Development of a multilingual online course with the language support for teaching physics in English

Distance education offers an alternative to traditional teaching methods, particularly online courses. During the pandemic, the role of information and communication technologies in the field of education has increased and is used to organize both synchronous and asynchronous learning. However, not all information and communication technology (ICT) tools and platforms provide the necessary functionality for developing online courses in the direction of language integration. This article discusses the issues of creating a multilingual online course of physics in English with the necessary language support and additional functions for the development of students’ academic language. The study used such methods as a survey, focus groups, analytical and descriptive methods, and empirical research. The key features of the developed course are the use of various types of content and methods for assessing both subject and language knowledge and skills. The presented survey results, data on summative assessment (SE), and trial testing show the effectiveness of the developed course modules. The conclusions and results described in the article will be useful to teachers of natural sciences in general education and private schools, especially those using international programs, deputy directors, as well as teachers who teach their subjects in a second or third language

Thematic Trends Around Gamification in MOOC: A Bibliometric Analysis

Currently, educational systems have assumed a relevant role in developing knowledge and strengthening skills in individuals, an aspect that has become a determining factor for the advancement of society. However, these systems present constant challenges, especially influenced by the advance in information and communication technologies, access to the Internet, and mobile devices, which implies transformations in the new paradigms of teaching and learning methodologies. In this scenario, gamification has been one of the strategies used within virtual learning environments such as MOOCs to increase student motivation in the development of courses. In the last decade, interest in this topic has been evidenced. Therefore, this study aims to identify the main research trends in studies on gamification in MOOCs in the last ten years. For this purpose, a bibliometric analysis was carried out using the Scopus database, from which 265 publications were obtained. The main actors (authors and journals) most cited and thematic trends were identified based on the recurrence of keywords. Among the findings, it was identified that researchers are interested in e-Learning, motivation, online learning, serious games, student engagement, badges and rewards, and the use of the Internet as a tool for learning.info:eu-repo/semantics/publishedVersio

Once upon a tip... : a story of MOOCs and gamification

Comunicação publicada nas atas da conferência EADTU 2017, realizadas na Open University, Milton Keynes, de 25-27 de outubro de 2017.This paper discusses the future of MOOCs based on recent research and acknowledged affordances of videogame’s design. The interest in MOOCS for educational purposes has increased over the last few years, with researchers identifying key pedagogical features that make the success of these inherently powerful learning tools. However, low student motivation and high dropout rates have somehow changed the original expectations of many researchers, despite the MOOC user base doubling in 2015. So, in this study we survey recent literature looking for answers, and discuss the evidence gathered from specific MOOCs with over one thousand participants, namely, pioneering iMOOC courses at Universidade Aberta (the Portuguese Open University). Finally, we look at the gaming world and discuss some findings that may benefit the learning design of MOOCs, considering that, besides the huge appeal of these (free) courses, there are recurring shortcomings that we have to alleviate. We follow up on the tip that gamification, and other emerging strategies, such as social networking and digital storytelling, may be vital to assure a sustainable future for open education and MOOCs.info:eu-repo/semantics/publishedVersio

An Analysis Of Gamification Elements In Online Learning To Enhance Learning Engagement

Evolutions in technology have changed the day-to-day especially in education. The ways of teaching and learning have begun the same process. Only the methods can be varieties depends on the instructors. Nowadays, the interest-growing topic in education is about gamification. Various approach has been introduced through gamification to engage student learning but there is still criticism of gamification. Thus, this paper will present an analysis of the existing gamification elements applied in teaching and learning to enhance learning engagement. A survey of the literature was conducted to analyze the existing gamification elements applied in teaching and learning. A deep search of academic literature was under-taken includes books, journals, conference paper, articles, dissertations and theses. Suggestions on how to integrate gamification environment are also included in order to propose new model of engaging online student using gamification elements

An analysis of gamification elements in online learning to enhance learning engagement

Evolutions in technology have changed the day-to-day especially in education.The ways of teaching and learning have begun the same process.Only the methods can be varieties depends on the instructors.Nowadays, the interest-growing topic in education is about gamification.Various approach has been introduced through gamification to engage student learning but there is still criticism of gamification.Thus, this paper will present an analysis of the existing gamification elements applied in teaching and learning to enhance learning engagement.A survey of the literature was conducted to analyze the existing gamification elements applied in teaching and learning.A deep search of academic literature was undertaken includes books, journals, conference paper, articles, dissertations and theses. Suggestions on how to integrate gamification environment are also included in order to propose new model of engaging online student using gamification elements

The Use of Learning Analytics Interactive Dashboards in Serious Games: A Review of the Literature

The learning analytics in serious games, corresponds to a subject in increasing demand in the educational field. In this context, there is a need to study how data visualizations found in the literature are adopted in learning analytics in serious games. This paper presents a Systematic Literature Review (SLR) on how the evolution of studies associated with the use of learning analytics interactive dashboards in serious games is processed, seeking to investigate the characteristics of using dashboards for viewing educational data. A bibliometric analysis was carried out in which 75 relevant studies were selected from the Scopus, Web of Science, and IEEExplore databases. From the data analysis, it was observed that in the current literature there is a reduced number of studies containing the main actors in the learning process, as follows: teachers/instructors, students/participants, game developers/designers, and managers/researchers. In the vast majority of investigated studies, data visualization algorithms are used, where the main focus takes into account only actors, such as teachers/instructors and students/participants

Design, Implementation and Evaluation of SPOCs at the Universidad Carlos III de Madrid

The Universidad Carlos III de Madrid has been offering several face-to-face remedial courses for new students to review or learn concepts and practical skills that they should know before starting their degree program. During 2012 and 2013, our University adopted MOOC-like technologies to support some of these courses so that a blended learning methodology could be applied in a particular educational context, i.e. by using SPOCs (Small Private Online Courses). This paper gathers a list of issues, challenges and solutions when implementing these SPOCs. Based on these challenges and issues, a design process is proposed for the implementation of SPOCs. In addition, an evaluation is presented of the different use of the offered courses based on indicators such as the number of videos accessed, number of exercises accessed, number of videos completed, number of exercises correctly solved or time spent on the platform.Work partially funded by the RESET project under grant no. TIN2014-53199-C3-1-R (funded by the Spanish Ministry of Economy and Competitiveness), the REMEDISS project under grant no. IPT-2012-0882-430000 (funded by the Spanish Ministry of Economy and Competitiveness) and the “eMadrid” project (funded by the Regional Government of Madrid) under grant no. S2013/ICE-2715. Carlos Delgado Kloos wishes to acknowledge support from Fundación CajaMadrid to visit Harvard University and MIT in the academic year 2012-13

Evaluation of a Learning Analytics Application for Open edX Platform

Massive open online courses (MOOCs) have recently emerged as a revolution in education. Due to the huge amount of users, it is difficult for teachers to provide personalized instruction. Learning analytics computer applications have emerged as a solution. At present, MOOC platforms provide low support for learning analytics visualizations, and a challenge is to provide useful and effective visualization applications about the learning process. At this paper we review the learning analytics functionality of Open edX and make an overview of our learning analytics application ANALYSE. We present a usability and effectiveness evaluation of ANALYSE tool with 40 students taking a Design of Telematics Applications course. The survey obtained very positive results in a system usability scale (SUS) questionnaire (78.44/100) in terms of the usefulness of visualizations (3.68/5) and the effectiveness ratio (92/100) of the actions required for the respondents. Therefore, we can conclude that the implemented learning analytics application is usable and effective.Acknowledgements: This work has been supported by the "eMadrid" project (Regional Government of Madrid) under grant S2013/ICE-2715, the "RESET" project (Ministry of Economy and Competiveness) under grant RESET TIN2014-53199-C3-1-R and the European Erasmus+ SHEILA project under grant 562080-EPP-1-2015-BE-EPPKA3-PI-FORWARD