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.
Wednesday 17 July 2013
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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