Course programme modules storyboards
The months of January, February, March and April were each dedicated to four modules. Each module was run by one of the four PhD course programmes. The details of the single activities can be seen in the updated timetable in the 2019/2020 teaching calendar.
Module 1 - "Theory and history of educational processes" course programme
The Contribution of Historical Research to Education and Psychology module involved faculty lecturers and international experts (Prof. Antonio Francisco Canales Serrano from the University of Madrid). The main topic was public history, with particular attention to new research frontiers fostered by access to big data and the use of metadata in the education research sphere.
Module 2 - "Developmental, educational and social psychology, work and organizational psychology" course programme
The Psychology module went through the different experiences and methodologies used by lecturers on the psychology course programme, taking a critical and storytelling slant. The teaching staff also included an international name (Prof. Roberto Filippi, UCL Institute of Education - London).
Modulo 3 - "Research methodologies for socio-educational services" course programme
The Research Methodologies for Socio-educational Services module continued the critical and storytelling educational activities. It proposed a series of stimuli which combined the course lecturers’ biographical and bibliographical research paths with the methodologies needed by the PhD students to further develop an interdisciplinary CV. In this multidisciplinary view, the module sought to find a meeting point between the semiotics of art and biographical writings (prof. Dinelli and Dr Maccioni).
Modulo 4 - Quality of knowledge and difference-, training- and work-related knowledge
The Educational Sciences module took a translational perspective. The research action and teaching engaged faculty in investigating the translational and didactic aspects of research. Particular attention was paid to faculty professional development, intervention strategies and work-related theories, and the situational aspect of research.