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This contribution presents the user reactions to participation in a multi-platform Interactive Massive Open Online Course (I-MOOC) whose design is based on an e-learning approach specifically conceived for teacher training on the use of technologies for educative and social inclusion. This e-learning approach leverages hypervideo technology and guarantees participants maximum autonomy in deciding personalized times and navigation paths through the e-contents while allowing different levels of interactivity with the learning materials, peers and the e-instructor. After describing the logical and technological architecture of the system, together with the instantiated e-learning approach, we analyze the reactions of the teachers involved in the validation phase of the I-MOOC before its public launch. The questionnaires completed at the end of the course by the validators show favorable opinions on the effectiveness of the hypermedia interactivity of the learning materials. The participants appreciated the possibility of personalizing their own learning path by choosing which the e-contents to study and the possibility to manage their own timing of participation in the activities (e-tivities). To conclude the contribution, we mention the further technological developments of the I-MOOC (already in progress), which includes the integration of a conversational assistant designed to lighten and, where possible, substitute the action of the e-instructors in the management of the massive course.
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