Disruptive technologies are challenging traditional School Learning. Boundaries are blurring: formal mix up with informal, real with virtual, the teacher with the learner. Liquid modernity takes on school a great responsibility. Education became a lifelong learning journey. Learning experiences need to be designed and carefully projected. This article proposes a new way to set up learning activities using Open Resources, BYOD (Bring Your Own Device) and Flipped Classroom modality (OBF). The OBF project intends to rebuilt traditional didactics of Mathematics and Physics in two classrooms (third year of Scientific Lyceum). Learning Units will be restructured according to the Innovative Design of Didactics guidelines.

1. The XXI Century School Learning Disruption
A PROJECT FOR AN OPEN, BYOD, FLIPPED CLASSROOM (OBF)
WITH INNOVATIVE DESIGN OF DIDACTICS
Flavia GIANNOLI
ANP -Innovative Teacher
MIUR -LS A. Volta, Milano
Convegno nazionale SIREM –SIEL 2014

2. Liquid modernity
Be adaptive!
Be resilient!

3. Disruptive technologiesare challengingtraditionalinstitutions
access to the enormous assets of knowledge and experiences stored in the Web
large availability of Web 2.0 instruments and Apps in Internet
full supply of technological and mobile devices

4. State of the Art
MOOCs are free, distributed all over the global community and they favorite social inclusion
MOOCs are affected by high dropout rates, uncertain effective learning outcome, diversity of the learners
e-Learning Design is changing fast because of the quick development of the e-Learning tools, the facility to make live synchronous video and the growing of several knowledge communities

5. Conditions to take place for active learning
Learning experience needs to be designed
The teacher and the learners must engage an effective communication
Learners must engage in peer communication, providing their own modelling and practice environments to support each other’s learning

6. Method
The OBF project intends to rebuilt traditional didactics of Mathematics and Physics in two classrooms (third year of Scientific Lyceum).
Learning Units will be structured according to the Innovative Design guidelines.
Using Innovative Design to design classroom’s activities, learning happens by experiencing stimuliand is reached adding meaning to and building on what the students already know.

7. Learning environments
repository of resources, display case, planner, day book, exchange place
students can easily find assignements, resources and tools
collaborations and discussion to develop the relationship are facilateted

8. Model

9. Timetable
Period
Didactis
Resources
Achievments
Oct/ Dec
Introduction to flipped classroom method
Explore POK resources
Use Open Web resources for studying at home
Jan/Feb
School activities became more complex and needs lateral thinking to solve problems
Web resources and 2.0 tools (mindmeister, Padlet, multimedia …)
Use Web 2.0 tools for studying and resolve problems
Mar/Apr
Development and cooperative learning
Web resources and 2.0 tools
Use Web 2.0 tools for learning
May/Jun
Evaluation, assessment& self evaluation
Web resourcesand 2.0 tools
Use Web 2.0 tools for evaluation

10. Discussionand potentialities
Variety of the BYOD devices encourage creative use of Internet and of Web 2.0 instruments
Flipped classroom is the perfect way to:
Inverting the traditional approach: from lecture-centric to activity-centric
More collaborative and problem-based
Increasing importance of mobile learning
Availability of mobile devicesfavourites:
Capturing sound, video, image
New tech, like augmented reality

11. Conclusions
Liquid school requires a teaching disruption to support students to achieve competences to survive in liquid modernity
Teachers can’t continue using old teaching procedures while employing new technological devices and Web resources
Teaching methods has to change and to integrate techonolgiesin learning innovations

12. “A course is not a book, but a learning journey, led by an expert, and taken in the company of fellow travelers on a common quest for knowledge”
(Skiba, 2012)

13. Flavia Giannoli
flavia.giannoli@fastwebnet.it
http://Admaioranetwork.it

14. Bibliography
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Palese, E. (2013). ZygmuntBauman. Individualand society in the liquidmodernity.Tratto da springerplus.com: http://www.springerplus.com/content/2/1/191
SeelyBrown, I. K. (2010). Opening Up Education.MIT Press.
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TereseBird, C. (2013, october). From e-learning to M-learning.Tratto da Slideshare: http://www.slideshare.net/tbirdcymru/from-elearning-to-mlearning
Tutorials, I. D. (s.d.). Tutorials. Tratto da Innovazione in classe: http://www.innovazioneinclasse.it/index.php?option=com_content&view=article&id=62:guida-al-metodo-innovative-design&catid=23&Itemid=358
Yuan, P. (2013). MOOCsand open education.Tratto da JISC CETIS: MOOCsinconveniences: High dropoutrates, Learning incomenotlearningoutcome, Diversityof the learners.