Higher education has a great role to play in building inclusive communities for this reason European programs encourage academics to innovate their teaching practices, to allow not only the acquisition of disciplinary content but also the development of soft skills to make students critical and reflective in view of durable learning, with an aim to employability (EUA, 2019; Consiglio dell’Unione Europea, 2013). In this perspective, the contribution presents a case study that places the learner at the center of the learning process, here the learner experiences innovative teaching which is designed, supplied and evaluated through participatory and inclusive methods and shared with the teacher in the classroom. The results from the analysis of the examined practices were positive and they highlighted the importance that students attribute to experiential teaching methods which allow active participation in learning and the acquisition of soft skills valiant for the working future.
L’istruzione superiore universitaria ha un grande ruolo da giocare nella costruzione di comunità inclusive per questo motivo i programmi europei esortano gli accademici ad innovare le proprie pratiche didattiche in modo da consentire non solo l’acquisizione di contenuti disciplinari ma lo sviluppo di competenze trasversali per rendere gli studenti critici e riflessivi in vista di un apprendimento duraturo, nell’ottica dell’employability (EUA, 2019; Consiglio dell’Unione Europea, 2013). In questa prospettiva il contributo presenta uno studio di caso che pone al centro del processo di apprendimento il discente che sperimenta una didattica innovativa in quanto progettata, erogata e valutata attraverso modalità partecipative e condivise con il docente in aula. I risultati dell’analisi delle pratiche esaminate sono stati positivi e hanno evidenziato l’importanza che gli studenti attribuiscono a modalità didattiche esperenziali ed inclusive che permettono la partecipazione attiva all’apprendimento e l’acquisizione di soft skill valide per il futuro lavorativo.
Didattica universitaria inclusiva e competenze trasversali nell’ottica dell’employability = Inclusive academic pedagogy and soft skills whit a wiew to employability / R. Tore. - In: IL NODO. - ISSN 2280-4374. - 24:50 (Nuova Serie)(2020), pp. 55-70.
Didattica universitaria inclusiva e competenze trasversali nell’ottica dell’employability = Inclusive academic pedagogy and soft skills whit a wiew to employability
R. Tore
2020
Abstract
Higher education has a great role to play in building inclusive communities for this reason European programs encourage academics to innovate their teaching practices, to allow not only the acquisition of disciplinary content but also the development of soft skills to make students critical and reflective in view of durable learning, with an aim to employability (EUA, 2019; Consiglio dell’Unione Europea, 2013). In this perspective, the contribution presents a case study that places the learner at the center of the learning process, here the learner experiences innovative teaching which is designed, supplied and evaluated through participatory and inclusive methods and shared with the teacher in the classroom. The results from the analysis of the examined practices were positive and they highlighted the importance that students attribute to experiential teaching methods which allow active participation in learning and the acquisition of soft skills valiant for the working future.File | Dimensione | Formato | |
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