First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
SUSTAINABLE TERRITORIAL DEVELOPMENT
Course unit
GROUP INTERACTION AND DYNAMICS (C.I.)
SUP7081020, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
SUSTAINABLE TERRITORIAL DEVELOPMENT
IA2447, Degree course structure A.Y. 2018/19, A.Y. 2018/19
N0
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Number of ECTS credits allocated
Type of assessment Mark
Course unit English denomination GROUP INTERACTION AND DYNAMICS (C.I.)
Website of the academic structure https://www.dissgea.unipd.it/
Department of reference Department of Historical and Geographic Sciences and the Ancient World
Mandatory attendance No
Language of instruction English
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge ALESSIO SURIAN M-PED/03

Modules of the integrated course unit
Course unit code Course unit name Teacher in charge
SUP7081022 GROUP DYNAMICS AND TRANSFORMATIVE LEARNING (MOD. A) ALESSIO SURIAN
SUP7081021 HOW TO ENHANCE GROUP INTERACTION AND INTERCULTURAL LEARNING (MOD. B) MICHEL ROGER AGIER

Course unit organization
Period  
Year  
Teaching method frontal

Calendar
Start of activities 24/09/2018
End of activities 18/01/2019
Show course schedule 2019/20 Reg.2018 course timetable

Examination board
Board From To Members of the board
1 Commissione 2018/19 01/12/2018 30/11/2019 SURIAN ALESSIO (Presidente)
CASTIGLIONI MARIA (Membro Effettivo)
PISANI ELENA (Supplente)

Syllabus
Prerequisites: Basic knowledge of interpersonal communication and community planning issues.
Target skills and knowledge: Learning outcomes: The course aims at developing students competences concerning five main areas of community work. therefore, at the end of the course the students will have enhanced competences in relation to:
Understanding socio-economic change and its relation with transformative learning and group dynamics
Understanding and applying the three dimensions of learning
Applying proper questioning to facilitate territorial learning as relational activity.
Understanding and facilitating shared leadership in relation to the three dimensions of group communication
facilitating cooperative learning as territorial and participatory activity.

Contents: Socio-economic change and its relation with transformative learning and group dynamics
The three dimensions of learning
Territorial learning as relational activity: the role of questioning
Shared leadership and the three dimensions of group communication
Cooperative learning as territorial and participatory activity: the role of the future dimension
Examination methods: There is a wide range of assessment approaches. Such approaches concern formative as well as summative goals. This is in line with the targeted learning outcomes focusing on knowledge and insights, skills and application abilities and communication in a balanced way. The variety of assessment approaches is also due to the fact that courses are offered in combinations with different study programmes belonging to different Universities.

The first group of exams is written and they are usually written essays. This type of assessment allows for a more creative and research-oriented approach. When the essay reflects the students’ own research, s/he must show the ability to clearly formulate the research question(s), to organize and conduct a research, to apply proper methods, to be able to collect data in the field and to analyze those data.

Next, students need to be able to discuss the results and to place them within the broader scientific debate. Furthermore, the structure and the writing of the essay have to comply with proper and academic writing rules. In many cases process evaluation, peer assessment and/or a presentation are linked with the writing of the essay.

The second group of exams is implemented in oral ways. In this way, they can be individualized and are more interactive. Many courses have a policy of oral exams as standardized procedure (questions, presentation, peer/self-assessment). This allows students to express themselves in an active and dialogical way.

Oral exams are especially suited for testing understanding/insights and application of knowledge as they encourage students to produce clear communication and to manifest their personal attitudes. As for essays, an integrative oral assessment allows for a more creative and research-oriented approach.

Intermediate assessments are generally used in a formative way in order to provide students with timely feedback, while final assessments are used in a summative way. Peers assessment results can influence the final mark of an individual.
Assessment criteria: Students essays are checked in relation to the key community communication practices and models as outlined in Tufte T., Mefalopulos P., Participatory Communication. A Practical Guide. Washington: World Bank, 2009. http://siteresources.worldbank

Innovative teaching methods: Teaching and learning strategies
  • Problem based learning
  • Case study
  • Interactive lecturing
  • Working in group
  • Questioning
  • Action learning
  • Problem solving
  • Peer feedback
  • Peer assessment
  • Use of online videos
  • Students peer review
  • Learning journal
  • Reflective writing

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • Kaltura (desktop video shooting, file loading on MyMedia Unipd)

Sustainable Development Goals (SDGs)
No Poverty Quality Education Gender Equality Reduced Inequalities Sustainable Cities and Communities Responsible Consumption and Production Climate Action Life on Land Peace, Justice and Strong Institutions Partnerships for the Goals