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Design is one of the most important learning outcomes related to the education and training professionals’ education.
Which are the core contents that allow students to acquire knowledge and develop skills that make them capable of foreseeing and making objectives, methods, organization explicit as well as management and evaluation of different kinds of learning action in different contexts?
The issue is relevant especially in consideration of various researches that have been studying learning outcomes of First degree in Education Sciences’ students from numerous Italian universities (TecoD Pedagogy). Evidence from these researches suggests that future and actual education and training professionals being enrolled in First degree in Education Sciences need to improve this important dimension of their professional future and actual work.
Project design requires above all the ability to formulate and make reference to learning outcomes that need to be achieved from different plans, levels like the strategic, organisational, and didactic ones, and approaches, they can be transformative or can not.
Moreover project design means being able to act and implement this ability within different contexts where educators and trainers work like services, local and supranational institutions, businesses, associations, as well as with different professionals and by integrating various organisations.
Project design is possible if you know theoretical design approaches, methods, instruments and techniques. Some are transversal and can be used in any context and profession, some others are the results of new interpretations of fundamentals of project management (PM) know-how in a learning perspective. PM fundamentals have been accumulated for ages and systematized also thanks to relevant and well known and outstanding institutions that are highly specialized and working in the field since 1965 (i.e. IPMA).
A review of theories and practices for project design is needed. This is especially for the new professions in the field of education and training, in other words for “non teaching educators”. Know-how built on project design in classroom covers only a marginal part of their professionalization needs.
The call solicits theoretical, empirical, comparative research papers also with an international dimension. Papers must be properly documented on the following:
- The meaning of project design within educational and training actions and how it is converted into learning outcomes for First degree in Education Sciences’ students (L-19)
- The core contents that are needed for education and training professionals to develop project design knowledge and skills
- The plurality and diversification of the project design levels: we include the political-strategic dimension and all the others involving also the organisational, the didactical and implementation dimensions
- How project design is put into practice within the different learning contexts and learning actions
- Project design’ methods and tools: how to learn them, how to transfer and innovate them in relation to future education and training scenarios
- Monitoring and evaluation of educational and training projects
Giovanni Bonaiuti (University of Cagliari), Giovanna Del Gobbo (University of Florence), Francesca Torlone (University of Siena).
Language: English and Italian
Deadline: papers must arrive by April 2020, 15th
Issue publication date: July 2020, 31st