The course introduces the general themes and problems of general didactics by identifying knowledge, skills, methods and working tools useful for the effectiveness of the didactic action of the future educator. The construct of the discipline and the current debate on didactics will be examined in depth in its relations both with research, and the related themes of documentation and innovation, and with action, in its planning, operational and evaluative dimensions. Within this framework, we intend to develop the following paths:

- knowledge and training of the construct of competence

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

- knowledge and in-depth study of the Game Based Learning teaching strategy.

The course will focus on the following key concepts:

Introduction to the course (one lesson)

The senses and meanings of education (two lessons)

Competence between common sense and curriculum (two lessons)

The formation of competences (three lessons)

The critical debate on competences (two lessons)

Non-cognitive competences and soft skills (two lessons)

Competences and the educational curriculum (one lesson)

The design of educational interventions for competences (two lessons)

The certification of competences (one lesson)

Learning strategies: Cooperative Learning, Learning by doing, Flipped Learning (three lessons)

Final synthesis of the first semester (one lesson)

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The educator's professional competences (three lessons)

The professional didactics of educators (two lessons)

Knowing how to act in situation (one lesson)

The professionalism of the social educator (one lesson)

The legal framework of educators in Italy (two lessons)

The formation of professional skills between theory and practice (two lessons)

Play, playful characteristics and learning (two lessons)

Gamification (one lesson)

Game Based Learning (two lessons)

Game design in education (one lesson)

Serious Games (one lesson)

Urban Game (one lesson)

Concluding summary (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) for self-assessment and delivery on the blended platform.

Four periodic synthesis seminars (two in the first and two in the second semester) will be organised, in addition to the lectures, in online mode, to allow the participation of non-attending students and to encourage the progressive study and deepening of the contents and knowledge developed during the course.

Teaching

Lectures, writing of reports and exercises in the classroom

Innovative teaching methods

In relation to the course programme, the following will be organised

- an Urban game experience to be held in the historical centre of Urbino;

- classroom experiences of a collaborative nature (cooperative learning) and flipped classroom;

- four seminars summarising the content covered, in addition to the lectures, in on-line mode, to also involve non-attending students.

Attendance

No 

Course books

 Baldacci M. (2024), Curricolo e competenze. Nuova edizione rivista e ampliata, Milano, Mondadori Università. 

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

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.

Four periodic synthesis seminars (two in the first and two in the second semester) will be organised, in addition to the lectures, in online mode, to allow the participation of non-attending students and to encourage the progressive study and deepening of the contents and knowledge developed during the course.

Attendance

No 

Course books

 Baldacci M. (2024), Curricolo e competenze. Nuova edizione rivista e ampliata, Milano, Mondadori Università. 

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

 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