Formation in the knowledge-based society
Educational objectives:
The course sets out to explore the concept of formation in the knowledge-based society in light of the revolution digital technology has operated by supplying pedagogic categories for coordination and planning of educational interventions in different professional areas, as well as for the setting up of online educational environments through cooperative and collaborative forms and styles, thus rethinking education in a complex and plural manner, for the common good.
Expected learning outcomes:
Knowledge and understanding:
At the end of the course the student will have matured knowledge regarding the transformations connected to the concept of formation in light of the arrival of new information technology in the knowledge-based society. Thus understanding the evolution of knowledge’s organization and of its construction and transmission, keeping the concept of common good as a paradigm and complexity as a challenge.
Applying knowledge and understanding:
Through the critical and conscious use of communication technology, keeping in mind how distinctive present formation is, with its being continuous and diffuse, and reflecting on the real meanings of pedagogic work, at the end of the course the student will be able to choose and integrate the most suitable methodologies for setting up learning environments in the planning of formative paths.
Making judgements:
At the end of the course the student will have matured autonomy in orienting him/herself in the analysis and construction of texts and audio-visual and multimedia products, evaluating ethic and social implications for the planning and managing of creative, expressive and partecipatory formation interventions.
Communication skills:
At the end of the course the student will know how to organize effective communication within the coordination structures of socio-educational services, but also how to create a network among experts, choosing forms and products which can better add value to the processes.
Learning skills:
Through a critical and conscious use of instruments and analysis, at the end of the course the student will know how to autonomously enhance and update his/her knowledge and professional competence, as well as knowing how to detect widespread formation needs while taking into account the results of the contemporary scientific and cultural debate.
Educational objectives:
The course sets out to explore the concept of formation in the knowledge-based society in light of the revolution digital technology has operated by supplying pedagogic categories for coordination and planning of educational interventions in different professional areas, as well as for the setting up of online educational environments through cooperative and collaborative forms and styles, thus rethinking education in a complex and plural manner, for the common good.
Expected learning outcomes:
Knowledge and understanding:
At the end of the course the student will have matured knowledge regarding the transformations connected to the concept of formation in light of the arrival of new information technology in the knowledge-based society. Thus understanding the evolution of knowledge’s organization and of its construction and transmission, keeping the concept of common good as a paradigm and complexity as a challenge.
Applying knowledge and understanding:
Through the critical and conscious use of communication technology, keeping in mind how distinctive present formation is, with its being continuous and diffuse, and reflecting on the real meanings of pedagogic work, at the end of the course the student will be able to choose and integrate the most suitable methodologies for setting up learning environments in the planning of formative paths.
Making judgements:
At the end of the course the student will have matured autonomy in orienting him/herself in the analysis and construction of texts and audio-visual and multimedia products, evaluating ethic and social implications for the planning and managing of creative, expressive and partecipatory formation interventions.
Communication skills:
At the end of the course the student will know how to organize effective communication within the coordination structures of socio-educational services, but also how to create a network among experts, choosing forms and products which can better add value to the processes.
Learning skills:
Through a critical and conscious use of instruments and analysis, at the end of the course the student will know how to autonomously enhance and update his/her knowledge and professional competence, as well as knowing how to detect widespread formation needs while taking into account the results of the contemporary scientific and cultural debate.
teacher profile teaching materials
The course is divided into three parts.
The relationship between formation and complexity will be investigated in the first part.
While the second part, a more detailed study, will pause and reflect upon the importance of communication to rethink education and the role of schools in a plural, complex and interconnected technological world.
In the third part, which will be more workshop based, a new method to transfer and construct knowledge (flipped learning) will be experimented in the setting up of online educational spaces, through cooperative and collaborative forms and styles.
For the first part
E. Morin (2020), La sfida della complessità, Le Lettere, Firenze (ed. or. 2017) (recommended edition).
Critical reading of H. Gardner (2021), Formae mentis. Saggio sulla pluralità dell'intelligenza, Feltrinelli, Milano, pp. 465-513(complete edition).
For the second part
A.Bentolila (2021), La scuola contro la barbarie, Anicia, Roma. All parte II; Part IV chapters: 2 (pp. 77- 88); 4 (pp.93- 97); 8 (pp. 116-120).
Critical reading of Colonialismo digitale di Gruppo di ricerca Ippolita in b. hooks (2020), Insegnare a trasgredire. L'educazione come pratica di libertà, Meltemi, Milano, pp. 243-251.
For the third part
A. Prieto Martín (2021), Flipped Learning. Applicare il modello di Apprendimento Capovolto, Anicia, Roma. Chapters: first, second, third, fourth and eighth.
Programme
The course aims at exploring the concept of formation in present-day, multicultural, multiracial and globalized society to highlight how this concept has been transformed with the revolution operated by digital technologies, so as to build a new pedagogic lexis for the coordination and planning of educational and formative interventions in different professional settings.The course is divided into three parts.
The relationship between formation and complexity will be investigated in the first part.
While the second part, a more detailed study, will pause and reflect upon the importance of communication to rethink education and the role of schools in a plural, complex and interconnected technological world.
In the third part, which will be more workshop based, a new method to transfer and construct knowledge (flipped learning) will be experimented in the setting up of online educational spaces, through cooperative and collaborative forms and styles.
Core Documentation
Recommended textsFor the first part
E. Morin (2020), La sfida della complessità, Le Lettere, Firenze (ed. or. 2017) (recommended edition).
Critical reading of H. Gardner (2021), Formae mentis. Saggio sulla pluralità dell'intelligenza, Feltrinelli, Milano, pp. 465-513(complete edition).
For the second part
A.Bentolila (2021), La scuola contro la barbarie, Anicia, Roma. All parte II; Part IV chapters: 2 (pp. 77- 88); 4 (pp.93- 97); 8 (pp. 116-120).
Critical reading of Colonialismo digitale di Gruppo di ricerca Ippolita in b. hooks (2020), Insegnare a trasgredire. L'educazione come pratica di libertà, Meltemi, Milano, pp. 243-251.
For the third part
A. Prieto Martín (2021), Flipped Learning. Applicare il modello di Apprendimento Capovolto, Anicia, Roma. Chapters: first, second, third, fourth and eighth.
Type of delivery of the course
Mixed mode lectures (distance/in class) with case studies through work shop activities. In the event of an extension of the COVID-19 health emergency, all the arrangements that regulate the operating methods of lessons and evaluations will be adopted. Particularly, a teaching channel will be created on the Teams platform for lessons and a specific didactic space will be created on the Moodle platform (https://formonline.uniroma3.it/).Type of evaluation
Oral exam on the texts in the program. In the event of an extension of the COVID-19 health emergency, all the arrangements that regulate the operating methods of lessons and evaluations will be adopted. Particularly, evaluation will proceed through evaluation tests via the Teams platform and within the didactic space on the Moodle platform (https://formonline.uniroma3.it/).