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Gli Open Educational Path: per una accezione epistemologica di “apertura”
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 86-98, Start page 86
Published 2014

ABSTRACT
L’e-learning universitario ha visto affermarsi nuovi orientamenti all’insegna di una filosofia di “apertura” (openness) intesa come libero accesso e/o gratuità: i MOOC ne sono l’esempio più noto. È questa l’unica strada che caratterizzerà l’e-learning del futuro?Il nuovo e-learning potrebbe accompagnarsi ad un miglioramento della qualità della didattica, anche in presenza. Questo contributo presenta una diversa accezione di openness in senso epistemologico, come “ristrutturazione in itinere della conoscenza posseduta”.Si propone un approccio chiamato Open Educational Path (OEPath), una variante metodologica delle Open Educational Practices (OEP), che mette al centro l’idea che gli studenti, sfruttando il web come sede di costruzione della conoscenza, possano partecipare attivamente ad arricchire il percorso di apprendimento, andando anche oltre le conoscenze fornite dal docente.Tale approccio risponde alle esigenze di equilibrio tra una didattica aperta e problematizzante e i vincoli di sostenibilità imposti dalla gestione di un alto numero di partecipanti.

The university e-learning has witnessed the emergence of new tendencies in the spirit of the “open” philosophy understood as open access and/or gratuity: the MOOC are the best known example. Is this the only way that in the future will characterize the e-learning? The new e-learning could be accompanied by an improvement in the quality of teaching, even in presence. This contribution sets forth a different meaning of openness understood in an epistemological sense, as “ongoing restructuring of the owned knowledge”. We propose an approach called Open Educational Path (OEPath), a methodological variation of the OEP, which focuses on the idea that students, by using the web as a venue for the construction of knowledge, can actively participate in the enrichment of their learning path, even by going beyond the knowledge provided by the teacher. This approach meets the needs for a balance between an open and critical education and the sustainability limits imposed by the management of a high number of participants.


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

Refereed: Yes



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