Insegnamenti

Educational objectives

Other information useful to enter the world of work
The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects.
With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills).
In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.

Educational objectives

Other information useful to enter the world of work
The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects.
With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills).
In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.

Educational objectives

Other information useful to enter the world of work
The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects.
With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills).
In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.

Educational objectives

COURSE CONTENTS
Together with knowledge and methods of investigation about several cognitive processes, such as attention, perception, memory and problem solving, the course will provide the bases to understand human cognition as a whole. The course will furthermore address the development of key cognitive processes, with a particular reference to memory, their implications for education as well as relevant cognitive neuropsychology findings.

EDUCATION GOALS
LEARNING RESULTS:
Knowledge of contents and understanding of investigation methods about general cognitive processes and their developmental and neuropsychological characteristics.
SKILLS:
Acquisition of theoretical schemes and empirical paradigms for the understanding of human cognitive functions, in both analytical and synthetic terms. Familiarization with the logics of experimental research and development of theories in cognitive psychology. Acquisition of the skill to link key theories and experimental paradigms in cognitive psychology to relevant educational/school domains, as well as to relevant developmental disorders. Acquisition of the skill of critical analysis linked to the addressed theories, methods and applications.

Educational objectives

EDUCATION STRATEGIES FOR ADULT TRAINING
The course deals with the theme of teaching methodologies and strategies in adult education, considering the different formal, non-formal and informal learning contexts. It will reflect specifically on what it means to learn at all ages of life, analyzing the main theories on learning in the national and international context.
Particular attention will be paid to adult learning models and the role of reflection in learning in a transformative and changing perspective. The coure, consistent with the general objectives of the course of study, will pay particular attention to the role of experience in the learning of adults and in the choice of appropriate teaching strategies, considering knowledge and action inseparably linked.
Through laboratory activities of a practical nature and experimentation, will reflect on learning-teaching strategies and techniques aimed at reviewing their educational/work action, with a view to continuing training in formal and informal contexts in order to promote critical thinking and transformative learning.
Specific aims.Students at the end of the course will know

Descriptor 1 : Knowledge and understanding
1. Know the main elements that characterize adulthood
2. Know the main theories and models of learning in adulthood.
3. Know the main experiential learning strategies and techniques.
4. Know the main reflexive strategies in adulthood.
II Descriptor: Applying knowledge and understanding
Reflect critically, individually and in group, on learning experiences in formal and non-formal contexts, using different strategies and combining the theoretical and practical dimensions.
III Descriptor: Making judgments
Analyze and reflect critically and argued on the problems of paths and experiences of adult life also in the workplace/ professional.
IV Descriptor: Communication skills
Ability to communicate the learning outcomes achieved to an audience of experts and non-expert, through the presentation in the classroom and discussion of reflections, and the drafting of analytical reports and different professional textualities, also using different multimedia tools.
V Descriptor: Lifelong learning skills
Each activity will foster the ability to learn and mature the metacognitive ability, which is achieved not only in the ability to read texts and documents of the discipline, but also in collecting, to interpret and reflect on problems and data concerning the field of study of adult education, demonstrating a scientific attitude and critical and self-critical ability

Educational objectives

COURSE TITLE

From indicators to assessment of Education System

EDUCATIONAL AIMS

General Aims
The general objective of the course is to understand how the growing availability of education data, coming both from periodic international surveys and from the constant updating of the OECD indicator system, can be used for the improvement of an education system. Both the macro level, how political decision-makers intervene on the system (for example with the Community 2020 strategy), and the local level, through the RAV tool (Self-Assessment Report) will be considered. The processes of use and implementation of indicators for interventions on the system present two critical aspects: on the one hand the quality of the starting data on the basis of which the indicators are defined; on the other hand, the need for a valid, reliable and timely national evaluation system, also in order not to waste the resources invested by each country in the education and training sector. Starting from the collections of international and national indicators, as well as from the results of the most recent international surveys on profit and skills, the critical aspects mentioned will be investigated. The activities will be carried out with in-depth analyzes, both individually and as a couple, on individual indicators, on specific national situations, on case studies related to the use of indicators to make decisions in the educational field. These insights will be presented and discussed within the course, also through discussion with experts in specific meetings in the classroom and in external contexts (seminars, conferences).

Specific Aims
At the end of the course, the student must demonstrate that:
know and understand general issues and problems relating to the use of statistical data in educational sciences, in particular for evaluating the effectiveness of school systems;
be able to find updated information on the topics covered and connect them with the theoretical ones proposed in the course;
knowing how to interpret information and be able to reflect on problems relating to the field of study, demonstrating that they have acquired a scientific attitude and possess critical and self-critical skills;
develop instrumental skills (writing, oral expression, computer science and foreign languages) for individual work on the topics of the course;
be able to relate to colleagues and know how to work in a team;
be able to publicly present the in-depth work carried out on the topics assigned during the course;
collaboratively use the tools of an e-learning platform.

Educational objectives

The general objective of the course is to improve an in-depth and specific knowledge regarding the history of educational ideas, carrying out personal and group research on specific topics. In pursuing this objective, the use of the main methods typical of the history of ideas will be personally made (as far as possible) by the participants. In particular, the thought of some of the main writers will be analyzed, in order to verify the perspective of each one regarding the fundamental themes of Western paideia (the meaning of existence, models and virtues, etc.).
The course is divided into three parts, corresponding respectively to antiquity, above all classical, to the Middle Ages, and to the modern and postmodern age. The study of individual figures and currents will be privileged.
The first part concerns the analysis of the great currents and ideas of ancient education and culture (e. g.: the idea of "virtue" in literature and philosophical thought, the ancient paideia, with reference to the philosophical vision of logos ; the analysis of the main philosophical and educational systems; the school and the model of the vir bonus, dicendi peritus ; the idea of “model” in classical and Hellenistic culture); the work of some among the main authors will be taken into consideration in order to analyze their conceptions of life, culture and education.
The second part concerns the analysis of the great currents and ideas of medieval education and culture (e. g.: education in the sacred texts of Christianity; monastic culture and education; the scholastic method (the quaestio); Latin literature and Romance literatures, etc.); the work of some among the main authors will be taken into consideration in order to analyze their conceptions of life, culture and education.
The third part concerns the analysis of the great currents and ideas of modern and postmodern education and culture (e. g.: the fracture between philosophy, religion and science; the rise of the secular and individualized society; the end of the "third person" ethics; industrialization, capitalism and technological transformations); the work of some among the main authors will be taken into consideration in order to analyze their conceptions of life, culture and education.
Students will be able to a) understand the main characteristics of the pedagogical discourse through the various historical periods; b) know the main characteristics of the historiographical research in the educational framework, with particular reference to the hermeneutics of scholars such as C. Taylor, Z. Bauman, V. Frankl, A. MacIntyre, W. Jaeger, M. Adler, etc .; c) critically analyze specific ideas and texts; d) contextualize long-lasting ideas, finding their genesis and evolution in the history of Western thought.

Specific goals will be: I) to know the main pedagogical theories that have characterized the history of education (with particular reference to European and North American culture) through an in-depth analysis of multiple documentary sources (cf. the specific educational goal No. 1 of the Programme and the Dublin descriptor No. 1); II) to deepen and extend autonomously the knowledge acquired through the application of the main hermeneutical theories to particular researches (cf. specific educational goal No. 9 of the Programme and the Dublin descriptor No. 2); III) to apply interpretation skills properly, preparing various kinds of papers (essays, ppt presentations, etc.) regarding the main figures in the history of thought, literature, the arts, relevant for the history of education (cf. the specific educational goal No. 10 of the Programme and the Dublin descriptor No. 3); IV) to acquire communication skills through the discussion and comparison of the research results in group meetings with scholars and the multimedia dissemination of the activities carried out (cf. the specific educational goal No. 12 of the Programme and the Dublin descripton No. 4); V) to continue the autonomous research activities through personal and group studies and investigations, according to coherent and adequate hermeneutical models and perspectives (cf. the specific educational goal No. 11 of the Programme and the Dublin descriptor No.5).

Educational objectives

The course aims to offer knowledge useful both to those interested in developing research activities and to those who intend to work as educators, as coordinators or coordinators, as education officials or managers in field of childcare and educational services.
At the end of the course students:
• have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding)
• are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyze problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyze and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding)
• have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments)
• have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; knowing how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)

Educational objectives

The course will address the problem of the relationship between measurement, comprehension and evaluation both from the theoretical point of view, placing it within an overall analysis of the knowledge processes, and from the point of view of empirical and experimental research, considering the implications for the education. In the lessons these topics will be approached with a critical approach through the reference to a plurality of sources and documents.
Once the course has been completed the students and students will have acquired knowledge related to the themes of experimental pedagogy declined in a specialized key and will be able to know and understand issues and problems related to the relationships between education and theories of evaluation and measurement of learning through tests structured They will also have acquired specialist knowledge related to the use of observation and detection tools in the educational field and refined the knowledge related to the use of research and analysis methodologies (Knowledge and comprehension skills - knowledge and understanding)
Through the attendance of the experimental pedagogy course, students will develop the ability to apply the acquired knowledge and skills and to design and conduct experimental research, to construct validate and use assessment and observation tools in different educational contexts. In short, they will be able to apply the acquired knowledge related to the educational sciences to educational research contexts (ability to apply knowledge and understanding - applying knowledge and understanding).
At the end of the course the students will be able to interpret information and be able to reflect on the problems related to the field of study, showing that they have acquired a scientific attitude and possess critical and self-critical skills. Specifically, they will have gained particular attention to critical analysis in the context of educational nests and services for young children (or 3 years) and their families (Autonomy of judgment - making judgments)
Through the study and study of the themes of experimental pedagogy, analysis and discussion of the tools and students will further develop high-level communication skills in the ability to analyze data and presentation of research results. This in order to favor the ability to know how to relate with others, identify oneself in one's job role and know how to work in a group in the exchange of information within the research community and outside towards a more general public (Communication skills - communication skills ).
A broader result of the course is represented by the refinement of the skills to learn. Through the attendance to the course, students will acquire greater ability to interpret information and be able to reflect on problems related to the field of study, showing that they have acquired a scientific attitude and possess critical and self-critical skills.
The ability to learn and consolidate the skills necessary to integrate into the constantly evolving world of work and take an active part in society will also be strengthened (Ability to learn -learning skills).

Educational objectives

Techniques and tools for observing behavior

Obiettivi formativi (EN)

General aims. The course aims at providing the students with principles and methods of observational research and at developing students’ skills in designing relevant observational research projects..
The course provides the basic knowledge needed to measure behaviour and a review of observational methodology as a valuable alternative approach to experimental research, often yielding highly informative results in situations where more invasive experimental techniques would be undesirable, unethical or just impossible. To justify its place alongside experimentation as a rigorous scientific method, observation needs to be systematic and have attention paid to project design in the way that observations are made and recorded.
The course is organized in two parts, a theoretical and an applied section. The first part includes an introduction to observation and contexts to use observation of behavior, and a review of the main theoretical approaches that use quantitative behavioral observation. The second, larger part includes the presentation of the observational method and the presentation and exemplifying application of the main observational techniques. They range from traditional time diary techniques and direct observation to newer Internet mediated recordings and storage.
Students will be provided with theoretical and methodological tools valuable for recording, measuring, coding and interpreting behaviour in educational contexts, and also usable in teachers’ education. As for the applied section, the course aims at deepening students’ observational and interpretative skills in analysing behaviour and at fostering students’ skills in applying methodological research tools in order to be able to implement all the stages of a project design: from the initial observations, to the formulation of hypotheses, and their subsequent testing with further systematic observations.

The expected learning outcome would be: to know the main theoretical perspectives, and main research interdisciplinary areas, using observational methods; to know some of the methodological research tools used in ethological, ecological, Piagetian, psychoanalytic and ethnographic approaches to observation; to know how to record behaviour, measure reliability and validity and assess between-observer reliability; to know how to plan a research design and how to interpret and present findings; to be aware of the ethical issues in relation to the assessment and testing of children and in relation to privacy in online studies.

Specific aims. For the students, passing the exam would imply being capable of: 1) Having a basic knowledge and understanding of the theoretical foundations of the different behavioural observation techniques; having a basic knowledge and understanding of characteristics, use conditions, advantages and limits of the different qualitative and quantitative techniques based on the observation of child behavior in different contexts; having a basic knowledge and understanding of the opportunities to use specific tools for observing and evaluating the child’s abilities in different developmental domains (Descriptor 1 : Knowledge and understanding); 2) Being able to use the different observational techniques learned during the course, and apply the most appropriate in educational practice; being able to design a simple data collection based on the observation of child behavior in an educational context; being able to assess the reliability and validity of data collected through observation, and to carry out a descriptive analysis of collected data (II Descriptor: Applying knowledge and understanding); 3) to develop critical judgment and interpretive skills to analyse observational data in different contexts, by means of: research (individual and group) activities that will include the collection and the analysis of research data, and the writing of research reports and their collective discussion in the classroom; to develop reflexive skills with regards to the ethical implications of observational research (III Descriptor: Making judgments); 4) to develop skills to interpret, present and communicate the empirical results of observation, to both expert and non expert audiences, by means of: public presentations of data and observations in the classroom, collective classroom discussions of data and analyses, and the writing of analytical reports regarding collected data, which will be assessed at the end of the course (IV Descriptor: Communication skills); 5) to develop skills in autonomous learning and the detailed study of theoretical methodological and applied knowledge usable to the study and the design of effective observational research projects in different educational contexts (V Descriptor: Lifelong learning skills)

Educational objectives

The course aims at providing students knowledge in light of advances in the neuroeducation field. Empha-sis is given to the main psychological and neuroscience theories on learning, language, social and motor and sensory systems and on available empirical and neural evidence.
The successful completion of the course entails that students a) have in depth knowledge on brain. Em-phasis will be given to recent neuroscientific models on education and on the neural circuits involved, on the changes typical after development disorders, and on changes occurring following brain lesions and b) have the necessary skills and knowledge to assess, present, and critically analyse the available empirical evidence and the potential application to experimental and educational contexts.
More specifically, the first part of the course will cover the relevance of brain research to education, neu-robiology and neuroplasticity. The second part of the course will cover the empirical findings on the rela-tion between learning and brain. The last part will cover autism and learning disabilities.

Educational objectives

General aims. The course aims at providing the students with theories and methodologies regarding the study of socialization practices in different educational contexts, and at developing students’ skills in designing relevant socialization contexts involving both children and adults.

The course grounds onto a cultural, situated and interactionist perspective, which emphasizes the concepts of participation, discursive competence and community of practices. The course develops across two different modules: 1) Children and socialization to language; 2) ) Design of socialization contexts and forms of participation. Both modules include a theoretical and an applied section. The first module examines the main theories of language socialization in a cultural perspective and particularly focuses on children’s participation to conversational interactions between children, between children and caregivers and between children and educators in different cultures. The second module deepens, within a situated and interactionist framework, forms of participation and the relationship between these forms and results in learning and socialization to classroom discourse, particularly focusing on the analysis of the interaction in small group discussions. Students will be provided with theoretical and methodological tools valuable for designing, analyzing and assessing the effectiveness of educational contexts, and also usable in teachers’ education. As for the applied section, both modules aim at deepening students’ observational and interpretative skills in analyzing socialization practices in different family and educational settings; also, both applied modules aim at fostering students’ skills in applying methodological research tools (such as, interviews, observation and analysis of video and transcriptions of conversations) to design and assess socialization practices in different domains.
The expected learning outcome would be: to know the main theoretical perspectives, and main research interdisciplinary areas, dealing with socialization practices of children and adults; to know methodological research tools including ethnographic observation and the analysis of discursive interaction for the study, the observation and the assessment of socialization practices; to know how to analyze, within a cultural and interactionist perspective, the socialization processes in different educational contexts, both formal and informal; to learn about the main epistemological frameworks in socio-psychological research and to learn how to apply methods and tools of situated, qualitative research to the analysis, the design and the assessment of practices of socialization that may enrich the novices’ participation in specific educational contexts.

Specific aims. For the students, passing the exam would imply being capable of: 1) Knowing the most relevant theories in language socialization and the relationship between socialization processes, culture and discourse; knowing and understanding the methodological qualitative tools to observe, analyze, design and assess the characteristics and effectiveness of a socialization context (Descriptor 1 : Knowledge and understanding); 2) to apply the knowledge of the epistemological frameworks relevant in a cultural and interactionist perspective to the analysis of the main dimensions implied in socialization processes in different educational contexts; to develop reflexive skills in applying methods and tools of situated and qualitative research (e.g., ethnographic observation, narrative interviews, discourse and conversation analysis) in order to analyze, design and assess socialization practices in different educational settings; to develop analytical and planning skills to design different discursive participation structures relevant for different educational (such as, inclusive ) aims and contexts (II Descriptor: Applying knowledge and understanding); 3) to develop critical judgment and interpretive skills to analyze video data and transcriptions of interactions in different activities and socialization contexts, by means of: research (individual and group) activities that will include the collection and the analysis of research data, and the writing of research reports and their collective discussion in the classroom; to develop reflexive skills with regards the ethical implications of the research about the socialization in different contexts, by means of the consideration of ethical and relational aspects implied in the observer’s access to the field of observation (III Descriptor: Making judgments); 4) to develop skills as regards the communication of empirical results of observation and analytical interpretation of data collected in socialization contexts, to both expert and non expert audiences, by means of: public presentations of data and observations in the classroom, collective classroom discussions of data and analyses , and the writing of analytical reports regarding collected data, which will be assessed at the end of the (IV Descriptor: Communication skills); 5) to develop skills in autonomous learning and the detailed study of theoretical methodological and applied knowledge usable to the study and the design of effective socialization practices in different educational contexts (V Descriptor: Lifelong learning skills)

Educational objectives

Educational goals:
 to know and understand topics and problems within the study area of mathematical, physical and natural science didactics;
 to learn to see, recognize and appreciate the connections that city objects and places have with sciences and with their story;
 to experience, through a first-hand example, diversified and active methods of teaching-learning, where body and movement in space are tools of knowledge too;
 to appreciate the real operability connected to the thinking and planning active teaching materials;
 to apply the didactic-pedagogical knowledge in realizing educational projects;
 to make the students feel responsible for their knowledge co-construction.
Acquired knowledge:
 to recognize the effect of the knowledge, also a scientific one, of city objects and places;
 to experience a reading of scientific texts (direct texts of scientists or of science history or of epistemology), even asking questions regarding science's participation in the history of an era, in a society's culture and history, and in problems of intercultural kind and type;
 to know and understand the methodological and didactic aspects of the experiences and activities had during the course, with reference to the scientific topics addressed.
At the end of the course, the student will have an advanced knowledge of research aspects in science areas, such as the passages from a description to the next schematization, quantification and research of the causes of a phenomenon observed. The student will also have acquired knowledge on an historical epistemological plan within the science area [Dublin Descriptor No. 1].
The skills acquired will be about a greater ability in working in group, in making questions with a clear and correct wording, in thinking of one's learning and mental difficulties and uncertainties, in analysing the educational aspects from the point of view of several disciplines involved in educational and training actions. The student will have added ways of use of his/her body and sensorial abilities among the knowledge tools [Dublin Descriptor No. 2].
Acquired cross proficiency is about critical and judgmental abilities strengthened by a participation to reflection and laboratory activities, as well as about the ability of asking questions and use a circumstantial-kind method [Dublin Descriptor No. 3].
Course's halfway activities and final ones under the form of "Science stand" organized by the students autonomously or in group and presented to recipients specialised or not will allow to use explanatory skills, and to choose relevant questions, materials and problems, also on the recipients' age basis, and to apply skills of following evaluation of the proposed actions in a multidisciplinary viewpoint [Dublin Descriptor No. 4].
The student will have reached meta-reflection skills about his/her own attitude and others' toward new situations and topics regarding scientific disciplines, as well as uncertainties and difficulties in understanding, so as the student will be better equipped to continue autonomously his/her study during the whole life, and to examine in depth the scientific topics and those of educational planning; he/she will also know how to critically face, with a complexity viewpoint, materials relative to scientific disciplines [Dublin Descriptor No. 5].
Learning results - Skills acquired:
 students who pass the exam are able to create, plan and evaluate interventions and educational projects through museum visits and in meaningful anthropic and natural spaces, and to select and reject pieces of information concerning the topics studied in formal and informal contexts.

Educational objectives

The course is mainly aimed at supplying deep knowledge and understanding skills of the main principles of Hygiene, of determinants of health and disease, of principles of health education and prevention, in order to make the student able to apply them for health promotion and maintenance in any operational context.
The specific goals are:
 to know and understand the main social health, demographic and health indicators;
 to know and understand the fundamental concepts of hygiene and epidemiology of infectious and chronic degenerative diseases, as well as of environmental hygiene;
 to know and prevent some menaces to public and individual health, operating on social and ethical responsibilities, especially on vaccine issues, smoking, obesity and posture;
 to know and understand issues on global health.

At the end of the course, the student is expected to (Learning results):
 know and understand the elements to promote health and prevention culture, especially in the school and among the youths;
 identify the health social determinants (the "weak" subjects) and the measurement methods of the health state.

At the end of the course, the student, applying the acquired knowledge, will (Skills to be acquired):
 be able to promote health and prevention culture;
 know well his/her role of educator and model for promotion and maintenance of healthy lifestyles;
 be able to analyse, with scientific proficiency, critical abilities and autonomously, problems and data concerning health and its protection;
 be able to carry out researches with a scientific method and make analysis with a presentation of data, to communicate the results and to engage with colleagues.