The course presents design in educational contexts (social and educational services, schools, teacher training) and provides tools for understanding and implementing educational experiences and practices. 

 Learning objectives: Educational and social planning; Planning skills; Models and approaches to educational planning; Key players in planning; The stages of planning (needs, problems, context, aims, objectives, results); Areas of intervention in planning; From project to action plan; The evaluation system; Documentation. 

Particular attention will be paid to the development of planning skills, which will be explored in depth through the analysis of: theoretical models; tools and concrete examples useful for building projects in the field of education and training, drafting them formally, initiating their implementation and defining appropriate evaluation plans.

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

- Course presentation (one lesson)

- Educational and social planning (one lesson)

- Planning skills (one lesson)

- Models and approaches to educational planning (two lessons)

- Key players in planning (one lesson)

- The stages of planning (needs, problems, context, aims, objectives, results) (five lessons)

- Areas of intervention in planning  (two lessons)

- From project to action plan  (two lessons)

- The evaluation system (one lesson)

- Documentation (one lesson)

- Final summary (one lesson)

None

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

During the course, there will be opportunities to experiment with lessons and meetings based on Flipped Learning, Cooperative Learning and Game-Based Learning strategies. 

Attendance

None

Course books

 Paradiso L. (2020), La progettazione educativa e sociale, Milano, Mondadori Università. 

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, 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

  Paradiso L. (2020), La progettazione educativa e sociale, Milano, Mondadori Università. 

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, 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