Abstract:

The analysis of the main models of Instructional Design (eg: ADDIE Model, SAM Model, Kemp's Model, Dick and Carey Model etc.) and famous theories such as Gagné theories (Gagné,1971) and Bloom's taxonomy (B. S. Bloom, M. D. Engelhart, E. J. Furst, W. H. Hill e D. R. Krathwohl,1956) have led to the identification of essential phases for a correct didactic planning. The effectiveness of a pedagogical intervention must take into account starting situations, set goals, available tools and, above all, interaction dynamics within communication patterns. At the same time, the variables evaluation highlights a multitude of critical issues that require refocusing on the needs of the involved players.

Planning a course for the corporate world differs from doing it for a university academic course. Professional contexts need shorter fruition timelines as well as advanced and specialized laboratory elements, which are closer to one's personal context and professional role.
The MOOCs’ offer (Massive Open Online Courses) seems to aim at establishing "ad hoc-OOC" courses that allow users to personalize their own path.

Thanks to the more than decennial experience of Federica Weblearning Center, which offers a portfolio of about 150 university courses on Federica.eu platform, and comparing it with the present literature, the intent of this work is to outline a model that combines the needs of methodological coherence with concrete process management practices.

This paper means to investigate the difference between MOOCs formats and models for a university target and a corporate one. Some of Federica's experimental productions will be analyzed, such as the courses for SNA, the MOOC on the History of Pizza and the path dedicated to Slow Tourism.

Keywords:

MOOC, Instructional Design, academic, professional, courses.