Mooc e varietà linguisitiche: un percorso per lo sviluppo della competenza diafasica

For just over a decade, the MOOC has been a valuable online learning resource, but it requires a rethinking of traditional teaching in view of a technological environment at the service of the user (Dennis, 2012; Villarini, 2020). The contribution aims to illustrate, starting from our field experience, a didactic path of Italian language dedicated to increasing the understanding and production of written texts and, above all, to the development of diaphasic competence. The contribution gives space to the observation of the potential and criticalities that have characterized the phase of design and implementation of the MOOC aimed at incoming university students, enrolled in the Degree course in Intercultural Linguistic Mediation of the University of Bologna with the aim of organizing a self-study path of literacy competence through inductive teaching approaches on texts and set on some key themes: the recipient of the message, the change of register, the communicative situation. The design of the MOOC has determined a long reflection and a continuous comparison between traditional teaching, guided in the classroom, and a distance teaching based on self-learning. The purpose of the contribution is to illustrate the important opportunity that the MOOC constitutes as a digital and online tool to educate to the linguistic variety (in line with the vision of a didactic use of tools and texts of the network, cf. Cantoni, Fresu 2020) which other digital tools, such as social networks, seem to adversely affect, at least as regards the perception of the diaphasic dimension in young students (Lubello, 2017); at the same time, we will demonstrate how its design has also had a positive influence on the renewal of traditional teaching.