ICT and innovative teaching. How to build skills for generation Web 2.0 with flipped learning. A case study: ITIS Majorana of Brindisi

The Italian National Guidelines for the first cycle and for high schools, as well as guidelines for technical and professional institutes, articulated learning outcomes for skills. The definition of reference of skills is that given in the Recommendation of the European Parliament and Council dated 23 April 2008 of the establishment of the European Qualifications Framework for lifelong learning (2008 / C 111/01). The adoption of the European Qualifications Framework (EQF), applied in levels defined on the basis of skills, knowledge and ability, will make it possible to compare titles and professional qualifications of the students of the various countries. However, attempting to verify the status of this state of the art new learning paradigm it is clear that the teaching skills are spreading very slowly in Italy. To achieve the curriculum, the set of skills that all children need to acquire and the UDA, the learning units that enable them acquisition requires a substantial investment of time and the collaboration of several teachers. This type of education stipulates a new way of thinking and flipped learning has proved to be avaluable support. Teaching for skills is based on the idea that it is important (Da Re, 2009) that children learn not only the facts, ideas, concepts, but above all that they learn how to apply them in practice, and how to use them in non conventional fields precisely transforming their skills knowledge. With the methodology of the flipped classroom all six degrees of learning are within the reach of ordinary learning. In the ancient profession of teaching it is good to find new means with MOOCs (Massive Open Online Courses) with flipped classes. The flipped classroom therefore consists of inverting the location where the lesson is held with the one in which they study and do their homework. This approach combined with multimedia learning resources in general can become functional to a constructive and social education. This favored interactive online personalized teaching experience is moving closer to the needs of digital natives. As H. Jenkins (2010), former director of the Comparative Media Studies Program at MIT (Massachusetts Institute of Technology) explains, the traditional analogical model of learning is ill adapted to our completely hi -tech generation. The flipped classroom tip also overturns student assessment outlining a model of authentic evaluation takes into account individual differences among students which does not stem from poor personal commitment. Flipped learning allows students to achieve these objectives. This paper explores this leading theme through an empirical experimental approach case study of ITS Majorana Brindisi.