Project design. Core contents for education and training professionals’ education Giovanni Bonaiuti, Giovanna Del Gobbo, Francesca Torlone 1-15 PDF DOI: https://doi.org/10.13128/form-9549
Break time as the time to choose. For an educational planning after the coronavirus Michele Corsi 16-34 PDF DOI: https://doi.org/10.13128/form-8920
Design and evaluation of experimental leaving care interventions Luisa Pandolfi, Adriana Ciampa, Donata Bianchi, Lucia Fagnini, Sara Degl'Innocenti 35-51 PDF DOI: https://doi.org/10.13128/form-8461
Designing development interventions in the international migration field: theories, strategies, approaches and skills Francesco De Maria, Alessandro Rabbiosi 52-70 PDF DOI: https://doi.org/10.13128/form-8957
Learning and Territory. Design as a leverage for sustainable development in local communities Claudio Pignalberi 71-85 PDF DOI: https://doi.org/10.13128/form-8457
Agile Project Design: a systematic literature review on Agile Education applied to design Marialaura Moschella 86-102 PDF DOI: https://doi.org/10.13128/form-8453
Projectuality and education, between learning objectives and political-cultural dynamics Rosita Deluigi, Massimiliano Stramaglia 103-116 PDF DOI: https://doi.org/10.13128/form-8911
Professional identity and formative choices Agnese Rosati, Mina De Santis 117-132 PDF DOI: https://doi.org/10.13128/form-8450
Developing educational planning competence in the bachelor’s degree in Education Gina Chianese, Matteo Cornacchia 133-144 PDF DOI: https://doi.org/10.13128/form-8908
Training the design skills based on the Agire educativo paradigm. The laboratories at the Sciences of Education Degree courses (L19) Loredana Perla, Laura Sara Agrati 145-168 PDF DOI: https://doi.org/10.13128/form-8912
Soft skills and inter-disciplinarity as core contents for the education of educative professionals Maria Cinque, Andrea Dessardo 169-185 PDF DOI: https://doi.org/10.13128/form-9056
Knowing how to design and evaluate educational and training interventions at the end of L-19 Emanuela Maria Torre 186-201 PDF DOI: https://doi.org/10.13128/form-8881
Designing personalized teaching actions: implications for future teachers training Alessandra La Marca, Leonarda Longo, Elif Gulbay 202-219 PDF DOI: https://doi.org/10.13128/form-8501
Contents and learning outcomes: a proposal for the subjects of the Specialization course on Support Francesca Pedone, Gabriella Ferrara 220-235 PDF DOI: https://doi.org/10.13128/form-8495
Education in nature and educational evaluation: for a common design Michela Schenetti, Rossella D'Ugo 236-247 PDF DOI: https://doi.org/10.13128/form-8452
The business consultant, role and functions in the learning process within organizational contexts Gabriella Campanile 248-257 PDF DOI: https://doi.org/10.13128/form-8910
The impact of evidence based methodology on the design of doctoral research: a case study Elisabetta De Marco, Stefania De Santis 258-267 PDF DOI: https://doi.org/10.13128/form-9255
Enhancing design competence in education: reflections on the model of an experience in the field Giuseppe Carmelo Pillera 268-275 PDF DOI: https://doi.org/10.13128/form-8451
Promoting design and organizational competences in the future educator Rosanna Tammaro, Concetta Ferrantino, Iolanda Sara Iannotta 276-285 PDF DOI: https://doi.org/10.13128/form-8903
Transition from monitoring and assessment to self-monitoring and self-assessment Valentina Pagani 286-294 PDF DOI: https://doi.org/10.13128/form-8460
Transitions within the Degree Course in Education: suggestions to re-orient students at university Diana Carmela Di Gennaro, Francesco Piro, Paola Aiello 295-303 PDF DOI: https://doi.org/10.13128/form-8940
Project Management tools and related learning perspective. Preliminary reflections Erina Guraziu 304-313 PDF DOI: https://doi.org/10.13128/form-9261
