31733 - Models of Educational Mediation

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Gender equality Reduced inequalities Partnerships for the goals

Academic Year 2018/2019

Learning outcomes

At the end of the course students:

-  knows and understands the main didactics’ models used in different fields of social and cultural education

- are able to interpret the specificity of different contests and to elaborate didactics’ strategy to solve problems.

- are able to reflect on hers/his own competences as educator and modify hers/his behaviour and role in different social and cultural contests.

-  knows the main working group techniques and working group relations and functioning.

- are able to work in groups discussing, elaborating projects and elaborate interpretation tools for cases.

- are competent to choose adequate behavioural strategies in order to promote collaboration among different subjects (individuals or groups or institutions), identifying common points and synergies.

Course contents

Some definitions: didactics as all methodologies for teaching; didactic as teaching science and art

- The Education Categories: the learner, the teacher, the contents, the languages and the contexts.

- Planning in educational contest

- The Education as mediation: the role of Languages, Relations, Strategies, Materials.

- Competences of the social and cultural educator

- Working groups in professional educatio nelle professioni educative

- Working groups and leadership

Part of the course will be a distance course. Material will be available on e-learing

The course will be hold in the first semester. We suggest to check the calendar published on line to verify dates.

Readings/Bibliography

There are four textes for all students; three compulsory:

  1. D. Maccario, Le nuove professioni educative. La didattica nei servizi socio-culturali e assistenziali, Carocci, Roma, 2013

  2. R. Cerri (a cura di), Didattica in azione. Professionalità e interazioni nei contesti educativi, Carocci, Roma, 2011

  3. S. Pepe, Lavorare con i grandi gruppi, Carocci Faber, 2009

One text at your choice:

  • AA. Vv., Generi in relazione. Loffredo, 2013
  • A. Agosti, Gruppo di lavoro e lavoro di gruppo. Aspetti pedagogici e didattici, Franco Angeli, 2006

  • Gobbi L., Zanetti F. (a cura di), Teatri re-esistenti. Confronti su teatro e cittadinanze, Titivillus, 2011

  • Priulla G.,C'è differenza. Identità di genere e linguaggi: storie, corpi, immagini e parole, Franco Angeli, 2013 [also in e-book]

  • Zoppoli G., Tagliavini A (a cura di), Come far passare un mammut attraverso una porta (senza tirarla giù). Corpo, scuola e città alla ricerca di una didattica salutare, Ed. del Barrito, 2015 [find here]

  • Jenkins H., Culture partecipative e competenze digitali. Media education per il XXI sec., Guerini Studio, 2010


Teaching methods

The course is based on a participatory and active teaching approach. The classroom becomes a place more and more focused on teaching methods and strategies able to encourage and facilitate the learning process in their link with the territory, with what's beyond the classroom. Lectures will be integrated by deepening classes and active role of the students in the analysis of the problems and innovative experiences. Students will be involved through discussions, case studies (also presented as privileged witnesses and experts), cooperative group-works.

Assessment methods

The exam will consist of an oral and individual examination (with a vote expressed in thirtieths).

Teaching tools

During the lectures, technological devices and material for teamwork will be used. The lectures will be integrated with documentaries and films and deepening classes.

Office hours

See the website of Mariarosaria Nardone