Open Learning: Il caso dei MOOC tra luci e ombre
DOI:
https://doi.org/10.7346/-fei-X-03-12_02Palavras-chave:
Open learning, Open Access, Open educational resources, Criticalities, MOOCResumo
L’Open Learning è un tema cruciale attorno al quale negli ultimi anni si è concentrata una forte attenzione da parte della comunità scientifica internazionale, grazie alla diffusione di pratiche di Open Access e Open Educational Resources in materia di diffusione scientifica ed educativa, quale nuova frontiera capace di riconfigurare l’higher education verso l’apprendimento informale, aperto e intergenerazionale, senza barriere di tipo economico, giuridico e tecnico che abbiamo fin ora conosciuto. In tal senso, in particolare negli ultimi anni, hanno conquistato la scena i MOOC (Massive Open Online Courses) quale promessa di questo futuro e come nuovo esempio di ripensare l’Open Learning, anche rispetto al passato. Obiettivo di questo articolo è proporre una disanima critica di questo ‘fenomeno’, in base alla letteratura di Open Learning, al fine di indagare quali siano i modelli pedagogici su cui si fondano, valutare i punti di forza e di criticità, capire fino a che punto i MOOC (o quali MOOC) possano cadere effettivamente sotto l’etichetta di ‘Open Learning’ e con quali gradi di ‘apertura’.
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