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Guía práctica para el diseño y tutorización de MOOC
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Miríadax (plataforma de MOOC de Telefónica Educación Digital), en colaboración con la Universidad Nacional de Educación a Distancia (UNED) lanza la "Guía para el diseño y tutorización de MOOC", que reúne prácticas y sugerencias metodológicas para el diseño de los mismos.
Su objetivo es ayudar y animar al diseño de MOOC a cualquier docente, de cualquier materia y cualquier nivel que crea en la democratización de la enseñanza, que piense que ahora sí es posible ofecer una educación para todos.
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... The review of the selection of course indicators first aimed to look at which of the courses could be classified as LMOOCs by (a) identifying if any of the communicative competences defined in the CEFR were mentioned; and (b) if they complied with the basic features of the MOOC format, such as unlimited participation, availability of open educational resources and being free of charge for participants (Castrillo, Martín-Monje & Vázquez-Cano, 2018). These selection criteria resulted in a final sample of 432 LMOOCs, which were analysed by applying GT strategies, as detailed as follows. ...
Language MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.
... Finally, other new types of moocs targeting other specific goals are being developed (Castrillo de Larreta Azelain et al., 2018). Even if the technology and heutagogy surrounding these types of open learning systems advance, it seems that the current false dichotomy of xmoocs and cmoocs is inadequate to describe the variety of moocs that are currently available to users (Canole, 2016). ...
Many Spanish students need to learn English beyond the age of 25 to be able to find a job or be further promoted. Unfortunately, those who attempt to pass a university entry-qualifications test often lack the required academic level. To help them achieve this goal, they are usually provided with learning materials and supportive digital resources. During the COVID-19 pandemic, the need for online resources increased. This is why the National Distance Education University offered a massive open online course (MOOC) on elementary English. The main goal of this contrastive qualitative study was twofold: First, it attempted to explore adult students’ intention-behaviour while taking the course. Secondly it delved into students’ satisfaction with this type of courses during two different years: 2017 and 2020 when the pandemic had a clear impact on distance education. For this purpose, the study used a comprehensive post-questionnaire given at the end of both courses. The data revealed a few significant differences regarding students’ satisfaction, intentions, perceptions, and interests in contexts where face-to-face-learning was not an option. These findings suggest that MOOC should be considered as an alternative way to build specific content in situations of crisis.
Este capítulo aborda la importancia de la pronunciación en la enseñanza del inglés como lengua extranjera, profundizando en los aspectos que causan que ciertos rasgos fonéticos resulten problemáticos para estudiantes españoles. Se estudia también la conexión 'pronunciación-inteligibilidad-comunicación', bajo un enfoque divulgador.
En la actualidad, la presencia de las Tecnologías de la Información y la Comunicación, en la sociedad en general y en la educación en particular, demanda nuevas formas de enseñanza en las cuales los estudiantes no requieren asistir físicamente a las instituciones educativas, lo cual supone nuevos retos y posibilidades en el marco de la enseñanza, así como la presencia de los Cursos Abiertos Masivos en Línea (MOOC), lo que a su vez genera necesidades de superación profesional en los docentes universitarios para su diseño e implementación. En este sentido, la tesis tiene como objetivo; proponer una metodología que contribuya a la superación profesional en el diseño de MOOC de los docentes universitarios. Se determinan los referentes teórico-metodológicos que sustentan el proceso de superación profesional en el diseño de MOOC, lo cual permitió definir la variable dependiente. La investigación se basa en el método dialéctico materialista, articulado con los métodos del nivel teórico, empírico y los estadísticos, los que permitieron caracterizar la superación profesional en el diseño de MOOC y la elaboración de la metodología como aporte práctico, la que se concreta en los componentes teórico-cognitivo e instrumental; procedimientos, etapas y acciones, caracterizado por los diferentes momentos de la actividad Orientación, Ejecución, Control. A partir de la implementación práctica se lograron cambios en los docentes universitarios. Trascienden los niveles de medio y bajo a un nivel alto de la dimensiones conceptual y procedimental, lo que infiere que han sido atendidas las necesidades de superación para el diseño de los MOOC.
It is possible to learn a foreign language online, but certain conditions need to be met: an adequate course design, learner scaffolding, appropriate feedback and instructor presence.
“El inglés, cuanto antes mejor” o “yo soy ya muy mayor para aprender idiomas” son dos frases que reflejan una creencia popular sobre la relación entre la edad y la adquisición y aprendizaje de las lenguas. Pero ¿qué hay de cierto detrás de estas afirmaciones? ¿Es realmente la edad un factor de éxito? ¿Qué edad es la mejor para aprender una lengua extranjera (LE)? La creencia sobre la similitud entre la adquisición y aprendizaje de la lengua materna (L1) y la lengua extranjera (L2) en la edad infantil está muy extendida, de ahí que pensemos que cuanto antes, mejor. Sin embargo, a pesar de la edad, ¿por qué varían los resultados de la adquisición aprendizaje de la L2 de manera notable de unos sujetos a otros, pero no así de la L1?
Open Educational Resources (OER) and Massive Open Online Courses (MOOC) have not developed with an inherent capacity to attend to the needs of disabled students. In our research, we aim to understand the social, contextual and organisational issues behind these inadequacies. Through this, interventions and best practices can be developed to improve the situation.
Massive open online courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students. On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners’ performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrates use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions, and to optimize learning with applicable and convenient interventions.
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The nature of openness in education has transformed from just relating to open access to encompass a wide range of interpretations. This paper explores the concept of an ‘open scholar’ whose practice is shaped by digital and networked technologies. It is argued that openness represents an effective working method in this environment, and that creativity plays a key role in realising this. The relationship between creativity and open educational resources is outlined to demonstrate that there is a positive feedback loop between the two processes.
Online learning has been burgeoning over the past decade with one of the more popular modes of conducting online learning being the asynchronous online courses. Within the asynchronous online course, the asynchronous discussion forum replaces the face-to-face interaction of the traditional classroom, but is this form of discussion able to enhance the learning process? This paper reviews the literature regarding asynchronous discussion forums finding that that the asynchronous discussion forum is able to generate the critical dimensions of learning found in the traditional classroom, but it has its limitations.
Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social Web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2005) implies in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.
Following the outbreak of Massive Open Online Courses (MOOCs) in 2012, the roles, competences and methodological strategies of online language teachers are once again called into question, mainly because of the "massive" nature of these courses in which tens of thousands of students may enrol. This work analyses the new teacher profile from a theoretical and practical standpoint, identifying its main roles and competences.
In this paper, we present work on learning analytics that aims to support learners and teachers through dashboard applications, ranging from small mobile applications to learnscapes on large public displays. Dashboards typically capture and visualize traces of learning activities, in order to promote awareness, reflection, and sense-making, and to enable learners to define goals and track progress toward these goals. Based on an analysis of our own work and a broad range of similar learning dashboards, we identify HCI issues for this exciting research area.