The design is a primary competence for professionals working in educational services and schools.
The dimensions of design take on different perspectives and operational methods, according to the professional fields of application. The course will offer a detailed analysis of the methodologies of both educational and didactic design. As far as educational design is concerned, it will examine the methodologies and operational modes used in accordance with the principles of flexibility, innovation and sustainability. With regard to learning design, the criteria guiding the learning design process will be clarified in its macro (the curriculum and the annual work plan); meso (the modules and learning units) and micro (the individual work session) dimensions. The principle of anticipation and prediction are the perspectives that guide the teacher designer. Finally, a central issue for instructional design will be explored, that is, the issue of didactic transposition, the moment in which expert knowledge becomes knowledge to be taught and learned. In the context of this issue, the schoolbook will be discussed as an essential mediator in the teaching and learning process. The way in which it is designed and organised will be analysed, as well as the issues surrounding the choice, treatment and structuring of reference knowledge.