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Resumen: La educación en abierto comienza a consolidarse con la aparición de los OER (Open Educational Resources), recursos de aprendizaje en abierto y accesibles a través de internet. El modelo OCW (OpenCourseWare) se implanta fuertemente en el contexto universitario y, actualmente, los MOOC (Massive Open Online Curse) constituyen el máximo exponente de la educación en abierto. Se muestra cómo la interacción entre los OER pertenecientes a distintas iniciativas: OCW, MOOC y Redes Sociales, para una misma asignatura académica, mejora tanto la propia asignatura como los OER involucrados. El modelo presentado incorpora a la asignatura los recursos de aprendizaje de un MOOC: material del profesorado, red social profesional dentro del MOOC y recursos en abierto generados por los participantes del MOOC. Para validar el modelo se analiza el impacto en el alumnado de la incorporación de los recursos del MOOC en la asignatura académica, con unos resultados muy positivos. Palabras clave: Recursos educativos abiertos, Aprendizaje en línea, Aprendizaje Social, Curso en línea abierto masivo.
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... • Software [18] • Educación abierta [19][20][21][22] • Practicas de Educación abierta [23][24] • Cursos online masivos en abierto -Massive Online Open Courses (COMA, MOOC) [25][26][27][28][29][30][31][32] • Contenidos educativos [33][34] • Contenidos culturales [35] • Innovación [36][37][38] • … ...
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En el contexto del Plan de Formación Docente del Profesorado 2021-2022 de la Universidad de Salamanca se imparte el curso El Ecosistema de Información Científica y el Perfil Digital del Investigador, de 10 horas de duración, celebrado entre el 3 y el 15 de junio de 2022. Los objetivos de este curso son: Conocer distintas herramientas y redes sociales para promocionar las publicaciones científicas en Internet y obtener indicadores para la evaluación de la investigación. Adquirir conocimientos básicos sobre marca personal investigadora en la red. Ofrecer un protocolo para definir la identidad digital del investigador. Los contenidos del curso son: Introducción Ciencia abierta Reputación científica Identidad digital de un investigador y sus dimensiones Protocolo para crear la identidad digital del investigador Otros componentes del ecosistema de información científica Conclusiones
... In the literature, e-learning is also referred to as online education, tele-learning, online courses, Web education and online teaching (Kizilcec et al., 2020;Blanco et al., 2014;Kay et al., 2013;Universidad de Salamanca, 2013;Sonwalkar, 2013). In this paper, we will use the term "online education". ...
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The present research aims to include Neuroeducation as an adaptive element of learning and social networks in a MOOC, as well as its impact on academic performance, incorporating in the teaching-learning process aspects such as motivation, emotion, curiosity, encouraging collaborative work, exchange of experiences, where the participant is the generator of his own learning. An experimental pilot was designed, with the participation of the Executive Management Secretarial Career students from Technical University of Cotopaxi, the control group and the experimental group were selected. For the collection of information, the descriptive transactional survey type was used, applying the questionnaire technique and observation. The results obtained from the application of the experimental pilot are based on the academic improvement of the experimental group in relation to the control group, which was evidenced by the interaction of social networks used as support for the teaching-learning process. Finally, in the experimental pilot meet the established objectives such as adaptive learning, Neuroeducation.
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Ponencia invitada en el Webminar Ciencia Abierta en Educación, organizado por la Red de Institutos de Investigación en Educación (RIIE) el 8 de junio de 2022. El objetivo de esta conferencia se centró en definir el alcance de la Ciencia Abierta en los procesos de investigación actuales.
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The 2030 Agenda calls for universities to incorporate the SDGs in their processes, organizations and structures. In the field of teaching, MOOCs have rapidly expanded in higher education institutions and might be a potential ally for incorporating the SDGs in university contexts. However, there is a lack of research in using MOOCs for this purpose. This paper focuses on analyzing how MOOCs can be an effective tool for introducing the SDGs in universities. In order to do so, a case study methodology is applied to an online itinerary developed by the Universidad Politécnica de Madrid. Our findings reveal that MOOCs can be a useful tool to support universities to generate interdisciplinary knowledge on sustainability, break down organizational silos, stimulate collaboration with stakeholders from various sectors and promote action-oriented teaching.KeywordsSustainable development goalsMOOCsUniversitiesInnovationMulti-stakeholder collaboration
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