Design and organize educational activities in childcare services, preparing appropriate interventions for users and territory; use educational-didactic strategies and methodologies oriented to the promotion of skills, respecting the times and styles of development and learning of each; monitor and self-evaluate the effectiveness of one's educational activity; develop critical skills for quality assessment of early childhood interventions; use computer tools and new technologies applied to educational contexts.
By the study of "Instructional design and evaluation processes" the student will be able to achieve the following training objectives.
Knowledge and understanding
- Understand theories and operational skills of methodological-didactic nature related to the planning, organization, implementation, documentation and evaluation of educational interventions
- Understand models, tools and strategies for observing children in socio-cultural and educational contexts.
Applying knowledge and understanding
- Design, plan and evaluate educational interventions, recognizing their theoretical assumptions and intervention logics, coherent with the needs of children in different contexts
- Know how to detect data with a variety of tools, also using technologies for recording, processing and transmitting information.
Making judgements
- Develop the ability to document, observe and detect information that allows an ecological, dynamic, orientative evaluation
- Develop the capacity of the research-action potentials as a functional strategy to increase the quality of the educational and training processes and results, to the professional development of educators and teachers and to organizational learning.
Communication skills
- Acquire the expressive use of written language in the educational field with particular reference to the design, documentation and evaluation of educational processes and reporting of the results achieved
Learning skills
- Be able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them
- Be able to access the scientific literature of the sector, identifying reliable sources
- Be aware of the importance of learning from the comparison with operators and experts of the same professional profile and with the other figures operating in the sector.
By the study of "Instructional design and evaluation processes" the student will be able to achieve the following training objectives.
Knowledge and understanding
- Understand theories and operational skills of methodological-didactic nature related to the planning, organization, implementation, documentation and evaluation of educational interventions
- Understand models, tools and strategies for observing children in socio-cultural and educational contexts.
Applying knowledge and understanding
- Design, plan and evaluate educational interventions, recognizing their theoretical assumptions and intervention logics, coherent with the needs of children in different contexts
- Know how to detect data with a variety of tools, also using technologies for recording, processing and transmitting information.
Making judgements
- Develop the ability to document, observe and detect information that allows an ecological, dynamic, orientative evaluation
- Develop the capacity of the research-action potentials as a functional strategy to increase the quality of the educational and training processes and results, to the professional development of educators and teachers and to organizational learning.
Communication skills
- Acquire the expressive use of written language in the educational field with particular reference to the design, documentation and evaluation of educational processes and reporting of the results achieved
Learning skills
- Be able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them
- Be able to access the scientific literature of the sector, identifying reliable sources
- Be aware of the importance of learning from the comparison with operators and experts of the same professional profile and with the other figures operating in the sector.
Canali
teacher profile teaching materials
The teaching illustrates the basic elements of planning for children from 0 to 3 years old and defines macro and micro-design formats. In the perspective of educational continuity and of the vertical curriculum, some quality practices and action research paths are presented in the framework of the First cycle of Education.
- Emilia Restiglian (2012). Progettare al nido. Teorie e pratiche educative. Carocci: Roma.
- Giovanni Moretti (a cura di) (2003). Pratiche di qualità e ricerca-azione. Costruire la scuola dell’autonomia. Roma: Anicia.
Programme
The course “Instructional design and evaluation processes” is carried out with interactive teaching methods and takes into account the connection that exists between the educational planning and the interventions carried out over time. The teaching explores some issues useful for defining the educational system between 0-6 years old. The key topics of the course are useful to design quality educational experiences, the curriculum, the educational relationship (adult-child, peer to peer and peer to adult), the space-time environment, the game. The course includes tools to identify information, design, documents and narrate the educational experience: concept maps, the interview, the questionnaire, the focus group, the logbook, the observation and exploration of the space.The teaching illustrates the basic elements of planning for children from 0 to 3 years old and defines macro and micro-design formats. In the perspective of educational continuity and of the vertical curriculum, some quality practices and action research paths are presented in the framework of the First cycle of Education.
Core Documentation
- Anna Bondioli, Donatella Savio (2018). Educare l’Infanzia. Temi chiave per i servizi 0-6. Roma: Carocci.- Emilia Restiglian (2012). Progettare al nido. Teorie e pratiche educative. Carocci: Roma.
- Giovanni Moretti (a cura di) (2003). Pratiche di qualità e ricerca-azione. Costruire la scuola dell’autonomia. Roma: Anicia.
Type of delivery of the course
Teaching organization methods: lectures. Basic course (6 ECTS): 36 hours of lectures. The course takes place in the presence of, with the support of an online platform where different activities linked to the course can be performed and where written training tests can be conducted in progress with the function of self-assessment. Attend to the Course lesson is strongly recommended, but is not mandatory. Lessons start: first semester, 2 October 2019. Class timetable: at the new teaching center in via Principe Amedeo, n. 184, plan I. Wednesday, from 8.00 a.m. to 10.00 a.m., room 9 Tuesday, from 12.00 p.m. to 14.00 p.m, room 9Attendance
Basic course (6 ECTS): 36 hours of lectures. Attend to the Course lesson is strongly recommended, but is not mandatory.Type of evaluation
Formative: written educational tests will be administered with a function of self-evaluation and reflection on the issues dealt with in the Basic Course. Final assessment: oral interview. The proof of profit is unique, takes place in the form of an oral interview.