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MOOC, OER e l’approccio “flipped classroom”: due case study di transizione in ambito scolastico e aziendale
Journal Article
Open content: OER, OEP. Quali scenari per l’educazione?
Form@re - Open Journal per la formazione in rete
Publisher Firenze University Press
Alternate Title Form@re - Open Journal for network training
Volume 14, Issue 1, Number 1, Pages 49-59, Start page 49
Published 2014

ABSTRACT
La portata innovativa dei MOOC non esaurisce la sua rilevanza nell’ambito dei processi di apprendimento che si svolgono in rete. Uno dei principali obiettivi che ha mosso grandi università quali Stanford o MIT ad impegnarsi prima nello sviluppo di OER (Open Educational Resources) e poi nei MOOC, è stato quello di trovare modalità che consentissero di migliorare la qualità didattica face-to-face riducendone i costi. In questa prospettiva i materiali didattici online stanno ora consentendo di sperimentare la metodologia delle “flipped classroom” in cui le dinamiche didattiche in aula sono basate su un’elevata interattività con i docenti e tra i pari. Nell’articolo si analizzano due progetti inseriti in differenti contesti, quello scolastico e quello aziendale, basati su un approccio “flipped”. I risultati in termini di efficacia appaiono confortanti, ma ancora più promettenti sono i riflessi sulla sostenibilità dei processi e sui livelli di motivazione di docenti e studenti.

The innovation developed by MOOCs does not exhaust its relevance in the context of online learning processes. One of the main objectives that moved important universities such as Stanford or MIT to engage first in the development of OER (Open Educational Resources) and then in MOOCs, was in fact to find a way for improving the quality of face-to-face didactics by reducing at the same time its costs. In this perspective, online learning materials are now the basis to experience the methodology of the “flipped classroom”, in which the classroom’s dynamics are based on a high interactivity with teachers and between peers. In this article we will analyze two projects developed in
different contexts, school and an international company, both based on a “flipped” approach. The results seem to be encouraging in terms of effectiveness, but even more promising are the reflections about the sustainability of the processes and the increase of motivation of teachers and students.


Language: Italian
Country: Italy
Region: Europe
ISSN: 1825-7321

Refereed: Yes



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