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 includes approximately 40% of classroom hours in the form of lectures, during which the main topics of the course will be introduced.

The remaining 60% is dedicated to applied activities: students will be asked to re-elaborate the course content, work in small groups, present assignments in class (also developed at home), and analyze case studies.

During the course, students will also be introduced to the educational and responsible use of Artificial Intelligence tools, not as the subject of specific lectures, but as a support for studying, elaborating course content, and developing a critical approach to educational technologies.

If the course is delivered in blended or online mode, the necessary organizational adjustments may be introduced, while ensuring that the objectives and contents set out in the syllabus are fully respected.

Students are expected to have:

• Knowledge of General Pedagogy, History of Pedagogy, General Sociology, and Educational and Developmental Psychology.

• Adequate proficiency in Microsoft Word and PowerPoint, useful for preparing assignments and presentations.

• The ability to use online search engines to retrieve information and materials relevant to their studies.

• A working knowledge of English, sufficient to read and understand academic 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, metodologie, strumenti, Mondadori, Firenze, 2020

Day-Miller, E. A., & Easton, J. O. (2009). Designing education projects: A comprehensive approach to needs assessment, project planning and implementation, and evaluation. National Oceanic and Atmospheric Administration, consultabile presso https://files.eric.ed.gov/fulltext/ED575743.pdf

The assessment consists of three compulsory components:

a) Individual written test with open and closed questions on competences, policies, models, and approaches for educational and social design (50%).

b) Group project: drafting an educational project addressed to a specific target group (e.g. persons with disabilities, vulnerable minors, foreign minors, elderly people). The project is jointly assessed with the lecturer in charge of the Assessment Methods and Techniques module, and the grade awarded is unique (50%).

c) Oral discussion of the project. This does not carry an independent grade but serves to integrate and finalize the assessment of the group project.

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

Test b) (project submission) must be handed in by the end of December, on a date communicated to students in class and via TEAMS.

Test c) (oral discussion) takes place during the exam session. Only students who have successfully passed both Test a) and Test b) are admitted to the oral discussion.

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.

Rubric for Exam A (Written – Individual)

Criteria: Theories and Concepts – Analysis and Discussion – Structure and Clarity of Writing

• 28–30/30
  Full understanding of theories and concepts; critical analysis and comparison of perspectives; solid argumentation; correct form, precise vocabulary, clear and coherent structure.

• 24–27/30
  Good understanding of theories and concepts; adequate ability to analyze and compare perspectives; well-organized argumentation; correct form, appropriate vocabulary, coherent structure.

• 21–23/30
  Partial understanding of theories and concepts; difficulties in comparing perspectives; limited reflection; writing sufficiently correct but not always precise; weak structure.

• 18–20/30
  Fragmentary understanding; limited reflective ability; weak argumentation; form not always correct; basic vocabulary; weak or unclear structure.

• <18/30
  Inadequate understanding of most theories and concepts; lack of reflection; incoherent or absent argumentation; incorrect form, inappropriate vocabulary, inadequate structure.

Rubric for Exam B (Group Project)

Criteria: Analysis – Application – Form and Presentation

• 28–30/30
  Comprehensive and well-developed analysis; effective and innovative application of theories to the selected target group; correct form, precise vocabulary, effective argumentation.

• 24–27/30
  Adequate analysis; correct application of theories and concepts to the project; correct form, appropriate vocabulary, orderly structure.

• 21–23/30
  Partial analysis; only partially adequate application of knowledge; writing sufficiently correct, vocabulary not always precise, weak structure.

• 18–20/30
  Fragmentary analysis; limited ability to apply knowledge; form not always correct, simple vocabulary, unclear structure.

• <18/30
  Inadequate analysis; lack of application of theories and concepts; incorrect form, inappropriate vocabulary, absent argumentation.

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?