The course introduces the general themes and problems of general didactics, identifying knowledge, skills, methods and work tools useful for the effectiveness of the educational action of the future educator. In particular, the construct, including historical, of the discipline and the current debate on teaching in its relations both with research, and the related issues of documentation and innovation, and with action, in its design, operational and evaluation.

Within this framework, two paths are to be developed: 

- the knowledge and analysis of learning strategies ascribable to the Learning by doing, Cooperative Learning, Mastery Learning, Flipped Learning and Game Based Learning models;

- knowledge and in-depth study of the role, functions and professional skills of the educator. 

The course will focus on the following key concepts:

• Course presentation (one lesson)
• The construction of educational experiences (two lessons)
• The senses and meanings of didactics (two lessons)
• Theories of learning (Behaviourism, Cognitivism, Constructivism) (four lessons)
• Teaching models (direct, implicit,...) (two lessons)
• Teaching strategies (monologue lesson, active techniques,...) (three lessons)
• The design of teaching interventions (three lessons)
• Learning strategies (three lessons)
• --- 
• Learning by doing, Cooperative Learning (four lessons)
• Mastery Learning, Flipped Learning (four lessons)
• Game Based Learning (four lessons)
• The figure of the educator (one lesson) 
• The educator's functions and contexts of action (two lessons)
• The professional competences of the educator (four lessons)
• Final synthesis (one lesson)

No

In relation to the discipline of the student you will have to show possession:

Knowledge and understanding: having acquired the contents of the program, understanding the fundamental lines and specific aspects of general didactics.

Applying knowledge and uderstanding: knowing how to apply the concepts, ideas, theories and methodologies learned even in contexts other than the original one; know how to use knowledge and concepts to hypothesize interventions and projects on specific issues; know how to identify relationships also on an interdisciplinary level.

Making judgments: developing critical, autonomous and flexible thinking through reasoning and reflection on the various contents learned; open up to the reality of teaching through an exploratory and research attitude; question one's own and others' theories.

Communication skills: demonstrate that you have mastered the basic vocabulary of the discipline and know how to use it in a coherent and logically structured way (use 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 contents of the course, to communicate them through a correct disciplinary language, to discuss topics and problems of general didactics.

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

Optional exercise (open to attending and non-attending students)  with self-evaluation purposes and delivery on a blended platform. 

Seminars on teaching strategies.

Teaching

Lectures, writing of reports and exercises in the classroom

Innovative teaching methods

Game Based Learning (urban game) 

Attendance

No 

Course books

Lucisano P., Salerni A., Sposetti P. (2013), Didattica e conoscenza, Carocci, Roma; 

Fioretti S (2023) (a cura di), Il valore educativo del gioco. Gamification e Game Based Learning nei contesti educativi, FrancoAngeli, Milano. 

Fioretti S., Sposetti P., Szpunar G. (2023) (a cura di), Le competenze professionali degli educatori, FrancoAngeli, Milano. 

Materials made available on the blended.uniurb.it platform 

Assessment

Interview aimed at verifying the ability to use knowledge and critical concepts of the discipline.

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

No 

Course books

Lucisano P., Salerni A., Sposetti P. (2013), Didattica e conoscenza, Carocci, Roma;

Fioretti S (2023) (a cura di), Il valore educativo del gioco. Gamification e Game Based Learning nei contesti educativi, FrancoAngeli, Milano. 

Fioretti S., Sposetti P., Szpunar G. (2023) (a cura di), Le competenze professionali degli educatori, FrancoAngeli, Milano. 

Materials made available on the blended.uniurb.it platform 

Assessment

Interview aimed at verifying the ability to use knowledge and critical concepts of the discipline

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