Educational objectives General goals
At the end of the course, students will acquire a basic knowledge of the main theoretical perspectives, the main contents and methods in the study of emotions, personality and motivation. Through video-lessons, students will acquire theoretical knowledge and critical reasoning concerning different theoretical perspective. Through interactive learning activities, students will: a) acquire knowledge concerning the main methods in the study of emotions, motivations and personality; b) acquire knowledge concerning some instruments for the evaluation of emotional, motivational and personality functioning, c) learn to apply theoretical knowledge to an holistic comprehension of the individual psychological functioning.
Specific goals
Knowledge and understanding
Students have a proven critical knowledge and understanding of the main theories and methods of investigation of personality, motivation, and emotions. They also are able to frame this knowledge within the current scientific perspectives. Finally, they must use effectively and critically the scientific papers published on international journals.
applying knowledge and understanding
Students are able to apply their knowledge, both theoretical and methodological, for building up and elaborating on scientific arguments, and for devise plausible solutions to applied issues through appropriate techniques and methods.
Making judgements
The students are able to collect and interpret relevant information on personality, motivation, and emotions with the aim to form evaluations and scientific hypotheses, also taking into considerations their social, and ethical implications.
Communication skills
The students are able to communicate information, ideas, solutions, as well as their personal critical opinions to an audience consisting of specialists and non-specialists.
Learning skills
The students are able to apply their competence on the topics addressed during the course to further levels of study requiring a high level of autonomy.
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Educational objectives 1.1 General goals
The "Technologies for learning" course is designed around contents and activities whose aim is to convey knowledge and application models of digital technologies to support the processes of individual learning and collaborative construction of knowledge. The course focuses on the exploration of the leading teaching technologies and pedagogical models underlying them, suggesting theoretical elements about the possibilities offered by technologies in setting up learning environments. In this regard, course paid attention to the practical aspects of technologies using in the school and teacher education.
Participants will acquire the course knowledge through video-lessons, presentations integrated into video-lessons, scientific articles and chapters in volumes. Understanding of the contents will, on the other hand, be encouraged by participation in webinars, forums (topic-based discussion, questions and responses forum), online collaborative activities, and, lastly, by conducting formative tests and reading feedbacks associated with incorrect and correct answers.
1.2 Specific goals
1.2.1 Knowledge and understanding
• Knowing the main learning technologies and the pedagogical models to them.
• Knowing the concept of "learning environment" and "multimedia learning", and the main problems characterizing these theoretical perspectives.
• Understanding the role of technologies for a) individual learning (researching and communicating information, setting up digital learning environments, gathering answers, etc.); b) collaborative knowledge construction (sharing and storing data, producing artefacts, discussing in a forum, etc.).
• Knowing models and technological solutions for school and teacher education.
1.2.2 Applying knowledge and understanding
Giving evidence of the application and understanding skills through a) the production of artefacts (presentations, concept maps, collaborative text, etc.); b) the interaction within the course forums;
c) the sitting up of digital tools and online learning environment; d) showing, in the group assignments, evidence of collaborative work.
1.2.3 Making judgements
• Providing feedback and make suggestions within the collaborative activities, with particular reference to the distribution of responsibilities and the revision of the products produced.
• Comparing the functional features of two or more online platforms for the preparation of courses in schools and teacher education.
1.2.4 Communication skills
Through word-processing assignments (individual and collaborative), students demonstrate the ability to realize digital report to communicate what It has understood and the outcomes of procedures.
1.2.5 Learning skills
• As the member of group research, to evaluate and discuss the reliability of the information provided by online sources.
• In the context of individual research, and given the attendance of second and third cycle of graduate studies, demonstrating the search and select information abilities from websites and bibliographic databases.
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Educational objectives The general objective of the course is to know the functioning of groups within daily, educational and organizational contexts, framing them within a socio-cultural and interactional perspective in psychology.
The course is divided into three modules.
In the first module the main constructs and theoretical frameworks of the cultural psychology of the groups will be presented. This module explores psychological and social phenomena and processes that take place in the interactions of a group such as communication, learning, collaboration, participation and identity.
In the second module, qualitative research methodologies for the study of groups in "natural" contexts will be investigated, with particular reference to (individual and group) interviews and ethnographic observations of groups and social interaction in contexts of everyday life.
The third module presents possible uses of the group as a device in different areas (clinical, work, education, mutual aid).
Specific objectives. After the completion of the course the students will be able to: 1) know the main theories, the interpretative frameworks and the main constructs of the cultural psychology of the groups (I Indicator Knowledge and understanding); 2) to be able to analyze empirically the activities and social, discursive and material interactions in the groups; know how to use qualitative research methods and tools (ethnographic observation, individual and group interviews, interaction analysis) for the analysis of psychological and social phenomena in groups (II Indicator Ability to apply knowledge and understanding); 3) acquiring the skills of judgment and decision through the realization of exercises in which it is necessary to know how to critically evaluate and reinterpret what is studied and in which it is necessary to use in a reflective and responsible way the methodologies learned (III Indicator Critical and judgment capacity); 4) to illustrate effectively what has been learned through small group collaborative activities and through the writing of reports with respect to some exercises carried out; know how to use different communication media in relation to different activities (IV Indicator Communication skills); 5) to know how to pursue autonomously the acquisition of theoretical, methodological and applicative knowledge of the social psychology of the groups, thanks to the critical discussion of the references of the literature, the methods and the group devices illustrated
(V Learning Capability Indicator).
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Educational objectives General objectives
The aim of this course is to provide the student information required to understand the main psychopathological spectri also discussing the possible causes. The course will treat the different clinical paradigms presented in the actual background of the clinical psychology.
Knowledge and understanding
The course will allow students to acquire knowledge on the specific psychopathology areas and on the specific treatments.
Applying knowledge and understanding
During the course, clinical cases will be discussed in which the student will be able to discuss the possible clinical psychological evaluation of the case and the efficacy-based therapeutic plan.
Making judgements
The student will develop the critical ability to make diagnostic hypotheses about the cases presented and to plan effective treatments.
Communication skills
The student will develop the ability to discuss hypotheses of evaluation and effective treatments in working groups in which he will present his arguments.
Learning skills
Practical exercises will be proposed on which the students will be evaluated.
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Educational objectives The general aim of the course is the acquisition of basic elements of psychometrics.
Specific aims. At the end of the course, the students:
1) are expected to get acquainted with basic notions of statistical methods for the analysis and description of data, the general principles underlying inferential statistics, the most important statistical tests in use for hypothesis testing, and main approaches for investigating associations between variables (indicator 1: knowledge and understanding);
2) are expected to be able to select and apply the most appropriate methods and statistical techniques to the analysis of real data; moreover, they are expected to be able to critically evaluate the applicability of such methods, according to the aim of the study, the measurement level of the variables, and the tenability of the assumptions on which they are based (indicator 2: ability to apply knowledge and understanding);
3) are expected to have acquired the capability to evaluate and interpret results of studies and research in which the above statistical models are applied, and to critically evaluate their strengths and weakness. Several practical exercises will allow students to develop and refine these skills. The exercises will require students to read and interpret research reports and SPSS outputs (indicator 3: critical and judgmental skills);
4) are expected to be able to communicate the results of studies and research in a clear and formally correct way. Such skills will be acquired providing examples of real data and reading materials (e.g., research reports, scientific articles) (indicator 4: communication skills);
5) are expected to be able to continue independently in the application of the statistical techniques discussed during the course, and in deepening the study of theoretical and methodological aspects that are useful for conducting studies and research in the field of psychology (indicator 5: ability to learning).
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Educational objectives The general aim of the course is to introduce students to the psychodynamic models of the mind, with a particular focus on the theories that investigate emotional, cognitive and motivational determinants of behavior both on conscious and the unconscious levels.
At the end of the course, students will be able to orientate themselves in the main psychodynamic models, from classical psychoanalysis to contemporary perspectives, which in a relational perspective integrate infant-research and dynamic psychology. In particular, they will acquire the knowledge of contemporary relational models, useful for understanding the conscious and unconscious determinants of human interactions. In addition, students will acquire important concepts related to empirical research in the psychotherapy, with particular reference to studies on outcomes and on process of change.
[Dublin Descriptor no. 1].
The skills acquired will concern the ability of psychodynamic assessment both of the internal processes of the individual and of human relationships, with particular attention to representations, motivations and emotions that arise at a low level of awareness. These skills will be particularly important to refine the reading of the interactive patient-therapist processes that explain the process of change [Dublin Descriptor no. 2].
The use of examples through clinical cases will allow students to enhance their ability to read both internal dynamics and relational processes, with particular reference to dysfunctional interactions [Dublin Descriptor no. 3]. Furthermore, the development of research projects under supervision will allow them to acquire the rudiments of research in this field.
The use of a participatory modality, with the formation of learning and discussion groups both in terms of clinical evaluation and research, will facilitate the acquisition of a correct use of the psychodynamic categories as well as the most relevant research tools in this field [Descriptor of Dublin n. 4].
Participation to practical activities concerning the evaluation of clinical cases under supervision will facilitate the autonomy of students: 1) in the ability to orientate themselves into the specialistic literature; 2) in the ability to interpret in clinical evaluation contexts; 3) in the use of the main research tools of this research area [Dublin Descriptor no. 5].
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Educational objectives The aim of the course is to provide theoretical and methodological knowledge and skills to use the main tools of developmental and educational psychology.
The expected learning outcomes are:
a) knowledge of interview and observation methods;
b) knowledge of the characteristics and development of the children's drawing;
c) knowledge of discourse analysis and of its use in the educational contexts;
d) knowledge of tools for assessment early literacy skills in preschoolers.
The lessons provide students with the opportunity to know characteristics, strengths and weakness of the techniques and tools introduced above.
The practical activities help students to acquire observational skills and get acquainted with the techniques and tools of the course that can be used in developmental and educational contexts.
Passing the exam would attest that the students should be able to know the characteristics of some tech-niques, methods and tools employed in developmental and educational contexts.
Passing the exam would attest that the students should be able: a) to use the observation and interview techniques taking into account the characteristics of the context of use (developmental or educational); b) to recognize the characteristics of children's drawing; c) to identify the psychogenetic development of writ-ing and texts through the analysis of children's written products; d) to analyze the discourse participation in the classroom and the relationship with the educational objectives.
Passing the exam would attest that the students should be able: a) to plane an interview and an observation and analyze them critically; b) to analyze children’s drawings and relating them to the development phases; c) to analyze children’s writing relating to stages of conceptualization about the writing system; d) to interpret the video and the transcriptions of discoursive classroom interactions; e) to write short reports and discuss them collectively.
All these skills are acquired both during the lessons and during the practical activities, in particular through the coding of observations and interviews, the collection and analysis of drawings and of spontaneous writings of children.
Passing the exam would attest that the students should be able to summarize the results of analytical ob-servations and interpretation in oral and written report and to communicate to various interlocutors (expert and no-expert) the data collected with techniques and tools learned.
Passing the exam implies the acquisition of transversal learning skills that will allow the student to deepen the acquired tools and techniques in the course of his/her academic career.
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