Pandemic and uncharted new normal: MOOCs, serious games and online learning communities to support hybrid classrooms
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| Autori principali: | , |
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| Natura: | Recurso digital |
| Lingua: | inglese |
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Zenodo
2021
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| _version_ | 1866902136263016448 |
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| author | Giannatelli, Ada Tomasini, Alessandra |
| author_facet | Giannatelli, Ada Tomasini, Alessandra |
| contents | The paper outlines the INSYSTED pedagogical framework and the participatory process based on actual university courses that led to it. It will then discuss the relevance of the INSYSTED pedagogical framework to the European context. To this end, the paper takes stock of current developments by integrating insights from a variety of sources in terms of research and grey literature, complemented with the outcomes of targeted contacts with teachers. In many universities the pandemic led to hybrid delivery modes, with some students attending in the classroom and others participating at the same time remotely online, basically via videoconference; this resulted in an online extension of the physical classroom that blurs the boundaries between physical and online learning spaces. Finally, the paper will elaborate some key points to give an account of available information, so that it feeds into instructions to operationalise the INSYSTED pedagogical framework. The aim is to maximise the relevance of this approach to the current pandemic and to the uncharted "new normal". |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14650304 |
| institution | Zenodo |
| language | eng |
| publishDate | 2021 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Pandemic and uncharted new normal: MOOCs, serious games and online learning communities to support hybrid classrooms Giannatelli, Ada Tomasini, Alessandra hybrid learning; MOOCs serious games forum-based online learning communities The paper outlines the INSYSTED pedagogical framework and the participatory process based on actual university courses that led to it. It will then discuss the relevance of the INSYSTED pedagogical framework to the European context. To this end, the paper takes stock of current developments by integrating insights from a variety of sources in terms of research and grey literature, complemented with the outcomes of targeted contacts with teachers. In many universities the pandemic led to hybrid delivery modes, with some students attending in the classroom and others participating at the same time remotely online, basically via videoconference; this resulted in an online extension of the physical classroom that blurs the boundaries between physical and online learning spaces. Finally, the paper will elaborate some key points to give an account of available information, so that it feeds into instructions to operationalise the INSYSTED pedagogical framework. The aim is to maximise the relevance of this approach to the current pandemic and to the uncharted "new normal". |
| title | Pandemic and uncharted new normal: MOOCs, serious games and online learning communities to support hybrid classrooms |
| topic | hybrid learning; MOOCs serious games forum-based online learning communities |
| url | https://doi.org/10.5281/zenodo.14650304 |