Contained in:
Book Chapter

Educazione degli Adulti e Tecnologie dell’Educazione: intersezioni disciplinari tra passato, presente e futuro

  • Maria Ranieri

The essay shows the historical and theoretical connections between adult education and distance learning, showing how the latter has made use of the many theories developed since the Andragogic challenge and how it has been able to offer itself as a catalyst for the former. Especially starting from MOOCs, this dual nature of distance learning – that of concretizer and that of reflective catalyst of adult education – are transformed into a research that touches pedagogical aspects (related to continuing education and its strategic role), teaching aspects (related to the methods of structuring training actions), but also and above all ethical-political apects, related to the democratization of Higher Education.

  • Keywords:
  • Distance learning,
  • MOOC,
  • open education,
+ Show More

Maria Ranieri

University of Florence, Italy - ORCID: 0000-0002-8080-5436

  1. Bezemer, J., Jewitt, C., Diamantopoulou, S., Kress, G., e D. Mavers. 2012. “Using a social semiotic approach to multimodality: Researching learning in schools, museums and hospitals.” National Centre for Research Methods Working Paper 1 (12): 1-14.
  2. Black, L. 2013. “A history of scholarship.” In Handbook of distance education, a cura di M. G. Moore, 3-20. New York: Routledge. DOI: 10.4324/9780203803738
  3. Boffo, V., Han, S., e C. Melacarne. 2019. “Adult Education Perspectives in a Changing World: from the Learning to the Job Competences.” Form@re - Open Journal Per La Formazione in Rete 19 (2): 1-9.
  4. Calvani, A. 2009. “Dall’educazione a distanza all’e-learning.” Treccani. https://www.treccani.it/enciclopedia/dall-educazione-a-distanza-all-e-learning_%28XXISecolo%29/ (10/2022).
  5. Carey, T., e G. L. Hanley. 2008. “Extending the impact of open educational resources through alignment with pedagogical content knowledge and institutional strategy: lessons learned from the Merlot community experience.” In Opening up education: the collective advancement of education through open technology, open content and open knowledge, a cura di T. Iiyoshi, e M. S. Vijay Kumar, 181-96. Boston: MIT Press.
  6. Carlsen, A. 2000. “Formazione aperta.” In Glossario dell’Educazione degli Adulti in Europa, a cura di P. Federighi, 111-12. Firenze: I Quaderni di Eurydice.
  7. Clark, D. 2013. “MOOCs: taxonomy of 8 types of MOOC.” Blog, 16/04/2013. http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-taxonomy-of-8-types-of-mooc.html (11/2022).
  8. Commissione Europea. 2002. Quality Indicators of Lifelong Learning - Fifteen Quality Indicators, https://ec.europa.eu/commission/presscorner/detail/en/IP_02_971 (12/2022).
  9. Cormier, D. 2011. “Rhizomatic learning - Why we teach?” Blog, 5/11/2011. http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/ (11/2022).
  10. Cuban, L. 1986. Teachers and machines: The classroom use of technology since 1920. NewYork: Teachers College Press.
  11. Diver, P., e I. Martinez. 2015. “MOOCs as a massive research laboratory: opportunities and challenges.” Distance Education 34 (1): 5-25. DOI: 10.1080/01587919.2015.1019968
  12. Downes, S. 2007. “Places to Go: Google’s Search Results for 'Net Generation'.” Innovate: Journal of Online Education 3 (4).
  13. Dron, J., e T. Anderson. 2014. Teaching crowds: Learning and social media. Athabasca: AU Press.
  14. Estrada-Molina, O., e D.-R. Fuentes-Cancell. 2022. “Engagement and desertion in MOOCs: Systematic review.” Comunicar 30 (70): 107-19. DOI: 10.3916/C70-2022-09
  15. Federighi, P. 1996. “Le teorie critiche sui processi formativi in età adulta: tendenze e aspetti problematici nei principali orientamenti contemporanei.” In Formazione e processo formativo, a cura di P. Orefice, 29-58. Milano: Franco Angeli.
  16. Federighi, P. 2016. “L’evoluzione dei concetti di éducation permanente, lifelong/lifewide learning, Educazione degli Adulti.” In L’ educazione permanente a partire dalle prime età della vita, a cura di L. Dozza, e S. Ulivieri, 219-25. Milano: Franco Angeli.
  17. Federighi, P., a cura di. 2000. Glossario dell’Educazione degli Adulti in Europa. Firenze: I Quaderni di Eurydice.
  18. Fini, A. 2012. “Risorse Educative Aperte. Principali orientamenti e prospettive di sviluppo.” In Risorse educative aperte e sperimentazione didattica, a cura di M. Ranieri, 17-42. Firenze: Firenze University Press. DOI: 10.36253/978-88-6655-194-2
  19. Holmberg, B. 1995. “The evolution of the character and practice of distance education.” Open Learning: The Journal of Open, Distance and e-Learning 10 (2): 47-53. DOI: 10.1080/0268051950100207
  20. King, W. 1954. “What teachers expect from educational television.” Instructor 63 (10): 19-20.
  21. Loizzo, J., Ertmer, P. A., Watson, W. R., e S. L. Watson. 2017. “Adults as self-directed and determined to set and achieve personal learning goals in MOOCs: learners’ perceptions of MOOC motivation, success, and completion.” Online Learning 21 (2). DOI: 10.24059/olj.v21i2.889
  22. Manca, S., e M. Ranieri. 2017. “Editorial. Special Issue Reshaping professional learning in the social media landscape: theories, practices and challenges.” QWERTY 12: 5-11.
  23. McAndrew, P., e A. Lane. 2010. “The impact of OpenLearn: making the Open University more ‘open’.” Association for Learning and Technology online newsletter 18.
  24. MIT OpenCourseWare. 2006. “2005 Program evaluation findings report.” http://ocw.mit.edu/ans7870/global/0_Prog_Eval_Report_Final.pdf (11/2022).
  25. OECD. 2007. Giving knowledge for free: the emergence of Open Educational Resources. Paris: OECD Publications. DOI: 10.1787/9789264032125-en
  26. OECD. 2020. The potential of Online Learning for adults: Early lessons from the COVID-19 crisis. Paris: OECD Publications. DOI: 10.1787/ee040002-en
  27. Pachler, N., Pimmer, C., e J. Seipold, a cura di. 2011. Work-based mobile learning: concepts and cases. Oxford: Peter-Lang.
  28. Pimmer, C., e N. Pachler. 2014. “Mobile learning in the workplace. Unlocking the value of mobile technology for work-based education.” In Increasing Access through Mobile Learning, a cura di M. Ally, e A. Tsinakos A., 193-204. Athabasca (Canada): Commonwealth of Learning Press and Athabasca University.
  29. Pozzi, F., e G. Conole. 2014. “Quale futuro per i MOOC in Italia?” TD-Tecnologie Didattiche 22 (3): 173-82.
  30. Raffaghelli, J. E., Ghislandi, P. M. M., e N. Yang. 2014. “Quality as perceived by learners is it the dark side of the MOOCs?” REM-Research on Education and Media 6 (1): 121-36.
  31. Ranieri, M. 2005. E-learning: modelli e strategie didattiche. Trento: Erickson.
  32. Ranieri, M. 2019. “Professional development in the digital age. Benefits and constraints of social media for lifelong learning.” Form@re - Open Journal Per La Formazione in Rete 19 (2): 178-92.
  33. Ranieri, M. 2020. Tecnologie per educatori socio-pedagogici. Roma: Carocci.
  34. Ranieri, M., e S. Manca. 2013. I social network nell’educazione. Basi teoriche, modelli applicativi e linee guida. Trento: Erickson.
  35. Rodriguez, C. O. 2013. “MOOCs and the AI-Stanford like courses: two successful and distinct course formats for Massive Open Online Courses.” European Journal of Open and Distance Learning 15: 1-13.
  36. Siemens, G. 2004. “A learning theory for the digital age.” Elearnspace. <http://www.elearnspace.org/Articles/connectivism.htm> (11/2022).
  37. Siemens, G. 2005. “Connectivism: A learning theory for the digital age.” International Journal of Instructional Technology & Distance Learning. <https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf> (11/2022).
  38. Trentin, G. 1999. “Qualità nella formazione a distanza.” Tecnologie didattiche (TD) 16 (1): 10-23.
  39. UNESCO - United Nations Educational, Scientific and Cultural Organization. 2002. Forum on the impact of open courseware for higher education in developing countries: Final report. Paris: UNESCO.
  40. Wallace, R. 2011. “The affordances of mobile learning that can engage disenfranchised learner identities in formal education.” In Work-based mobile learning: concepts and cases. A handbook for evidence based practice, a cura di N. Pachler, C. Pimmer, e J. Seipold, 117-43. Oxford: Peter-Lang.
PDF
  • Publication Year: 2022
  • Pages: 169-180
  • Content License: CC BY 4.0
  • © 2022 Author(s)

XML
  • Publication Year: 2022
  • Content License: CC BY 4.0
  • © 2022 Author(s)

Chapter Information

Chapter Title

Educazione degli Adulti e Tecnologie dell’Educazione: intersezioni disciplinari tra passato, presente e futuro

Authors

Maria Ranieri

Language

Italian

DOI

10.36253/979-12-215-0006-6.14

Peer Reviewed

Publication Year

2022

Copyright Information

© 2022 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

Educazione degli Adulti: politiche, percorsi, prospettive

Book Subtitle

Studi in onore di Paolo Federighi

Editors

Vanna Boffo, Giovanna Del Gobbo, Francesca Torlone

Peer Reviewed

Number of Pages

248

Publication Year

2022

Copyright Information

© 2022 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/979-12-215-0006-6

ISBN Print

979-12-215-0005-9

eISBN (pdf)

979-12-215-0006-6

eISBN (epub)

979-12-215-0007-3

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

259

Fulltext
downloads

133

Views

Export Citation

1,346

Open Access Books

in the Catalogue

2,262

Book Chapters

3,790,127

Fulltext
downloads

4,420

Authors

from 923 Research Institutions

of 65 Nations

65

scientific boards

from 348 Research Institutions

of 43 Nations

1,248

Referees

from 381 Research Institutions

of 38 Nations