Teaching plan for the course unit

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General information

 

Course unit name: Psychoeducation in Social and Community Contexts

Course unit code: 569267

Academic year: 2023-2024

Coordinator: MOISES ESTEBAN GUITART

Department: Faculty of Psychology

Credits: 6

Single program: S

 

 

Estimated learning time

Total number of hours 150

 

Face-to-face and/or online activities

60
 

-  Lecture with practical component

Face-to-face

  

60

Supervised project

40

Independent learning

50

 

 

Learning objectives

 

Referring to knowledge

  • Identify the most important features in the design of community education programmes, the principles underpinning these programmes and the strategies used to deliver them.
  • Describe the theoretical, conceptual and methodological bases of psychoeducational interventions in social and community contexts.
  • Describe the main characteristics of the paradigm shift in contemporary psychoeducational intervention research.
  • Gain a good understanding of family-school-community (dis)continuities.
  • Identify the most relevant characteristics for the design of educational programs that facilitate processes of contextualization and educational personalization.
  • Describe the phases of an educational project based on participatory action-research models.

 

 

Teaching blocks

 

1. New ecology of learning, personalization and personal learning pathways. Learning as a lifelong and lifewide development of identity

2. Paradigm shift in psychoeducational intervention research. From the expert unidirectional paradigm to the multiple cross-disciplinary paradigm

3. The political dimension of learning. Education as an emancipatory practice

4. Community sources of knowledge and identity. Background, theoretical and methodological foundations

5. Education, sustainability and psychology of social change. Social design experiments

6. School and the social environment. The philosophy - methodology - of the practice of service-learning

 

 

Official assessment of learning outcomes

 


Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award.

Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio.pdf).

 

Prerequisite

Regular attendance at all on-campus classes is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment.

 

Activities and criteria (three types of assessment activity are taken into account)
  • Contributions and personal learning pathways, including quantitative and qualitative self-assessment using a personal learning diary. The grade is based on self-assessment, but also on the learning samples included in the diary and on student participation and contributions in each session. The diary is to constitute eight entries corresponding to the eight course sessions. A quantitative and qualitative self-assessment of learning is also to be included. This is evaluated, together with the diary, in line with the following criteria: quantity and quality (relevance) of all references, identification of the concepts worked on, clarity and development of the concepts, theories and methodologies worked on in each session. Weighting: 30% of the overall grade.
  • Team design of an intervention project exploiting service-learning. Assessment is based on the clear identification and diagnosis of the problem, establishment of project objectives, as well as the foundation and specification of those responsible for the project, its recipients, feasibility and financing, the plan of activities, the time line and project evaluation. The assignment is to be submitted at the end of the course (but progress is monitored in tutorials and by means of group work during class sessions). Weighting: 30% of the overall grade.
  • Individual report on the "Funds of Knowledge" teaching project. Assessment is based on the literature review, the description of the visit, the rigour with which the techniques are used, and the relevance of the educational activity in relation to the funds of knowledge detected, and the specific teaching and learning objectives. The delivery is at the end of the subject, and during the course the development of the work is monitored based on individual tutorials. The assignment is to be submitted at the end of the course (but progress is monitored in tutorials). Weighting: 40% of the overall grade.


No presentat (No show)

All three activities must be completed to opt for continuous assessment. Any student failing to complete the learning diary or not submitting the other tasks by the agreed deadline will be recorded on the official exam records as a ’no show’.

 

Repeat assessment

Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment.

Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee.

The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

 

Examination-based assessment

In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course.

Single assessment comprises a written exam in which students have to answer questions related to the theoretical and practical themes discussed on the course. The final grade for students sitting the single assessment is the grade obtained on this exam and this exam alone.

 

Repeat assessment

Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment.

Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee.

The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

 

 

Reading and study resources

Check availability in Cercabib

Book

Bronfenbrenner, U. (1987). La ecología del desarrollo humano. Ed. Paidós.

Coll, C., Esteban-Guitart, M., i Iglesias, E. (2020). Aprenentatge amb sentit i valor personal Estratègies, recursos i experiències de personalització educativa. Ed. Graó

Esmonde, I, & Booker, A. (2017). Power and privilege in the learning sciences. Critical and sociocultural theories of learning. Routledge.

Esteban-Guitart, M. (2016). Funds of Identity. Connecting meaningful learning experiences in and out of school. Cambridge University Press.

Esteban-Guitart, M., y Vila, I. (2013). Experiencias en educación inclusiva. Vinculación escuela, familia y comunidad. Ed. Horsori.

González, N., Moll, L., & Amanti, C. (2005). Funds of Knowledge. Theorizing practices in households, communities and classrooms. Lawrence Erlbaum Associates.

Ito, M. et al. (2020). The Connected learning research network. Reflecitons on a decade of engaged scholarship. Connected Learning Alliance.

Ito, M. et al. (2019). Affinity online. How connection and shared interest fuel learning. New York University Press.

Jenkins, H., Ito, M., & Boyd, d. (2015). Participatory culture in a networked era: A conversation on youth, learning, commerce, and politics. Polity Press.

Jornet, A. (2023). Not just change: Dialogue in times of crisis. In O. Erstad, B. Hagtvet, & J. Wertsch (eds.), Education and dialogue in polarized societies. Dialogic perspectives in times of change. Oxford University Press.

Article

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224.

Coll, C. y Martín, E. (2019). Personalización del aprendizaje e innovación educativa. EDUforics. Anticipando la educación del futuro. 1-11.

Engel, A., y Coll, C. (2021). La identidad de aprendiz: el modelo de Coll y Falsafi. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 17(1), 1-12.

Esteban-Guitart, M., Coll, C., & Penuel. W. (2018). Learning across settings and time in the Digital Age. Digital Education Review, 33, 1-25.

Esteban-Guitart, M., Serra, J.M., & Vila, I. (2017). Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences. Social and Education History, 6(1), 1-25.

González-Patiño, J., & Esteban-Guitart, M. (2014). Some of the challenges and experiences of formal education in a Mobile-Centric Society. Digital Education Review, 25, 64-86.

Gutiérrez, K., & Vossoughi, S. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61, 100-117.

Iglesias, E., González-Patiño, J., Lalueza, J. L., &  Esteban-Guitart, M. (2020). Por una educación crítica, intergencionarional, sostenible y comunitaria. Manifiesto en tiempos de pandemia. Revista Internacional de Educación para la Justicia Social, 9(3), 1-15.

Llopart, M., & Esteban-Guitart, M. (2017). Strategies and resources for contextualizing the curriculum based on the funds of knowledge approach: A literature review. The Australian Educational Researcher, 44(3), 255-274.

Llopart, M., & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies, 50(2), 145-161.

Miño, R. (2018). Young people’s learning trajectories in the digital age. Digital Education Review, 33, 39-54.

Penuel, W. et al., (2020). Principles of collaborative education research with stakeholders: Toward requirements for a new research and development infrastructure. Review of Educational Research, 90, 627-674.

Vila, I., y Esteban-Guitart, M. (2017). Familia, escuela y comunidad en las sociedades del siglo XXI. Ed. Horsori.

Esteban-Guitart, M., Iglesias, E. Serra, J. M., & Subero, D. (2023). Community funds of knowledge and identity: A mesogenetic approach to education. Anthropology & Education Quarterly.

Bang, M., & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction, 34, 173-193.