What is the future for MOOCs in Italy?
Article Sidebar
Published
Dec 31, 2014
Main Article Content
Abstract
This paper describes the MOOC phenomenon and defines its concept, by considering the numerous variants that have emerged so far. The paper looks at the existing classifications and taxonomies, as they have been proposed in the literature, and highlights some drawbacks; it then proposes a classification of MOOCs based on 12 dimensions. Then the paper focuses on one specific country, namely Italy, who has not remained uninterested in this phenomenon: indeed MOOCs have started attracting a certain interest at both the academic and decision maker’s levels; besides, in this country some MOOC offerings have already been launched. The classification is used to analyze to exemplar courses run in Italy, and thus to reflect on the potential uptake of MOOCs in Italy: the paper discusses the kind of impact MOOCs could have on the Italian universities, by pointing out the main existing barriers, as well as the enablers, which may respectively prevent or encourage an immediate uptake of MOOCs in the country.
Article Details
Section
Articles - General topics
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group. Retrieved from http://www.onlinelearningsurvey. com/reports/changingcourse.pdf
Barry, W. (2013). Comparing the MOOC dot com. The accidental technologist blog. Retrieved from http://www. waynebarry.com/blog/?p=577
Bates, T. (2012). What’s right and what’s wrong about Coursera-style MOOCs. Blog by T. Bates. Retrieved from http://www.tonybates.ca/2012/08/05/whats-right-andwhats- wrong-about-coursera-style-moocs/
Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Paln B blog. Retrieved from http://donaldclarkplanb. blogspot.co.uk/2013/04/moocs-taxonomy-of- 8-types-of-mooc.html
Conole, G. (2013). Los MOOCs como tecnologías disruptivas: estrategias para mejorar la expereincia de aprendizaje y la calidad de los MOOCs. RED - Rivista de Educación a Distancia, vol. 39. Retrieved from http://www.revistacampusvirtuales. es/images/volIInum02/Revista%20Campus% 20Virtuales%2002%20II-articulo%201.pdf
Conole, G., & Oliver, M. (Eds.) (2007). Contemporary perspectives in e-learning research: themes, methods and impact on practice. The Open and Flexible Learning Series. London, UK: Routledge.
Corbyn, Z. (2012). This could be huge... Times Higher Education. Retrieved from http://www.timeshighereducation.co. uk/story.asp?sectioncode=26&storycode=422034&c=1
Cormier, D. (2011). Rhizomatic Learning - Why we teach?. Dave’s educational blog. Retrieved from http://davecormier. com/edblog/2011/11/05/rhizomatic-learningwhy- learn/
Cress, U., & Delgado Kloos, C. (2014). Proceedings of the European MOOC Stakeholder Summit 2014. Retrieved from http://www.emoocs2014.eu/sites/default/files/Proceedings- Moocs-Summit-2014.pdf
Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education. Retrieved from http://wwwjime. open.ac.uk/article/2012-18/html
Downes, S. (2009). Access2OER: The CCK08 Solution. Half an hour blog. Retrieved from http://halfanhour.blogspot.it /2009/02/access2oer-cck08-solution.html
Downes, S. (2010). Fairness and equity in education. Huff Post Education. Retrieved from http://www.huffingtonpost. com/stephen-downes/democratizing-education_b_ 794925.html
Downes (2014). La rinascita delle comunità di apprendimento in rete. TD Tecnologie Didattiche, 22(3),
Levin, A. (2013, January 28). ds106: Not a Course, Not Like Any MOOC. EDUCASE Review online. Retrieved from http://www.educause.edu/ero/article/ds106-not-coursenot- any-mooc
Ferri, P. (2008, June 18). Atenei virtuali in Italia un’altra occasione mancata? Scribd. Retrieved from http://www. scribd.com/doc/3470323/Atenei-virtuali-in-Italia-unaltra- occasione-mancata
Fini, A. (2009) The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. International Review of Research in Open and Distance Learning, 10(5).
Fini, A. (2012). Risorse Educative Aperte. Principali orientamenti e prospettive di sviluppo. In M. Ranieri (Ed.), Risorse educative aperte e sperimentazione didattica (pp. 17- 42). Firenze, IT: Firenze University Press. Retrieved from http://www.fupress.com/archivio/pdf/2206_5678.pdf
Glennie, J., Harley, K., Butcher, N., & van Wyk, T. (Eds.) (2012). Open Educational Resources and Change in Higher Education: Reflections from Practice. Commonwealth of Learning, Vancouver. Retrieved from http://www.col.org/ PublicationDocuments/pub_PS_OER_web.pdf
Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective. eLearning papers - MOOCs and Beyond, Vol. 33. Retrieved from http://www.elearningpapers.eu
Kop, R. (2011). The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course. The International Review of Research in Open and Distance Learning, 12(3).
Levy, P. (1996). L’intelligenza collettiva. Per un’antropologia del cyberspazio. Milano, IT: Feltrinelli.
Littlejohn, A. (Ed.) (2003). Reusing Online Resources: A Sustainable Approach to eLearning. London, UK: Kogan Page.
Liyanagunawardena, T., Adams, A., & Williams, S. (2013a). The Impact and Reach of MOOCs: A Developing Countries’ Perspective. eLearning papers - MOOCs and Beyond, 33. Retrieved from http://www.openeducationeuropa.eu/en/ download/file/fid/26956
Liyanagunawardena, T., Adams, A., & Williams, S. (2013b). MOOCs: A Systematic Study of the Published Literature 2008-2012. The International Review of Research in Open and Distance Learning, 14(3), 202-227. Retrieved from http://www.irrodl.org/index.php/irrodl/article/ view/ 1455/2531
Naidu, S. (2013). Transforming MOOCs and MOORFAPs into MOOLOs. Distance Education, 34(3), 253-255.
Nkuyubwatsi, B. (2013). The evaluation of Massive Open Online Course (MOOCs) from the learner’s perspective. Paphos, CY: ECTEL.
Persico, D., Manca, S., & Pozzi, F. (2014). Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems. Computers in Human Behavior, 30, 614-622.
Peters, M. (2008). Openness and Open Education in the Global Digital Economy: An Emerging Paradigm of Social Production. Paper presented at Economic and Social Research Council (ERSC, UK) Seminar Series on Education and the Knowledge Economy, University of Bath. Retrieved from http://www.ffst.hr/ENCYCLOPAEDIA/doku.php?id= openess_and_open_education
Pozzi, F., Delfino, M., Manca, S., Persico, D., & Scancarello, I. (2013). Boosting innovation in an Italian online university. International Journal of Online Pedagogy and Course Design, 1.
Raffaghelli J. (2014). Open Digital Badges: tecnologie a supporto della valutazione per il Life Long Learning. TD Tecnologie Didattiche, 22(2), 119-123.
Ranieri, M., & Manca, S. (2013). I social network nell’educazione. Trento, IT: Erickson.
Reich, J. (2013, May 19). Is a MOOC a textbook or a course?. EdTech researcher. Retrieved from http://blogs.edweek. org/edweek/edtechresearcher/2013/05/is_a_mooc_a_te xtbook_or_a_course.html
Rizzo, S., & Stella, G. A. (29 dicembre 2006). Le mille stravaganze degli atenei privati. Corriere della Sera.it. Retrieved from http://www.corriere.it/Primo_Piano/Cronache/ 2006/12_Dicembre/29/stella.html
Rodriguez, C. O. (2013). MOOCs and the AI-Stanford like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open and Distance Learning, 15. Retrieved from http://www.eurodl. org/index.php?p=current&article=516
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved, M. (2013). Innovating Pedagogy 2013: Open University Innovation Report 2. Milton Keynes, UK: The Open University.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of instructional technology and distance learning, 2(1), 3-10. Retrieved from http://itdl.org/Journal/Jan_05/article01.htm
Siemens, G. (2008). MOOC or mega-connectivism course. Retrieved from http://ltc.umanitoba.ca/connectivism/ ?p=53
Yuan, L., & Powell S. (2013). MOOCs and disruptive innovation: Implications for higher education. eLearning papers - MOOCs and Beyond, 33. Retrieved from http://www.elearningpapers.eu
Barry, W. (2013). Comparing the MOOC dot com. The accidental technologist blog. Retrieved from http://www. waynebarry.com/blog/?p=577
Bates, T. (2012). What’s right and what’s wrong about Coursera-style MOOCs. Blog by T. Bates. Retrieved from http://www.tonybates.ca/2012/08/05/whats-right-andwhats- wrong-about-coursera-style-moocs/
Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Paln B blog. Retrieved from http://donaldclarkplanb. blogspot.co.uk/2013/04/moocs-taxonomy-of- 8-types-of-mooc.html
Conole, G. (2013). Los MOOCs como tecnologías disruptivas: estrategias para mejorar la expereincia de aprendizaje y la calidad de los MOOCs. RED - Rivista de Educación a Distancia, vol. 39. Retrieved from http://www.revistacampusvirtuales. es/images/volIInum02/Revista%20Campus% 20Virtuales%2002%20II-articulo%201.pdf
Conole, G., & Oliver, M. (Eds.) (2007). Contemporary perspectives in e-learning research: themes, methods and impact on practice. The Open and Flexible Learning Series. London, UK: Routledge.
Corbyn, Z. (2012). This could be huge... Times Higher Education. Retrieved from http://www.timeshighereducation.co. uk/story.asp?sectioncode=26&storycode=422034&c=1
Cormier, D. (2011). Rhizomatic Learning - Why we teach?. Dave’s educational blog. Retrieved from http://davecormier. com/edblog/2011/11/05/rhizomatic-learningwhy- learn/
Cress, U., & Delgado Kloos, C. (2014). Proceedings of the European MOOC Stakeholder Summit 2014. Retrieved from http://www.emoocs2014.eu/sites/default/files/Proceedings- Moocs-Summit-2014.pdf
Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education. Retrieved from http://wwwjime. open.ac.uk/article/2012-18/html
Downes, S. (2009). Access2OER: The CCK08 Solution. Half an hour blog. Retrieved from http://halfanhour.blogspot.it /2009/02/access2oer-cck08-solution.html
Downes, S. (2010). Fairness and equity in education. Huff Post Education. Retrieved from http://www.huffingtonpost. com/stephen-downes/democratizing-education_b_ 794925.html
Downes (2014). La rinascita delle comunità di apprendimento in rete. TD Tecnologie Didattiche, 22(3),
Levin, A. (2013, January 28). ds106: Not a Course, Not Like Any MOOC. EDUCASE Review online. Retrieved from http://www.educause.edu/ero/article/ds106-not-coursenot- any-mooc
Ferri, P. (2008, June 18). Atenei virtuali in Italia un’altra occasione mancata? Scribd. Retrieved from http://www. scribd.com/doc/3470323/Atenei-virtuali-in-Italia-unaltra- occasione-mancata
Fini, A. (2009) The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. International Review of Research in Open and Distance Learning, 10(5).
Fini, A. (2012). Risorse Educative Aperte. Principali orientamenti e prospettive di sviluppo. In M. Ranieri (Ed.), Risorse educative aperte e sperimentazione didattica (pp. 17- 42). Firenze, IT: Firenze University Press. Retrieved from http://www.fupress.com/archivio/pdf/2206_5678.pdf
Glennie, J., Harley, K., Butcher, N., & van Wyk, T. (Eds.) (2012). Open Educational Resources and Change in Higher Education: Reflections from Practice. Commonwealth of Learning, Vancouver. Retrieved from http://www.col.org/ PublicationDocuments/pub_PS_OER_web.pdf
Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective. eLearning papers - MOOCs and Beyond, Vol. 33. Retrieved from http://www.elearningpapers.eu
Kop, R. (2011). The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course. The International Review of Research in Open and Distance Learning, 12(3).
Levy, P. (1996). L’intelligenza collettiva. Per un’antropologia del cyberspazio. Milano, IT: Feltrinelli.
Littlejohn, A. (Ed.) (2003). Reusing Online Resources: A Sustainable Approach to eLearning. London, UK: Kogan Page.
Liyanagunawardena, T., Adams, A., & Williams, S. (2013a). The Impact and Reach of MOOCs: A Developing Countries’ Perspective. eLearning papers - MOOCs and Beyond, 33. Retrieved from http://www.openeducationeuropa.eu/en/ download/file/fid/26956
Liyanagunawardena, T., Adams, A., & Williams, S. (2013b). MOOCs: A Systematic Study of the Published Literature 2008-2012. The International Review of Research in Open and Distance Learning, 14(3), 202-227. Retrieved from http://www.irrodl.org/index.php/irrodl/article/ view/ 1455/2531
Naidu, S. (2013). Transforming MOOCs and MOORFAPs into MOOLOs. Distance Education, 34(3), 253-255.
Nkuyubwatsi, B. (2013). The evaluation of Massive Open Online Course (MOOCs) from the learner’s perspective. Paphos, CY: ECTEL.
Persico, D., Manca, S., & Pozzi, F. (2014). Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems. Computers in Human Behavior, 30, 614-622.
Peters, M. (2008). Openness and Open Education in the Global Digital Economy: An Emerging Paradigm of Social Production. Paper presented at Economic and Social Research Council (ERSC, UK) Seminar Series on Education and the Knowledge Economy, University of Bath. Retrieved from http://www.ffst.hr/ENCYCLOPAEDIA/doku.php?id= openess_and_open_education
Pozzi, F., Delfino, M., Manca, S., Persico, D., & Scancarello, I. (2013). Boosting innovation in an Italian online university. International Journal of Online Pedagogy and Course Design, 1.
Raffaghelli J. (2014). Open Digital Badges: tecnologie a supporto della valutazione per il Life Long Learning. TD Tecnologie Didattiche, 22(2), 119-123.
Ranieri, M., & Manca, S. (2013). I social network nell’educazione. Trento, IT: Erickson.
Reich, J. (2013, May 19). Is a MOOC a textbook or a course?. EdTech researcher. Retrieved from http://blogs.edweek. org/edweek/edtechresearcher/2013/05/is_a_mooc_a_te xtbook_or_a_course.html
Rizzo, S., & Stella, G. A. (29 dicembre 2006). Le mille stravaganze degli atenei privati. Corriere della Sera.it. Retrieved from http://www.corriere.it/Primo_Piano/Cronache/ 2006/12_Dicembre/29/stella.html
Rodriguez, C. O. (2013). MOOCs and the AI-Stanford like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open and Distance Learning, 15. Retrieved from http://www.eurodl. org/index.php?p=current&article=516
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved, M. (2013). Innovating Pedagogy 2013: Open University Innovation Report 2. Milton Keynes, UK: The Open University.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of instructional technology and distance learning, 2(1), 3-10. Retrieved from http://itdl.org/Journal/Jan_05/article01.htm
Siemens, G. (2008). MOOC or mega-connectivism course. Retrieved from http://ltc.umanitoba.ca/connectivism/ ?p=53
Yuan, L., & Powell S. (2013). MOOCs and disruptive innovation: Implications for higher education. eLearning papers - MOOCs and Beyond, 33. Retrieved from http://www.elearningpapers.eu