The course aims to address in a critical and complex key the pedagogical issues that invite the transformation of critical thinking for the freedom of the person, according to the specificity of the in-depth authors.

In a context dominated by conditioning electronic technologies, the need to deepen and understand the epistemology and interpretative-generative practice become essential for the student-oriented to the design of educational services for children.

Attention to the specificities of knowing how to educate and knowing how to design represents the professional's meeting capable of rethinking educational services for children.

Reflect and understand the need to know how to ask the appropriate questions, research on the specific topics of epistemological reflection to achieve the autonomy of action and use different educating codes, aimed at the design perspective of national and international openness.

The program is divided into lessons of 2 hours each, according to the following scheme:

Knowledge and understanding:

• Knowledge and understanding of modes of critical and complex thinking;
• Advanced knowledge of the lines of epistemological debate in the field of educational design;
• Understanding of the specific concepts of pedagogy in relation to the design of educational services, which are part of the course;
• Knowledge of the complexity of designing educational services according to the topics studied. 

Application of knowledge and understanding:

• Demonstrate an understanding of the different pedagogical contributions inherent in the discipline;
• Demonstrate the ability to apply theory and practice in different educational settings;
• The ability to analyse specific life situations through the interpretation of their educational needs and the application of pedagogical reflections and approaches to them.

Autonomy of judgement:

• Identify themes and problems of educational philosophy in relation to different contexts;  
• Critically evaluate acquired knowledge and concepts in relation to different educational situations;
• Interpretation and evaluation of problematic situations in order to activate critical educational processes and complex organisation.

Communication skills

• Express course content clearly and critically, illustrating its meaning;
• Communicate using discipline-specific language;
• Argumentation on issues and problems which are characteristic of educational design.

Learning Skills

• Use knowledge and concepts to reason according to the specific logic of the pedagogical discipline;  
• Use knowledge and concepts to analyse novel situations and develop pioneering pedagogical actions; 
• Identification of appropriate strategies and solutions for unexplored and emergent contexts;
• Simulate the development of educational and training projects on the basis of the knowledge acquired;
• Move independently in the study of the texts and materials provided;
• Search independently for materials useful for designing.

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

Using a moodle-based hybrid environment, training evaluation tests (self-assessments) are delivered online.  

Teaching

The course consists of lectures, seminars, and active debates, with case studies, research, and international contributions presented in an online environment that allows students to directly participate. Participation in discussions, dialogues, and debates related to specific topics.

If you have any doubts about the discipline, which are not answered in this course sheet, please contact the professor in good time before appearing for the examination.

Innovative teaching methods

Participation and organisation of seminars and active debates with presentation of case studies, research, international scientific contributions on a platform (blended learning) with direct student participation. Debate on specific topics, dialogue and participatory lectures. Integration with lectures planned at the Permanent International Seminar on the Critical Pedagogy of Literacy / Seminario Permanente Internacional de Pedagogía Critica de la Literacidad.

Attendance

Not mandatory.

Course books

1. Baldacci, M. (2020). Un curricolo di educazione etico-sociale. Proposte per una scuola democratica. Carocci.

2. Brandani, W., & Tomisich, M. (2021). La progettazione educativa: il lavoro sociale nei contesti educativi. Carocci Faber.

Assessment

Written exam with open-ended questions.

A written examination consisting of three open-ended questions is planned.

The questions will require compliance with the following main criteria:

- argumentation and demonstration of critical thinking with respect to the program content,

- the correct articulation of the answer from an analytical perspective in order to analyze and evaluate different pedagogical dynamics,

- the ability to reflect with specificity on disciplinary language and acquired knowledge.

The planned time for the test: 30 minutes.

Each of the criteria is assessed with equal punctuation. The final score is expressed in thirtieths.

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

Lectures, seminars, and active debate, with the exhibition of case studies, research, and international scientific contributions on the platform (blended learning) will provide for students' direct participation.

If you have any doubts about the discipline, which are not answered in this course sheet, please contact the professor in good time before appearing for the examination.

Attendance

Not mandatory.

Course books

1. Baldacci, M. (2020). Un curricolo di educazione etico-sociale. Proposte per una scuola democratica. Carocci.

2. Brandani, W., & Tomisich, M. (2021). La progettazione educativa: il lavoro sociale nei contesti educativi. Carocci Faber.

Assessment

Written exam with open-ended questions.

A written examination consisting of three open-ended questions is planned.

The questions will require compliance with the following main criteria:

- argumentation and demonstration of critical thinking with respect to the program content,

- the correct articulation of the answer from an analytical perspective in order to analyze and evaluate different pedagogical dynamics,

- the ability to reflect with specificity on disciplinary language and acquired knowledge.

The planned time for the test: 30 minutes.

Each of the criteria is assessed with equal punctuation. The final score is expressed in thirtieths.

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.

Contact the professor immediately if you are an Erasmus student.