Desde la Universidad Internacional de Andalucía (UNIA) venimos trabajando, desde finales de 2012, en este proyecto, CCollection, espacio en red colaborativo y en abierto sobre Innovación Educativa y buenas prácticas en e-learning que integra una doble funcionalidad. Además de catálogo o escaparate organizado de experiencias, dispone de una comunidad virtual para la interacción entre los usuarios interesados en estas materias.
La iniciativa ha sido ideada y puesta en marcha por el Vicerrectorado de Innovación y Tecnologías de la Comunicación de la Universidad Internacional de Andalucía, que lideraLlanos Mora, a través de su Área de Innovación y del programa Prácticas y Culturas Digitales, es coordinada por María Sánchez, perteneciente a ambos grupos, y en ella han participado también distintos perfiles, tanto de la UNIA como de otros ámbitos.
Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008.
Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model.
The emergence of MOOCs poses a set of challenges to the educational community. This new special issue of eLearning Papers aims to shed light on the way these online courses affect both education institutions and learners, and tries to find answers to some of the questions confronted by teachers and researchers.
Among other topics, eLearning Papers 33 explores whether MOOCs may be a viable solution for education in developing countries and analyses the role of these emerging courses in the education system, especially in higher education. Furthermore, valuable examples from the field are presented, such as the quad-blogging concept and a game-based MOOC developed to promote entrepreneurship education.
This issue includes 4 In-Depth articles and 6 From the Field ones:
The Impact and Reach of MOOCs: A Developing Countries’ Perspective by Tharindu Liyanagunawardena, Shirley Williams and Andrew AdamsMOOCs and disruptive innovation: Implications for higher education by Li Yuan andStephen PowellThe Next Game Changer: The Historical Antecedents of the MOOC Movement in Education by David T. BovenMOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective byLourdes Guàrdia, Marcelo Maina and Albert Sangrà
From the field articles
MOOCs are More Social than You Believe by Jan Blom, Himanshu Verma, Nan Li,Afroditi Skevi and Pierre DillenbourgRealising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social Mediaby Emily Purser, Angela Towndrow and Ary AranguizLearning from Open Design: Running a Learning Design MOOC by Patrick McAndrewQuad-blogging: Its Potential to Transform Peer-to- Peer Learning in a MOOC byAngela Towndrow, Ary Aranguiz, Emily Purser and Madhura PradhanGame Based Learning MOOC. Promoting Entrepreneurship Education by Margarida RomeroThe AlphaMOOC: Building a Massive Open Online Course One Graduate Student at a Time by Carmen McCallum, Stephen Thomas and Julie C. Libarkin
This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher., Montessori constructivism, Lave & Wenger...
First of all, the MOOCs I have worked on have not focused on assessment - they have been courses, yes, with a small number (20 or so) taking them for credit, but the vast majority of participants auditing. So the question of marking term papers never came up. And like you, I would not contemplate multiple-choice exams in humanities and literature courses.
If you really need assessment, a few solutions have been proposed and, to a limited extend, tried out:
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