B5564 - MEDIA, CAPABILITIES, EDUCAZIONE

Learning outcomes

At the end of the course the student: - knows theoretical notions with a strongly interdisciplinary character on "Media Education" (sociology of media, social psychology, media pedagogy and didactics); - knows the main theoretical frameworks related to the development and process of socialization to media through daily interaction; - knows the processes of production, distribution, classification and reception of the main multimedia cultural products. In particular, he/she possesses knowledge related to television, video games and animated cinema, websites; - is able to analyze multimedia products from a pedagogical point of view; - is able to evaluate educational projects centered on the use/consumption of multimedia tools; - is able to design paths of media use within cultural institutions aimed at developmental age users; - is able to interpret and reflect on cultural industry processes and products through relevant scientific categories; - is able to design and present a project for the production of multimedia messages.

Course contents

The rapid integration of media inevitably leads to a redefinition of literacy and an expansion of views on media education, now evolving into New Media Education, which brings with it the formation of the profile of the new media educator. This hypothesis involves broadening the range of educational media and increasing the transformative impact - critical-methodological and pedagogical - on these media, generating new digital, immersive, and hybrid contexts. Think of the Metaverse, gaming platforms, and children's e-literature. Informal environments today have a very thin barrier, easily bridging the times and spaces of formal education—places where educators could have a significant voice.

The capabilities approach, within the Capability Approach and Human Development framework, considers a perspective that includes both the subjective dimension (to increase internal capabilities that need to be developed, involving traditional media education) and the contextual dimension, which requires and shapes the context to assume pedagogical characteristics so that the internal capabilities (developed in individuals) can be expressed and amplified. This perspective leads us to the concept of combined capabilities. It suggests that educating girls and boys to think critically to overcome technological or media subordination is no longer sufficient. However, it is also necessary to educate them on the principle of transforming the contexts themselves. In this perspective, the role of the educator can be particularly significant outside of school and within the educational ecosystem.

As a result, the profile of L19 educators could become strategic for critical education and for designing new empowering media contexts, supporting teachers and schools. Additionally, it could provide a further professional perspective for educators, enabling them to promote the creation of new hybrid environments.

Readings/Bibliography

The program - for all attending and non-attending students - includes the following texts:

Mandatory books for everyone:

• Rivoltella, P. C. (2020). Nuovi alfabeti. Educazione e culture nella società post-mediale. Brescia: Morcelliana Scholé.
  
• Rivoltella, P. C., Panciroli, C. (2023). Pedagogia algoritmica. Milano: Vita e Pensiero.
• Nussbaum, M. (2021). Creare capacità. Bologna: Il Mulino.

Teaching methods

The course design considered two parts:

1. Discussed lessons to study contents and topics through the following methods:

- Problem-based learning;
- Project-based learning;
- Cooperative learning;
- Lessons with professional people.

2. Lab lessons to experiment with activation methodologies in educational contexts with adults or young people.

Assessment methods

The coursework concludes with an examination graded on a scale of thirty. The examination consists of two parts: the first part is a presentation and discussion of the artifacts created during the course; the second part is an oral interview aimed at verifying the theoretical assumptions of the course and the artifact.

The examination will be accompanied by a descriptive rubric, provided at the beginning of the course, to facilitate the recognition of the expected quality of both the artifacts and the final interview. This rubric will also define the weight given to the two parts of the examination.

Teaching tools

• Organization reports and documents (Italians and Europeans);
• Multimedia materials (text, video, podcast);
• Case studies;
• Open lesson cycle with experts profile to present emerging themes in an educational context.

Office hours

See the website of Piergiuseppe Ellerani