Knowing the intercultural dimension of the Italian school and the main strategies of integration of foreign pupils.
Identify the key factors that determine international migration.
Knowing the statistics on immigration in Italy.
Comparing different definitions of "cultural difference".
Understanding the links between migration and immigration.

THE COURSE HAS AS AN OBJECTIVE TO ANALYZE THE EDUCATION AND TRAINING PROCESS AS FOUNDED ON THE COOPERATION AMONGST YOUNG PEOPLE AND ADULTS, AND TO PROVIDE CONCRETE INSTRUMENTS TO AID TRAINING COOPERATION

THE COURSE IS DESIGNED TO ADDRESS THE COMPLEX AS A MODEL OF KNOWLEDGE AND CULTURAL PARADIGM. ROUTES WILL BE DEVELOPED IN FOCUS OF KNOTS THAT ALLOW CONCEPTUAL THOUGHT HOW mestizo, TRAFFIC OF CULTURES, AND RELOCATION deterritorialization TRANSNATIONALITY, creolization, NEW FORMS OF IDENTITY, NEW PLACES OF TRAINING.
THE REALITY OF CULTURAL GLOBALIZATION AND NEW FORMS OF PLANETARY CITIZENSHIP NEED NEW INTERPRETATIONS OF CULTURE AND MENTAL CONDITIONS SUITABLE FOR UNDERSTANDING THE COMPLEXITY OF THE CULTURE OF CONTAMINATION IN RELATION BETWEEN Individualism and communitarianism and ask it, like NEW PRINCIPLE FOR EDUCATION.

The course aims to trace the history of the contemporary era, proposing a marked NO MORE READING FROM WARS AND CONFLICTS BUT ONLY FOCUSED ON CHANGE ECONOMIC, SOCIAL AND CULTURAL PEACE THAT ALLOWS, STIMULATE AND PRESERVES. THE COURSE IS ALSO TO PROVIDE INFORMATION ON THE CONTENT OF LODGING AND METHODS OF RESEARCH STUDY CALLED PEACE RESEARCH.

OBJECTIVES OF COURSE PROVIDE A review of AESTHETIC THEORIES WITH SPECIAL REFERENCE TO THE STUDY OF BEAUTY REPRESENTATION OF OBJECTS, WITH PARTICULAR ATTENTION TO THE NARRATIVE FORM OF REPRESENTATION. THE SYSTEM BRINGS THE MEAN'' INTERPRETATION OF THE ITEM AS TIME LEARNING TO AESTHETIC PERCEPTION OF THE WORLD AND ITS DYNAMICS OF EDUCATIONAL AND MORAL.

The educational path aims at making students already possessing a pre-intermediate language level acquire an intermediate/upper intermediate communicative skill, globally responding to Common European Framework of Reference for Languages level B1/B2 (see European Language Portfolio at http://www.coe.int/portfolio ).

PROVIDE THE BASIC CONCEPTS AND RESEARCH FOUNDATIONS OF SCIENCE TRAINING REPORT IN ONE HAND, TO WHICH THE OLYMPIC EDUCATION, PHILOSOPHY, PSYCHOLOGY AND SOCIOLOGY, THE EXTENDED THEORIES epistemological and methodological approach EDUCATION EFFECTIVE TEACHING PROFESSIONAL TRAINING AND ON THE OTHER, A SPECIALIST MATERIALS REGARDING THE DEVELOPMENT OF SKILLS OF DIAGNOSTIC, DESIGN, SUPPLY, MONITORING, EVALUATION AND COORDINATION OF OPERATIONS AND TRAINING PROJECTS. THE STUDY OF DISCIPLINE, AND PRACTICES OF THE TOOLS THAT ARE ACCOMPANIED THE EVOLUTION OF TRAINING WILL BE IN RELATION TO THOSE CHARACTERISTICS OF KNOWLEDGE SOCIETY TO PERFORM A GREATER INFLUENCE ON METHODS OF VOCATIONAL TRAINING IN PARTICULAR, THE GREAT AND THE DIFFUSION OF ICT E-LEARNING MODELS OF EDUCATION.

• PROVIDE ANALYTICAL INSTRUMENTS, AND METHODOLOGICAL INTERPRETATION IS NECESSARY IN ORDER TO PLAN ON THE BASIS OF CHANGES OCCURRED IN THE TRAINING, TRAINING MODEL TO PROVIDE ON-LINE MODE AND BLENDED LEARNING. Students will learn, FIRST BUILDING A UNIT OF EDUCATIONAL MULTIMEDIA TRAINING FOR THE ON-LINE AND, SECONDLY, TO DESIGN SYSTEMS FLEXIBLE TRAINING AND ABLE TO PROVIDE FOR INTEGRATING REMOTELY WITH MOMENTS IN THE PRESENCE OF MEETING. DEFINITION OF THE TRAINING COURSES ON-LINE AND BLENDED LEARNING IS IN REFERENCE TO THE PARADIGM OF EDUCATIONAL Constructivist; FROM THAT PERSPECTIVE, IS MOVING FROM RECOGNITION OF AN ESSENTIAL ROLE IN TRAINING AS LEADING TO SUBJECT OF YOUR LEARNING PROCESS, AND ARTEFICE THE CONSTRUCTION OF ITS SYSTEM OF KNOWLEDGE. BLENDED LEARNING APPROACH ALSO ALLOWS TO RECOVER, IN ADDITION TO THE TERMS OF LEARNING AND TEACHING ON-LINE, AND TRAINING THE KEY MOMENTS IN THE PRESENCE OF COMPARISON.

• ABILITY TO DEVELOP A CRITICAL ANALYSIS ON THE METHODOLOGY OF EDUCATION AND TRAINING IN REFERENCE TO SOME THAT ARE FUNDAMENTAL CONCEPTS FOR UNDERSTANDING THE FEATURES OF MODELS AND TOOLS THAT THE CURRENT METHODS OF TRAINING. IN A GENERAL PERSPECTIVE, THESE CONCEPTS ARE ADDRESSED IN REFERENCE TO THE EUROPEAN POLICIES FOR DEVELOPMENT OF KNOWLEDGE SOCIETY AND THE SPREAD OF PRACTICAL SUBJECTS THAT ALLOW CITIZENS TO FACE THE CHALLENGES OF FLEXIBILITY AND RAPID CHANGES OF THE LABOUR MARKET. MORE SPECIFICALLY, THESE CONCEPTS CONCERNING THE LIFELONG LEARNING AND THE LEARNING lifewide, SKILLS AND THE HALF-SKILLS, THE ABILITY TO LEARN AND 'LEARNING TO LEARN', E-LEARNING, TRAINING AND ON-LINE BLENDED LEARNING, THE CONCEPT OF TRAINING THAT IS TO SAY A reflective TRAINING THAT IS CONTINUOUSLY FORCED TO REVISE ITS MODELS AND ITS INSTRUMENTS WHY IS FORCED CHALLENGING A COMPANY WITH A CONTINUOUS PROCESS. THE AIM IS TO GET TO A DEFINITION OF MODELS AND METHODS OF TRAINING AS A SET OF "TOOLS THANKS TO WHICH MEETING THE CHALLENGES OF THE KNOWLEDGE SOCIETY", THAT IS HOW WITH KNOWLEDGE OF TOOLS AND FLEXIBLE THANKS TO WHICH THE INDIVIDUAL AND CAN ADAPT TO CONSTANTLY readjusting NEEDS AND TO CONTINUE PROCESSING OF ITS CONTEXT AND SOCIAL WORK REFERENCE

• Acquire and develop knowledge and skills related to the methodological framework and theoretical models of training and lifelong learning in organizational contexts, with particular reference to qualitative methodologies;
• Acquire and develop knowledge and skills related to research on individualisation in the field of lifelong learning and continuing education.

IDENTIFYING THE PEDAGOGICAL MODELS UNDERLYING THEORIES; DESIGNING
MODELS OF EDUCATIONAL ACTION IN DIFFERENT CONTEXTS AND SITUATIONS.
HERMENEUTICS OF THE CURRENT EDUCATIONAL CRISIS; POIETIC REFLECTION ON THE EDUCABILITY OF THE NATURE OF HUMAN EXPRESSION.

IDENTIFYING THE PEDAGOGICAL MODELS UNDERLYING THEORIES; DESIGNING
MODELS OF EDUCATIONAL ACTION IN DIFFERENT CONTEXTS AND SITUATIONS.
HERMENEUTICS OF THE CURRENT EDUCATIONAL CRISIS; POIETIC REFLECTION ON THE EDUCABILITY OF THE NATURE OF HUMAN EXPRESSION.

IDENTIFYING THE PEDAGOGICAL MODELS UNDERLYING THEORIES; DESIGNING
MODELS OF EDUCATIONAL ACTION IN DIFFERENT CONTEXTS AND SITUATIONS.
HERMENEUTICS OF THE CURRENT EDUCATIONAL CRISIS; POIETIC REFLECTION ON THE EDUCABILITY OF THE NATURE OF HUMAN EXPRESSION.

Knowing the intercultural dimension of the Italian school and the main strategies of integration of foreign pupils.
Identify the key factors that determine international migration.
Knowing the statistics on immigration in Italy.
Comparing different definitions of "cultural difference".
Understanding the links between migration and immigration.

Knowing the intercultural dimension of the Italian school and the main strategies of integration of foreign pupils.
Identify the key factors that determine international migration.
Knowing the statistics on immigration in Italy.
Comparing different definitions of "cultural difference".
Understanding the links between migration and immigration.

Knowing the intercultural dimension of the Italian school and the main strategies of integration of foreign pupils.
Identify the key factors that determine international migration.
Knowing the statistics on immigration in Italy.
Comparing different definitions of "cultural difference".
Understanding the links between migration and immigration.

SOCIAL PEDAGOGY AND SOCIAL EDUCATION ARE VERY IMPORTANT CONCEPTS IN THE EUROPEAN DEBATE ABOUT SOCIAL WORK AND EDUCATIONAL ISSUES. IN OUR LESSONS WE WILL DISCUSS TEXTS FROM DIFFERENT AREAS AND DIFFERENT CULTURAL TRADITIONS IN ORDER TO HELP STUDENTS TO INVESTIGATE THE DIFFERENT VIEWS ABOUT THE MEANING OF “SOCIAL” RELATED TO DIFFERENT PEDAGOGICAL CONTEXTS AND TRADITIONS. ERASMUS STUDENTS HAVE THE POSSIBILITY TO PRESENT PAPERS ABOUT ARTICLES AND TEXTS IN THEIR OWN LANGUAGES AND TO SHARE THE EXPERIENCES THEY HAVE GOT IN THEIR OWN COUNTRIE

THE COURSE AIMS TO EXAMINE THE DIFFERENT TRAINING PATHS INTENDED, IN THE COURSE OF HISTORY, FOR MALE AND FEMALE GENDERS. THE TOPICS COVERED TAKE INSPIRATION FROM A WIDE HISTORIOGRAPHICAL AND EDUCATIONAL LITERATURE THAT, IN RECENT YEARS, HAS CHALLENGED THE DOMINANT EDUCATIONAL MODELS, APPARENTLY NEUTRAL BUT IN FACT DEEPLY MARKED BY SEXIST PREJUDICES.
THE EXPERIENTIAL PART OF THE COURSE, AS IMPLEMENTED THROUGH A TEACHING METHOD OF BLENDED LEARNING, INCLUDES THE REALIZATION OF PROJECTS DEVELOPED BY THE STUDENTS IN WORKING GROUPS THAT WILL OPERATE IN PRESENCE AND ONLINE: THE NARRATIVE APPROACH AND TOOLS SUCH AS DIGITAL STORYTELLING CAN FOSTER A DEEPER INSIGHT INTO THE VARIOUS ISSUES DEBATED IN THE BASIC MODULE OF THE COURSE.
TEACHING METHODOLOGY
THE COURSE INCLUDES: A BASIC MODULE (36 HOURS = 6 CFU) INTEGRATED WITH THE DEVELOPMENT OF AN INDIVIDUAL WORK PROJECT (36 HOURS = 6 CREDITS) RELATED TO TRAINING ACTIVITIES CONDUCTED BY THE STUDENTS IN WORKING GROUPS THAT OPERATE IN PRESENCE AND ONLINE.

ORGANIZATION OF TEACHING AND TESTING OF PROFIT
THE EDUCATIONAL ACTIVITIES WILL BE DEVELOPED IN MIXED MODE (PRESENCE AND DISTANCE).
THE PROFIT TEST INCLUDES A DISCUSSION OF THEMES DEVELOPED IN THE BASIC MODULE AND THE ONLINE LEARNING ACTIVITIES.
TEXTBOOKS:
1) C. COVATO, MEMORIE DISCORDANTI. IDENTITÀ E DIFFERENZE NELLA STORIA DELL’EDUCAZIONE, UNICOPLI, MILANO 2007
2) R. NIGRISOLI, LA MIA SCUOLA, INTRODUCTION AND EDITED BY FRANCESCA BORRUSO, UNICOPLI, MILANO 2011

THE COURSE AIMS TO EXAMINE THE DIFFERENT TRAINING PATHS INTENDED, IN THE COURSE OF HISTORY, FOR MALE AND FEMALE GENDERS. THE TOPICS COVERED TAKE INSPIRATION FROM A WIDE HISTORIOGRAPHICAL AND EDUCATIONAL LITERATURE THAT, IN RECENT YEARS, HAS CHALLENGED THE DOMINANT EDUCATIONAL MODELS, APPARENTLY NEUTRAL BUT IN FACT DEEPLY MARKED BY SEXIST PREJUDICES.
THE EXPERIENTIAL PART OF THE COURSE, AS IMPLEMENTED THROUGH A TEACHING METHOD OF BLENDED LEARNING, INCLUDES THE REALIZATION OF PROJECTS DEVELOPED BY THE STUDENTS IN WORKING GROUPS THAT WILL OPERATE IN PRESENCE AND ONLINE: THE NARRATIVE APPROACH AND TOOLS SUCH AS DIGITAL STORYTELLING CAN FOSTER A DEEPER INSIGHT INTO THE VARIOUS ISSUES DEBATED IN THE BASIC MODULE OF THE COURSE.
TEACHING METHODOLOGY
THE COURSE INCLUDES: A BASIC MODULE (36 HOURS = 6 CFU) INTEGRATED WITH THE DEVELOPMENT OF AN INDIVIDUAL WORK PROJECT (36 HOURS = 6 CREDITS) RELATED TO TRAINING ACTIVITIES CONDUCTED BY THE STUDENTS IN WORKING GROUPS THAT OPERATE IN PRESENCE AND ONLINE.

ORGANIZATION OF TEACHING AND TESTING OF PROFIT
THE EDUCATIONAL ACTIVITIES WILL BE DEVELOPED IN MIXED MODE (PRESENCE AND DISTANCE).
THE PROFIT TEST INCLUDES A DISCUSSION OF THEMES DEVELOPED IN THE BASIC MODULE AND THE ONLINE LEARNING ACTIVITIES.
TEXTBOOKS:
1) C. COVATO, MEMORIE DISCORDANTI. IDENTITÀ E DIFFERENZE NELLA STORIA DELL’EDUCAZIONE, UNICOPLI, MILANO 2007
2) R. NIGRISOLI, LA MIA SCUOLA, INTRODUCTION AND EDITED BY FRANCESCA BORRUSO, UNICOPLI, MILANO 2011

THE COURSE AIMS TO EXAMINE THE DIFFERENT TRAINING PATHS INTENDED, IN THE COURSE OF HISTORY, FOR MALE AND FEMALE GENDERS. THE TOPICS COVERED TAKE INSPIRATION FROM A WIDE HISTORIOGRAPHICAL AND EDUCATIONAL LITERATURE THAT, IN RECENT YEARS, HAS CHALLENGED THE DOMINANT EDUCATIONAL MODELS, APPARENTLY NEUTRAL BUT IN FACT DEEPLY MARKED BY SEXIST PREJUDICES.
THE EXPERIENTIAL PART OF THE COURSE, AS IMPLEMENTED THROUGH A TEACHING METHOD OF BLENDED LEARNING, INCLUDES THE REALIZATION OF PROJECTS DEVELOPED BY THE STUDENTS IN WORKING GROUPS THAT WILL OPERATE IN PRESENCE AND ONLINE: THE NARRATIVE APPROACH AND TOOLS SUCH AS DIGITAL STORYTELLING CAN FOSTER A DEEPER INSIGHT INTO THE VARIOUS ISSUES DEBATED IN THE BASIC MODULE OF THE COURSE.
TEACHING METHODOLOGY
THE COURSE INCLUDES: A BASIC MODULE (36 HOURS = 6 CFU) INTEGRATED WITH THE DEVELOPMENT OF AN INDIVIDUAL WORK PROJECT (36 HOURS = 6 CREDITS) RELATED TO TRAINING ACTIVITIES CONDUCTED BY THE STUDENTS IN WORKING GROUPS THAT OPERATE IN PRESENCE AND ONLINE.

ORGANIZATION OF TEACHING AND TESTING OF PROFIT
THE EDUCATIONAL ACTIVITIES WILL BE DEVELOPED IN MIXED MODE (PRESENCE AND DISTANCE).
THE PROFIT TEST INCLUDES A DISCUSSION OF THEMES DEVELOPED IN THE BASIC MODULE AND THE ONLINE LEARNING ACTIVITIES.
TEXTBOOKS:
1) C. COVATO, MEMORIE DISCORDANTI. IDENTITÀ E DIFFERENZE NELLA STORIA DELL’EDUCAZIONE, UNICOPLI, MILANO 2007
2) R. NIGRISOLI, LA MIA SCUOLA, INTRODUCTION AND EDITED BY FRANCESCA BORRUSO, UNICOPLI, MILANO 2011

COURSE AIMS TO PROVIDE THE STUDENTS:
1) DEEP UNDERSTANDING OF THE HISTORY OF THE SCHOOL AND EDUCATIONAL INSTITUTIONS OF UNITY OF ITALY TO THE PRESENT;
2) METHODOLOGICAL GUIDELINES FOR THE ARTICULATION OF HISTORICAL RESEARCH IN EDUCATION-TRAINING COURSE: LITERATURE SEARCH, SEARCH THE ARCHIVE, ORAL EVIDENCE, SOURCES ICONOGRAPHIC and film, autobiographical SOURCES AND LITERATURE, ETC.;
3) FURTHER HISTORICAL AND CRITICAL FOR TWENTY-FASCIST;
4) CARRY OUT THE POSSIBILITY OF RESEARCH GROUP WITH THE AID OF DIFFERENT SOURCES AND WITH THE GOAL OF CREATING A HYPERTEXT (WRITE SHARED), AGREED ON A TOPIC
WITH THE TEACHER.

COURSE AIMS TO PROVIDE THE STUDENTS:
1) DEEP UNDERSTANDING OF THE HISTORY OF THE SCHOOL AND EDUCATIONAL INSTITUTIONS OF UNITY OF ITALY TO THE PRESENT;
2) METHODOLOGICAL GUIDELINES FOR THE ARTICULATION OF HISTORICAL RESEARCH IN EDUCATION-TRAINING COURSE: LITERATURE SEARCH, SEARCH THE ARCHIVE, ORAL EVIDENCE, SOURCES ICONOGRAPHIC and film, autobiographical SOURCES AND LITERATURE, ETC.;
3) FURTHER HISTORICAL AND CRITICAL FOR TWENTY-FASCIST;
4) CARRY OUT THE POSSIBILITY OF RESEARCH GROUP WITH THE AID OF DIFFERENT SOURCES AND WITH THE GOAL OF CREATING A HYPERTEXT (WRITE SHARED), AGREED ON A TOPIC
WITH THE TEACHER.

COURSE AIMS TO PROVIDE THE STUDENTS:
1) DEEP UNDERSTANDING OF THE HISTORY OF THE SCHOOL AND EDUCATIONAL INSTITUTIONS OF UNITY OF ITALY TO THE PRESENT;
2) METHODOLOGICAL GUIDELINES FOR THE ARTICULATION OF HISTORICAL RESEARCH IN EDUCATION-TRAINING COURSE: LITERATURE SEARCH, SEARCH THE ARCHIVE, ORAL EVIDENCE, SOURCES ICONOGRAPHIC and film, autobiographical SOURCES AND LITERATURE, ETC.;
3) FURTHER HISTORICAL AND CRITICAL FOR TWENTY-FASCIST;
4) CARRY OUT THE POSSIBILITY OF RESEARCH GROUP WITH THE AID OF DIFFERENT SOURCES AND WITH THE GOAL OF CREATING A HYPERTEXT (WRITE SHARED), AGREED ON A TOPIC
WITH THE TEACHER.

EMPROVE AWARNESS BOTH THEORICAL AND RESEARCH PLAN, IN REFERENCE TO GENDER IDENTITY.

-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

-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

-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

LEARNING OBJECTIVES (BASIC COURSE-PROF.SSA LUCIA CHIAPPETTA CAJOLA)

- RECOGNIZE THAT THE DIVERSITY OF PEOPLE ARE NOT ELEMENTS OF DISCRIMINATION AND DO NOT JUSTIFY THE REDUCTION OF RIGHTS AND OPPORTUNITIES
- DEFINE THE SPECIAL EDUCATION IN RELATION TO THE QUALITY OF SCHOOL INTEGRATION
- UNDERSTAND AND EXPLORE THE EDUCATIONAL AND INCLUSIVE TEACHING STRATEGIES SO AS TO OVERCOME BARRIERS TO LEARNING AND PARTICIPATION
- IDENTIFY INDICATORS FOR INCLUSION AIMED AT IMPROVING INTEGRATION ACROSS BASIC LEVELS OF QUALITY
- DISTINGUISH THE FEATURES AND FUNCTIONS OF GUIDANCE AND TRAINING SKILLS PORTFOLIO OF THE STUDENT WITH DISABILITIES
- REFLECT ON THE MEANING AND USE OF THE PORTFOLIO AS A TOOL IN TEACHING AND DOCUMENTATION OF THE DEVELOPMENT PATH OF THE STUDENT.

LEARNING OBJECTIVES (ADDITIONAL COURSE-PROF.SSA BRUNA GRASSELLI)
-TO MASTER FUNDAMENTAL ISSUES OF SPECIAL EDUCATION AND ITS CONTRIBUTION TO DEVELOPEMENT OF INTEGRATION MENTALITY IN ITALIAN PUBBLIC SCHOOLS
-TO DEEPEN KNOWLEDGE OF EMPATHY AND GRATUITOUSNESS AS COMPLEMENT DIMENSIONS TO PROFESSIONAL EDUCATION SKILLS
-TO DEVELOP COMPETENCE IN PARTICIPATORY PLANNING AND NETWORKING WITH DIFFERENT STAKEHOLDERS RESPONSIBLE FOR INTEGRATION ISSUES

LEARNING OBJECTIVES (BASIC COURSE-PROF.SSA LUCIA CHIAPPETTA CAJOLA)

- RECOGNIZE THAT THE DIVERSITY OF PEOPLE ARE NOT ELEMENTS OF DISCRIMINATION AND DO NOT JUSTIFY THE REDUCTION OF RIGHTS AND OPPORTUNITIES
- DEFINE THE SPECIAL EDUCATION IN RELATION TO THE QUALITY OF SCHOOL INTEGRATION
- UNDERSTAND AND EXPLORE THE EDUCATIONAL AND INCLUSIVE TEACHING STRATEGIES SO AS TO OVERCOME BARRIERS TO LEARNING AND PARTICIPATION
- IDENTIFY INDICATORS FOR INCLUSION AIMED AT IMPROVING INTEGRATION ACROSS BASIC LEVELS OF QUALITY
- DISTINGUISH THE FEATURES AND FUNCTIONS OF GUIDANCE AND TRAINING SKILLS PORTFOLIO OF THE STUDENT WITH DISABILITIES
- REFLECT ON THE MEANING AND USE OF THE PORTFOLIO AS A TOOL IN TEACHING AND DOCUMENTATION OF THE DEVELOPMENT PATH OF THE STUDENT.

LEARNING OBJECTIVES (ADDITIONAL COURSE-PROF.SSA BRUNA GRASSELLI)
-TO MASTER FUNDAMENTAL ISSUES OF SPECIAL EDUCATION AND ITS CONTRIBUTION TO DEVELOPEMENT OF INTEGRATION MENTALITY IN ITALIAN PUBBLIC SCHOOLS
-TO DEEPEN KNOWLEDGE OF EMPATHY AND GRATUITOUSNESS AS COMPLEMENT DIMENSIONS TO PROFESSIONAL EDUCATION SKILLS
-TO DEVELOP COMPETENCE IN PARTICIPATORY PLANNING AND NETWORKING WITH DIFFERENT STAKEHOLDERS RESPONSIBLE FOR INTEGRATION ISSUES

LEARNING OBJECTIVES (BASIC COURSE-PROF.SSA LUCIA CHIAPPETTA CAJOLA)

- RECOGNIZE THAT THE DIVERSITY OF PEOPLE ARE NOT ELEMENTS OF DISCRIMINATION AND DO NOT JUSTIFY THE REDUCTION OF RIGHTS AND OPPORTUNITIES
- DEFINE THE SPECIAL EDUCATION IN RELATION TO THE QUALITY OF SCHOOL INTEGRATION
- UNDERSTAND AND EXPLORE THE EDUCATIONAL AND INCLUSIVE TEACHING STRATEGIES SO AS TO OVERCOME BARRIERS TO LEARNING AND PARTICIPATION
- IDENTIFY INDICATORS FOR INCLUSION AIMED AT IMPROVING INTEGRATION ACROSS BASIC LEVELS OF QUALITY
- DISTINGUISH THE FEATURES AND FUNCTIONS OF GUIDANCE AND TRAINING SKILLS PORTFOLIO OF THE STUDENT WITH DISABILITIES
- REFLECT ON THE MEANING AND USE OF THE PORTFOLIO AS A TOOL IN TEACHING AND DOCUMENTATION OF THE DEVELOPMENT PATH OF THE STUDENT.

LEARNING OBJECTIVES (ADDITIONAL COURSE-PROF.SSA BRUNA GRASSELLI)
-TO MASTER FUNDAMENTAL ISSUES OF SPECIAL EDUCATION AND ITS CONTRIBUTION TO DEVELOPEMENT OF INTEGRATION MENTALITY IN ITALIAN PUBBLIC SCHOOLS
-TO DEEPEN KNOWLEDGE OF EMPATHY AND GRATUITOUSNESS AS COMPLEMENT DIMENSIONS TO PROFESSIONAL EDUCATION SKILLS
-TO DEVELOP COMPETENCE IN PARTICIPATORY PLANNING AND NETWORKING WITH DIFFERENT STAKEHOLDERS RESPONSIBLE FOR INTEGRATION ISSUES

The course provides an overview of contemporary theory oriented to clarify issues related to the relationship between communication, education and culture.
It also wants to provide a connection between the theoretical and application stage of educational research.

THE COURSE IS DESIGNED TO ADDRESS DYNAMICALLY IN SYSTEMIC AND THE BIG THREE SUBJECTS OFFERED IN TITLE, STARTING FROM A PROBLEM - THE DECLINE OF THE SKILLS OF READING COMPREHENSION OF THE ADULT POPULATION - WHO IS THE CENTER OF EDUCATIONAL RESEARCH INTERNATIONAL.
OBJECTIVES OF THE COURSE AIMS TO ACHIEVE THE FOLLOWING:
- IDENTIFYING THE ELEMENTS THAT FEATURES OF EDUCATIONAL experimentalism;
- HOW TO INTERPRET THE EVALUATION PROBLEM;
- ANALYZE THE DYNAMICS OF CHANGE IN EVALUATION;
- CLASSIFICATION OF VARIABLES IN THE FAMILY EDUCATION;
- DEFINE THE DIFFERENT TYPES OF TESTS;
- CONSTRUCTION OF READING COMPREHENSION TESTS;
- IDENTIFY THE NATURE OF COMPLEX FEATURING THE MUSEUM;
- HOW TO INTERPRET THE MUSEUM EDUCATIONAL ENVIRONMENT.

THE COURSE IS DESIGNED TO ADDRESS DYNAMICALLY IN SYSTEMIC AND THE BIG THREE SUBJECTS OFFERED IN TITLE, STARTING FROM A PROBLEM - THE DECLINE OF THE SKILLS OF READING COMPREHENSION OF THE ADULT POPULATION - WHO IS THE CENTER OF EDUCATIONAL RESEARCH INTERNATIONAL.
OBJECTIVES OF THE COURSE AIMS TO ACHIEVE THE FOLLOWING:
- IDENTIFYING THE ELEMENTS THAT FEATURES OF EDUCATIONAL experimentalism;
- HOW TO INTERPRET THE EVALUATION PROBLEM;
- ANALYZE THE DYNAMICS OF CHANGE IN EVALUATION;
- CLASSIFICATION OF VARIABLES IN THE FAMILY EDUCATION;
- DEFINE THE DIFFERENT TYPES OF TESTS;
- CONSTRUCTION OF READING COMPREHENSION TESTS;
- IDENTIFY THE NATURE OF COMPLEX FEATURING THE MUSEUM;
- HOW TO INTERPRET THE MUSEUM EDUCATIONAL ENVIRONMENT.

THE COURSE IS DESIGNED TO ADDRESS DYNAMICALLY IN SYSTEMIC AND THE BIG THREE SUBJECTS OFFERED IN TITLE, STARTING FROM A PROBLEM - THE DECLINE OF THE SKILLS OF READING COMPREHENSION OF THE ADULT POPULATION - WHO IS THE CENTER OF EDUCATIONAL RESEARCH INTERNATIONAL.
OBJECTIVES OF THE COURSE AIMS TO ACHIEVE THE FOLLOWING:
- IDENTIFYING THE ELEMENTS THAT FEATURES OF EDUCATIONAL experimentalism;
- HOW TO INTERPRET THE EVALUATION PROBLEM;
- ANALYZE THE DYNAMICS OF CHANGE IN EVALUATION;
- CLASSIFICATION OF VARIABLES IN THE FAMILY EDUCATION;
- DEFINE THE DIFFERENT TYPES OF TESTS;
- CONSTRUCTION OF READING COMPREHENSION TESTS;
- IDENTIFY THE NATURE OF COMPLEX FEATURING THE MUSEUM;
- HOW TO INTERPRET THE MUSEUM EDUCATIONAL ENVIRONMENT.

Starting from an analysis of developments in empirical research in teaching, the course will discuss the scientific assumptions of the educational model developed by Maria Montessori

Starting from an analysis of developments in empirical research in teaching, the course will discuss the scientific assumptions of the educational model developed by Maria Montessori

Starting from an analysis of developments in empirical research in teaching, the course will discuss the scientific assumptions of the educational model developed by Maria Montessori

GENERAL PURPOSES OF THE COURSE: KNOWLEDGE OF MAIN CATEGORIES OF ANALYSIS AND SOCIOLOGICAL THEORIES ABOUT RELATIONSHIP EDUCATION-SOCIETY. KNOWLEDGE OF MAIN TRANSFORMATION OF EDUCATION AND TRAINING SYSTEMS, IN ITALY, IN RELATIONSHIP WITH THE CURRENT SOCIO-ECONOMIC TRANSFORMATIONS. SKILLS OF ANALYSE AND DESCRIBE THE RELATIONSHIPS BETWEEN ECONOMIC, SOCIAL AND CULTURAL TRANSFORMATIONS (GLOBALIZATION, COMMUNICATION, INNOVATION OF TECHNOLOGY, PATH OF LIFE, FAMILY, WORK), AND MUTATION OF THE EDUCATIONAL PROCESSES AND TRAINING. METHOD KNOWLEDGE AND SKILLS OF ANALYSE THE ORGANIZATIONAL CONTEXTS AND DETECT TRAINING NEEDS, FOCUSING ON DISADVANTEGED GROUPS. KNOWLEDGE OF LEARNING PROCESSES CONCERNING LANGUAGE AND CIVICS BY MIGRANTS ACCORDING TO IMMIGRATION RULES.

The course provides an introduction to theoretical approaches, methodological and research aimed at the psychology of art and on this basis will provide the skills necessary for the psychological analysis of the object of art and aesthetic experience.

In the course, the teaching of modern history and historiography has two purposes: the education and the satisfaction of pleasure or necessity of knowing. The student’s education makes him aware that history, following the teaching of M. Bloch, is not a succession almost mechanical and inevitable of events, but the man’s walk on the earth: man in his entirety, in his totality. The need, or better, the taste of knowledge, of understanding in the stimulating awareness of Croce’s lesson: all history is contemporary history, it’s history of "reciprocity of the consciences" (M. Nèdoncelle).
If the history can’t be qualified as a teacher of life tout court, however, it’s a primary aid to understand what’s happens around us (A. Placanica). Education and knowledge will help the student to form a critical and balanced mens that will guide him in judging and evaluating of facts and circumstances. The H. Marrou’s persuasion is that "history is inseparable from the historic" in the final analysis the evaluator is the person who should be formed.

KNOW THE LINES OF DEVELOPMENT OF PHILOSOPHICAL THOUGHT AND THE GENESIS OF IDEAS THAT HAVE CONTRIBUTED TO THE PROCESSING OF EDUCATIONAL THEORIES AND MODELS
RECOGNIZE THE GENESIS OF KEY PHILOSOPHICAL PROBLEMS, AND THE LINK WITH THE CULTURAL TRADITIONS IN VIEW OF CRITICISM INTERPRETATION OF EDUCATIONAL MODELS AND PRACTICES
BE ABLE TO ANALYZE AN EDUCATIONAL ENVIRONMENT PERSPECTIVE ON IDEOLOGICAL, AND PHILOSOPHICAL AND CULTURAL
UNDERSTANDING THE DIMENSION OF PHILOSOPHICAL TRANSACTIONS BETWEEN THE DIFFERENT TRADITIONS, WITH SPECIAL REFERENCE TO THOSE WOMEN, THE CULTURE AND LANGUAGES

THE COURSE IS TO IMPROVE THE PROBLEM IS THE PSYCHOLOGICAL TRAUMA IN A POSITION LIMIT. COURSE AIMS TO DISPOSE OF A BRIDGE BETWEEN THE DIFFERENT EXPERIENCE OF PAIN IN THE TWENTIETH CENTURY. BE FACED IN PARTICULAR OF THE TRAUMA SURVIVORS HOLOCAUST AND THE PATHS OF DEVELOPMENT THROUGH THREE GENERATIONS OF MOURNING. THIS WILL BE INVOLVED IN SOME PERSPECTIVE TRAGIC EXPERIENCES AFTER THE SECOND WORLD WAR: DEPARECIDOS ARGENTINE, MURDER IN CAMBODIA.

IN OUR COURSE OF “LANGUE AND TRANSLATION – FRENCH LANGUE” (MASTER LEVEL) WE PLAN TO REVISE AND INCREASE THE PHONETIC, GRAMMATICAL, LEXICAL, SYNTACTIC KNOWLEDGE THAT THE STUDENTS HAVE ACQUIRED DURING THE PREVIOUS COURSE OF FRENCH (BACHELOR LEVEL), FOR READING AND LISTENING FRENCH TEXTS ABOUT EDUCATIONAL TOPICS, THE SUBJECT OF EUROPEAN CITIZENSHIP, THE INTERCULTURAL CONFRONTATIONS IN FRANCOPHONE COUNTRIES (EXCEPT FOR THE STUDENTS WHO HAVE NEVER STUDIED FRENCH; IN THIS CASE, THESE STUDENTS WILL NEED AN INDIVIDUAL AND SPECIFIC STUDIES PLAN). THE AIM OF THIS FRENCH COURSE IS REACHING A GOOD LEVEL OF AUTONOMY IN UNDERSTANDING AND ELABORATING FRENCH TEXTS AND THE ABILITY OF COMPARE CIVILIZATIONS.

THE COURSE AIMS TO CONSOLIDATE BASIC GRAMMAR OF THE SPANISH LANGUAGE THROUGH THE DETAILED STUDY OF VERBAL SYNTAX, TO CONSOLIDATE THE 4 LANGUAGE SKILLS AND EXPAND VOCABULARY. IN ADDITION, BY STUDYING WORKS BY ANTONIO MACHADO AND FEDERICO GARCIA LORCA WILL OFFER AN OVERVIEW OF THE CONTEXT THAT LED TO THE OUTBREAK OF THE CIVIL WAR.

SINCE THE PHILOSOPHY OF DIFFERENCE IS AN INTEGRAL PART OF MORAL PHILOSOPHY, THE GOAL IS REACHED ON THE PREPARATION OF A MOST SIGNIFICANT ISSUES REFLECTION OF ETHICS, THEN TO FOCUS ON THE NEW FEATURES AND SPECIFICATIONS OF THE PHILOSOPHY OF DIFFERENCE. FACES IS THEREFORE 'ITINERARY OF ETHICS AS A BALANCE BETWEEN relationality Individualism and communitarianism, WITH THE FURTHER OBJECTIVE OF CURRENT CONCEPTUAL FOCUS KNOTS WHAT: ETHICS AND GLOBALISATION, THE CHALLENGE OF CULTURES "OTHER" THE MORAL WEST, AND THE IDENTITY AND reconsideration DIVERSITY.

THE GOAL OF THE COURSE “SOCIAL PSYCHOLOGY OF GROUPS” IS TO PROMOTE THE ACQUISITION OF KNOWLEDGE ON THE SOCIAL PSYCHOLOGICAL PROCESSES THAT LEAD INTERACTIONS IN GROUPS AND IN THE CONTEXT OF THE INTERGROUP RELATIONS. THE COURSE AIMS TO DEVELOP THEORICAL ADVANCED KNOWLEDGE AND APPLICATIONS REFERRING TO SOCIAL GROUP PROCESSES, WITH REFERENCE TO BOTH CLASSICAL STUDIES AND RECENT TRENDS OF RESEARCH IN THIS FIELD.

The course is divided into three areas of 10 hours each (for a total of 30 hours). In the first area we introduce the main themes of the discipline with particular attention to the dimensions of the contemporary debate. The topics will cover the organizational models, methodologies of human resources management and recruitment in different organizational contexts, the relationship between learning and knowledge with particular regard to the issue of organizational culture and sensemaking. The second area focuses on the approach of communities of practice, as a tool for training and knowledge management in organizations. In this area we will also refer to the theme of human capital, intellectual, social and relational contexts of developed societies. In the third area is the education to be considered, contextualized in the national and concerning the evolution of the legislation. It is expected the intervention of witnesses who will share their experience with particular regard to the scenario of Interprofessional Funds and experience of business finance. The areas will provide the methodological tools to interpret the complexity of organizational development and training in the workplace and generally in public and private organizations. The course consists of lectures alternating with periods of training design and case studies. In each area there is a laboratory exercise on issues pertaining to the area itself. In the workshop will start work on collaborative design that will be part of the examination.

To know the differences between informal education and formal education
To apply the characteristics of social networks to education
To find the differences between linear learning and web learning
To recognize the complexity of iconic communication

The course is divided into three areas of 10 hours each (for a total of 30 hours). In the first area we introduce the main themes of the discipline with particular attention to the dimensions of the contemporary debate. The topics will cover the organizational models, methodologies of human resources management and recruitment in different organizational contexts, the relationship between learning and knowledge with particular regard to the issue of organizational culture and sensemaking. The second area focuses on the approach of communities of practice, as a tool for training and knowledge management in organizations. In this area we will also refer to the theme of human capital, intellectual, social and relational contexts of developed societies. In the third area is the education to be considered, contextualized in the national and concerning the evolution of the legislation. It is expected the intervention of witnesses who will share their experience with particular regard to the scenario of Interprofessional Funds and experience of business finance. The areas will provide the methodological tools to interpret the complexity of organizational development and training in the workplace and generally in public and private organizations. The course consists of lectures alternating with periods of training design and case studies. In each area there is a laboratory exercise on issues pertaining to the area itself. In the workshop will start work on collaborative design that will be part of the examination.

The course is divided into three areas of 10 hours each (for a total of 30 hours). In the first area we introduce the main themes of the discipline with particular attention to the dimensions of the contemporary debate. The topics will cover the organizational models, methodologies of human resources management and recruitment in different organizational contexts, the relationship between learning and knowledge with particular regard to the issue of organizational culture and sensemaking. The second area focuses on the approach of communities of practice, as a tool for training and knowledge management in organizations. In this area we will also refer to the theme of human capital, intellectual, social and relational contexts of developed societies. In the third area is the education to be considered, contextualized in the national and concerning the evolution of the legislation. It is expected the intervention of witnesses who will share their experience with particular regard to the scenario of Interprofessional Funds and experience of business finance. The areas will provide the methodological tools to interpret the complexity of organizational development and training in the workplace and generally in public and private organizations. The course consists of lectures alternating with periods of training design and case studies. In each area there is a laboratory exercise on issues pertaining to the area itself. In the workshop will start work on collaborative design that will be part of the examination.

To know the differences between informal education and formal education
To apply the characteristics of social networks to education
To find the differences between linear learning and web learning
To recognize the complexity of iconic communication

CONOSCENZA E CAPACITÀ DI COMPRENSIONE:
- DELLE FORME PIÙ RICORRENTI DI COMUNICAZIONE VIA WEB
- DEI CODICI E DEGLI USI CHE SOTTOSTANNO ALLA COMUNICAZIONE DI RETE
- DELLE IMPLICAZIONI PEDAGOGICHE E DIDATTICHE DELLA COMUNICAZIONE DI RETE
- DELLE MODALITÀ DI SCRITTURA PREVALENTI IN AMBIENTE WEB
- DEI PIÙ EVIDENTI TRA I RITI E I MITI CHE SI COLLEGANO ALLE SCRITTURE DI RETE
- DELL’INTRECCIO TRA FORMALE E INFORMALE CHE CARATTERIZZA LA SCRITTURA DI RETE
- DELLE STRETTE RELAZIONI TRA PUBBLICO E PRIVATO PROPRIE DELLA COMUNICAZIONE DI RETE


CAPACITÀ DI APPLICARE CONOSCENZA E COMPRENSIONE
- NEL NAVIGARE DENTRO I PIÙ DIFFUSI SOCIAL NETWORK
- NEL FAMILIARIZZARE CON I MECCANISMI DI COMUNICAZIONE/FORMAZIONE TIPICI DEGLI AMBIENTI DI E-LEARNING
- NELL’ACQUISIRE CONSAPEVOLEZZA DEI MECCANISMI DI FUNZIONAMENTO DEGLI AMBIENTI DI INTERAZIONE ASINCRONA E SINCRONA (FORUM E CHAT)
- NEL MATURARE COSCIENZA DELLA COMPLESSITÀ CONCETTUALE ED OPERATIVA CONNESSA ALL’USO DEGLI SPAZI DELLA SCRITTURA CONDIVISA (WIKI)

AUTONOMIA DI GIUDIZIO
- SUL RAPPORTO TRA FORMALE E INFORMALE NELLA COMUNICAZIONE DI RETE E NEI SUOI POSSIBILI IMPIEGHI A SCOPI DI FORMAZIONE
- SUL RAPPORTO FRA NUOVI MEDIA E MEDIA TRADIZIONALI PER QUANTO RIGUARDA LA COMUNICAZIONE
- SUL RAPPORTO FRA NUOVI MEDIA E MEDIA TRADIZIONALI PER QUANTO RIGUARDA LA COMUNICAZIONE SCRITTA

ABILITÀ COMUNICATIVE
- DI LIVELLO ELEVATO PER QUANTO RIGUARDA L’USO DEGLI AMBIENTI DELL’E-LEARNING
- DI LIVELLO ELEVATO PER QUANTO RIGUARDA LE PRATICHE DELLA SCRITTURA VIA WEB

CAPACITÀ DI APPRENDIMENTO
- IMPLICATA NELL’ANALISI DI SITUAZIONI COMPLESSE DI COMUNICAZIONE DI RETE PER SCOPI DI FORMAZIONE
- NECESSARIA A RISOLVERE SITUAZIONI COMUNICATIVE CRITICHE SUL PIANO DELLA FORMAZIONE
- UTILE A INDIVIDUARE LE FORME E I MODI DELLA SCRITTURA DI RETE PIÙ ADEGUATI AI DIVERSI CONTESTI E ALLE DIVERSE SITUAZIONI
- ORIENTATA ALLA VALUTAZIONE CONSAPEVOLE E CRITICA DELLA POSSIBILITÀ DI PERSONALIZZARE I CODICI DELLA SCRITTURA DI RETE

THE COURSE PURSUES THE FOLLOWING GOALS:
- ACQUIRE PRINCIPLES AND TECHNIQUES FOR LEARNING ASSESSMENT;
- IDENTIFY THE FORERUNNERS OF DISTANCE EDUCATION;
- FOLLOW THE HISTORICAL DEVELOPMENT OF DISTANCE EDUCATION FROM 1850 UNTIL TODAY;
- RECOGNISE THE MAIN FEATURES OF MEDIATED INTERACTION AGAINST DIRECT INTERACTION;
- ESTABLISH THE EFFECTS OF THE TECHNOLOGICAL REVOLUTION ON DISTANCE EDUCATION;
- DEFINE A PROCEDURE COMBINING TEACHING MESSAGE, INFORMATION ACQUISITION AND FEEDBACK;
- MATCH THE MAIN APPROACHES TO EDUCATIONAL RESEARCH WITH DISTANCE EDUCATION;
- CLASSIFY THE MAIN FEATURES OF THE NON-HOMOGENEOUS EDUCATIONAL OFFER.

THE COURSE PURSUES THE FOLLOWING GOALS:
- ACQUIRE PRINCIPLES AND TECHNIQUES FOR LEARNING ASSESSMENT;
- IDENTIFY THE FORERUNNERS OF DISTANCE EDUCATION;
- FOLLOW THE HISTORICAL DEVELOPMENT OF DISTANCE EDUCATION FROM 1850 UNTIL TODAY;
- RECOGNISE THE MAIN FEATURES OF MEDIATED INTERACTION AGAINST DIRECT INTERACTION;
- ESTABLISH THE EFFECTS OF THE TECHNOLOGICAL REVOLUTION ON DISTANCE EDUCATION;
- DEFINE A PROCEDURE COMBINING TEACHING MESSAGE, INFORMATION ACQUISITION AND FEEDBACK;
- MATCH THE MAIN APPROACHES TO EDUCATIONAL RESEARCH WITH DISTANCE EDUCATION;
- CLASSIFY THE MAIN FEATURES OF THE NON-HOMOGENEOUS EDUCATIONAL OFFER.

THE COURSE PURSUES THE FOLLOWING GOALS:
- ACQUIRE PRINCIPLES AND TECHNIQUES FOR LEARNING ASSESSMENT;
- IDENTIFY THE FORERUNNERS OF DISTANCE EDUCATION;
- FOLLOW THE HISTORICAL DEVELOPMENT OF DISTANCE EDUCATION FROM 1850 UNTIL TODAY;
- RECOGNISE THE MAIN FEATURES OF MEDIATED INTERACTION AGAINST DIRECT INTERACTION;
- ESTABLISH THE EFFECTS OF THE TECHNOLOGICAL REVOLUTION ON DISTANCE EDUCATION;
- DEFINE A PROCEDURE COMBINING TEACHING MESSAGE, INFORMATION ACQUISITION AND FEEDBACK;
- MATCH THE MAIN APPROACHES TO EDUCATIONAL RESEARCH WITH DISTANCE EDUCATION;
- CLASSIFY THE MAIN FEATURES OF THE NON-HOMOGENEOUS EDUCATIONAL OFFER.

THE OBJECTIVES OF THIS COURSE ARE TO PROVIDE STUDENTS WITH:
- AN ADVANCED LEVEL OF ACQUISITION AND DEVELOPMENT OF KNOWLEDGE AND COMPETENCES RELATED TO THE THEORETICAL AND OPERATIONAL ASPECTS OF ADULT EDUCATION, IN PARTICULAR IN THE FRAMEWORK OF THE SCIENTIFIC- OPERATIONAL PARADIGM OF LIFELONG LEARNING;
-AN IN-DEPTH UNDERSTANDING , KNOWLEDGE AND DEVELOP OF THE LEARNING- TO- LEARN COMPETENCE.

THE OBJECTIVES OF THIS COURSE ARE TO PROVIDE STUDENTS WITH:
- AN ADVANCED LEVEL OF ACQUISITION AND DEVELOPMENT OF KNOWLEDGE AND COMPETENCES RELATED TO THE THEORETICAL AND OPERATIONAL ASPECTS OF ADULT EDUCATION, IN PARTICULAR IN THE FRAMEWORK OF THE SCIENTIFIC- OPERATIONAL PARADIGM OF LIFELONG LEARNING;
-AN IN-DEPTH UNDERSTANDING , KNOWLEDGE AND DEVELOP OF THE LEARNING- TO- LEARN COMPETENCE.

OBIETTIVI GENERALI E COMPETENZE IN USCITA, INTESE COME CONOSCENZE, CAPACITÀ, ABILITÀ (DESCRITTORI DI DUBLINO)

IL CORSO È COSÌ ARTICOLATO: MODULO DI BASE, MODULO DI LABORATORIO E MODULO DI SEMINARIO.
ESSO PREVEDE I SEGUENTI OBIETTIVI:
1. ACQUISIRE E SVILUPPARE A LIVELLO AVANZATO LE CONOSCENZE E LE COMPETENZE RELATIVE ALLA DIMENSIONE TEORICO-OPERATIVA DELLA FORMAZIONE DEGLI ADULTI NEL QUADRO DI RIFERIMENTO RAPPRESENTATO DAL PARADIGMA SCIENTIFICO-OPERATIVO DELL’APPRENDIMENTO PERMANENTE.
2. ACQUISIRE E SVILUPPARE LE CONOSCENZE E LE COMPETENZE NECESSARIE PER FARE RICERCA TEORETICA ED EMPIRICA NEL CAMPO DELLA FORMAZIONE DEGLI ADULTI, CON PARTICOLARE RIFERIMENTO ALLE METODOLOGIE QUALITATIVE.
3. PROMUOVERE LA CAPACITÀ DI STUDIO CRITICO DELLA LETTERATURA RELATIVA ALL’EDUCAZIONE DEGLI ADULTI E AL LIFELONG LEARNING.


CONOSCENZA E CAPACITÀ DI COMPRENSIONE:
CONOSCENZE E CAPACITÀ DI COMPRENSIONE RELATIVE ALLE DIMENSIONI TEORICHE, STORICHE, EPISTEMOLOGICHE E METODOLOGICHE DELLA FORMAZIONE DEGLI ADULTI NEL QUADRO DI RIFERIMENTO RAPPRESENTATO DAL PARADIGMA SCIENTIFICO-OPERATIVO DELL’APPRENDIMENTO PERMANENTE E DAL COSTRUTTO DI COMPETENZA DI APPRENDERE AD APPRENDERE.

CAPACITÀ DI APPLICARE CONOSCENZA E COMPRENSIONE:
CAPACITÀ METODOLOGICHE E DI PROBLEM SOLVING RELATIVE ALL’EDUCAZIONE IN ETÀ ADULTA E AI MODELLI E AI METODI DI PROGETTAZIONE E GESTIONE DI AZIONI FORMATIVE PER L’APPRENDIMENTO PERMANENTE E DI FORMAZIONE CONTINUA

AUTONOMIA DI GIUDIZIO:
CAPACITÀ DI RACCOLTA, ANALISI ED ELABORAZIONE CRITICA DI DATI RELATIVI AI MODELLI E AI PROCESSI DI APPRENDIMENTO PERMANENTE E DI EDUCAZIONE DEGLI ADULTI .

ABILITÀ COMUNICATIVE:
ABILITÀ DI ESPRIMERE IN MODO CRITICO E SISTEMATICO ARGOMENTAZIONI RELATIVE ALLE TEORIE E AI PROCESSI DI APPRENDIMENTO PERMANENTE E DI EDUCAZIONE DEGLI ADULTI .
ABILITÀ COMUNICATIVE E RELAZIONALI FUNZIONALI ALL’IDEAZIONE, COORDINAMENTO E GESTIONE DEI PROGETTI DI FORMAZIONE E DI APPRENDIMENTO PERMANENTE.

CAPACITÀ DI APPRENDIMENTO:
CAPACITÀ DI SVILUPPARE PENSIERO CRITICO, RIFLESSIVITÀ E AUTOFORMAZIONE NELL’AMBITO DEGLI STUDI E DELLE COMPETENZE RELATIVI ALL’ APPRENDIMENTO PERMANENTE E ALL’ EDUCAZIONE DEGLI ADULTI .

COURSE AIMS TO PROVIDE THE KNOWLEDGE IN RELATION TO THE CONTEXTS AND THEORY ON THE PSYCHOLOGY OF WORK AND ORGANIZATION, FORMING THE SKILLS TO ANALYZE THE CONDUCT BUSINESS AND INTERPRET THE COMPLEX FACTORS ORDER OF INDIVIDUAL STRUCTURAL, CULTURAL, ECONOMIC AND SOCIAL INFLUENCE AND DETERMINE THAT SUCH CONDUCT BUSINESS.
KNOWLEDGE AND UNDERSTANDING
IN CONNECTION WITH THE KNOWLEDGE, THE STUDENT HAS: A BASIC KNOWLEDGE OF THE PSYCHOLOGY OF WORK AND THEORIES OF ORGANIZATIONS AND THE CAPACITY 'OF HISTORICAL AND CULTURAL enter them in CONTEXT IN WHICH THEY AROSE AND WHERE IS CURRENTLY DEVELOPING; SPECIFIC KNOWLEDGE, IN PARTICULAR AREAS OF THEORIES AND APPLICATION OF THE PSYCHOLOGY OF WORK AND ORGANIZATIONS IN MULTIDISCIPLINARY PERSPECTIVE AND COMPARATIVE, COMPARISON TO INTERNATIONAL ORIENTED.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
REPORT ON THE IMPLEMENTATION OF WORKING KNOWLEDGE IN CONTEXT, THE STUDENT AND 'IN A POSITION TO PERFORM DUTIES IN OPERATING AND TECHNICAL ACHIEVEMENT AND CONDUCT OF PSYCHOLOGICAL INTERVENTIONS IN ORGANIZATIONS TO FACILITATE THE INTERACTION IN ORGANIZATIONAL CONTEXT, TO CARRY OUT ACTIVITIES' OBSERVATION OF DYNAMIC ORGANIZATIONAL and reporting on them.
JUDGEMENT
IN CONNECTION WITH THE KNOWLEDGE AND JUDGEMENT, THE STUDENT HAS THE CRITICAL AWARENESS OF 'THE WORK OF ANALYSIS AND INTERVENTION IN ORGANIZATIONS; KNOWS THE RESOURCES AND THE LIMITS OF THE LEVEL OF EDUCATION ATTAINED AND ANALYSES WITH OBJECTIVITY' ETHICS AND THE MARGIN OF ITS ACTIVITIES '.
COMMUNICATION SKILLS
WITH RESPECT TO CAPACITY 'COMMUNICATION, AND THE STUDENT' able to stand IN PERSPECTIVE AND LISTEN TO ANALYZE THE ORGANIZATIONAL CONTEXT; AS COMMUNICATING WITH A CERTAIN MASTERING THE LANGUAGE AND THE TERMS OF THE PSYCHOLOGICAL AND WORK OF ORGANIZATIONS TO OPERATE WITH TERMS AND APPROPRIATE.
LEARNING SKILLS
THE STUDENT AND 'STRESSED TO DEVELOP A CRITICAL APPROACH TO THE STUDY OF THE PROBLEM-THE PSYCHOLOGY OF WORK AND ORGANIZATIONS THAT DO NOT ALLOW THEM ONLY TO EXTEND AND STRENGTHEN THE KNOWLEDGE AND SKILLS ACQUIRED, BUT CONTINUE TO BE INTERESTED IN LEARNING HOW LONG THE INDEPENDENT 'professional lives.

THE COURSE PROVIDES BASIC CONCEPTS OF SAMPLING AND REGRESSION. PARTICULAR ATTENTION IS DEVOTED TO THE COMPARISON OF PROBABILISTIC AND NO PROBABILISTIC SAMPLING, BIVARIATE AND MULTIVARIATE STATISTICS.

In recent years the framework of the employment relationship has been the subject of repeated legislative interventions that have profoundly altered profiles of important matters.
In this framework, the course aims to develop and investigate a range of topics of particular relevance such as:
• occupational safety and health protection of workers;
• working hours and part-time;
• dismissals and disciplinary power;
• evolution of industrial relations.

THE COURSE IS DIVIDED INTO THREE PARTS: INSTITUTIONAL FORM, FORM OF DEEPENING; SEMINARS AND COMPARISON WITH THE PLAYERS AND AIMS TO ACHIEVE THE FOLLOWING OBJECTIVES:
1. PROVIDE KEY CONCEPTS AND RESEARCH FOUNDATIONS OF ORGANIZATIONAL DISCIPLINE AND SOCIOLOGICAL LAVORISTICHE AND ANALYZE THE INTERCONNECTION WITH OTHER SPORTS THAT ARE SUBJECT TO STUDY HOW THE WORK, THE PRODUCTION ORGANISATIONS, THE MANAGEMENT OF HUMAN RESOURCES AND INDUSTRIAL RELATIONS.
2. PROVIDE THE TOOLS NEEDED TO PERFORM ANALYSIS AND INTERPRETATION OF A ROLE IN DEEPENING THE ORGANIZATIONAL RATIONALITY act, THROUGH THE ANALYSIS OF POLICIES OF MOTIVATION, INCENTIVE AND COOPERATION IN EXCESS OF THE PERSPECTIVE OF THE COMBINATION HOLISM-Individualism.
3. ABILITY TO DEVELOP A CRITICAL ANALYSIS ON THE EVOLUTION OF PARADIGMS CONCEPTUAL AND TRADING SYSTEMS AND INDUSTRIAL RELATIONS IN ITALY AND EUROPEAN AND INTERNATIONAL LEVEL, WITH RESPECT TO THESE PHENOMENA: LEADERSHIP, MANAGEMENT POLICIES AND NEW SKILLS NEGOTIATIONS, THE DEVELOPMENT OF THE SYSTEM INDUSTRIAL RELATIONS IN EUROPEAN AND INTERNATIONAL SCENARIO; PARTICIPATORY MODEL AND INDUSTRIAL RELATIONS, THE SOCIAL DIALOGUE IN EU POLICIES, THE DEVELOPMENT OF INDUSTRIAL RELATIONS IN ITALY: THE LEGAL AND INSTITUTIONAL FRAMEWORK FOR ACTORS AND EVOLUTION OF INDUSTRIAL RELATIONS IN THE TRADING COMPANIES AND PRIVATE IN PUBLIC ADMINISTRATION.

KNOWLEDGE AND UNDERSTANDING:
KNOWLEDGE AND UNDERSTANDING RELATING TO THE SIZE OF HISTORICAL, THEORETICAL AND METHODOLOGICAL DISCIPLINES OF SOCIOLOGICAL LAVORISTICHE AND ORGANIZATIONAL AND ANALYSIS OF INTERCONNECTION WITH OTHER SPORTS THAT ARE SUBJECT TO STUDY HOW THE WORK, THE PRODUCTION ORGANISATIONS, THE MANAGEMENT OF HUMAN RESOURCES AND INDUSTRIAL RELATIONS.

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
ABILITY TO INVESTIGATE AND GATHER INFORMATION AND DATA ON EVOLUTION OF COMPLEX SYSTEMS OF INDUSTRIAL RELATIONS IN ITALY AND EUROPEAN AND INTERNATIONAL LEVEL, WITH PARTICULAR ATTENTION TO THE METHOD OF TRADING AND THAT OF CONSULTATION AND PARTICIPATION.

JUDGEMENT:
CAPACITY ANALYSIS AND EVALUATION OF MAIN PROCESSES IN CRITICAL found NEGOTIATIONS BETWEEN THE PARTIES AND SOCIAL ASSESSMENT STRATEGIES BETWEEN coherences, POLITICAL, ORGANIZATIONAL STRUCTURE, ROLES AND RESPONSIBILITIES.
COMMUNICATION SKILLS:
COMMUNICATION SKILLS AND FUNCTIONAL explicitation RELATIONSHIP AND UNDERSTANDING OF THE INTERACTION BETWEEN THE MAJOR ORGANIZATIONS OF INTEREST REPRESENTATION OF SOCIAL AND ECONOMIC PROBLEMS.
LEARNING SKILLS:
ABILITY TO PERFORM FUNCTIONS AND CRITICAL METARIFLESSIVE DEVELOPMENTAL READING IN THE PROCESS OF DEVELOPMENT OF VARIOUS ORGANIZATIONAL POLICIES RELATED TO THE ABILITY TO UNDERSTAND THE UNDERLYING AND CULTURE ON THE LOGIC OF ACTION.

The course is divided into lectures and seminars, and traces the role of women in contemporary times.
We examine, in particular, in the nineteenth century, ie in the first two centuries of modernity, which is also the founding, processes and movements of female emancipation, from the conquest of civil rights and the demand for access to political rights.
In this direction, specific attention takes the suffragist movement.
A second important issue addressed concerns over the image of women as well as self representation as perception of the civil and ecclesiastical institutions.
Another issue concerns the study of sexuality in the nineteenth century social and health studies, but also in much of the literature, mainly concerning the universe of comfort women, and prostitutes.
The analysis of regulated prostitution, carried on in brothels, can penetrate the complex mechanisms, legal sanctions, but also social, health and cultural interconnecting civil society and state.

GENERAL OBJECTIVES AND SKILLS IN OUTPUT, INTENDED AS KNOWLEDGE, SKILLS, ABILITIES
- KNOW AND ANALYZE THE MAJOR CRITICAL THEORIES AND MODELS OF ORIENTATION DEVELOPED IN THE COURSE OF 900
- KNOW AND ANALYZE THE ROLE ORIENTATION IN TODAY'S EDUCATIONAL AND PROFESSIONAL CONTEXT
- MORE TO KNOW AND DESCRIBE THE CONSOLIDATED OPERATING PRACTICES FOR GUIDANCE IN ADULT AND AUTORIENTAMENTO (INTERVIEW, FINANCIAL, VOCATIONAL DEVELOPMENT)
- KNOW AND USE TOOLS FOR THE DETECTION AND ANALYSIS OF SKILLS IN THE PROCESSES OF STRATEGIC ORIENTATION
- SIMULATED ENVIRONMENT IN INTERPRETING THE RESULTS OF GUIDANCE FOR ADMINISTRATION AND QUESTIONNAIRES QSA QPCC
- KNOW AND DESCRIBE THE ROLE AND ACTIVITIES OF THE MAIN STRUCTURE FOR SPATIAL ORIENTATION AND WORK
- ANALYZE THE ACTION THAT THE FEATURES OF ACTIVE POLICIES FOR THE JOB
- KNOW AND DESCRIBE THE EVOLUTION OF PROFESSIONALS ENGAGED orientation
- KNOWN TO ANALYZE AND EVALUATE THE ROLE OF ICT IN DEVELOPMENT OF ACTIVITIES AND SERVICES FOR GUIDANCE
- ANALYZE CRITICAL ASSESSMENT AND SOME SIGNIFICANT EXPERIENCES OF ORIENTATION AND TRAINING SCHOOL