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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 50-60, Start page 50
Published 2014

ABSTRACT
Il formato MOOC (Massive Open Online Course) continua a creare numerose riflessioni, soprattutto in merito alla sua capacità di raggiungere tanti utenti contemporaneamente e all’uso innovativo delle nuove tecnologie. Questo articolo esamina il rapporto di simultanea attrazione e repulsione che la comunità educativa attualmente rivela verso i MOOC, un’ambivalenza che sembra sorgere a causa della qualità di apertura (openness). Le recenti implementazioni di MOOC divergono dalla radice connettivista. Un modo per comprendere le loro differenze può essere tramite l’osservazione di come vengano applicati i sette tipi di apertura. L’openness è ritenuta la dimensione più significativa perché è quella che definisce meglio la qualità dei MOOC, anche se, al contempo, è quella che crea le maggiori sfide.Questo articolo esplora le tendenze attuali nelle offerte di MOOC, mettendo in discussione il valore pedagogico delle nuove implementazioni, ma anche apprezzando la loro rapida crescita e il loro potenziale impatto. L’articolo suggerisce che il formato MOOC debba essere adottato con un cosciente e deliberato intento di utilizzare l’apertura che offre, e non semplicemente perché aiuta a raggiungere un numero decisamente più ampio di studenti.

The MOOC (Massive Open Online Couse) format continues to make waves due to the excitement that its reach and innovative use of new internet technologies generates. This article examines the love/hate relationship that the education community currently exhibits toward MOOCs, an ambivalence that seems to arise due to their qualities of openness. The recent implementations of MOOCs diverge from their connectivist roots.
One way to understand their differences can be expressed by how they apply seven types of openness. Openness is chosen as the most significant dimension because it is the defining quality of MOOCs, and also the one that creates the most challenges.
This article explores current trends in MOOC offerings, questioning the pedagogical value of the new implementations, but also appreciating their rapid growth and potential impact. The article suggests that MOOCs should be adopted with conscious and deliberate intent to utilize the openness the form allows, and not simply because they reach more students.


Language: Italian
Country: Italy
ISSN: 1825-7321

Refereed: Yes



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