METHODOLOGY OF CONTINUING EDUCATION
- Overview
- Assessment methods
- Learning objectives
- Contents
- Bibliography
- Delivery method
- Teaching methods
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The examination involves the assessment of expected knowledge through the integration of two tests:
- an oral examination to ascertain the basic knowledge (50%);
- the project work to be carried out also in subgroups (maximum 4 people) to examine the project competences (50%)
The final evaluation will be a summary of the results of the two tests through an average that will become the final grade of the course
The course is part of the disciplinary field of communication applied to the company, in order to deepen theories and methods for the development and training of human resources. In particular, at the end of the course participants will be able to:
- to know the basic elements of education, and in particular of adult education, as a science;
- understand the different currents related to adult learning in working contexts;
- to know and apply a glossary consistent with the world of work pedagogy;
- to know the basic models of training design and the phases of professional development;
designing a training course about an identified target group;
- carry out a field survey to understand how professional identity is developed;
- to focus on the outstanding issues in the field of adult education.
Presentation of some authors who have defined the basic elements of a theory of learning in working contexts, in particular we will refer to Ericsson, Billett, Wenger, Knowles, Kolb, Mezirow, Engestrom.
Particular attention will be paid to some models of design of training interventions related to organizational development, even with the use of new technologies, on these models will be carried out some exercises and simulations.
The role of the trainer will be analysed starting from some experiences and testimonies through autobiographies and testimonies.
The course will present some continuous training practices that have emerged in recent research, including Continuing Professional Development, Action Learning, Change Laboratory, Visual Learning, Knowledge Management.
Lesson notes available in .e.learning page.
Bochicchio F., Rivoltella P.C., L’agire organizzativo. Manuale per professionisti della formazione, ELS La Scuola, Brescia. 2017 (Capp. 2; 5 e tutta la parte terza).
Bonometti S., Apprendere nei contesti di lavoro, EUM, Macerata 2008 (Capp. 1-4 compreso).
Un testo a scelta fra:
Castoldi M., Costruire unità di apprendimento, Carocci editore, 2017
I.L. Mangham, M. Overington, Organizzazione come teatro, Cortina Editori, Milano
G.P. Quaglino, La scuola della vita. Manifesto per la terza formazione, Cortina editore.
N. Longworth, Le città che imparano, Cortina editore
The examination involves the assessment of expected knowledge through the integration of two tests:
- an oral examination to ascertain the basic knowledge (50%);
- the project work to be carried out also in subgroups (maximum 4 people) to examine the project competences (50%)
The final evaluation will be a summary of the results of the two tests through an average that will become the final grade of the course