La co-progettazione curriculare nel contesto dell’Alta Formazione.  Uno studio di caso sul corso per la qualifica di educatore socio-pedagogico

Francesco Fabbro; Elena  Gabbi; Maria Ranieri; Marta Pellegrini

doi:10.6092/issn.1970-2221/12989

Authors

Francesco Fabbro Università degli Studi di Firenze

Francesco Fabbro, PhD in Education Sciences, is a research fellow at the University of Florence. His research interests include critical media literacy, citizenship education and qualitative research methods in education. He is co-author of the book Media Education in the multicultural school. Theories, practices and tools (ETS Edizioni)
Elena Gabbi Università degli Studi di Firenze

Social psychologist and instructional designer, she is a PhD student in Education at the University of Florence, where she is also a research fellow for the realisation and evaluation of innovative didactic models for the training of adults/workers. She has ten years’ experience in the field of adult education and e-learning, in both private and public contexts. Her research interests include lifelong learning, data literacy, learning analytics and educational big data.
Maria Ranieri Università degli Studi di Firenze

Maria Ranieri, PhD, is full professor of Education, Media and Technology at the University of Florence, where she leads the Educational Technology Lab. She is the Director of the Master in the New Digital Competences and of the Course for the Qualification of “Professional Socio-Pedagogical Educators”. Her current research interests gravitate around digital literacy education, social network sites in education, and mobile learning. She has recently published the volume Tecnologie per Educatori socio-pedagogici (Carocci, 2020).
Marta Pellegrini Università degli Studi di Firenze

Marta Pellegrini, Ph.D., is a fixed-term researcher in Experimental Pedagogy at the Department of Education, Languages, Interculture, Literature, and Psychology of the University of Florence. She also collaborates with the Center for Research and Reform in Education at Johns Hopkins University to conduct meta-analyses on the effectiveness of educational programs. Her research interests include evidence-based education, systematic reviews, and experimental evaluation of instructional methods.

DOI:

https://doi.org/10.6092/issn.1970-2221/12989

Keywords:

Curriculum design, co-design, learning outcomes, Higher Education, sociopedagogical educator

Abstract

The study investigates benefits, criticalities and challenges of the co-design of a training programme based on learning outcomes and the transferability of the strategy to other educational contexts, through the analysis of the perceptions of the Professors involved in the design of the course for "Professional Socio- pedagogical educator" at the University of Florence. Following the analysis of the interviews with Professors on the collaborative design of this curriculum, some results align with previous studies while allowing to explore opportunities to advance knowledge on the subject. This design approach is not without its challenges, in particular with regard to the lexical divergence of the disciplines and the difficulty of negotiating knowledge within shared practices. Furthermore, the focus on the learning outcomes, also promoted through their declinations into different didactic formats, would appear relevant in conjunction with an approach centred on learners. Finally, the transferability of the practice appears to be linked to elements of the organization and structure of the academic context, which should facilitate the effort necessary to deploy the resources that co-design implies in its implementation.

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The co-design of the curriculum in the context of the Higher Education. A case study on the Course for the qualification of socio-pedagogical educator

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