Methodological Approach and Technological Framework to Break the Current Limitations of MOOC Model

[EN]A methodological approach and technological framework are proposed to improve learning outcomes in Massive Open Online Courses (MOOCs), taking into account the distinguishing features of this kind of massive courses over traditional online courses. The proposed methodology integrates the learning strategies of xMOOCs and cMOOCs with adaptivity and knowledge management capabilities. In order to test the learning results of the methodology and the need of supporting technological framework for it, a MOOC was made based on the methodological proposal and using a MOOC platform called MiríadaX. The quantitative results have improved considerably the MOOC completion rate (compared to the average of the rest of MOOC MiríadaX) and the qualitative results show a great satisfaction with the learning outcomes of the learners. However, the technological environment did not allow us develop all the methodological capabilities and it was one of the main concerns of the MOOC attendances. Therefore, from the analysis of collected data and considering the limitations of current MOOC technology platforms, a technological framework has been designed. It may incorporate the proposed methodology in an efficient and effective way. Based on this proposed technological framework, a MOOC platform has been developed and delivered, used by three Spanish Universities to offer MOOCs. This new platform and the supported technological framework have been tested with a first pilot with promising result

The learning improvement of engineering students using peer-created complementary resources

In any organization, the individual is considered an issuer of knowledge who can improve corporate knowledge, and learning is considered to be a key factor in promoting the creation of knowledge. As the knowledge of the individual increases, the organization''s knowledge also increases. The same happens in educational institutions, but there is a tendencyinmost educational methodologies to consider the studentasamere recipient of knowledge. Thispaper presents a model where the student is shown as a knowledge issuer both for their own benefit and for their peers. The key idea is the transfer of knowledge produced by students to organizational knowledge through the knowledge management system the Collaborative Academic Resources Finder (BRACO, for its acronym in Spanish). At the same time, certain quantitative measurement instruments provide insight into student perception of the use of this knowledge in a particular subject in their engineering degree studies as well as the measure of BRACO impact on their learning outcomes. The results of this workshow that an experimental group obtained higher scores in tests than a control group. Results alsoshow that BRACO had a significant impact on learning, and students promoted, organized and used the resources generated by fellow students

Active Peer-Based Flip Teaching: An Active Methodology Based on RT-CICLO

[EN]The RT-CICLO model (real time – collective intelligence applied to a cooperative learning with a social base) is based on generalist processes identified in main active methodologies. This model has been developed as a general model. Therefore, it could be applicable to any active methodology. The main characteristic of the RT-CICLO method is not only to foster active learning, but also to enable students to acquire active skills. In this chapter, the RT-CICLO model is applied to a flip teaching methodology throughout all its phases (lesson at home and homework in the classroom). The main results are obtained in two steps. The first step confirms that students acquire active skills. The second one explores the impact of knowledge creation by students as a way to get feedback and to use the created knowledge as a learning object. It should be highlighted that students’ perceptions are positive using this approac

A methodology proposal for developing Adaptive cMOOC

[EN] Massive Open Online Courses or MOOCs, both in their major approaches xMOOC and cMOOC, are attracting a very interesting debate about their influence in the higher education future. MOOC have both great defenders and detractors. As an emerging trend, MOOCs have a hype repercussion in technological and pedagogical areas, but they should demonstrate their real value in specific implementation and within institutional strategies. Independently, MOOCs have different issues such as high dropout rates and low number of cooperative activities among participants. This paper presents an adaptive proposal to be applied in MOOC definition and development, with a special attention to cMOOC, that may be useful to tackle the mentioned MOOC problems

Knowledge Spirals in Higher Education Teaching Innovation

[EN]A R&I&i process for a knowledge management system development is presented. It transforms different institutions experiences into organisational knowledge applicable to an entire sector, the higher education one specifically. The knowledge management system allows classifying, organising, distributing and facilitating the application of the knowledge generated by the faculty. A study, with more than 1000 system users, reflects that the system helps to the faculty in the way they perform educational innovation activities. The supported model integrates both Nonaka’s epistemological and ontological spirals. This allows defining ontologies and used them in order to transform the individual knowledge into organisational one. The knowledge management system encapsulates complex logic expressions and ontologies management, making easy for the users obtaining successful results that may organise in their own way, becoming a powerful knowledge management process that combines epistemological and ontological knowledge spirals to convert individual experiences in educational innovation into organisational knowledge in the higher education sector

Adaptive and cooperative model of knowledge management in MOOCs

One of the characteristics of Massive Open Online Courses (MOOC) is the heterogeneity of their participants’ profiles and, for the most traditional MOOC model, this is an important cause of the low completion rate. The MOOC model presents two apparent antagonistic concepts, globalization and diversity. MOOCs represent globalization (participants have to be adapted to the course) and their participants represent diversity. The authors of this paper argue that both concepts complement each other; that is, a MOOC can adapt the contents and navigation to the diversity of participants; and in turn the participants themselves can increase and improve the contents of the MOOC, through heterogeneous cooperation, to encourage massive learning. To proof it, this paper presents a new model, called ahMOOC, combining the hybrid-MOOC (hMOOC) and the adaptive MOOC (aMOOC). The hMOOC allows integrating characteristics of xMOOCs (based on formal e-training) with cMOOCs (based on informal and cooperative e-training). The aMOOC offers different learning strategies adapted to different learning objectives, profiles, learning styles, etc. of participants. The ahMOOCs continues having a lower dropout rate (such as hMOOC) than the traditional MOOCs. The qualitative analysis show the capacity of participants, with heterogeneous profiles, to create, in a cooperative and massive way, useful knowledge to improve the course and, later, to apply it in their specific work context. The study also shows that participants have a good perception on the capabilities of the ahMOOC to adapt the learning process to their profiles and preferences

Diseño y desarrollo de un sistema basado en Learning Analytics para evaluar la competencia de trabajo en equipo.Design and development of a Learning Analytics System to evaluate group work competence

La adquisición de la competencia grupal es algo básico en la docencia universitaria. Esta tarea va a suponer evaluar diferentes factores en un número elevado de alumnos, lo que puede supone gran complejidad y un esfuerzo elevado. De cara a evitar este esfuerzo se puede pensar en emplear los registros de la interacción de los usuarios almacenados en las plataformas de aprendizaje. Para ello el presente trabajo se basa en el desarrollo de un sistema de Learning Analytics que es utilizado como herramienta para analizar las evidencias individuales de los distintos miembros de un equipo de trabajo. El trabajo desarrolla un modelo teórico apoyado en la herramienta, que permite relacionar las evidencias observadas de forma empírica para cada alumno, con indicadores obtenidos tanto de la acción individual como cooperativo de los miembros de un equipo realizadas a través de los foros de trabajo. Abstract — The development of the group work competence is something basic in university teaching. It should be evaluated, but this means to analyze different issues about the participation of a high number of students which is very complex and implies a lot of effort. In order to facilitate this evaluation it is possible to analyze the logs of students’ interaction in Learning Management Systems. The present work describes the development of a Learning Analytics system that analyzes the interaction of each of the members of working group. This tool is supported by a theoretical model, which allows establishing links between the empirical evidences of each student and the indicators of their action in working forums

Pilot test for validation of an instrument of Knowledge management in the massive open online context

Knowledge management is a systematic process that deals with looking for, filtering, introducing and using information with the support of information technologies. The objective of using knowledge management depends on the sector that uses it. In companies, it is a value in the balance, in education it is a way to improve the successful of students. The massive open online courses (MOOC) are a topic in which it has been done little researching into the area of knowledge management. In this work, it will be presented a measurement instrument of knowledge management processes on MOOC. The model is based on a previous model used in business who has been adapted to the intercultural, massive and informal context of MOOC. The model was made with the help of an expert panel and its internal consistence was assessing with the Alpha Cronbach technique obtaining general scores over 0.9