36
Experimental Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
The course aims to achieve the following training objectives, broken down according to the Dublin Descriptors:
1 - (knowledge and understanding)
- know and understand the characteristics of a context and the educational needs of its actors;
- know and apply the techniques and tools for project evaluation
- know the main design models and educational research tools
2 – (applying knowledge and understanding)
- prepare the use of observation tools for the analysis of contexts and needs in situations of social and individual hardship;
- apply techniques and tools for the evaluation of educational interventions and projects, aimed at reducing individual or group marginalization phenomena;
- define and organize an educational plan within the different areas of social intervention (minors, family, groups, addictions, disabilities, etc.)
- clearly and precisely define the aims and objectives of a project;
3 – (making judgements)
- evaluate the most appropriate strategies and methodologies for achieving the objectives set;
- critically evaluate the results of empirical and experimental research to analyze and address the different and changing socio-educational and cultural contexts.
4 – (communication skills)
- promote and manage effective communication processes within socio-educational structures;
- promote the communicative relationship for the construction of a network between experts-professionals of educational and training services;
5 – (learning skills)
- acquire problem solving skills to apply to educational and social planning;
- be able to identify the tools and training paths suitable for developing one's cultural and specialist knowledge and professional skills;
- be able to use the analysis tools and apply the learning methods developed to deepen and update their knowledge independently.
Course Prerequisites
Elementary use of multimedia tools and basic elements of experimental pedagogy
Teaching Methods
The teaching is offered through frontal lessons conducted by the teacher with the use of support materials (slides, exemplary models, documentation, in-depth bibliographic materials, case studies), presentations carried out by the students, discussions, practical exercises.
Assessment Methods
The evaluation of learning will take place through an oral test and the creation of a project work regarding the contents discussed and tested during the course, the bibliography indicated and the teaching material provided.
The evaluation will be expressed out of 30, with a score between 18/30 and 30/30 with honors, based on the skills demonstrated during the exam.
The exam will be considered excellent (i.e., 30–30 with honors) when it demonstrates complete, structured, and accurate preparation of the content, combined with rigorous and informed use of scientific terminology. The exam will be considered excellent (i.e., 28–29) when it demonstrates very solid and well-organized preparation, with clear and precise presentation and appropriate and informed use of disciplinary vocabulary. The exam will be considered good (i.e., 25–27) when it demonstrates solid and overall correct preparation, with clear presentation and generally adequate use of disciplinary vocabulary, albeit with some minor inaccuracies.
The exam will be considered fair (i.e., 22–24) if it demonstrates overall adequate but not always thorough preparation, with some inaccuracies in the presentation and use of specific terminology. The exam will be considered sufficient (i.e., 18–21) if it demonstrates essential knowledge of the topics covered, with some inaccuracies in the presentation and use of specific terminology. The exam will be considered insufficient if significant gaps in understanding the content are found, difficulties in connecting topics, or a predominantly notional and non-critical use of information, as well as an inadequate use of the language specific to the discipline.
The evaluation of the exam will take particular account of the following criteria:
- articulation, precision and significance in the theoretical contents acquired
- personal critical reworking of the contents
- ability to present, argue and summarize the constructs covered with appropriate language and referring to precise theoretical references;
- interest, commitment, willingness to independently study topics and problems;
- relevance and correctness (orthographic and morpho-syntactic) of the exercises and products created during the laboratory activities.
Texts
- Tramma S., L’educatore imperfetto. Senso e complessità del lavoro educativo, Carocci, Roma 2018.
- Torre E. M., Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori, Carocci, Roma 2022.
Contents
The teaching activity specifically concerns the following topics:
- Analysis and definition of the context;
- educational interventions and interdependence with society;
- the critical issues of educational work;
- from planning to the educational project on the person, the group and the community;
- the project life cycle and the design process;
- from the analysis of problems to the definition of needs;
- promotion and repair interventions in the various areas of educational and social work;
- emergency contexts;
- drafting the project;
- planning in the main social areas: family, minors, disabilities, addictions, elderly people, new emergencies;
- the evaluation of an educational project.