UniMOOC: trabajo colaborativo e innovación educativa

Desde que en 2007-2008 se pusiera en práctica por vez primera la metodología MOOC (Cursos Abierto Online y Masivo), el proceso de innovación educativa se ha acelerado gracias a iniciativas tan potentes como Udacity, Coursera o MITx. Su impacto potencial en el mundo universitario y de la enseñanza en general han llevado a replantear el futuro de la educación a gran escala. El éxito de los MOOCs ha sido exponencial, desde los 50 matriculados en el curso de David Wiley sobre Educación Abierta (año 2007) hasta los más de 2.5 millones de inscritos en Coursera en 2012. Hasta este punto, se ha vivido un proceso de reafirmación y apuesta por el modelo tanto por parte de la sociedad como de las instituciones educativas de mayor prestigio en el mundo. A pesar de encontrarnos aun en un marco metodológico claramente experimental, ya nadie puede negar el éxito cosechado por los MOOCs y el previsible futuro que parece aguardarles. En este documento se presenta el caso UniMOOC como el primer MOOC para emprendedores en español, un proyecto que comienza a definirse en la primavera de 2012, y que cuenta con una proyección orientada a alcanzar los 60.000 alumnos en su primera edición.

Development of a new student evaluation instrument of instructor effectiveness in online courses

The purpose of this study was to (a) develop an evaluation instrument capable of rating students' perceptions of the instructional quality of an online course and the instructor’s performance, and (b) validate the proposed instrument with a study conducted at a major public university. The instrument was based upon the Seven Principles of Good Practice for Undergraduate Education (Chickering & Gamson, 1987). The study examined four specific questions. 1. Is the underlying factor structure of the new instrument consistent with Chickering and Gamson's Seven Principles? 2. Is the factor structure of the new instrument invariant for male and female students? 3. Are the scores on the new instrument related students’ expected grades? 4. Are the scores on the new instrument related to the students' perceived course workload? ^ The instrument was designed to measure students’ levels of satisfaction with their instruction, and also gathered information concerning the students’ sex, the expected grade in the course, and the students’ perceptions of the amount of work required by the course. A cluster sample consisting of an array of online courses across the disciplines yielded a total 297 students who responded to the online survey. The students for each course selected were asked to rate their instructors with the newly developed instrument. ^ Question 1 was answered using exploratory factor analysis, and yielded a factor structure similar to the Seven Principles.^ Question 2 was answered by separately factor-analyzing the responses of male and female students and comparing the factor structures. The resulting factor structures for men and women were different. However, 14 items could be realigned under five factors that paralleled some of the Seven Principles. When the scores of only those 14 items were entered in two principal components factor analyses using only men and only women, respectively and restricting the factor structure to five factors, the factor structures were the same for men and women.^ A weak positive relationship between students’ expected grades and their scores on the instrument was found (Question 3). There was no relationship between students’ perceived workloads for the course and their scores on the instrument (Question 4).^

Material culture in massive multiplayer online role-playing games : the social, cultural and educational meanings of virtual goods in world of warcraft

Michaela Rizzolli

How should we measure online learning activity?

The proliferation of Web-based learning objects makes finding and evaluating resources a considerable hurdle for learners to overcome. While established learning analytics methods provide feedback that can aid learner evaluation of learning resources, the adequacy and reliability of these methods is questioned. Because engagement with online learning is different from other Web activity, it is important to establish pedagogically relevant measures that can aid the development of distinct, automated analysis systems. Content analysis is often used to examine online discussion in educational settings, but these instruments are rarely compared with each other which leads to uncertainty regarding their validity and reliability. In this study, participation in Massive Open Online Course (MOOC) comment forums was evaluated using four different analytical approaches: the Digital Artefacts for Learning Engagement (DiAL-e) framework, Bloom's Taxonomy, Structure of Observed Learning Outcomes (SOLO) and Community of Inquiry (CoI). Results from this study indicate that different approaches to measuring cognitive activity are closely correlated and are distinct from typical interaction measures. This suggests that computational approaches to pedagogical analysis may provide useful insights into learning processes.

Participant association and emergent curriculum in a MOOC: can the community be the curriculum?

We investigated how participants associated with each other and developed community in a Massive Open Online Course (MOOC) about Rhizomatic Learning (Rhizo14). We compared learner experiences in two social networking sites (SNSs), Facebook and Twitter. Our combination of thematic analysis of qualitative survey data with analysis of participant observation, activity data, archives and visualisation of SNS data enabled us to reach a deeper understanding of participant perspectives and explore SNS use. Community was present in the course title and understood differently by participants. In the absence of explanation or discussion about community early in the MOOC, a controversy between participants about course expectations emerged that created oppositional discourse. Fall off in activity in MOOCs is common and was evident in Rhizo14. As the course progressed, fewer participants were active in Facebook and some participants reported feelings of exclusion. Despite this, activity in Facebook increased overall. The top 10 most active participants were responsible for 47% of total activity. In the Rhizo14 MOOC, both community and curriculum were expected to emerge within the course. We suggest that there are tensions and even contradictions between ‘Community Is the Curriculum’ and Deleuze and Guattari's principles of the rhizome, mainly focussed on an absence of heterogeneity. These tensions may be exacerbated by SNSs that use algorithmic streams. We propose the use of networking approaches that enable negotiation and exchange to encourage heterogeneity rather than emergent definition of community.

Cursos abiertos en l??nea:?? un escenario para la gesti??n personal del conocimiento?

A partir de uma discuss??o dos antecedentes e caracter??sticas dos cursos on-line, este artigo descreve uma solu????o tecnol??gica de apoio ?? realiza????o deste tipo de curso, baseada no uso de ferramentas p??blicas e de uso gratuito(isto ??, que n??o requerem instala????o em um servidor pr??prio). Esta ?? uma prova de conceito que busca evidenciar as possibilidades e obst??culos associados ?? oferta deste tipo de pr??tica educativa em um contexto latino-americano.

De la clase magistral tradicional al MOOC : doce a??os de evoluci??n de una asignatura sobre programaci??n de aplicaciones web

Resumen basado en el de la publicaci??n

Educaci??n en abierto : integraci??n de un MOOC con una asignatura acad??mica

Resumen basado en el de la publicaci??n

Estrategia MOOC en la Universidad de Alicante para la Educación Digital del Futuro. UA|edf

La Universidad de Alicante es una de las instituciones de educación superior que ha querido recoger el guante lanzado por la reciente aparición de los cursos en abierto, en línea y masivos (MOOC — Massive Open Online Course) para emprender una iniciativa propia que hemos denominado Educación Digital para el Futuro (UA|edf). Pero antes de tomar decisiones, había que analizar el estado de la situación y, sobre todo, su posible evolución. En este trabajo se expone de forma sintetizada el estudio realizado, se describe la estrategia de implementación adoptada en nuestra institución junto con las decisiones funcionales, técnicas y tecnológicas empleadas para su rápida puesta en marcha y, para finalizar, se discute una política de federación con otras instituciones cuya finalidad es alcanzar una propuesta realista y sostenible.

Consideraciones iniciales del cambio de metodología presencial a MOOC. El caso de Sistemas Inteligentes

La evolución tecnológica afecta a todas las parcelas de actividad humana. Entre los aspectos más sensibles a esta evolución se encuentran la enseñanza y el aprendizaje tanto por su impacto en las competencias profesionales como por su uso para mejorar la calidad y relevancia de la docencia. Los profesores deben asumir un papel director ante esta situación que con el tiempo gana en protagonismo, siendo fundamental abordar la adaptación al cambio metodológico que supone la emergencia de la docencia on-line y la cada vez mayor presencia de los MOOC (acrónimo en inglés de massive open online course). En este trabajo se analiza la docencia on-line de materias de Inteligencia Artificial (IA), utilizando el paradigma de los MOOC como referencia. A tal fin, se revisan las características de los MOOC, sus aspectos metodológicos y sistemas de evaluación. Se particulariza el estudio de los MOOC en IA comparándolos con el enfoque de carácter presencial de la asignatura Sistemas Inteligentes. El objetivo de este trabajo es determinar los aspectos que deberían reenfocarse en esta materia bajo el paradigma MOOC. Deseamos destacar el soporte de la “Red de Investigación en Sistemas Inteligentes. Revisión de objetivos y contenidos de IA en el grado de Ingeniería Informática dentro del EESS” Código de Red ICE: 3300.

Expectativas de estudiantes universitarios frente a sus capacidades y competencias para participar en cursos abiertos y en línea

La educación virtual ha instalado una manera diferente de comprender la enseñanza y el aprendizaje. Asimismo, ha venido a modificar los roles de profesores y estudiantes y las formas de acceder al conocimiento. En este contexto, el estudio tiene como objetivo analizar las expectativas de estudiantes universitarios en torno a sus propias capacidades y competencias para participar en cursos abiertos y en línea. Nos aproximamos a estas cuestiones a través de un diseño descriptivo y correlacional con la participación de 115 estudiantes chilenos y 75 españoles. Los análisis psicométricos evidencian una buena consistencia del instrumento confirmando las dimensiones teóricas del instrumento, además de la correlación entre algunos factores y las variables demográficas de los grupos estudiados.

Segurança na internet para encarregados de educação : desenvolvimento de um MOOC

Trabalho de projeto de mestrado, Educação e Formação (Área de especialização em E-Learning e Formação a Distância), Universidade de Lisboa, Instituto de Educação, 2016

Difusión de Experiências de Educación Científica para la Ciudadanía. Propuesta de un MOOC

O presente artigo centra-se num curso online massivo aberto (MOOC, Massive Open Online Course) sobre uma variedade de abordagens de educação científica para a cidadania. Apresentam-se as principais características deste curso e o público a que se destina. Com este curso pretende-se, em primeiro lugar, explorar uma via alternativa para divulgar pesquisas em didática das ciências experimentais segundo uma perspectiva CTS e ao mesmo tempo promover a colaboração entre grupos de investigação de várias universidades de Portugal e Espanha. Em segundo lugar, pretende-se analisar o possível impacto que este curso pode ter nas perceções dos participantes sobre as finalidades da educação científica para a cidadania e sobre as abordagens de ensino apresentadas. Segundo a perspetiva metodológica da investigação baseada em design, discute-se a conceção, o desenvolvimento, a implementação e a avaliação deste curso. Os resultados desta investigação devem ser vistos segundo três pontos de vista: o MOOC como um produto em si mesmo e o seu valor para a formação dos professores, o seu possível impacto nas pessoas às quais se destina e os resultados da coordenação e colaboração entre as diferentes equipas de investigação no desenho e desenvolvimento do curso.

El aprendizaje en una comunidad en internet de profesores de español como segunda lengua: estudio etnográfico virtual de la comunidad Todoele

In the digital era the availability of resources for online learning has multiplied along with personal learning environments. Proof of this is the proliferation of phenomena in the internet like Open Educational Resources or the Massive Open Online Course (MOOC) and the vast diversity of Online Communities of Practice (OCoP). The former is the object of study in the present Thesis. As Juan Freire (2012: 71) wrote: “The education is already happening, specially outside of educational institutions and formal process of education.” The OCoP garnered attention in the research community during the last few years. And, according to published research, online communities are turning into an emerging phenomena not only for “digital natives” (White, 2011) but also for lifelong learning (Wenger et al, 2002; Dubé et al, 2006; Lai et al, 2006) and specially as a tool for teacher training (Garrido, 2003; Murua, 2015). Teachers develop, through these tools, networks of self support, share didactic material, and look for solutions to common problems while undertaking initiatives towards even more collaboration. The present thesis is a study of Comunidad Todoele (CT) one of the most reputable networks for Spanish as a Foreign Language Teachers (ELE, from it’s Spanish acronym). Currently the community has near 11,000 members and it’s main purpose is researching, describing, and theorising the formative processes that happen inside the network from the perspective of those experiencing it. Debate is centred on the questions: What relevant knowledge do the teachers get from the community? In which way are these processes of learning developed? In other words, How, and what, do teachers learn in these environment?..

Utilizaci??n de los MOOCs en la formaci??n docente : ventajas, desventajas y peligros

Resumen basado en el de la publicaci??n