Abstract

This paper is a report on the case study on the use of MOOCs for training teachers. Open learning is a key issue around which there has been a strong and focused attention from the international scientific community in recent years. With the spread of Open Access practices and Open Educational Resources in science and education, the goal of reconfiguring higher education towards informal, open and intergenerational learning, without technical, legal and economic barriers was born. Notably the creation of a new example of open learning; the MOOC (Massive Open Online Course) and of OER (Open Educational Resources) which represent the new frontier of e-learning. The CCK08 (Connectivism and Connective Knowledge course) was the first to integrate open learning content syndication, thus making it the first true MOOC. It, the CCK08, has been labelled as a connective learning MOOC (Siemens, 2004). Which emphasizes the learning itself as a social process or a cMOOC personal knowledge is established by a network, which feeds into organizations and institutions that in turn feed the network again, and then continues to provide learning for individuals. What do the teachers think of this increasingly pressing technology? And of the possibility of having to live with it, then to dramatically overturn the method of teaching, training and work they have always adopted?

Autore Pugliese

• Fornasari Alberto

Tutti gli autori

• FORNASARI A.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2016

ISSN

2146-7242

ISBN

Non Disponibile

Numero di citazioni Wos

Nessuna citazione

Ultimo Aggiornamento Citazioni

Non Disponibile

Numero di citazioni Scopus

Non Disponibile

Ultimo Aggiornamento Citazioni

Non Disponibile

Settori ERC

Non Disponibile

Codici ASJC

Non Disponibile