Methodologies in the Educational Research (with practices and case-studies)Academic Year 2023/2024 - Teacher: RAFFAELLA CARMEN STRONGOLI
Expected Learning Outcomes
The course aims to provide students with theoretical knowledge and methodological skills aimed at designing and organizing educational research activities in educational contexts. Students and students at the end of the course should be familiar with the main approaches and models of designing and organizing educational activities and research, should be able to conduct paths of application of techniques and tools suitable for their evaluation.
In addition, the course aims to increase critical and judgmental skills of students through laboratory activities, which connote in a peculiar form the conduct of educational activities in the classroom, and to enhance communication skills through the configuration of paths of co-construction of educational design activities carried out in cooperative form.
The conduct of the lectures will be in a mixed mode: the first part of the course will be conducted according to active teaching practices with laboratory exercises, which will have an exclusively formative function (they will affect teaching, not the final grade), the second part of the course will be conducted according to the flipped classroom teaching approach in fulfillment of the international teaching experiment in which the teaching falls (Erasmus+ Research Project Task 21, Key Action 2: Cooperation for innovation and the exchange of good practices. Strategic Partnerships in the field of higher education. Topic: EdTech & AI: Creating pedagogical material for the 21st century; resolution of the Cds Pedagogical Sciences and Educational Design of 10.09.2019 http://www.disfor.unict.it/sites/default/files/files/Verbale%20LM-85%2010_09_2019%20senza%20nomi.pdf)
Attendance of Lessons
Detailed Course Content
The topics to be discussed and studied are: approaches and models of design and educational research; the design of research phases in educational and training contexts; the design of flipped classroom paths in university contexts; didactic technologies in university contexts; design of e-learning paths; analysis of reflective, empirical and scientific thinking according to John Dewey. Furthermore, examples of research, experiences and tools applied in different educational contexts will be presented.
- Cecconi L. (ed.), Intento e azione nella progettazione educativa, Franco Angeli, Milano, 2012, pp.240
- Bevilacqua A., Flipped learning in ambito universitario, Pensa MultiMedia, Lecce, 2018, pp. 239.
- Ardizzone P., Rivoltella P. C., Didattiche per l’e-learning. Metodi e strumenti per l’innovazione dell’insegnamento universitario, Carocci, Roma, p. 147.
- Dewey J., Come Pensiamo, Raffaello Cortina, Milano, 2019, p. 277.
|1||Progettazione in contesti educativi e formativi||Prima parte di Intento e azione nella progettazione educativa|
|2||Valutazione di progetti||Seconda parte di Intento e azione nella progettazione educativa|
|3||Tecnologie didattiche e sistema formativo universitario||Prima parte Didattiche per l'e-learning|
|4||Scenari, figure e funzioni nell'e-learning||Seconda parte Didattiche per l'e-learning|
|5||Caratteristiche dell'approccio flipped||Prima parte Flipped learning in ambito universitario|
|6||Sperimentazioni di pratiche flipped in contesti universitari||Seconda parte Flipped learning in ambito universitario|
|7||Analisi del pensiero riflessivo||Prima parte Come pensiamo|
|8||L'educazione del pensiero||Seconda parte Come pensiamo|
Learning Assessment Procedures
The examination will be conducted orally. The evaluation criteria for the oral examination are as follows:
- Use and adequacy of pedagogical-didactic vocabulary in the field of educational research and design
- Ability to correlate the tools of educational research and educational design activity
- Ability to select inquiry tools and instructional design strategies appropriate to operational contexts
- Ability to organize knowledge according to specific objectives
- Systematicity of treatment
Should conditions require it, the verification of learning may be conducted electronically.
Examples of frequently asked questions and / or exercises
What is meant by instructional design
Classification of educational and training contexts
Peculiarities of the flipped classroom approach
Characteristics of e-learning didactics
Reflective thinking and empirical thinking according to John Dewey