Quale futuro per i MOOC in Italia?

Barra laterale dell'articolo

Illustarazione di copertina di Elena Cinguino
PDF
Pubblicato: Dec 31, 2014
DOI: https://doi.org/10.17471/2499-4324/187
Parole chiave:
Tecnologie didattiche, IT, Massive Open Online Course, MOOC, Risorse Educative Aperte, Online Learning, Università Telematiche, Learning Analytics, Tecnologie per l'apprendimento

Contenuto principale dell'articolo

Francesca Pozzi
Istituto per le Tecnologie Didattiche - CNR | Genova
Grainne Conole
University of Leicester, Leicester

Abstract

Questo contributo descrive il fenomeno dei MOOC e ne definisce il concetto, tenendo in considerazione le numerose varianti nate negli ultimi anni nel panorama mondiale. L’articolo guarda alle classificazioni e alle tassonomie proposte in letteratura fino ad ora, e ne evidenza alcune lacune; quindi propone una classificazione basata su 12 dimensioni. A questo punto l’articolo prende in considerazione il nostro paese, che non è rimasto insensibile al fenomeno: al contrario, in Italia i MOOC hanno già suscitato un certo interesse sia a livello accademico che politico; inoltre nel nostro paese alcune istituzioni hanno iniziato ad includere i MOOC nella propria offerta formativa. La classificazione viene quindi usata per analizzare due esempi di MOOC erogati in Italia, per riflettere più in generale sul contesto italiano e su quale potrebbe essere l’impatto di questi approcci innovativi sul sistema universitario del nostro paese.

Dettagli dell'articolo

Fascicolo
V. 22 N. 3 (2014): TD63 - Dossier: Learning Analytics
Sezione
Articoli - Argomenti vari

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Biografia autore

Grainne Conole, University of Leicester, Leicester

Institute of Learning Innovation

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