supplementary learning activities

ITA

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

Optional group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - II ANNO 1 insegnamento a scelta IUS/07 - SPS/09 - (show)

22902267 - LABOUR LAW AND HUMAN RESOURCES DEVELOPMENT 6 CREDITS LM 57 (objectives)

- LAMBERTI FABIOLA (syllabus) (reference books)

IUS/07

Related or supplementary learning activities

ITA

Optional group: SCIENZE DELL'EDUCAZIONE DEGLI ADULTI E DELLA FORMAZIONE CONTINUA LM57 - II ANNO 1 insegnamento a scelta M-PSI/05 - (show)

22902252 - SOCIAL PSYCHOLOGY OF GROUPS 6 CREDITS LM 50/87 (objectives)

- MARICCHIOLO FRIDANNA (syllabus) (reference books)

M-PSI/05

Related or supplementary learning activities

ITA

22902246 - TRAINING/INTERNSHIP 4 CREDITS LM 85-57 (objectives)

100

Other activities

ITA

22901494 - FINAL EXAM - SEAFC (ADULT EDUCATION SCIENCE AND CONTINUOUS TRAINING) (objectives)

Final examination and foreign language test

ITA

Teachings extracurricular: (hide)

22910109 - Pedagogia delle risorse umane e delle organizzazioni (Exchange Program)	6	M-PED/01	36	-	-	-	ITA
22910110 - Comunicazione di rete (Exchange Program)	6	M-PED/03	36	-	-	-	ITA
22910111 - Pedagogia sperimentale. Modelli e procedure per l'educazione degli adulti (Exchange Program)	6	M-PED/04	36	-	-	-	ITA
22910112 - Apprendimento permanente ed educazione degli adulti (Exchange Program)	6	M-PED/01	36	-	-	-	ITA