97253 - LAVORO, TECNOLOGIE E SITUAZIONI DI "SVANTAGGIO": STRUMENTI E STRATEGIE PER PROMUOVERE ORGANIZZAZIONI INCLUSIVE

Academic Year 2022/2023

  • Moduli: Valeria Friso (Modulo 1) Luca Ferrari (Modulo 2)
  • Teaching Mode: Traditional lectures (Modulo 1) Traditional lectures (Modulo 2)

Learning outcomes

The student - knows the legislation in force on the subject of work in relation to disadvantaged contexts; - understands the meaning of vulnerability according to the most recent classifications of functioning and health; - identifies strategies capable of activating processes of access and active participation in organisational contexts (oriented towards the Life Project) by people experiencing/experiencing situations of disadvantage; - recognises the main characteristics of the international "Universal Design for Learning" (UDL) guidelines; - designs training opportunities mediated by the use of digital technologies within organisational contexts; - identifies and experiments with some digital environments and software to favour processes of access, participation and collaboration within work organisations. The student - is able to move autonomously in applying the specific knowledge learnt within educational/training projects organised by institutions, organisations or associations; - is able to transfer the knowledge learnt into different types of service; - is able to compare with others on the methods of use and documentation of the contents learnt - is able to identify/implement actions to support the social network for co-design purposes; - is able to use the technologies (digital environments and tools) learnt in different contexts, making personal modifications and integrations.

Course contents

The course is part of the University's teaching innovation project


The course is developed in two modules and will be delivered in the SECOND SEMESTER
In the first module, the subject of work in relation to disadvantaged contexts is mainly addressed.
People in disadvantaged situations are often the object of social representations that do not see them as capable of becoming adults capable of active citizenship, and able to exercise their capacity to act directly, but each person can be capable of making a concrete contribution to the cultural and economic development of the community of which they are part.
In particular, work, and the work role that goes with it, are principle factors for the adult person in that they determine a large part of his or her identity, as well as being contexts for learning and drivers of motivation. If we then consider a disadvantaged person, this role will probably be the only active social role he or she can access, and it may be the only way into the social world. The functions of work, especially the latent ones, have a significant influence on the very existence and everyday life of a person who has the opportunity to experience the "pleasure of living", to participate and to feel recognised.
These topics are addressed by relating them to current legislation and international documents relevant to professions dealing with human resources management.
In the second module, the topic of inclusive design mediated by digital technologies is addressed. In particular, the potential contribution of digital technology to accompany initial and continuing training processes according to the Universal Design for Learning (UDL) approach is considered. The introduction and dissemination of digital technologies is currently an issue of strategic importance that must be carefully considered and designed to meet the different needs (cultural, cognitive, social, etc.) that may arise within each organisational context. In this scenario, any professional will have to acquire adequate digital skills that do not only concern the technical-practical use of hardware and software applications, but which must necessarily refer to a clear pedagogical and didactic framework. The questions the second module attempts to answer are: (1) Why and how to activate inclusive processes through the use of digital technologies? (2) What design attentions (models, tools and training strategies) must be considered in order to design/implement inclusive digital-mediated training proposals? (3) Which digital environments/tools could be instrumental in facilitating access and active participation of people experiencing/experiencing disadvantage?
The learning objectives that can be achieved through didactic innovation will be
to know current legislation on the subject of work in relation to disadvantaged contexts;
understand the meaning of disadvantage according to the most recent classifications of functioning and health;
identify training strategies and digital environments capable of activating processes of access and active participation in organisational contexts (oriented towards the Life Project) by people experiencing/experiencing situations of disadvantage.

Readings/Bibliography

Agenzia Europea per i Bisogni Educativi Speciali e l’Istruzione Inclusiva (2015). LINEE GUIDA IN MATERIA DI ACCESSIBILITÀ DELLE INFORMAZIONI, https://www.european-agency.org/sites/default/files/Guidelines%20for%20Accessible%20Information_IT.pdf

Mangiatordi, A. (2017). Didattica senza barriere. Pisa: Edizioni ETS. Il testo è disponibile, in open access, al seguente link: http://www.edizioniets.com/Priv_File_Libro/3244.pdf

Pascoletti, S. (2017). Tecnologie per l’inclusione. In L. Cottini (a cura di), Didattica speciale e inclusione scolastica, Roma, Carocci, pp. 286-331.

ANGELONI S., BORGONOVI E. (2017). Lavoro ergo sum: Quando il lavoro abilita l’uomo. in Sviluppo & Organizzazione, 274, pp. 45–57.

LEPRI C. (2020). Diventare grandi. La condizione adulta delle persone con disabilità intellettiva. Trento: Erickson (da p.19 a p.48; da p.75 a p.101; da 139 a p.159)

Teaching methods

Teaching is part of the University's teaching innovation project


The course is part of an experiment on didactic innovation promoted by the University of Bologna for the academic year 2022-2023. The training course, delivered in blended learning mode, envisages the adoption of a plurality of teaching strategies both in presence and at a distance (brainstorming, case studies, role-play, problem-based learning, etc.). In particular, the teaching activities will support the active learning of the student through a structured sequence of "analogical" and "metaphorical" actions carried out within a "protected" environment in which it will be possible to develop a series of soft-skills through simulation activities, peer comparison, experiential learning through trial and error, etc.
The "blended" organisational model, as teaching that adheres to the University's didactic innovation, is designed to promote reciprocal interaction/continuity between the teaching activities conducted in the classroom and those conducted at a distance. In particular, the digital environments and tools selected are not intended as stand-alone tools, but are part of a teaching-learning proposal that
(a) supports interaction and active participation in the classroom, with simultaneous formative feedback provided by the teacher;
(b) promotes individual and collaborative work at a distance by the students (the virtual platform intended as a space/environment for exchange and collaboration, and not exclusively as a repository)
(c) activates continuous monitoring of the teaching-learning processes in order to make improvements/adaptations in itinere to make the teaching proposal effective.
The "blended" format of the course is replicated in the two modules and is structured as follows.
MODULE 1 (24 hours)
Lecture 1. Interactive frontal teaching (4 hours in presence)
Lecture 2. Interactive frontal teaching and indications for individual distance work (4 hours face-to-face)
Lesson 3. Individual activity: thematic forum and sharing of in-depth resources to support the recovery/enhancement of learning (4 hours asynchronous, remote on Virtual)
Lesson 4. Interactive frontal teaching. Reflection and feedback of the activities carried out at a distance by the students. Presentation of a case study and indications for distance group work (4 hours in presence)
Lesson 5. Cooperative small group activity to be delivered on the platform: collective construction of a Project Work (3 members per group) using online tools that allow collaborative work, synchronous and asynchronous work by the students) (4 hours asynchronous, distance work on Virtual)
Lesson 6. Interactive frontal teaching. Reflection and feedback of the activities carried out at a distance by the students. Feedback from the lecturer. Directions for work (Project Work) to be handed in for final assessment (4 hours in presence)
MODULE 2 (24 hours)
Lecture 1. Interactive face-to-face teaching (4 hours face-to-face)
Lecture 2. Interactive frontal teaching, exercises and experimentation with didactic software (4 hours in presence)
Lesson 3. Individual exercise to be carried out remotely on the theme of accessibility of information with individualised feedback (4 hours remotely to be carried out asynchronously on Virtual)
Lesson 4. Interactive frontal teaching, exercises and experimentation with educational software (4 hours in presence)
Lesson 5. Paired activities (or in groups of three) to be delivered on the platform: continuation of the project work begun in Module 1 (4 hours at a distance to be carried out asynchronously on Virtual)
Lesson 6. Interactive frontal teaching, exercises and experimentation with educational software. Indications for the final work to be handed in for the teaching examination (4 hours in presence).

Assessment methods

The final grade will be expressed in thirtieths and there will be no intermediate assessment.


The grade is the result of an oral examination following the discussion of a project (carried out individually or in groups of a maximum of three students) to be handed in via the Virtual platform of the course in the "delivery Project Work" section. The project is to be carried out by following the template available on Virtual and is to be handed in within 10 days of the date of the call to which the student is to appear.
With regard to the activities that will be carried out by the students in the face-to-face and distance lessons, the achievement of the training objectives will be assessed through the activation, during the course of the course, of a number of moments dedicated to formative assessment and peer assessment.

 

Teaching tools

The technological solutions identified are provided by the University of Bologna.
Multimedia and interactive presentations
Virtual (moodle)
Student Response System formative software and peer assessment.

 

Office hours

See the website of Valeria Friso

See the website of Luca Ferrari

SDGs

Decent work and economic growth Reduced inequalities

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