LEARNING AND COMMUNICATION PROCESSES IN TRAINING CONTEXTS (2017/2018)

Learning outcomes

The course focuses on relationships and aims to develop knowledge and understanding of the relational processes at work at four levels: the interpersonal, the group, the organization and between institutions. The course aims, firstly, to offer both advanced knowledge and specialist skills in the theoretical, epistemological, methodological and educational issues of the processes of learning and communication in a range of organizational contexts. The second broad aim of the course is to enhance the student’s ability to integrate theoretical and practical knowledge in order to design educational intervention programmes in various contexts.
The specific learning objectives are that by the end of the course the student will have the capacity to:
1. Knowledge and understanding:
a) identify and evaluate the characteristics of the processes of learning, language and communication and their interrelationships, with reference to the main theoretical psychological models;
b) consider critically the relationships between the individual, social, educational and cultural factors that influence the learning and communicative processes in interpersonal, group, organizational and inter-institutional contexts;
c) understand and apply the main instruments and methodologies for the assessment of communication and learning processes, with specific attention to observation methods for learning in organizational contexts.
2. Applying knowledge and understanding:
a) analyse and choose the best instruments for observation, assessment and design in educational settings;
b) apply the knowledge gained through the observation and design processes in different educational settings in order to promote change and develop processes in organizational contexts;
c) apply the knowledge acquired in designing intervention programmes for the enhancement of communications and learning in various educational contexts: individual, group and service; local, national and international.
3. Making judgements:
a) develop the ability to reflect critically on the learning and communication processes at work in educational contexts;
b) assess independently the characteristics of the educational contexts for the purposes of planning projects;
c) evaluate their own communicative and relational competence when designing projects.
4. Communication skills:
a) use clear and technical language in discussing the knowledge acquired;
b) communicate with all participants in learning programmes, such that knowledge and understanding are developed at all levels;
c) to communicate with colleagues and others about their chosen teaching methods.
5. Learning skills:
a) recognise learning abilities and development processes in a wide range of individuals and groups, such that they can enhance all learning styles and transformational processes in the organisation;
b) identify the resources and methods best suited for the development of training arrangements in particular circumstances.

1) Introduction. The principal theoretical, epistemological, methodological and practical issues of the learning and communicative processes in a range of educational contexts.
2) Verbal and non verbal communication: theoretical models, dimensions and characteristics. The relationships between language, thinking and emotions. Specific aspects of communication in some learning contexts. Assertiveness as a construct. The practice of communication. Assertiveness training.
3) Communication training. Examples of training programmes in educational, social and health care contexts. Interview techniques in various learning and organizational contexts.
4) Theoretical models of learning and the development of knowledge in training contexts. Learning as a social process. Practical learning. Learning and innovation.
5) Examples of projects and intervention programmes in organizational contexts.

Preparation for the exam will include studying the following monographs:
Lotto, L., Rumiati, R. (2007). Introduzione alla psicologia della comunicazione. Bologna: Il mulino (solo parte seconda, da escludere i capitoli VII, XI e XIV).
Mauri, A., & Tinti, C. (2002). Formare alla comunicazione. Trento: Erickson.
Baggio, F. (2013). Assertività e training assertivo. Milano: Franco Angeli.
Toni, A. (2012). Psicologia della comunicazione. Tra informazione, persuasione e cambiamento. Brossura Edizioni.

Other recommended texts:
Quadrio, A. & Venini, L. (2003). La comunicazione nei processi sociale e organizzativi. Milano: Franco Angeli. (solo parte 2 e 3).
Anchisi, R. & Gambotto Dessy, M. (2009). Manuale per il colloquio psicologico. Milano: FrancoAngeli
Bastianoni, P., Simonelli, A., & Taurino, A. (2010). Il colloquio psicologico. Roma: Carocci.

The teaching sessions will be in the form of lectures with the use of videos and clinical case studies to promote the immediate application of theoretical knowledge. The students will be actively involved in group and individual discussions and project work under the supervision of a teacher and a tutor, to promote their critical reflection on the topics covered. Attendance at the teaching sessions is recommended.

1. Objectives and content:
The students will demonstrate that they:
- Are familiar with current knowledge in the field of communication and learning – theoretical and methodological –and its application in organizational contexts.
- Have understood the main issues in, and the stages of, the design of training projects in communication and learning skills in various contexts;
- Can discuss their knowledge using technical and critical language, identifying and evaluating the relevant concepts and methodological issues;
- Understand and can use the main methodologies in the psychology of communication for project planning in organizational contexts;
- Can critically analyse cases studies and the experience discussed, with particular reference to training needs.

2. Procedures and evaluation:
There will be a 2-hour written exam with four questions: three related to theoretical models of language and communication process in various contexts and one on the design of training projects. Each question will be given a mark out of 30 and the final mark will be the average of the four. For students attending the course there will be an intermediate assessment using the same method as the final exam.

STUDENT MODULE EVALUATION - 2017/2018