The course presents design methodologies in educational contexts (socio-educational services, schools, training of trainers) and aims to provide tools for understanding and realising educational experiences and practices. 

First part: knowledge and in-depth study of the social dimension of learning (community, social practice, meaning and identity) and of the 'community of practice' as an 'operational community' formed by people carrying out activities in common over a certain period of time. Learning is a social, participatory and shared process. 

Part two: knowledge and in-depth study of skills, tools and contexts useful for educational planning. In particular, the design competence will be deepened through the analysis of: theoretical models; tools and concrete examples useful for constructing projects in the educational and training field, conducting their formal drafting, starting their implementation and defining adequate evaluation plans.

The course will focus on the following key concepts (one lesson corresponds to two hours) 

- Introduction to the course (one lesson) 

- Learning: meaning and identity (one lesson)

- The 'community of practice' (three lessons)

- Designing learning: contexts (one lesson)

- Designing learning: identity (two lessons)

- Designing learning: architectures (two lessons)

- Designing competence (two lessons)

- Designing and evaluating educational interventions: definitions and principles (one lesson)

- Needs analysis: tools and methods (one lesson)

- From needs to objectives: formulating verifiable goals (one lesson)

- Structuring interventions and the formal project structure (one lesson)

- Evaluation: models, phases, tools (one lesson)

- Final synthesis (one lesson)

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Knowledge and understanding: having acquired the contents of the syllabus, understanding the fundamentals and specific aspects of educational design. 

Applying knowledge and understanding: knowing how to apply the concepts, ideas, theories and methodologies learned also in contexts other than the original one; knowing how to use knowledge and concepts to hypothesise interventions and projects on specific issues; knowing how to identify relations also at interdisciplinary level. 

Autonomy of judgment (making judgments): developing critical, autonomous, and flexible thinking through reasoning and reflection on the various contents learned; being open to the complexity of the reality of teaching through an exploratory and research attitude; questioning one's own and others' theories. 

Communication skills: to demonstrate a secure command of the basic vocabulary of the discipline and to be able to use it in a coherent and logically structured manner (use of analysis and synthesis, inductive and deductive processes).

Learning skills: at the end of the course, the student must have acquired the ability to clearly express the course contents, to communicate them through correct disciplinary language, and to argue on themes and problems of educational design. 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

None

Teaching

Teaching is structured through participatory lectures (during which students are asked to reflect and discuss specific aspects of the discipline with the lecturer), in-depth seminars and classroom practice workshops.

Innovative teaching methods

Flipped Classroom

Attendance

None

Course books

Wenger E. (2006), Comunità di pratica. Apprendimento, significato e identità, Raffaello Cortina Editore, Milano. 

Torre E.M. (2014), Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori, Carocci, Roma. 

Assessment

Written test, or interview, aimed at ascertaining knowledge, the ability to use it and critical concepts of the discipline.  

The assessment criteria used for the tests are - relevance and effectiveness of the answers in relation to the programme content; - level of articulation of the answer; - adequacy of the disciplinary language used. 

The writing of individual reports, as a development and deepening of the activities carried out in the classroom, constitutes an element of assessment. 

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

The teaching is structured through in-depth seminars and practical laboratory activities also open to non-attending students.

To offer the possibility for non-attending students to compensate for what is carried out during the lessons with independent study, we suggest using all the materials included in the blended platform (slides, exercises, supplementary material) which are particularly useful for fully understanding the program contents.

Attendance

None 

Course books

Wenger E. (2006), Comunità di pratica. Apprendimento, significato e identità, Raffaello Cortina Editore, Milano. 

Torre E.M. (2014), Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori, Carocci, Roma. 

Assessment

Written test, or interview, aimed at ascertaining knowledge, the ability to use it and critical concepts of the discipline.  

The assessment criteria used for the tests are - relevance and effectiveness of the answers in relation to the programme content; - level of articulation of the answer; - adequacy of the disciplinary language used. 

The writing of individual reports, as a development and deepening of the activities carried out in the classroom, constitutes an element of assessment. 

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

No