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.
Friday 20 December 2013
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.
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