Retos de Accesibilidad en GEO-MOOCs:
Tania Calle-Jiménez, Sandra Sanchez-Gordon, Sergio Luján-Mora. Retos de Accesibilidad en GEO-MOOCs. Conferencia Ibero Americana WWW/Internet 2013 (CIAWI 2013), November 21-23, Porto Alegre, Brasil.
View paper online, in Spanish: Retos de Accesibilidad en GEO-MOOCs
Abstract
El presente trabajo describe algunos de los retos que existen para lograr que cursos en línea sobre Sistemas de Información Geográfica (SIG) que se ofrecen mediante plataformas de Cursos en Línea Masivos y Abiertos (MOOCs) sean inclusivos. Es decir, accesibles para personas con diversas discapacidades. A estos cursos, se los conoce con el nombre genérico de Geo-MOOCs. En accesibilidad web no interesan las condiciones específicas de las personas sino el impacto que dichas condiciones tienen en su habilidad para usar la web. En este contexto, se proponen las siguientes categorías de discapacidades: visuales, motoras y del habla, cognitivas y psicosociales. Además, se debe tomar en consideración que las discapacidades pueden ser permanentes, temporales o situacionales. Existen varias estrategias para lograr que un MOOC sea de alta accesibilidad. Una opción es evitar ciertos tipos de funcionalidades y contenidos que no son accesibles a personas con discapacidades. Esta no es una buena solución, pues conlleva una reducción general de características que se ofrecen a los usuarios. Otra propuesta es desarrollar una versión genérica del MOOC y varias versiones alternativas para distintos tipos de discapacidades. Este camino tampoco es adecuado, pues el desarrollo y soporte de múltiples versiones es costoso y en muchos casos no viable. Además, no resuelve el problema de la segregación a usuarios. Por tanto, se requiere proveer métodos alternativos para llevar a cabo las distintas funcionalidades y para acceder a contenidos en formatos accesibles acorde a cada tipo de discapacidad. Para esto, se requiere profundizar en los requerimientos de accesibilidad y tecnologías asistidas. Con esto, se pretende definir mecanismos para solventar los retos asociados a la implantación de dichos requerimientos en Geo-MOOCs.
Monday 6 April 2015
Sunday 5 April 2015
Using Open Badges as certification in a MOOC
Using Open Badges as certification in a MOOC:
Joan Albert Laso, Pedro Pernías Peco, Sergio Luján-Mora. Using Open Badges as certification in a MOOC. Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), p. 1809-1818, Seville (Spain), November 18-20 2013. ISBN: 978-84-616-3847-5.
View paper in IATED Digital Library: Using Open Badges as certification in a MOOC
Abstract
MOOCs (Massive Open Online Courses) are online courses with the option of free and open registration that are usually followed by thousands of students from all over the world at the same time. MOOCs need new kinds of certification and accreditation. On the other hand, Mozilla Open Badges provides a method to create verifiable certifications of knowledge, skills, and achievements, no matter where they are learned or obtained. Nowadays, people learn things online and out of school all the time. Mozilla Open Badges helps to solve the problem of certification in the digital society, making it easy for any organization to issue and manage digital badges, and to any student to display them across the Web. Moreover, badges can be used to “gamify” education. In this paper, based on our experience in the creation of some MOOCs, we show how Mozilla Open Badges can be integrated with a MOOC to show progress and learning achievements.
Joan Albert Laso, Pedro Pernías Peco, Sergio Luján-Mora. Using Open Badges as certification in a MOOC. Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), p. 1809-1818, Seville (Spain), November 18-20 2013. ISBN: 978-84-616-3847-5.
View paper in IATED Digital Library: Using Open Badges as certification in a MOOC
Abstract
MOOCs (Massive Open Online Courses) are online courses with the option of free and open registration that are usually followed by thousands of students from all over the world at the same time. MOOCs need new kinds of certification and accreditation. On the other hand, Mozilla Open Badges provides a method to create verifiable certifications of knowledge, skills, and achievements, no matter where they are learned or obtained. Nowadays, people learn things online and out of school all the time. Mozilla Open Badges helps to solve the problem of certification in the digital society, making it easy for any organization to issue and manage digital badges, and to any student to display them across the Web. Moreover, badges can be used to “gamify” education. In this paper, based on our experience in the creation of some MOOCs, we show how Mozilla Open Badges can be integrated with a MOOC to show progress and learning achievements.
Friday 20 December 2013
Using CourseBuilder as a MOOC platform
Using CourseBuilder as a MOOC platform:
Martín Candela Calabuig, Carlos Carrillo Boj, Adrián González Martín, Pedro Pernías Peco, Sergio Luján-Mora. Using CourseBuilder as a MOOC platform. In Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), p. 1847-1856, Seville (Spain), November 18-20 2013. ISBN: 978-84-616-3847-5.
View paper in IATED Digital Library: Using CourseBuilder as a MOOC platform
Abstract
Massive Open Online Courses (MOOCs) are online courses with the option of free and open registration that are usually followed by thousands of students from all over the world at the same time. MOOCs are usually created and offered by higher education institutions, such as universities. The structure and content of MOOCs usually mimics traditional online courses: a syllabus, a calendar, educational materials (mainly videos), some activities or projects, quizzes (usually multiple choice questions) to assess students. learning, and a forum to discuss with instructors and other students.
This paper focuses on the development of MOOCs (Massive Open Online Courses) based on Google CourseBuilder. Firstly, we discuss the current available platforms aimed to develop MOOCs. Then, we explore the main features of Google CourseBuilder. Then, we explain how to create a MOOC with CourseBuilder. Finally, we provide some advices to improve the performance of CB and to avoid some common problems.
Martín Candela Calabuig, Carlos Carrillo Boj, Adrián González Martín, Pedro Pernías Peco, Sergio Luján-Mora. Using CourseBuilder as a MOOC platform. In Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), p. 1847-1856, Seville (Spain), November 18-20 2013. ISBN: 978-84-616-3847-5.
View paper in IATED Digital Library: Using CourseBuilder as a MOOC platform
Abstract
Massive Open Online Courses (MOOCs) are online courses with the option of free and open registration that are usually followed by thousands of students from all over the world at the same time. MOOCs are usually created and offered by higher education institutions, such as universities. The structure and content of MOOCs usually mimics traditional online courses: a syllabus, a calendar, educational materials (mainly videos), some activities or projects, quizzes (usually multiple choice questions) to assess students. learning, and a forum to discuss with instructors and other students.
This paper focuses on the development of MOOCs (Massive Open Online Courses) based on Google CourseBuilder. Firstly, we discuss the current available platforms aimed to develop MOOCs. Then, we explore the main features of Google CourseBuilder. Then, we explain how to create a MOOC with CourseBuilder. Finally, we provide some advices to improve the performance of CB and to avoid some common problems.
Monday 16 December 2013
Accessibility considerations in learning objects and open educational resources
Accessibility considerations in learning objects and open educational resources:
Rosa Navarrete, Sergio Luján-Mora. Accessibility considerations in learning objects and open educational resources. In Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), p. 521-530, Seville (Spain), November 18-20 2013. ISBN: 978-84-616-3847-5.
View paper in IATED Digital Library: Accessibility considerations in learning objects and open educational resources
Abstract
The motivation for this paper resides in two societal phenomena. First, the rapid expansion in the use of technologies to support learning in formal education on universities and educational institutions, as well as in online environments that promote open and free learning. Second, the dynamic growth of educational resources that faculty and learners have globally released for use in open and free learning contexts, which allow interaction and collaboration between students and academic peers, giving rise to a new space that promotes equity opportunities in access to non-formal learning.
Moreover, there is an important recognition in a global scale about the rights of people with disabilities in all social spheres, and certainly the access to non-formal education is one of them.
In this paper we will conduct a preliminary evaluation over some of the most important websites of Open Educational Resources, in terms of the web accessibility to the web page and the educational resources themselves. The obtained results provide a starting point about the dissimilar levels of concern around the accessibility issues and try to identify the needed actions to ensure accessibility for and inclusion of persons with disabilities.
Rosa Navarrete, Sergio Luján-Mora. Accessibility considerations in learning objects and open educational resources. In Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), p. 521-530, Seville (Spain), November 18-20 2013. ISBN: 978-84-616-3847-5.
View paper in IATED Digital Library: Accessibility considerations in learning objects and open educational resources
Abstract
The motivation for this paper resides in two societal phenomena. First, the rapid expansion in the use of technologies to support learning in formal education on universities and educational institutions, as well as in online environments that promote open and free learning. Second, the dynamic growth of educational resources that faculty and learners have globally released for use in open and free learning contexts, which allow interaction and collaboration between students and academic peers, giving rise to a new space that promotes equity opportunities in access to non-formal learning.
Moreover, there is an important recognition in a global scale about the rights of people with disabilities in all social spheres, and certainly the access to non-formal education is one of them.
In this paper we will conduct a preliminary evaluation over some of the most important websites of Open Educational Resources, in terms of the web accessibility to the web page and the educational resources themselves. The obtained results provide a starting point about the dissimilar levels of concern around the accessibility issues and try to identify the needed actions to ensure accessibility for and inclusion of persons with disabilities.
Saturday 14 December 2013
Accessibility considerations of massive online open courses as creditable courses in engineering programs
Accessibility considerations of massive online open courses as creditable courses in engineering programs:
Sandra Sanchez-Gordon, Sergio Luján-Mora. Accessibility considerations of massive online open courses as creditable courses in engineering programs. In Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), p. 5853-5862, Seville (Spain), November 18-20 2013. ISBN: 978-84-616-3847-5.
View paper in IATED Digital Library: Accessibility considerations of massive online open courses as creditable courses in engineering programs
Abstract
This paper proposal is to include MOOCs (Massive Open Online Courses) as creditable courses in engineering programs at the National Polytechnic School of Ecuador. In addition to fulfilling a number of requirements related to the content and duration of the courses, one important challenge is that these selected MOOCs should comply with web accessibility requirements specific for the special needs of non-native speakers.
Web accessibility is the property of a website to support the same level of effectiveness for people with disabilities as it does for non-disabled people. As an accessible website is designed to meet different user needs, preferences, skills and situations, this flexibility also benefits people without disabilities in certain situations, such as MOOC students who are non-native speakers. Unfortunately, MOOCs raise new challenges on web accessibility. For example, cultural differences and background knowledge have to be taken into account when choosing contents, examples, and learning activities which might be unfamiliar or even offensive to certain cultures. Also, user interfaces requires special adaptations for non-native speakers.
We present a preliminary list of web accessibility requirements and highlight the challenges non-native speakers experience when using MOOCs. The goal is to raise awareness about the particular needs of non-native speakers. This understanding will be the base for establishing criteria for a preliminary selection of MOOCs as creditable courses in engineering programs at the National Polytechnic School. These criteria can also be useful for other higher education institutions interested in including MOOCs in their official programs.
Sandra Sanchez-Gordon, Sergio Luján-Mora. Accessibility considerations of massive online open courses as creditable courses in engineering programs. In Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), p. 5853-5862, Seville (Spain), November 18-20 2013. ISBN: 978-84-616-3847-5.
View paper in IATED Digital Library: Accessibility considerations of massive online open courses as creditable courses in engineering programs
Abstract
This paper proposal is to include MOOCs (Massive Open Online Courses) as creditable courses in engineering programs at the National Polytechnic School of Ecuador. In addition to fulfilling a number of requirements related to the content and duration of the courses, one important challenge is that these selected MOOCs should comply with web accessibility requirements specific for the special needs of non-native speakers.
Web accessibility is the property of a website to support the same level of effectiveness for people with disabilities as it does for non-disabled people. As an accessible website is designed to meet different user needs, preferences, skills and situations, this flexibility also benefits people without disabilities in certain situations, such as MOOC students who are non-native speakers. Unfortunately, MOOCs raise new challenges on web accessibility. For example, cultural differences and background knowledge have to be taken into account when choosing contents, examples, and learning activities which might be unfamiliar or even offensive to certain cultures. Also, user interfaces requires special adaptations for non-native speakers.
We present a preliminary list of web accessibility requirements and highlight the challenges non-native speakers experience when using MOOCs. The goal is to raise awareness about the particular needs of non-native speakers. This understanding will be the base for establishing criteria for a preliminary selection of MOOCs as creditable courses in engineering programs at the National Polytechnic School. These criteria can also be useful for other higher education institutions interested in including MOOCs in their official programs.
Wednesday 20 November 2013
Lessons learned from the organization of a MOOC
Lessons learned from the organization of a MOOC:
Sergio Luján-Mora. II Congreso Internacional sobre Aprendizaje, Innovación y Competitividad (CINAIC 2013), Madrid (Spain), November 6-8 2013.
Abstract
Massive Open Online Courses (MOOCs) are online courses that do not demand any requirement to access them and are prepared to accept thousands of students participating simultaneously. The lack of requirements, together with the massive character, is the reason that these courses present some differences in their operation compared to traditional online courses. Furthermore, the motivations and expectations of students in MOOCs vary from the motivations and expectations of students in traditional online courses. Therefore, the way to tackle the creation and delivery of these courses is different. MOOCs are quite new, so the information available about the creation and operation is limited. The purpose of this article is to provide some advices on creating a MOOC in order to help teachers who want to create their own MOOC.
Keywords: MOOC, OER, e-learning, innovation, education, open, web.
Resumen
Los "Massive Open Online Courses" (MOOCs) son cursos en línea en los que no se exige ningún requisito para acceder a ellos y que están preparados para aceptar miles de estudiantes participando de forma simultánea. La falta de requisitos, junto con el carácter de masivo, origina que estos cursos presenten algunas diferencias en su funcionamiento respecto a los cursos en línea tradicionales. Además, las motivaciones y expectativas de los estudiantes de los cursos MOOC difieren de las motivaciones y expectativas de los estudiantes de los cursos en línea tradicionales. Por tanto, la forma de afrontar la creación e impartición de estos cursos es diferente. Los cursos MOOC son muy recientes, así que la información disponible sobre su creación y forma de funcionamiento es escasa. El propósito de este artículo es proporcionar una serie de consejos sobre la creación de un curso MOOC con el fin de ayudar a aquellos profesores que quieran crear sus propios cursos de tipo MOOC.
Sergio Luján-Mora. II Congreso Internacional sobre Aprendizaje, Innovación y Competitividad (CINAIC 2013), Madrid (Spain), November 6-8 2013.
Abstract
Massive Open Online Courses (MOOCs) are online courses that do not demand any requirement to access them and are prepared to accept thousands of students participating simultaneously. The lack of requirements, together with the massive character, is the reason that these courses present some differences in their operation compared to traditional online courses. Furthermore, the motivations and expectations of students in MOOCs vary from the motivations and expectations of students in traditional online courses. Therefore, the way to tackle the creation and delivery of these courses is different. MOOCs are quite new, so the information available about the creation and operation is limited. The purpose of this article is to provide some advices on creating a MOOC in order to help teachers who want to create their own MOOC.
Keywords: MOOC, OER, e-learning, innovation, education, open, web.
Resumen
Los "Massive Open Online Courses" (MOOCs) son cursos en línea en los que no se exige ningún requisito para acceder a ellos y que están preparados para aceptar miles de estudiantes participando de forma simultánea. La falta de requisitos, junto con el carácter de masivo, origina que estos cursos presenten algunas diferencias en su funcionamiento respecto a los cursos en línea tradicionales. Además, las motivaciones y expectativas de los estudiantes de los cursos MOOC difieren de las motivaciones y expectativas de los estudiantes de los cursos en línea tradicionales. Por tanto, la forma de afrontar la creación e impartición de estos cursos es diferente. Los cursos MOOC son muy recientes, así que la información disponible sobre su creación y forma de funcionamiento es escasa. El propósito de este artículo es proporcionar una serie de consejos sobre la creación de un curso MOOC con el fin de ayudar a aquellos profesores que quieran crear sus propios cursos de tipo MOOC.
Monday 4 November 2013
From the traditional lecture to the MOOC: twelve years of evolution of a subject about web application programming
From the traditional lecture to the MOOC: twelve years of evolution of a subject about web application programming:
Sergio Luján-Mora. Revista de Docencia Universitaria (REDU), Número monográfico dedicado a "Engineering Education", volumen 11, pp. 279 -300. ISSN: 1887-4592.
Abstract
This paper shows the evolution of the teaching of a course of a computer engineering degree, "Internet Programming", over twelve years. In this course, students learn the technologies and methods used in web application development.
Over the past twelve years, the teaching method in the course has been changed more or less in a natural way. During the first years of "Internet Programming", the traditional lecture was used as the teaching method. Although students. learning outcome was not bad, among teachers there was a feeling that it could be done better. In the following years, there were some experiments with other teaching methods until the last year, in which the inverted classroom (flip teaching) method was used together with a Massive Open Online Course (MOOC). The use of this teaching method offers two important advantages. On the one hand, the time in the classroom can be used to do active learning activities in which teachers' role is essential. On the other hand, students can review learning materials at their own pace.
Resumen
En este artículo se muestra la evolución de la enseñanza de una asignatura de la carrera de ingeniería en informática, .Programación en Internet., a lo largo de doce años. En esta asignatura, los alumnos aprenden las tecnologías y métodos que se emplean en la programación de aplicaciones web.
A lo largo de estos doce años, el método docente en la asignatura ha ido cambiado de forma más o menos natural. Durante los primeros años de .Programación en Internet. se utilizó la clase magistral como método de enseñanza. Aunque el resultado del aprendizaje de los alumnos no era malo, entre los profesores existía la sensación de que se podía hacer mejor. En los siguientes años, se experimentó con otros métodos docentes hasta llegar al último año, en el que se ha utilizado el método de la clase invertida junto con un curso abierto en línea a gran escala (Massive Open Online Course, MOOC). El empleo de este método docente ofrece dos ventajas importantes. Por un lado, permite aprovechar la clase presencial para realizar actividades de aprendizaje en las que el papel del profesor es esencial. Por otro lado, permite que cada alumno pueda consultar los materiales docentes a su ritmo.
Sergio Luján-Mora. Revista de Docencia Universitaria (REDU), Número monográfico dedicado a "Engineering Education", volumen 11, pp. 279 -300. ISSN: 1887-4592.
Abstract
This paper shows the evolution of the teaching of a course of a computer engineering degree, "Internet Programming", over twelve years. In this course, students learn the technologies and methods used in web application development.
Over the past twelve years, the teaching method in the course has been changed more or less in a natural way. During the first years of "Internet Programming", the traditional lecture was used as the teaching method. Although students. learning outcome was not bad, among teachers there was a feeling that it could be done better. In the following years, there were some experiments with other teaching methods until the last year, in which the inverted classroom (flip teaching) method was used together with a Massive Open Online Course (MOOC). The use of this teaching method offers two important advantages. On the one hand, the time in the classroom can be used to do active learning activities in which teachers' role is essential. On the other hand, students can review learning materials at their own pace.
Resumen
En este artículo se muestra la evolución de la enseñanza de una asignatura de la carrera de ingeniería en informática, .Programación en Internet., a lo largo de doce años. En esta asignatura, los alumnos aprenden las tecnologías y métodos que se emplean en la programación de aplicaciones web.
A lo largo de estos doce años, el método docente en la asignatura ha ido cambiado de forma más o menos natural. Durante los primeros años de .Programación en Internet. se utilizó la clase magistral como método de enseñanza. Aunque el resultado del aprendizaje de los alumnos no era malo, entre los profesores existía la sensación de que se podía hacer mejor. En los siguientes años, se experimentó con otros métodos docentes hasta llegar al último año, en el que se ha utilizado el método de la clase invertida junto con un curso abierto en línea a gran escala (Massive Open Online Course, MOOC). El empleo de este método docente ofrece dos ventajas importantes. Por un lado, permite aprovechar la clase presencial para realizar actividades de aprendizaje en las que el papel del profesor es esencial. Por otro lado, permite que cada alumno pueda consultar los materiales docentes a su ritmo.
Saturday 2 November 2013
Architecture of a MOOC based on CourseBuilder
Architecture of a MOOC based on CourseBuilder:
Pedro Pernías Peco, Sergio Luján-Mora. Architecture of a MOOC based on CourseBuilder. 12th International Conference on Information Technology Based Higher Education and Training (ITHET 2013), p. 1-8, Antalya (Turkey), October 10-12 2013. ISBN: 978-1-4799-0085-5.
Abstract
This paper focuses on the development of UniMOOC aemprende, a MOOC (Massive Open Online Course) based on Google CourseBuilder. Firstly, we discuss the current available platforms aimed to develop MOOCs: before developing UniMOOC aemprende, different MOOC platforms were reviewed in order to choose the most suitable for our requirements. Then, we explain why we selected Google CourseBuilder as the most suitable option for the requirements of our MOOC. Finally, we present the architecture of our MOOC, composed of different components that engage our students and help them succeed.
Pedro Pernías Peco, Sergio Luján-Mora. Architecture of a MOOC based on CourseBuilder. 12th International Conference on Information Technology Based Higher Education and Training (ITHET 2013), p. 1-8, Antalya (Turkey), October 10-12 2013. ISBN: 978-1-4799-0085-5.
Abstract
This paper focuses on the development of UniMOOC aemprende, a MOOC (Massive Open Online Course) based on Google CourseBuilder. Firstly, we discuss the current available platforms aimed to develop MOOCs: before developing UniMOOC aemprende, different MOOC platforms were reviewed in order to choose the most suitable for our requirements. Then, we explain why we selected Google CourseBuilder as the most suitable option for the requirements of our MOOC. Finally, we present the architecture of our MOOC, composed of different components that engage our students and help them succeed.
Thursday 17 October 2013
Web accessibility of MOOCs for elderly students
Web accessibility of MOOCs for elderly students:
Sandra Sanchez-Gordon, Sergio Luján-Mora. Web accessibility of MOOCs for elderly students. 12th International Conference on Information Technology Based Higher Education and Training (ITHET 2013), p. 1-6, Antalya (Turkey), October 10-12 2013. ISBN: 978-1-4799-0085-5.
Abstract
Internet use by older people has increased dramatically during the past 10 years. According to different sources, the number of users over age 65 has more than doubled since 2000. Besides, the inevitable effect of younger users aging will increase the number of older people using the Internet the next decades. Unfortunately, older people face several challenges when using the web due to diminishing capacities related to aging, such as vision decline, hearing loss, decremented motor skills and cognition issues.
On the other hand, e-learning can be an opportunity in helping older people become integrated with the rest of society. In this context, Massive Open Online Courses (MOOC) bring great opportunities to enhance the quality of life of older people by enabling lifelong learning and inclusion in learning communities. However, MOOCs can present some barriers that could hamper full participation by elderly students. In order to avoid these barriers, MOOCs have to meet different user needs, skills and situations: MOOCs have to successfully address web accessibility challenges for elderly students. The purpose of this paper is to raise awareness towards a better understanding of the web accessibility challenges that elderly students of MOOCs face.
Sandra Sanchez-Gordon, Sergio Luján-Mora. Web accessibility of MOOCs for elderly students. 12th International Conference on Information Technology Based Higher Education and Training (ITHET 2013), p. 1-6, Antalya (Turkey), October 10-12 2013. ISBN: 978-1-4799-0085-5.
Abstract
Internet use by older people has increased dramatically during the past 10 years. According to different sources, the number of users over age 65 has more than doubled since 2000. Besides, the inevitable effect of younger users aging will increase the number of older people using the Internet the next decades. Unfortunately, older people face several challenges when using the web due to diminishing capacities related to aging, such as vision decline, hearing loss, decremented motor skills and cognition issues.
On the other hand, e-learning can be an opportunity in helping older people become integrated with the rest of society. In this context, Massive Open Online Courses (MOOC) bring great opportunities to enhance the quality of life of older people by enabling lifelong learning and inclusion in learning communities. However, MOOCs can present some barriers that could hamper full participation by elderly students. In order to avoid these barriers, MOOCs have to meet different user needs, skills and situations: MOOCs have to successfully address web accessibility challenges for elderly students. The purpose of this paper is to raise awareness towards a better understanding of the web accessibility challenges that elderly students of MOOCs face.
Wednesday 17 July 2013
MOOCs: The evolution of open knowledge
MOOCs: The evolution of open knowledge:
MOOCs: La evolución del libre conocimiento. Educamericas, July 3 2013.
Internet: http://www.educamericas.com/articulos/reportajes/moocs-la-evolucion-del-libre-conocimiento
Abstract:
Interview with Sergio Luján Mora, author of the MOOC iDESWEB, Introducción al desarrollo web.
MOOCs: La evolución del libre conocimiento. Educamericas, July 3 2013.
Internet: http://www.educamericas.com/articulos/reportajes/moocs-la-evolucion-del-libre-conocimiento
Abstract:
Interview with Sergio Luján Mora, author of the MOOC iDESWEB, Introducción al desarrollo web.
Monday 15 July 2013
Mixing a MOOC with flip teaching in a traditional classroom
Mixing a MOOC with flip teaching in a traditional classroom:
Sergio Luján-Mora, Estela Saquete Boró. Mixing a MOOC with flip teaching in a traditional classroom. Proceedings of the 5th International Conference on Education and New Learning Technologies (Edulearn 2013), Barcelona (Spain), July 1-3 2013. ISBN: 978-84-616-3822-2.
Abstract
MOOCs (Massive Open Online Courses) have been around us since 2008, when around 2,300 students took part in a course called "Connectivism and Connective Knowledge", organized by the University of Manitoba (Canada). However, 2012 was widely recognized as "The year of the MOOC", because some MOOC initiatives, such as Coursera, Udacity, or edX, gained a world-wide popularity. Many experts consider MOOCs a "revolution in education". However, other experts think is too soon to make such a claim and MOOCs still have to prove their real value. Unfortunately, there are not many research studies on MOOCs.
In this paper, we present some lessons learned from our MOOC on XML (extensible Markup Language). Some features our MOOC included were self-paced learning, an online discussion group, and assessment of learning students progressed through the course. We used Google CourseBuilder as LMS (Learning Management Systems). In our MOOC we had two types of students: official on-campus students and unofficial off-campus students. On-campus students were taught using a blended learning method: a combination of traditional face-to-face classroom with online learning.
Apart from the data gathered from the LMS, we conducted two online surveys to better understand how students learnt. The goal of our study was to discover if there was any correlation between the subject perception of the quality of the course and the learning style of each student.
Firstly, students answered an online survey which goal was to measure the quality of the instructional material. Students had to assess the quality of the audio and the video image, the duration of the videos, the content of the videos, and the difficulty of the quizzes. This survey was a 13-item questionnaire.
Secondly, students answered the Index of Learning Styles, an online survey based on the learning style model formulated by Richard M. Felder and Linda K. Silverman. This model is used to categorize students' learning styles based on the selection of some preferences from a group of four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global). This survey was a 44-item questionnaire. In this paper we present the results and the conclusions of our study.
Keywords MOOC, on-line learning, quality assessment.
Sergio Luján-Mora, Estela Saquete Boró. Mixing a MOOC with flip teaching in a traditional classroom. Proceedings of the 5th International Conference on Education and New Learning Technologies (Edulearn 2013), Barcelona (Spain), July 1-3 2013. ISBN: 978-84-616-3822-2.
Abstract
MOOCs (Massive Open Online Courses) have been around us since 2008, when around 2,300 students took part in a course called "Connectivism and Connective Knowledge", organized by the University of Manitoba (Canada). However, 2012 was widely recognized as "The year of the MOOC", because some MOOC initiatives, such as Coursera, Udacity, or edX, gained a world-wide popularity. Many experts consider MOOCs a "revolution in education". However, other experts think is too soon to make such a claim and MOOCs still have to prove their real value. Unfortunately, there are not many research studies on MOOCs.
In this paper, we present some lessons learned from our MOOC on XML (extensible Markup Language). Some features our MOOC included were self-paced learning, an online discussion group, and assessment of learning students progressed through the course. We used Google CourseBuilder as LMS (Learning Management Systems). In our MOOC we had two types of students: official on-campus students and unofficial off-campus students. On-campus students were taught using a blended learning method: a combination of traditional face-to-face classroom with online learning.
Apart from the data gathered from the LMS, we conducted two online surveys to better understand how students learnt. The goal of our study was to discover if there was any correlation between the subject perception of the quality of the course and the learning style of each student.
Firstly, students answered an online survey which goal was to measure the quality of the instructional material. Students had to assess the quality of the audio and the video image, the duration of the videos, the content of the videos, and the difficulty of the quizzes. This survey was a 13-item questionnaire.
Secondly, students answered the Index of Learning Styles, an online survey based on the learning style model formulated by Richard M. Felder and Linda K. Silverman. This model is used to categorize students' learning styles based on the selection of some preferences from a group of four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global). This survey was a 44-item questionnaire. In this paper we present the results and the conclusions of our study.
Keywords MOOC, on-line learning, quality assessment.
Tuesday 9 July 2013
The phenomenon of MOOCs
The phenomenon of MOOCs:
El fenómeno de los MOOCs. The e-learner, June 14 2013.
Internet: http://www.nivel7.net/e-learning/experiencia/the-e-learner/detalle-articulo/ic/el-fenomeno-de-los-moocs/icac/show/Content/
Abstract:
Interview with Sergio Luján Mora, author of the MOOC iDESWEB, Introducción al desarrollo web.
El fenómeno de los MOOCs. The e-learner, June 14 2013.
Internet: http://www.nivel7.net/e-learning/experiencia/the-e-learner/detalle-articulo/ic/el-fenomeno-de-los-moocs/icac/show/Content/
Abstract:
Interview with Sergio Luján Mora, author of the MOOC iDESWEB, Introducción al desarrollo web.
Monday 8 July 2013
The MOOCs, can they be of interest to companies?
The MOOCs, can they be of interest to companies?:
Sergio Luján-Mora. Los MOOCs, ¿pueden interesar a las empresas? Observatorio de recursos humanos y relaciones laborales, nº 80, p. 48-52, June 2013. ISSN: 1886-4244.
View article online, in Spanish: Los MOOCs, ¿pueden interesar a las empresas?
Download article (PDF), in Spanish: Los MOOCs, ¿pueden interesar a las empresas?
Abstract
The MOOCs have been described as a "revolution in education" and the truth is that, if they meet the expectations that are creating, will provide the biggest change in the way we teach and learn from the past 500 years.
The MOOCs promise a more personalized learning, with content tailored to the needs of each student, which can help create more meaningful learning experiences.
Compared to the traditional classroom, the MOOCs are more flexible and less structured and can allow students to enter the course development at the appropriate time.
Sergio Luján-Mora. Los MOOCs, ¿pueden interesar a las empresas? Observatorio de recursos humanos y relaciones laborales, nº 80, p. 48-52, June 2013. ISSN: 1886-4244.
View article online, in Spanish: Los MOOCs, ¿pueden interesar a las empresas?
Download article (PDF), in Spanish: Los MOOCs, ¿pueden interesar a las empresas?
Abstract
The MOOCs have been described as a "revolution in education" and the truth is that, if they meet the expectations that are creating, will provide the biggest change in the way we teach and learn from the past 500 years.
The MOOCs promise a more personalized learning, with content tailored to the needs of each student, which can help create more meaningful learning experiences.
Compared to the traditional classroom, the MOOCs are more flexible and less structured and can allow students to enter the course development at the appropriate time.
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