Training objectives for achieving the learning outcomes set out in the SUA sheet 1. Knowledge of disciplinary language to master contents
2. Knowledge of the paradigmatic integrative backgrounds of educational research in the micro and macro fields
3. Knowledge of the epistemological aspects of socio-educational research
4. Epistemological and methodological knowledge of the specificities and possible connections of general teaching with pedagogies and other human sciences for coordinated interventions in complex contexts;.
5. Basic theoretical-methodological knowledge to design and manage training processes, also in digital and telematic environments;
6. Knowledge of skills tools to design and implement teaching interventions for skills with models and approaches to Educational Technology and Inclusive Media Education.
Any critical issues encountered (to be filled in only in the second year of teaching)
Organization of teaching (lessons, laboratory, etc.) DELIVERY TEACHING
- N. 48 ONLINE VIDEOLES (N. 6 TEACHING UNITS – LASTING TWO HOURS FOR EACH CFU)
- INTERACTIVE TEACHING
INTERACTIVE TEACHING
N. 2 INTERACTIVE LESSONS PER CFU
N. 5 THEMATIC DISCUSSIONS ON THE EDUCATIONAL FORUM (TOPIC) AND N. 2
POST FOR CFU AS PER THE PQA TEACHING GUIDELINES
N. 4 E-TIVITY EVERY 5 CFU
N. 2 TEST FOR EACH CFU WITH 8 MULTIPLE CHOICE QUESTIONS
Days and hours of reception on site - online - web conference Weekly reception:
• At the university - Monday 10.00-11.00 am;
• online – Monday 6.15pm-7.15pm
Course program L19 degree course (6CFU)
1) Pedagogy and teaching between epistemologies, paradigms and interpretative stages
2) Teaching in a complex society
3) Divergent teaching in the knowledge society
4) Digital teaching in the cross-media society.
5) Inclusive and proactive teaching technologies
6) Skills-based teaching
Methods of ongoing assessments* The level of student learning is constantly monitored through assessment tools and methodologies.
In particular, in order to make the verification and certification of training outcomes feasible, the teacher and tutor will take into account:
1. automatic tracking of training activities by the system - reporting;
2. educational and technical monitoring (in terms of quantity and quality of interactions, compliance with teaching deadlines, delivery of expected papers, etc.).
3. ongoing training tests, also for self-assessment (e.g. multiple choice tests, true/false, sequence of questions with different difficulties, simulations, concept maps, papers, group projects, etc.);
4. the final exam, during which the work carried out online is taken into account and enhanced (remote activities, quantity and quality of online interactions, etc.).
The evaluation, in this framework, takes into account several aspects:
to. the result of a certain number of intermediate tests (online tests, development of papers, etc.);
b. the quality and quantity of participation in online activities (frequency and quality of interventions that can be monitored through the platform);
c. the results of the final test.

Therefore, the data collected will be evaluated by the teacher for the student's evaluation activity.
Evaluation method**








Objectives of the Test Access to the exam is subject to recognition of attendance, which will be attested with the appropriate certificate at the time of booking the exam, which will certify the carrying out of ongoing educational testing activities and the level of work carried out in the various exercises.
The exam will consist of an oral interview and the grade will be expressed as 30/30.
The student will receive at least three questions from the commission on the topics described in the course program.
The exam aims to evaluate the achievement of educational objectives. In particular:
a) The student will have to demonstrate critical-reflective mastery to problematize, interconnect theoretical and practical perspectives, with conscious optimization of the knowledge learned.
b) a) The student must demonstrate that they are able to recognize the epistemological and methodological foundations from a systemic ecological empowerment perspective.
In reference to the voting, a maximum of 10 points will be assigned for each verified objective referred to in points a, b and c.
In order to pass the exam, a minimum score of 6 points per objective is required.
Honors will be awarded if the student:
a) acquire the maximum score assigned to all objectives
b) demonstrate full autonomy in conducting the oral interview
 c) highlights strengths and critical points related to the mastery of problematizing, interconnecting theoretical and practical perspectives, demonstrating the conscious optimization of the knowledge learned.
Knowledge and understanding ability nsion in terms of expected results (Dublin descriptor n. 1)  The student will be able to recognize the distinction between the two main empirical research approaches in education (the nomothetic and the idiographic one) based on the respective ontological perspectives of reference , the aims of research, the methodologies;
 The knowledge acquired will allow the student to understand the main characteristics of empirical research, knowing how to distinguish how it varies based on the research strategy adopted;
 The knowledge acquired will allow the student to recognize and formulate research objectives, identifying the different relationship between theoretical framework and survey, structure of the operationalization of concepts.
Skills required in order to apply knowledge, understanding and ability to solve problems in terms of expected results (Dublin descriptor n. 2)  The knowledge acquired will allow the student to master tools of education professionals - teachers and educators
 The knowledge acquired will allow the student to consciously make use of the results of empirical research in their professional contexts
 The knowledge acquired will allow the student to adopt an approach to the profession based on a research logic.
Total number and description of teaching units Total number: 48 (6 modules of 8 video lessons each)
Description: fill in attachment

Connection methods with other teachings (indicate the methods and teachings with which it will be necessary to connect) The connection with the adjacent teachings (special pedagogy, developmental and educational psychology, general sociology) will be carried out through references to the theoretical- methodologies of each discipline, as well as highlighting the contributions of these disciplines in the field of educational evaluation, with cross-disciplinary and transdisciplinary references, correlations and transpositions.

Activity calendar
SECOND SEMESTER

De Giuseppe T. (2020). FLIPPED INCLUSION Computational Thinking e fenomenologie trasformative nella Società Della Conoscenza. Avellino Il Papavero
Corona F.& De Giuseppe T. (2020). Prosocialità, tecnologie inclusive e progettazione universale nei disturbi specifici dell’apprendimento Avellino Il Papavero
De Giuseppe T. (2016). Bisogni educativi speciali: empowerment e didattiche divergenti per decostruirne la complessità. Avellino: Il Papavero
De Giuseppe T. (2017). La media education didattiche trasformative e cultura pedagogica inclusiva nell’economia della formazione continua. Avellino: Il Papavero
De Giuseppe T. (2018). FLIPPED INCLUSION. l’impianto teoretico tra bisogni emergenti e prospettive epistemologiche. Roma: Aracne
Demetrio D. (1992). Micropedagogia. La ricerca qualitativa in educazione. Firenze: La Nuova Italia.
Trinchero R. (2002). Manuale di ricerca educativa. Milano: Franco Angeli.
Cecconi L. (2002). La ricerca qualitativa in educazione. Roma: Franco Angeli.
Montalbetti K., & Lisimberti C. (2015). Ricerca e professionalità educativa. Risorse e strumenti. Lecce-Brescia: Pensa Multimedia,
Corbetta P. (2003). La ricerca sociale: metodologia e tecniche. I. I paradigmi riferimento. Bologna: Il Mulino.
Chappuis J. (2014). Seven Strategies of Assessment for Learning. A Study Guide from Pearson Assessment Training Institute. Oregon: Pearson Assessment Training Institute Portland.
Marradi A. (2007). Metodologia delle scienze sociali. Bologna: Il Mulino.
Weinbaum E. (2008). Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools. Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.
Chappuis J. (2007). Learning team facilitator handbook. Portland, OR: Educational Testing Service.
Black P., & Wiliam D. (1998). Assessment and classroom learning. Educational Assessment: Principles, Policy and Practice, 5(1), 7–74.
Crooks T.J. (1988). The impact of classroom evaluation on students. Review of Educational Research, 58(4), 438–481