L’eredità indesiderata del p-Learning
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Contenuto principale dell'articolo
Abstract
L’insegnamento formale degli adulti si è evoluto inizialmente in un contesto delimitato da confini fisici. I muri che separano le classi implicano di per sé orari, norme e regole di comportamento, divisioni sociali all’interno di gruppi organizzati e il corso resta l’unità fondamentale dell’istruzione. I nostri sistemi di formazione dell’adulto sono stati concepiti per dare un insegnamento efficiente ed economicamente vantaggioso all’interno proprio di questi confini. I confini impliciti del digitale, al contrario, sono molto più fluidi, aperti, permeabili, scalabili, metaforici e indistinguibili. Hanno indirizzato il crescente dominio
dell’e-learning verso un apprendimento intenzionalmente informale, sebbene metodi, retaggio dei confini fisici, in realtà poco adeguati ai media utilizzati, prevalgono ancora nell’e-learning istituzionale. Questo articolo vuole essere un’esplorazione sulle implicazioni insite nella rimozione di tali confini fisici dalle pedagogie online, molte delle quali sfidano le fondamenta e i presupposti educativi a cui siamo in genere più affezionati.
Dettagli dell'articolo
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