Experimentalism, Storytelling, Museum – Modulo B a.a. 2026-2027 – Corso di laurea magistrale in Scienze pedagogiche

E-mail: carlo.demedio.572666@uniroma2.eu

CFU: 6
Course code: 804002924
SSD: PAED-02/B
Master’s Degree: Scienze pedagogiche
Language: Inglese

Course delivery modalities: In-presence/on-line learning
Period: II semestre
Attendance: Optional
Assessment method: Written exam, valutazione ad itinere

Pre-requisites:
No specific prerequisites are required.

Program:
The course will address the following main topics: empirical and experimental educational research; museum education and heritage education; storytelling and educational design; definition of research problems and hypotheses; data collection, analysis and evaluation tools; design of educational interventions in cultural contexts; evaluation of learning, educational processes and educational impact. The course will also consider the design and evaluation of museum and heritage education experiences addressed to early childhood, with attention to the narrative, sensory and participatory approaches most suitable for supporting discovery, exploration and meaning-making in young children. A specific module will be devoted to the analysis of examples concerning the use of new technologies in museum and heritage contexts, with particular attention to audience profiling, the personalisation of visitor experiences and the design of immersive and interactive environments. The module will examine case studies involving the application of VR, AR and XR technologies in museums, as well as advanced tools for analysing visitors’ experiences, such as haptic gloves, eye-tracking systems and devices based on antennas and sensors for mapping visitors’ movements and behaviours within exhibition spaces. For this purpose, three formative self-assessment tests will be administered during the course, aimed at understanding the functions and objectives of assessment in connection with the different types of tests available.

Program:

The course will address the following main topics: empirical and experimental educational research; museum education and heritage education; storytelling and educational design; definition of research problems and hypotheses; data collection, analysis and evaluation tools; design of educational interventions in cultural contexts; evaluation of learning, educational processes and educational impact.
The course will also consider the design and evaluation of museum and heritage education experiences addressed to early childhood, with attention to the narrative, sensory and participatory approaches most suitable for supporting discovery, exploration and meaning-making in young children.
A specific module will be devoted to the analysis of examples concerning the use of new technologies in museum and heritage contexts, with particular attention to audience profiling, the personalisation of visitor experiences and the design of immersive and interactive environments. The module will examine case studies involving the application of VR, AR and XR technologies in museums, as well as advanced tools for analysing visitors’ experiences, such as haptic gloves, eye-tracking systems and devices based on antennas and sensors for mapping visitors’ movements and behaviours within exhibition spaces.
For this purpose, three formative self-assessment tests will be administered during the course, aimed at understanding the functions and objectives of assessment in connection with the different types of tests available.

Text books:
Poce, A. (2023) (ed.). Studi Empirici di Educazione Museale 3. Napoli: ESI. ISBN 978-88495-5277-5. De Medio, C. (2025). Rethinking Technology in Museums Future Perspectives on Education. Napoli: ESI. ISBN 9788849560046 Valente, M. (2026). Environmental education in early childhood: Pedagogical foundations and experimental learning pathways. Edizioni Scientifiche Italiane.ISBN 978-8849560015 Teaching materials provided during the course.

Text books:

Poce, A. (2023) (ed.). Studi Empirici di Educazione Museale 3. Napoli: ESI. ISBN 978-88495-5277-5.
De Medio, C. (2025). Rethinking Technology in Museums Future Perspectives on Education. Napoli: ESI. ISBN 9788849560046
Valente, M. (2026). Environmental education in early childhood: Pedagogical foundations and experimental learning pathways. Edizioni Scientifiche Italiane.ISBN 978-8849560015
Teaching materials provided during the course.

Bibliography:
Further bibliographical references, digital resources and additional learning materials may be indicated during the course and made available through the teaching channels used for the course.

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The course aims to provide students with advanced knowledge of the theoretical, methodological and applied foundations of experimental educational research, with specific reference to museum education, heritage education and the design of learning experiences based on storytelling. The course is designed to develop skills for planning, implementing and evaluating educational and research interventions in formal, non-formal and informal contexts, with attention to the definition of research problems, the formulation of hypotheses, the selection of data collection tools, the analysis and interpretation of results and the evaluation of educational impact. KNOWLEDGE AND UNDERSTANDING: By the end of the course, students will know and understand the main elements of empirical and experimental inquiry in education, with specific reference to museum education, heritage education and storytelling as a strategy for cultural mediation and learning. They will also understand the main phases of a research and evaluation project, as well as the role of assessment tools in the design and monitoring of educational interventions. APPLYING KNOWLEDGE AND UNDERSTANDING: Students will be able to apply the acquired knowledge to the design of educational and research interventions in museum and heritage contexts. In particular, they will be able to define research problems, formulate coherent hypotheses, identify data collection and analysis tools, select teaching methodologies appropriate to the context and design educational activities based on narrative and participatory strategies. MAKING JUDGEMENTS: Students will be able to critically analyse educational and cultural contexts, identifying the teaching and evaluation methodologies that are most coherent with the learning objectives, the target groups and the characteristics of the heritage considered. They will also be able to evaluate the coherence between educational needs, objectives, tools, activities and assessment criteria, formulating reasoned judgements on projects and teaching solutions in museum and heritage education. COMMUNICATION SKILLS: Students will be able to present the concepts learned in a clear, organised and well-argued manner, using the specific terminology of educational research, evaluation, museum education and storytelling. They will also be able to present and discuss the phases of an educational or research project, with particular attention to the communication of objectives, methodologies, tools and results, also in English. LEARNING SKILLS: Students will develop autonomous learning skills and the ability to critically explore the topics covered. They will be able to use the theoretical and methodological knowledge acquired to design, document and evaluate heritage education interventions and to continue independently the study of experimental educational research, museum education and storytelling.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: The course aims to provide students with advanced knowledge of the theoretical, methodological and applied foundations of experimental educational research, with specific reference to museum education, heritage education and the design of learning experiences based on storytelling. The course is designed to develop skills for planning, implementing and evaluating educational and research interventions in formal, non-formal and informal contexts, with attention to the definition of research problems, the formulation of hypotheses, the selection of data collection tools, the analysis and interpretation of results and the evaluation of educational impact.
KNOWLEDGE AND UNDERSTANDING: By the end of the course, students will know and understand the main elements of empirical and experimental inquiry in education, with specific reference to museum education, heritage education and storytelling as a strategy for cultural mediation and learning. They will also understand the main phases of a research and evaluation project, as well as the role of assessment tools in the design and monitoring of educational interventions.
APPLYING KNOWLEDGE AND UNDERSTANDING: Students will be able to apply the acquired knowledge to the design of educational and research interventions in museum and heritage contexts. In particular, they will be able to define research problems, formulate coherent hypotheses, identify data collection and analysis tools, select teaching methodologies appropriate to the context and design educational activities based on narrative and participatory strategies.
MAKING JUDGEMENTS: Students will be able to critically analyse educational and cultural contexts, identifying the teaching and evaluation methodologies that are most coherent with the learning objectives, the target groups and the characteristics of the heritage considered. They will also be able to evaluate the coherence between educational needs, objectives, tools, activities and assessment criteria, formulating reasoned judgements on projects and teaching solutions in museum and heritage education.
COMMUNICATION SKILLS: Students will be able to present the concepts learned in a clear, organised and well-argued manner, using the specific terminology of educational research, evaluation, museum education and storytelling. They will also be able to present and discuss the phases of an educational or research project, with particular attention to the communication of objectives, methodologies, tools and results, also in English.
LEARNING SKILLS: Students will develop autonomous learning skills and the ability to critically explore the topics covered. They will be able to use the theoretical and methodological knowledge acquired to design, document and evaluate heritage education interventions and to continue independently the study of experimental educational research, museum education and storytelling.

Methods and criteria for verifying the learning:
Assessment is organised in two ways. 1. For students who take part in the learning activities carried out during the course, the final summative assessment consists of a written test aimed at assessing the contents acquired throughout the course. The test, consisting of 3 open-ended questions, will be written and assessed according to the following criteria: accuracy of answers; knowledge and understanding of the contents; ability to connect the different topics of the syllabus; appropriate use of specific terminology; analytical ability; critical evaluation. Each macro-indicator will be awarded a score of 5/30. 2. Students who do not take part in the learning activities carried out during the course will take a written multiple-choice test. The test will last 30 minutes and will consist of 30 multiple-choice questions, each with four answer options. The score will be calculated by assigning 0.5 points for each correct answer. Incorrect or missing answers will receive 0 points. No penalties will be applied for incorrect answers. The exam assesses the student’s overall preparation, with particular reference to knowledge and understanding of the topics, the ability to apply the concepts learned, the ability to connect the different parts of the syllabus and the command of specific terminology. The exam will be evaluated according to the following criteria: – Failed: score below 18/30; insufficient or fragmented knowledge of the fundamental topics of the syllabus. – 18-20: minimum passing level; basic knowledge of the topics and sufficient understanding of the main contents. – 21-23: fair knowledge of the topics; adequate understanding of the contents and ability to recognise basic connections between the different parts of the syllabus. – 24-26: good knowledge and understanding of the topics; ability to correctly apply the concepts learned and identify relevant connections between the course contents. – 27-29: very good and well-structured knowledge of the topics; ability to confidently connect the contents, recognise methodological implications and use specific terminology appropriately. – 30-30 cum laude: complete and in-depth knowledge of the topics; full command of the contents, ability to critically connect the different parts of the syllabus and rigorous use of specific terminology

Methods and criteria for verifying the learning:

Assessment is organised in two ways.
1. For students who take part in the learning activities carried out during the course, the final summative assessment consists of a written test aimed at assessing the contents acquired throughout the course. The test, consisting of 3 open-ended questions, will be written and assessed according to the following criteria: accuracy of answers; knowledge and understanding of the contents; ability to connect the different topics of the syllabus; appropriate use of specific terminology; analytical ability; critical evaluation. Each macro-indicator will be awarded a score of 5/30.
2. Students who do not take part in the learning activities carried out during the course will take a written multiple-choice test. The test will last 30 minutes and will consist of 30 multiple-choice questions, each with four answer options. The score will be calculated by assigning 0.5 points for each correct answer. Incorrect or missing answers will receive 0 points. No penalties will be applied for incorrect answers.
The exam assesses the student’s overall preparation, with particular reference to knowledge and understanding of the topics, the ability to apply the concepts learned, the ability to connect the different parts of the syllabus and the command of specific terminology.
The exam will be evaluated according to the following criteria:
– Failed: score below 18/30; insufficient or fragmented knowledge of the fundamental topics of the syllabus. – 18-20: minimum passing level; basic knowledge of the topics and sufficient understanding of the main contents. – 21-23: fair knowledge of the topics; adequate understanding of the contents and ability to recognise basic connections between the different parts of the syllabus. – 24-26: good knowledge and understanding of the topics; ability to correctly apply the concepts learned and identify relevant connections between the course contents. – 27-29: very good and well-structured knowledge of the topics; ability to confidently connect the contents, recognise methodological implications and use specific terminology appropriately. – 30-30 cum laude: complete and in-depth knowledge of the topics; full command of the contents, ability to critically connect the different parts of the syllabus and rigorous use of specific terminology

Attendance modalities:
The course, delivered in blended mode, includes in-person lectures and distance learning activities. In-person lectures, usually organised in 2-hour sessions, will combine teacher-led explanations, guided discussions, exercises, case analysis, project-based activities and formative assessment tasks. Distance learning activities will include video lectures, self-regulated learning activities, individual and/or group exercises, use of open educational resources, analysis of case studies and case histories, web seminars and additional learning materials. Attendance is not compulsory, but it is strongly recommended, especially for participation in formative assessment activities, exercises, project-based activities and discussion sessions aimed at applying the course contents.

Attendance modalities:

The course, delivered in blended mode, includes in-person lectures and distance learning activities. In-person lectures, usually organised in 2-hour sessions, will combine teacher-led explanations, guided discussions, exercises, case analysis, project-based activities and formative assessment tasks. Distance learning activities will include video lectures, self-regulated learning activities, individual and/or group exercises, use of open educational resources, analysis of case studies and case histories, web seminars and additional learning materials.
Attendance is not compulsory, but it is strongly recommended, especially for participation in formative assessment activities, exercises, project-based activities and discussion sessions aimed at applying the course contents.