This unit develops the fundamental contents of the ARACNE methodology for the professionalization of vulnerable groups.
It bases the need for a comprehensive intervention in response to the reality of the target group and allows a tour of the main areas of action, the construction of itineraries, the design of training actions and activities and the essential methodological elements in the model.
The design of the activities allows training skills such as creativity, research and collaboration among students, which are key elements in the teaching-learning process.
2. Creative thinking when designing activities that are part of the ARACNE training activity // Integrated job placement pathways
This unit develops the basic concepts associated with creative thinking and its development.
It offers guidance for its application through different models of mind maps and for the design of ARACNE + training activities.
It is expected that students will be able to adopt different approaches to the treatment of any everyday issue.
This unit develops the contents of the social enterprise.
The typologies and characteristics of the social enterprise will be analyzed, as well as some important bureaucratic aspects that are needed to create a company.
It offers the possibility of developing a simple and precise business plan for people at risk of social exclusion.
Finally, the design of the activities allows working skills to maintain a social and collective enterprise, through creativity, research and collaboration among students, which are key elements in the teaching-learning process.
This unit develops and analyzes the typologies and characteristics of the active learning methodology.
It identifies the active methodologies “Problem Based Learning” “Case Method” and “Cooperative Learning” and offers the possibility to explore and apply the active learning methodologies for the design of ARACNE training actions. The objective of the activity is to develop activities through active methodology, cooperative learning and creativity.
Finally, the design of the activities allows training skills for the evaluation of the chosen learning methodologies.
This didactic unit allows students to have the appropriate knowledge and tools to perform a management of skills-based training, taking a special look at their development in vulnerable groups. Students will be able to design integrated insertion itineraries within the framework of the ARACNE MODEL.
This didactic unit allows students to have the appropriate knowledge and tools to plan a training action within the framework of the Arachne Model.
The design of a training action involves the design and planning of activities organized in the three axes that the model poses: professional function, empowerment and self-employment.