A First Briefing on MOOCs

This memo is addressed to members of our university (and maybe others) who want to know whether they need to know about MOOCs, and what the first things they would need to know are. MOOCS were the academic buzzword of 2012.1 But what is a MOOC. Do we care? Should we? In this short memo we begin with a list of questions, in no particular order, that we have either asked or been asked. The discussion that follows will contain the answers to these, and other, questions, although there may not be a separate section for each question

Linking Content Education sebagai Navigasi pada On Line Learning System

The concept of on line learning system was introduced in early 2000. The development of on-line learning systems such as e-learning, blended learning, and the Massive Online Course were driven by the development of computer technology. In designing on line learning when viewed from its development in harmony with the stages of how the learning process occurs. In conventional learning systems success in the learning process is influenced by student motivation and teaching methods on the material. Teachers will try to convey the material well, so students can find out the order of material that must be learned and understand every material given. In addition, the amount of material burden delivered by the instructor must conform to the students' abilities so that the material can be absorbed. Based on the description above, the on-line learning system must be able to accommodate these two things and be supported by advances in computer technology that facilitate online-based learning. In the latest research on the On line learning system facilitated the ability to provide instructions / guides in the form of links or links between material one with the next material or other related material. which is given. The link in this paper is called Linking Content Education (LCE). In this paper we will discuss some related research regarding links as navigation in the learning process

Gamifying massive online courses: effects on the social networks and course completion rates

This paper analyzes the e ects of gamification in the social network of a massive online course. An educational social-networking platform gathered information about the contributions of participants and about the social networks that were formed during the course. A gamification layer with three game elements (points, badges, and leaderboard) was then implemented in the online learning platform. Social network analysis (SNA) and principal component analysis (PCA) were used to analyze the di erences between a treatment and a comparison group (N = 591 and N = 427), using a set of 20 variables for each participant which quantified contributions to the learning platform as well as position and influence in the social network. The results of SNA show that gamification influences the structure of the social network of the course. The results also suggest that the variables cluster similarly for each group and that the linear combination of variables called the first component (F1) is a good descriptor of students’ work and position in the network. F1 can be used to build predictive models of course completion. The models show that the probability of passing the course increases more rapidly in the treatment (gamified) group.Spanish Ministry of Economic A airs and Digital Transformation (Grant TIN2014-54874-R) and Government of Comunidad de Madrid (Grant CM/JIN/2019-037).info:eu-repo/semantics/publishedVersio

MOOC and OER: identity management

Open educational resources (OER) and massive open online courses (MOOC) are new and emerging issues in the international higher education context. Under the exponential growth of the supply of courses and related publications, the purpose of this chapter is to foster scientific discussion on the socio-cultural and economic impacts, as well as its technological and pedagogical implications. Supported by the methodological typology of bibliographical studies, systematized interpretative-critical analysis based on review of the concepts, and principles guiding OER and MOOC, the authors' reflections show that the enlargement terminologies without epistemological delimitation have provoked theoretical and practical mistakes. In the final considerations, the authors systematize broader problematizations around the open educational practices in universities aimed to five dimensions: spatio-time-content, theoretical models, principles of pedagogical innovation, economic aspects, and fundamentals of collaborative culture.info:eu-repo/semantics/publishedVersio

Retos de la transformación de una clase presencial de danza a un curso MOOC

This article presents the design experience of the “Folk dance as cultural heritage” course, which is offered to undergraduate students from University of Cauca the “massive online course” modality. It shows the main challenges faced in the exercise of the integration of two in-person courses, one practical and one theoretical, and its process of transformation into a MOOC. The course was designed for two academic credits with six hours of dedication per week and is offered as an elective (non-mandatory) class of the Integral Social and Human Formation (FISH) component, through a space in the MOOC Open edX platform. The integration process of the two in-person courses and their transformation into a MOOC, brought with it several challenges related to the adjustment of contents, academic activities and evaluation. This article presents how these challenges were faced in this experience. It is worth mentioning that one of the results obtained in this research is associated with the contribution of the research to the first folk dance course in MOOC modality in Latin America, what makes it an innovative educational proposal that allows the rescue of culture through the adaptation of traditional educational contents.Este artículo presenta la experiencia del diseño del curso “La danza folclórica como patrimonio”, la cual es ofrecida a los estudiantes de pregrado de la Universidad del Cauca bajo la modalidad “massive online open course” (curso en línea masivo y abierto). También muestra los principales retos enfrentados en el ejercicio de integración de dos cursos presenciales, uno práctico y otro teórico, y su proceso de transformación a uno MOOC. El curso fue diseñado para tener dos créditos académicos y una dedicación semanal de seis horas y ofrecida como una electiva del componente de Formación Integral Social y Humana (FISH) a través de un espacio en la plataforma MOOC Open edX. Este proceso de integración de ambos cursos presenciales y su transformación en un MOOC trajeron consigo varios retos relacionados con el ajuste de contenidos, actividades académicas y evaluaciones. Este artículo muestra cómo fueron abordados estos retos en esta experiencia. Vale la pena mencionar que uno de los resultados obtenidos en esta investigación fue el primer curso de danza en modalidad MOOC en Latinoamérica, lo cual hace de esta una propuesta innovadora que permite el rescate de la cultura a través de la adaptación de los contenidos educativos tradicionales

Colouring the gaps in learning design: Aesthetics and the visual in learning

© 2016, IGI Global. The visual is a dominant mode of information retrieval and understanding however, the focus on the visual dimension of Technology Enhanced Learning (TEL) is still quite weak in relation to its predominant focus on usability. To accommodate the future needs of the visual learner, designers of e-learning environments should advance the current attention on usability and functionality to include aesthetics, the visual and the affective. The challenge lies in finding a way to fully address the needs of the visual learner. This paper explores the role of visual aesthetics in improving engagement in online learning

A First Briefing on MOOCs

This memo is addressed to members of our university (and maybe others) who want to know whether they need to know about MOOCs, and what the first things they would need to know are. MOOCS were the academic buzzword of 2012.1 But what is a MOOC. Do we care? Should we? In this short memo we begin with a list of questions, in no particular order, that we have either asked or been asked. The discussion that follows will contain the answers to these, and other, questions, although there may not be a separate section for each question

Comparisons of Young Peopleas Educational Aspirations on MOOC

Are different government plans to cut the rate of young people known as NEET now in the age between 15 and 29 years These people have a serious problem to do a life plan and emancipation however has a much greater technological power than their parents and live in a continuously changing world With the rise of massive open online courses MOOC these people have an opportunity to improve their quality of life in this model of education However it is possible that they might have troubles to adapt to this new way of learning This research takes two courses with more than 6 500 students each where most of the students are NEET One of the courses is about something completely technology video games and the other is more traditional law The experiment will try to answer the question of whether the technological novelty of the subject influences in their interest and if it influences the occupational wishes of NEE