Course Unit Page


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

Good health and well-being Quality education

Academic Year 2021/2022

Learning outcomes

At the end of the course the student: - has acquired the following competences concerning educational and training interventions carried out with experiential and nature-based (outdoor) methodologies; - knows the psychological and pedagogical fundamentals of the aforementioned approaches; - knows the fundamentals of group psychology of the aforementioned approaches; - distinguishes the types of intervention that can be carried out in the different contexts of socio-educational work and in the field of training; - defines adequate project frameworks and knows the main methodological and relational aspects that distinguish these settings and both individual and group dimensions; - acquires basic notions to conduct, design and evaluate these activities; - is able to carry out critical reviews and self-assessment and self-monitoring activities.

Course contents

The course consists of two modules.


Module 1: The contribution of social psychology of groups in outdoor and adventure education projects (Prof. G. Melotti):

The following topics will be covered in the teaching:

  • rudiments of Social Psychology of Groups;
  • the group dynamics that are activated during experiential activities in nature: analogies and specificities in socio-educational, therapeutic and training projects;
  • il potenziale delle esperienze educative in natura: aspetti teorici e metodologiciadolescents (and their characteristics) as a privileged target for nature-based experiential projects;
  • outdoor training as an intervention tool in the field of vocational training: characteristics, different types, examples of intervention.


MODULE 2: Experiential and nature-based pedagogy and adventure education in extracurricular settings (Prof. A. Gigli).

The following topics will be addressed in the course of the course:

  • the pedagogical foundations of experiential and nature-based pedagogy and the ecological education approach
  • the different types of nature-based interventions in extracurricular settings and specific terminology
  • the potential of educational experiences in nature: theoretical and methodological aspects.
  • adventure education in extracurricular educational groups: planning, phases of work, professional skills, settings, evaluation.


In both modules, examples of nature based educational and/or therapeutic projects for vulnerable and non vulnerable groups (deviants, addicts, disabled, institutionalised etc.) will be presented;


Module 1 (Prof. G. Melotti)

Obligatory texts (for all students: attending, non-attending, Erasmus):

  • Malaguti, D, (2018). Fare squadra. Psicologia dei gruppi di lavoro. Bologna: il Mulino.
  • Pandimiglio, M (2018). Modus navigandi. Per una pedagogia del mare. Hoepli, Milano


Recommended reading:

  • Rotondi M. (2004). Formazione outdoor: apprendere dall'esperienza: teorie, modelli, tecniche, best practices. Milano: FrancoAngeli.
  • Bortolotti, A. (2019) Outdoor Education Storia, ambiti, metodi. Guerini e Associati, Milano

Additional material may be provided during the lectures and will also be made available on https://virtuale.unibo.it/ and may be examined.


Module 2 (Prof.ssa A. Gigli):

The teaching involves the study of all the following texts/materials (for all students: attending, non-attending, Erasmus):

  • Farné R. (2018): Outdoor education come orientamento per una pedagogia sostenibile. In Farné R., Boltolotti A., Terrusi M., (a cura di): Outdoor Education: prospettive teoriche e buone pratiche, Roma, Carocci Editore. Da pagina 25 a pagina 44 (capitolo di libro, 19 pagine).
  • Galiazzo M. (2018): La storia della tetralogia del rischio, in Giochi per adulti in natura 2. Equilibero e le pratiche educative, Persiani Editore, Bologna. Da pagina 40 a pagina 83. (capitolo di libro 43 pagine).
  • Gigli A. (2018): L' adventure education nel lavoro socio educativo: riflessioni pedagogiche ed esperienze, in: In Farné R., Boltolotti A., Terrusi M., (a cura di): Outdoor Education: prospettive teoriche e buone pratiche, Roma, Carocci Editore. Da pagina 119 a pagina 138 (capitolo di libro, 19 pagine).
  • Odini L., (2019): Dov’è la gioia in un mondo di fatti? Provocazioni di educazione ecologica dal pensiero di Arne Næss. In RicercAzione / Vol. 11, n. 2 / Dicembre 2019. Da pag. 19 a 29 scaricabile al seguente link: https://www.iprase.tn.it/documents/20178/3184856/1.+Luca+Odini.pdf/729dcdd7-2ac5-40dc-9f5a-48fdc80b1c61
  • Gigli A. (2020): Il contributo della pedagogia nei progetti «Green empowerment» in contesti ospedalieri: riflessioni per un’ottica interdisciplinare nelle pratiche nature-based, «JOURNAL OF HEALTH CARE EDUCATION IN PRACTICE», 2020, 2, pp. 13 - 25 (articolo, 12 pagine) scaricabile al seguente link: https://jhce.padovauniversitypress.it/2020/2/2
  • Slides caricate dalla docente sugli spazi virtuali dell’insegnamento


Teaching methods

In addition to lectures, some paper and pencil exercises and group activities are planned.

Assessment methods

The examination consists of two simultaneous tests (one for Module 1 and one for Module 2) and the result will be given by the average of the marks obtained simultaneously (in the same examination) in the two modules. Please note that in the case of partial passing of the test (e.g. Module 1 sufficient and Module 2 insufficient) it will not be possible to maintain the grade obtained in the Module resulting sufficient for the next exam.

Conduct of the examination:

If the anticovid19 regulations allow it, the exam will be held in presence (in the classroom), but for Module 2 the test will use the Esami On Line platform (see below the description of the exam mode for Module 1), while for Module 1 the traditional paper and pencil mode will be used.

Examination procedure Module 1 (Prof. Melotti):

The examination involves a written paper/pencil test and consists of two open-ended questions. The time available to answer the two questions is 1 hour from the start of the Module 2 examination. Both answers will be marked in thirtieths and the final mark (partial because it relates to Module 2) will be the average of the two marks.

Module 2 (Prof.ssa Gigli) examination methods:

The examination of Module 2 includes a written test that is the same for all students: attending, non-attending, Erasmus).

If the tests can be taken in person (unless there are government restrictions), students in the classroom must have a smartphone (or tablet or notebook) available to take the test on the Esami on Line platform (https://eol.unibo.it/ ). (If you do not have one of these devices, please write to the lecturers before the exam).

The same examination procedures will be guaranteed remotely, should it not be possible to hold the examination in person. In this case, the Zoom platform will also be used and the use of a PC will be compulsory (no tablets, smartphones, etc.).

Type of test:

The test consists of a 31-question test (multiple choice, true false) to be completed within 40 minutes of the start of the test. The final mark will be given by the number of correct answers (all 31 correct answers equals 30 with honours; 18 correct answers equals 18). Non-answers are equivalent to incorrect answers (0 points).

Quiz questions will appear one at a time and you will not be able to go back and correct them. Once the quiz has been completed, the student may revise (but not correct) it before handing it in.

The examination will last 40 minutes.


How to register for the exam

In order to sit the exam you will need to register in Alma Esami. https://almaesami.unibo.it/almaesami/welcome.htm

Please note that for written exams registration closes one week before the date of the exam.

Exam results

The outcome of the exam will be visible in Alma Esami within a few days of the end of the exam.


Please note that once the grades have been published in Alma Esami, once the deadline for acceptance and/or rejection has passed, the teacher will still record the unrejected grades (due to the rule of silent consent).

Attending and non-attending students

The course programme and examination procedures are the same for students and non-attending students.

Erasmus students:

 the course programme and examination procedures are the same as for other students (good knowledge of Italian is required).

Office hours

See the website of Giannino Melotti

See the website of Alessandra Gigli