DESIGN AND EVALUATION OF FORMATIVE INTERVENTIONS ON THE TERRITORY

Knowledge and Understanding (DD1)

The course aims to enable students to:

- identify the educational dimension of social phenomena in order to relate the professionalism and tasks of the educator for social development in the territory to it

- recognise the logic of educational planning

- Critical understanding of the models, strategies and tools to be used for the realisation of an educational intervention, taking into account specific educational needs and contexts.

Ability to apply knowledge and understanding (DD2)

- Acquisition of basic operational skills in relation to educational planning, the use of theoretical reference models and devices consistent with a skills-based approach.

- Acquisition of skills in the design and management of educational programmes that respond to complex needs, through forms of integrated support that help individuals and groups and involve the community and contexts, in collaboration with other professionals and resources within the territory.

Autonomy of judgement (DD3)

- Critical analysis of educational interventions and practices to grasp their characterising features, dynamics and processes and identify possible directions for development

- Ability to evaluate educational and training programmes and interventions taking into account their scientific value and consistency with the expressed demands and identified needs.

- Ability to reflect in order to increase the effectiveness of educational planning and training activities.

Communication Skills (DD4)

- Ability to use scientific language correctly and effectively.

- Ability to document educational projects, activities and results effectively.

- Mastery of the specific language of educational research and teaching technologies, with reference to different educational contexts.

Learning ability (DD5)

- Ability to plan and develop educational research for the continuous updating of professional knowledge and skills.

- Ability to work independently, increasing one's own learning resources also starting from reflection and personal re-elaboration of experience

- Ability to identify and use the sources and tools necessary for continuous training.

Lectures and participatory lessons with exercises; reconstruction and analysis of cases, including testimonials from experts and professionals in the field.

There will also be simulations, project-based learning and laboratory-based learning for the guided development of a socio-educational intervention project, oriented according to the skills-based approach.

Knowledge of the main theories of pedagogy and general teaching methods

A good basic knowledge of Word, Excel and PowerPoint is required in order to complete the assigned tasks.

Attendance at lectures is not compulsory, but strongly recommended as it allows for a greater understanding of the topics covered in the course.

The course aims to provide the knowledge necessary for the planning and evaluation of educational activities in the various areas of the educator's work. Starting from an analysis of the main approaches to planning and evaluation in education, the constituent elements within a planning process will be analysed in order to provide the knowledge necessary to

1. understand the characteristics of a context and the educational needs of its various participants

2. clearly and precisely define the aims and objectives of a project

3. identify the most appropriate strategies and methods for achieving the objectives set

4. understand and apply the techniques and tools for evaluating a project

During the course, students will also acquire:

1- skills in the analysis of socio-educational projects and interventions in relation to project quality criteria and potential effectiveness, with specific attention to actions aimed at the social development of local areas

2- skills, knowledge and competences in the planning and management of socio-educational interventions, with specific reference to those of a preventive and promotional nature

3. knowledge and skills in managing educational interaction aimed at children and young people to ‘learn how to learn’ through real-life tasks

The oral examination will consist of a discussion of the texts in the bibliography, the exercises carried out during the lessons and the project work completed, and will assess the candidate's knowledge of the methodologies for identifying, defining, solving and evaluating problems in educational design, taking into account the different stages of development.

 What do we mean by educational planning in the local area?

What does planning mean?

Why is planning essential?

What are the characteristics of planning?

How do you build an educational project?