Autori
Cerrone, Marco
Parlato, Silvia
Passarelli, Laura

Titolo
Produzione Mooc potenziata dall’Intelligenza artificiale: l’esperienza di Federica Web Learning
Periodico
Rivista di Digital Politics
Anno: 2025 - Fascicolo: 2/3 - Pagina iniziale: 331 - Pagina finale: 351

This contribution examines Federica Web Learning’s experimental integration of Generative Artificial intelligence (GenAi) in Massive open online courses (Mooc) production, documenting both the operational outcomes and the subsequent rapid evolution of the Ai ecosystem that fundamentally reshapes the technological and institutional context of digital education. By implementing Ai tools across all production stages – from course design and content development to promotional materials – we observed significant changes in production workflows, time efficiency, and cost-effectiveness. However, the acceleration of the Ai ecosystem in the months following our experimentation reveals a qualitative transformation extending beyond discrete tool adoption: the emergence of agentic systems, the infrastructural embedding of Ai capabilities within Learning management systems, and a consequent shift in pedagogical control that raises critical questions about institutional autonomy, educational sovereignty, and the distinction between technical quality and pedagogical effectiveness. This case study thus becomes an opportunity to critically examine not only operational benefits and challenges in using Ai to scale educational content, but also the broader implications for global accessibility to quality education, the preservation of pedagogical agency in contexts of infrastructural integration, and the necessity for universities to transition from passive technology consumers to active system designers capable of embedding pedagogical intelligence into Ai infrastructure. By enhancing the dissemination of academic knowledge while maintaining critical awareness of governance implications, these developments hold potential for reshaping digital learning strategies, promoting Ai literacy, and nurturing essential competencies for navigating an evolving educational landscape where human judgment remains central to learning effectiveness.



SICI: 2785-0072 (2025)2/3<331:PMPDAL>2.0.ZU;2-W
Testo completo: https://www.rivisteweb.it/download/article/10.53227/119812
Testo completo alternativo: https://www.rivisteweb.it/doi/10.53227/119812

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