MODELS OF PEDAGOGICAL DESIGN AND EDUCATIONAL POLICIES - EVALUATION METHODS AND TECHNIQUES

Module MODELS OF PEDAGOGICAL DESIGN AND EDUCATIONAL POLICIES

The course aims to provide theoretical and methodological elements on design in socio-educational contexts.

The expected learning objectives/outcomes, declined according to the Dublin Descriptors, are as follows:

Knowledge and comprehension skills (DD1)

- To know theories and models of pedagogical design

- Knowledge of the main orientations in the field of educational design.

Applied knowledge and understanding (DD2)

- To relate the theoretical and methodological contents learnt to planning in different educational contexts

- Being able to identify tasks and organisational structure of educational and training services 

Autonomy of judgement (DD3)

- To be able to synthesise the different approaches present in educational design theories

Communication skills (DD4)

- Knowing how to communicate the meaning of one's actions

- Knowing how to activate sharing processes

Learning ability (DD5)

- Knowing how to identify one's learning needs

- Knowing how to define one's own personal development plan, monitoring one's own actions

- Able to promote self-assessment of one's own learning, oriented towards one's own professional development

The course is divided into a part of lectures (about 40% of the hours of classroom activities), during which the topics of the course are introduced.

The remaining 60% is instead dedicated to classroom work: students will be asked to rework the contents of the lessons, to work in small groups, to present the work done in the classroom (even at home), to analyze case studies.

If the teaching is given in a mixed or remote way, the necessary changes may be introduced with respect to what was previously stated, in order to comply with the program envisaged and reported in the syllabus.

Knowledge of General Pedagogy and Didactics, General Sociology, Psychology, History.

Good command of Word and Power Point. Ability to research on the web and from databases.

Knowledge of English is necessary for reading some texts.

Attendance is not compulsory, but strongly recommended. Lessons are characterised by the active participation of students. Their attendance enables them to progressively acquire mastery of the contents, to discuss topics and problems with colleagues and the lecturer, and to constantly check their learning levels.

During the classroom activities, students will have the opportunity to actively work on the learning contents of the course. Classroom lectures will be alternated with moments of group and individual work; moments of guided study; moments of presentation of material that the students themselves will have produced (in the classroom or outside it). These activities will be considered as formative verification tests, aimed at enabling students to self-assess their level of mastery of the contents and tools for analysing the discipline.

Non-attending students may contact the lecturer directly for clarification of the course. For Erasmus students, it is possible to agree on the examination programme following an interview.

Educational and social planning

Planning in socio-educational services

The elements of the design

From planning to action plan

This course contributes to the goals of the 2030 Agenda for Sustainable Development. Specifically, to Goal 4 and targets 4.1 (ensure that learners have free, equitable and quality secondary education leading to relevant and effective learning outcomes), 4.5 (eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the most vulnerable), 4. 7 (ensuring that all learners acquire the necessary knowledge and skills to promote sustainable development through, inter alia, education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and valuing cultural diversity and the contribution of culture to sustainable development).

Paradiso L., La progettazione educativa e sociale. Modelli, metodollgie, strumenti, Mondadori, Firenze, 2020

The assessment consists of passing three compulsory tests described below.

a) Individual written test with open and closed questions on competences, policies, models and approaches for educational and social design

b) Drafting of a group educational project declined according to a specific target of users: subjects with disabilities, vulnerable minors, foreign minors, elderly people...

c) Individual oral test on the project carried out (test b)

Test a) is held within the first week of December, on a date communicated to the students in class and on TEAMS.

Test b) (drafting a project) must be handed in by the end of December, on a date communicated to students in class and on TEAMS. Assessment of paper b) is carried out jointly with the lecturer in charge of the Assessment Methods and Techniques Module and the final grade is unique.

To be eligible for test c) the student must have passed tests a) and b).

Non-attending students may contact the lecturer directly for clarification of the course. For Erasmus students, it is possible to agree on the examination programme after an interview.

Grading criteria (written examination and final oral examination): for the grading rubric for test a)-c) please refer to the programme pages in Italian.

For each topic covered in the classroom, students will be provided with stimulus questions to help them organise their study work. The material will also be available on the TEAMS platform.

All questions will be available on the Microsoft Teams platform in the teaching folder (test papers).

By way of example:

Why is context analysis a key element for design?

What are the design competences for an educator?

What is the difference between aim and objective?

How is needs analysis carried out?