A proposal for the methodological design of collaborative language MOOC

The introduction of massive open online education has offered a new range of exciting possibilities for the development of language learning. By opening up access to language education for all who are digitally connected, it contributes to increase the speed and outreach of the dissemination of one of the key transversal competences. Additionally, it allows also for the acceleration of the language learning processes through the use of very large communities of practice. However, most of the MOOCs in offer today are not designed in such a way as to empower learners and favour collaborative learning experiences. In this chapter we explore how the massive open education movement has been evolving and discuss what the design elements favouring massive collaborative language learning experiences should be. We present a methodological proposal for collaborative language MOOCs based on the iMOOC model, developed by a team of the Open University of Portugal (Universidade Aberta – UAb.pt)iMOOC Project integrated and supported by in Laboratory of Distance Education and eLearning (https://lead.uab.pt/imooc/). Financed national funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the projects UIDB/04372/2020info:eu-repo/semantics/publishedVersio

Students' learning outcomes in Massive Open Online Courses (MOOCs): Some suggestions for course design

Teaching and Teacher Learning (ICLON

Music Learning with Massive Open Online Courses

Steels, Luc et al.-- Editors: Luc SteelsMassive Open Online Courses, known as MOOCs, have arisen as the logical consequence of marrying long-distance education with the web and social media. MOOCs were confidently predicted by advanced thinkers decades ago. They are undoubtedly here to stay, and provide a valuable resource for learners and teachers alike. This book focuses on music as a domain of knowledge, and has three objectives: to introduce the phenomenon of MOOCs; to present ongoing research into making MOOCs more effective and better adapted to the needs of teachers and learners; and finally to present the first steps towards 'social MOOCs’, which support the creation of learning communities in which interactions between learners go beyond correcting each other's assignments. Social MOOCs try to mimic settings for humanistic learning, such as workshops, small choirs, or groups participating in a Hackathon, in which students aided by somebody acting as a tutor learn by solving problems and helping each other. The papers in this book all discuss steps towards social MOOCs; their foundational pedagogy, platforms to create learning communities, methods for assessment and social feedback and concrete experiments. These papers are organized into five sections: background; the role of feedback; platforms for learning communities; experiences with social MOOCs; and looking backwards and looking forward. Technology is not a panacea for the enormous challenges facing today's educators and learners, but this book will be of interest to all those striving to find more effective and humane learning opportunities for a larger group of students.Funded by the European Commission's OpenAIRE2020 project.Peer reviewe

XVIII Simposio Internacional de Informática Educativa, SIIE 2016

El Simposio Internacional de Informática Educativa (SIIE) ofrece un foro internacional para la presentación y debate de los últimos avances en investigación sobre las tecnologías para el aprendizaje y su aplicación práctica en los procesos educativos. También pretende poner en contacto a investigadores, desarrolladores, representantes institucionales y profesores para compartir puntos de vista, conocimientos y experiencias

Remote access laboratories for preparing STEM teachers: A mixed methods study

Bandura’s self-efficacy theory provided the conceptual framework for this mixed methods investigation of pre-service teachers’ (PSTs) self-efficacy to teach Science, Technology, Engineering and Mathematics (STEM) subjects. The Science Teaching Efficacy Belief Instrument-B (STEBI-B) was modified to create the Technology Teaching Efficacy Belief Instrument (T-TEBI). Pre-test and post-test T-TEBI scores were measured to investigate changes in PSTs’ self-efficacy to teach technology. Interviews and reflections were used to explore the reasons for changes in pre-service teachers’ self-efficacy. This paper reports results from a pilot study using an innovative Remote Access Laboratory system with PSTs