Learning objectives
Identification of the main characteristics of competence-oriented design and assessment
Identification of the main characteristics of competence-oriented teaching and learning
Analize the relation between learning outcomes and formative evaluation and between competence validation and formal, not-formal and informal learning
Analize the relation between competence-oriented assessment and effectiveness of the educational service
Analyze the relation between the competence-oriented teaching and the learning environment
Improve the competence-oriented design skills
Improve the competence-oriented assessment skills
Prerequisites
No prerequisite is mandatory. It is recommended that the course is taken after:
a period of practice in the following activities work experiences under high school, stage or work-placement;
A deeper analysis of the previous experience and/or an analysis of the students own experiences or difficulties of learning considered particularly relevant during the studies;
The essential knowledge of educational sciences that is provided by the high school level that includes such teachings, by manuals, and by the IDEA course of Pedagogy provided by the University.
Course unit content
Identification of the main educational categories
Definition of formal, informal and not-formal learning
Definition of competency and identification of its main characteristics
Analysis of the relation between competencies and strategic competencies
Competence-oriented educational design
Competency assessment and competency validation
Competence-oriented teaching and learning
Learning environments and competence-oriented teaching and learning
Full programme
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Bibliography
Pellerey M., Competenze. Conoscenze, abilità, atteggiamenti. Il ruolo delle competenze nei processi educativi scolastici e formativi, Tecnodid, Napoli 2010.
Pellerey M. (a cura di), Soft skill e orientamento professionale, CnoS-FAP, Roma 2017 (You can download this book by using the following link: http://www.cnos-fap.it/sites/default/files/pubblicazioni/soft_skill.pdf).
Traverso A., Metodologia della progettazione educativa. Competenza, strumenti e contesti, Carocci, Roma 2016
Teaching methods
Lectures
Project work
e-learning
Assessment methods and criteria
The summative evaluation of the learning takes place with a written test consisting of two open questions (of equivalent weight) about the content of the course; The time available is 60 minutes. Each answer is evaluated on a scale of 0-30, according to the objectives of the course, using a predefined evaluation method made known in online course material on the Elly platform. The final result (vote) is given by the sum of the scores obtained for each answer; Praise is given when the answers have all the highest score and are formulated with a proper use of the disciplinary vocabulary.
The result of the test is communicated by e-mail in time for the eventual registration to the next exam for this course.
In order to obtain the 12 credits for the course didattica generale the student has to pass both modules ‘Elements of didactic and educational research’ and ‘Didactic for skills’. The result of the final test of the module Elemnts of Didactic and educational research is therefore used to calculate the arithmetic mean with that of the module Didactic for skills. It is recommended to follow the modules and carry out the final tests in the above order.
After the may 2018 exam session, the tests of both modules are integrated in an only solution.
Other information
Program, teaching activities and evaluation procedures are the same for attending and non-attending students. The latter can keep up-to-date on teaching activities by consulting Elly's on-line teaching pages that will be updated during the course.
2030 agenda goals for sustainable development
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