Course Topics
Students should be able to: - Orient themselves in the panorama of contemporary media offerings related to childhood knowing how to effectively apply categories and models of analysis related to the main theories of reference. - Develop a historical framework of the discipline that includes a widespread knowledge of the terminology and tools of media education and media ecology, both in a theoretical and practical-operational direction. - To relate prospectively the different ways in which it is possible to educate to/for/with the most widespread media, in the direction of developing better opportunities for integrating media discourse in education. - Being able to critically evaluate and classify the media offer intended for children, in a broad and "generalist" sense as well as with respect to the specific sphere of education and explicitly didactic proposals. - Knowing how to decode the different messages and levels thereof, also applying categories and theoretical models emerging from the study of pedagogical disciplines and different approaches to didactics. - Developing contents and proposals linked to documentation, integration and educational and training experimentation paths based on the use of one or more media supports, with particular attention to the digital paradigm and the structural innovation introduced by it. - Acquisition of concepts and theories on evaluation and development of the school system. - Knowledge of the main tools and methods of educational and didactic evaluation - Promotion of an evaluation culture aimed at improving the school system and the teaching profession. - The workshop "Scientific writing and preparation for the Master's thesis" aims to accompany students towards the acquisition of fundamental skills for the preparation of the final paper. The content of the workshop covers the following topics: identification and delimitation of a topic of interest; thesis planning (e.g. options for the thesis, definition of the table of contents and topic outline); typology and quality of sources; finding and selecting sources; APA citation style and prevention of plagiarism; synthesis, organisation and reworking of sources; structure of an argumentative text; thesis writing and revision. The workshop includes brief explanations, accompanied by multiple examples, and practical exercises, to be carried out individually, in pairs or in small groups.

Teaching format
Face-to-face teaching and laboratory activities, distance learning activities (in synchronous mode).

Educational objectives
Disciplinary skills: Knowledge and understanding - of the fundamental categories on which the study of the media and the different communication supports is based. - Specificity of the educational and early childhood context with respect to codes and contents used in media production and dissemination. - knowledge of the main theories related to the field of media studies, with particular attention to practical applicability and declination in the educational field. - knowledge of the main tools of media production and use available to the contemporary teacher. - of models, meanings, uses and problems of the evaluation of learning processes and results, projects and contexts, from the micro to the macro level. - of the types of theses and the stages of scientific work underlying the thesis. Ability to apply knowledge and understanding - development of skills in analysing and selecting the most suitable content for different users, contexts, educational settings. - ability to select the most effective tools for the development and use of multimedia educational content. - planning skills and concrete development of multimedia content for educational and training purposes. - Planning, construction and use of tools and procedures for the assessment/self-evaluation of learners' learning. - Analysis and interpretation of information collected for the purposes of evaluation/improvement of teaching action. - Self-assessment and external evaluation for continuous improvement. - Drafting and4 revision of scientific and professional texts. Soft skills Autonomy of judgement - ability to evaluate different contents and proposals on the basis of their actual educational value and of the possible precautions and attentions necessary in the direction of their application in the educational sphere. - knowledge of the main restrictions to be placed with regard to children's media consumption, awareness of the indispensable value of family support and the active participation of parents in the development of effective and sustainable models of use - Ability to put different models and proposals of media consumption for early childhood into perspective. Communication skills - Ability to activate communicative resources such as the ability to present, expound, argue in a relevant and effective manner. Learning skills - ability to evaluate educational and entertainment content of various kinds - ability to relate choices and options proposed by specific contents to their respective theoretical fields and contexts - critical skills related to the development of media paths of didactic, documentary, narrative type. - ability to reflect on one's own writing and presentation

Assessment
The final oral examination involves the collection of the different tests carried out in itinere and linked to the specific areas to which they relate. Students are asked to take different types of action (written, oral, on-line collaborative), designed to create as wide a panorama as possible of proposals and opportunities for participation and self-assessment in progress. At the end of the module, the student is also asked to write a concluding reflection that aims at a possible synthesis of the various activities carried out and proposes an overall view of the course from the student's point of view, a view that will be further supplemented by the oral discussion during the examination. The sum of the assessments linked to the in itinere tests and the final reflection will provide two-thirds of the overall mark, the remaining third being supplemented by the concluding interview conducted in the presence of the student.

Evaluation criteria
The examination provides for a single final grade. For all written tests (intermediate demands, final essay) the following are assessed: relevance, logical structure, clarity of argument, lexical appropriateness and completeness. In the oral discussion, the following are assessed: relevance, clarity of argument, critical analysis capacity, ability to revise and reflect on the experience. In the case of a failing grade for the entire module, any partial examinations taken with a positive result will be considered as already passed in the next attempt to take the entire module examination. It should be noted that, even in this case, a negative mark for the entire module will be counted towards the number of attempts available to take an examination. According to the Examinations Regulations, if a student fails an examination in three consecutive attempts, he/she may not register for the same examination in the three sessions following the last attempt (Art. 6, para. 4 of the current Regulations for Proficiency Examinations).