RESEARCH METHODS AND PLANNING

Academic year and teacher
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Versione italiana
Academic year
2022/2023
Teacher
DARIO FORTIN
Credits
5
Didactic period
Secondo Semestre
SSD
MED/48

Training objectives

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Modulo: 53682 - METODI DI RICERCA E PROGETTAZIONE - MOD. 1
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MODULE I
The contents and methods proposed in previous years will be extended more explicitly to the different situations of the group, in the interests of research-action in order to:
-acquire knowledge and skills related to participation, organizing and conducting group centered on the participants and group centered on the task
-develop skills in facilitating communication and effective conflict management in group
-develop skills in conducting group work constructively managing the crucial variables: objective, method, roles, leadership, communication, climate, development.
-develop skills of self-assessment with respect to their own way of being a member or leader of a group, the maturation of attitudes and skills "facilitative", the ability to assertively and collaborative relate, the ability to effectively manage a conflict.
MODULE II
Testing, processing and writing of community development projects

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Modulo: 53701 - METODI DI RICERCA E PROGETTAZIONE - MOD. 2
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MODULE I
The contents and methods proposed in previous years will be extended more explicitly to the different situations of the group, in the interests of research-action in order to:
-acquire knowledge and skills related to participation, organizing and conducting group centered on the participants and group centered on the task
-develop skills in facilitating communication and effective conflict management in group
-develop skills in conducting group work constructively managing the crucial variables: objective, method, roles, leadership, communication, climate, development.
-develop skills of self-assessment with respect to their own way of being a member or leader of a group, the maturation of attitudes and skills "facilitative", the ability to assertively and collaborative relate, the ability to effectively manage a conflict.
MODULE II
Testing, processing and writing of community development projects

Prerequisites

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Modulo: 53682 - METODI DI RICERCA E PROGETTAZIONE - MOD. 1
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None

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Modulo: 53701 - METODI DI RICERCA E PROGETTAZIONE - MOD. 2
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None

Course programme

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Modulo: 53682 - METODI DI RICERCA E PROGETTAZIONE - MOD. 1
------------------------------------------------------------
MODULE I
Participation and conducting of: “group centered on the participants "and “group centered on the task".
Knowledge and observations relating to dynamics and group process.
Constructive management of the crucial variables: objective, method, roles, leadership / membership, communication, climate, development.
User needs and educational value of different types of group.
Observation tools of the group and verification tools of the methods and techniques of intervention used.
Planning of educational intervention aimed at the community / groups (overview)
MODULE II
Methods and techniques of social planning and preparation of projects.

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Modulo: 53701 - METODI DI RICERCA E PROGETTAZIONE - MOD. 2
------------------------------------------------------------
MODULE I
Participation and conducting of: “group centered on the participants "and “group centered on the task".
Knowledge and observations relating to dynamics and group process.
Constructive management of the crucial variables: objective, method, roles, leadership / membership, communication, climate, development.
User needs and educational value of different types of group.
Observation tools of the group and verification tools of the methods and techniques of intervention used.
Planning of educational intervention aimed at the community / groups (overview)
MODULE II
Methods and techniques of social planning and preparation of projects.

Didactic methods

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Modulo: 53682 - METODI DI RICERCA E PROGETTAZIONE - MOD. 1
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MODULE I
The course includes, in parallel with theoretical inputs (8 hours) activities in experiential and the reworking of classroom observations and research experience in the field (45 hours). The course includes, in parallel with theoretical inputs (8 hours) activities in experiential and the reworking of classroom observations and research experience in the field (45 hours).
Is required to the student the willingness to engage himself in a learning process that leads to a personal involvement in a pathway of growth and research.
Will be conducted exercises (conducting various types of group, reality simulations, participant observation, role playing, reflections ...) in order to promote the students' active learning, both on the cognitive level, but also on the emotional, behavioral, and relational level.
MODULE II
Group work, role-play.

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Modulo: 53701 - METODI DI RICERCA E PROGETTAZIONE - MOD. 2
------------------------------------------------------------
MODULE I
The course includes, in parallel with theoretical inputs (8 hours) activities in experiential and the reworking of classroom observations and research experience in the field (45 hours). The course includes, in parallel with theoretical inputs (8 hours) activities in experiential and the reworking of classroom observations and research experience in the field (45 hours).
Is required to the student the willingness to engage himself in a learning process that leads to a personal involvement in a pathway of growth and research.
Will be conducted exercises (conducting various types of group, reality simulations, participant observation, role playing, reflections ...) in order to promote the students' active learning, both on the cognitive level, but also on the emotional, behavioral, and relational level.
MODULE II
Group work, role-play.

Learning assessment procedures

MODULE I: written and oral exam
OBJECTIVE EVALUATION
The teaching objective evaluation is done with a written test consisting of 3 answers on 4 open questions.
The questions are centered on the contents of the texts for the exam, theoretical lessons and the material delivered by the professor. In the evaluation will be appreciated the links that the student will make between the theoretical aspects and activations experienced in the "Training Experiential Workshop".
SELF-ASSESSMENT
Admission to the objective test, above, occurs only after the delivery (to the teachers of the laboratory) of a final individual written self-assessment related to the activities of the Laboratory of Experiential Education.
The self-assessment activities are regularly carried out in the course of all laboratory activities:
The self-assessment activities are regularly carried out in the course of all laboratory activities:
- individual self assessment
- self-assesment between equal
-logbook
- moments of autobiographical writing
- Stimulus of reflections on the experience
- Final self assessment related with the evaluation ex-ante (carried out in the first laboratory of the first year)
This is performed not just for didactical motives but also for the specific professionalising character which has the self-assessment processes in the field of the "professional education".
Other modalities of evaluation will be eventually agreed with the Professor.
MODULE II:
written elaboration of project of community development in small groups (maximum three members). 3 hours of time.
Evaluation criteria will be: internal coherence of the project, use of appropriate language, achievability
The final grade is a weighted average of the marks obtained in each of the tests.

Reference texts

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Modulo: 53682 - METODI DI RICERCA E PROGETTAZIONE - MOD. 1
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MODULE I
-Bertolini P., Caronia L., Ragazzi difficili, pedagogia interpretativa e linee di intervento, La Nuova Italia, Firenze, 1993 (suggerita lettura di tutto il cap. VIII: “La dilatazione del campo di esperienza”, ma obbligatorio per l’esame solo il paragrafo 5 “Le esperienze dell’altro”).
-Di Nubila R.D., Dal gruppo al gruppo di lavoro, Tecomproject Editore Multimediale, Ferrara 2005 (“Il gruppo”, capitoli: 1.1-1.9; 1.14;1.15 – Animazione e conduzione del gruppo di lavoro, capitoli: 4.1; 4.2; 4.3 – Definiz. di EQUIPE cap. 5.8 P.164 – Introd al cap.6 “Dal gruppo alla comunità”; 6.1; 6.2)
-Rogers C.R., Considerazioni sull’apprendimento e sulla sua facilitazione, in Rogers C.R., Libertà nell’apprendimento, Giunti, Firenze 1983, pp.187-198
-Zucconi A., Howell P., “La Promozione della Salute - Un approccio globale per il benessere della persona e della società”, La meridiana, Molfetta 2005 (cap. 16-17 La promozione della salute nei luoghi di lavoro)
- Crisafulli F., Molteni L., Paoletti L., Scarpa P.N., Sambugaro L., Giuliodoro S. (2010), Il “core competence” dell’educatore professionale. Linee di indirizzo per la formazione, Unicopli, Milano (Cap. 3 pp. 57-79 “Il prototipo del profilo disarticolato in funzioni, attività e competenze”; Tab. 2.1.5. Funzione di Formazione)
-Jelfs M., Tecniche di animazione, Elledici, Torino 1986 (CAP.2 pp. 17-26; CAP 5. pp 75-82; pag 51 tab ruoli che comunemente emergono nei gruppi)
- Barnao C., Fortin D., Accoglienza e autorità nella relazione educativa, Erickson, Trento 2009,
(suggerita la lettura dell’articolo di: Bonfanti T., Un nuovo modo di fare convegni. Dalla centratura sui relatori alla centratura sui partecipanti)
-Fortin D., Decisioni “person-centered” in Educazione professionale, in: Crisafulli F.(a cura di) E.P. Educatore Professionale. Competenze, formazione e ricerca, strumenti e metodologie, Maggioli Editore, Santarcangelo di Romagna, 2016.
-Castracane F., La prova pratica di progettazione educativa, in Scarpa P., L’Educatore Professionale. Una guida per orientarsi nel mondo del lavoro e prepararsi ai concorsi pubblici, Maggioli Editore, 2012

MODULE II
Notes taken during the lessons
Martini E.R. e Torti A., Fare lavoro di comunità - Riferimenti teorici e strumenti operativi, Carocci Faber, Roma, 2003
Leone. P. Prezza M., Costruire e valutare i progetti nel sociale – Manuale operativo per chi lavora su progetti in campo sanitario, sociale, educativo e culturale, Franco Angeli, Milano, 1999 (I° - II° cpt and from pg. 83 to 103 and from pg. 128 to 130)

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Modulo: 53701 - METODI DI RICERCA E PROGETTAZIONE - MOD. 2
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MODULE I
-Bertolini P., Caronia L., Ragazzi difficili, pedagogia interpretativa e linee di intervento, La Nuova Italia, Firenze, 1993 (suggerita lettura di tutto il cap. VIII: “La dilatazione del campo di esperienza”, ma obbligatorio per l’esame solo il paragrafo 5 “Le esperienze dell’altro”).
-Di Nubila R.D., Dal gruppo al gruppo di lavoro, Tecomproject Editore Multimediale, Ferrara 2005 (“Il gruppo”, capitoli: 1.1-1.9; 1.14;1.15 – Animazione e conduzione del gruppo di lavoro, capitoli: 4.1; 4.2; 4.3 – Definiz. di EQUIPE cap. 5.8 P.164 – Introd al cap.6 “Dal gruppo alla comunità”; 6.1; 6.2)
-Rogers C.R., Considerazioni sull’apprendimento e sulla sua facilitazione, in Rogers C.R., Libertà nell’apprendimento, Giunti, Firenze 1983, pp.187-198
-Zucconi A., Howell P., “La Promozione della Salute - Un approccio globale per il benessere della persona e della società”, La meridiana, Molfetta 2005 (cap. 16-17 La promozione della salute nei luoghi di lavoro)
- Crisafulli F., Molteni L., Paoletti L., Scarpa P.N., Sambugaro L., Giuliodoro S. (2010), Il “core competence” dell’educatore professionale. Linee di indirizzo per la formazione, Unicopli, Milano (Cap. 3 pp. 57-79 “Il prototipo del profilo disarticolato in funzioni, attività e competenze”; Tab. 2.1.5. Funzione di Formazione)
-Jelfs M., Tecniche di animazione, Elledici, Torino 1986 (CAP.2 pp. 17-26; CAP 5. pp 75-82; pag 51 tab ruoli che comunemente emergono nei gruppi)
- Barnao C., Fortin D., Accoglienza e autorità nella relazione educativa, Erickson, Trento 2009,
(suggerita la lettura dell’articolo di: Bonfanti T., Un nuovo modo di fare convegni. Dalla centratura sui relatori alla centratura sui partecipanti)
-Fortin D., Decisioni “person-centered” in Educazione professionale, in: Crisafulli F.(a cura di) E.P. Educatore Professionale. Competenze, formazione e ricerca, strumenti e metodologie, Maggioli Editore, Santarcangelo di Romagna, 2016.
-Castracane F., La prova pratica di progettazione educativa, in Scarpa P., L’Educatore Professionale. Una guida per orientarsi nel mondo del lavoro e prepararsi ai concorsi pubblici, Maggioli Editore, 2012

MODULE II
Notes taken during the lessons
Martini E.R. e Torti A., Fare lavoro di comunità - Riferimenti teorici e strumenti operativi, Carocci Faber, Roma, 2003
Leone. P. Prezza M., Costruire e valutare i progetti nel sociale – Manuale operativo per chi lavora su progetti in campo sanitario, sociale, educativo e culturale, Franco Angeli, Milano, 1999 (I° - II° cpt and from pg. 83 to 103 and from pg. 128 to 130)