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EDUCACIÓN 3.0 - EDUCATION 3.0
La web semántica y la educación 3.0 - Semantic Web and Education 3.0
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New Video Game MOOC Takes a Different Approach to Education

New Video Game MOOC Takes a Different Approach to Education | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
Massive open online courses have grown in popularity as an alternative to traditional college learning since emerging several years ago.

Via Susan Bainbridge
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Recomendaciones sobre la duración de los vídeos en los MOOC y elearning

Recomendaciones sobre la duración de los vídeos en los MOOC y elearning | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it

Los vídeos cortos son más interactivos y crean un nivel de implicación mayor: la brevedad es un elemento clave en conseguir mantener viva la atención del alumno por eso es recomendable que los vídeos no pasen de los 6 minutos de duración.


Via Juan Jesús Baño Egea, Gumersindo Fernández
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8 consejos para diseñar un buen MOOC

8 consejos para diseñar un buen MOOC | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
Se explican ocho consejos para diseñar un buen MOOC.

Via Fernando de la Cruz Naranjo Grisales, Ana Fernández
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Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology

Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
(2013). Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education: Vol. 34, No. 1, pp. 129-136. doi: 10.1080/01587919.2013.770428

Via Susan Bainbridge
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La disrupción de los cMOOC y los microcontenidos en el eLearning

Ikasnabar 2014: microcontenidos, microMOOCs y mLearnig Bilbao, 25/06/2014

Via Gumersindo Fernández
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ICDE » Ten useful reports on MOOCs and online education

ICDE » Ten useful reports on MOOCs and online education | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
This digest of reports and papers published over the past year is provided to support the ongoing debate on MOOCs, Open Educational Resources and online educati

Via Susan Bainbridge
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El aprendizaje en los MOOC

Presentación utilizada en la "Master Class" (sic) "El aprendizaje en los MOOC" "impartida" en las Jornadas Universitarias de Tecnología Educativa (JUTE 2014) celebradas en la Universidad de Castilla La Mancha, Campus de Toledo, el 16 de mayo de 2014. http://jute2014.es


Via Gumersindo Fernández
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In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice - Hybrid Pedagogy

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice - Hybrid Pedagogy | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners...

Via Susan Bainbridge
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María Dolores Díaz Noguera's curator insight, May 13, 5:41 AM

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice- Hybrid Pedagogoy

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Stephen Downes: The MOOC of One: Personal Learning Technologies - YouTube

What will it happen after the MOOC? How will they influence the next generation technology? Stephen Downes, who built the world's first MOOC software, descri...

Via Susan Bainbridge
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María Dolores Díaz Noguera's curator insight, April 16, 7:33 AM

Stephen Downes: The MOOC of One: Personal Learning Technologies

Lee Schlenker's curator insight, April 18, 3:04 AM

In moving away from distance teaching to focusing on the idea of proximity learning

Valary Oleinik's curator insight, June 4, 11:43 AM

Who better to discuss MOOCs than one of the founding fathers.

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Delving into participants’ profiles and use of social tools in MOOCs

This paper presents an in-depth empirical analysis of a nine-week MOOC. This analysis provides novel results regarding participants’ profiles and use of built-in and external social tools. The results served to detect seven participants’ patterns and conclude that the forum was the social tool preferred to contribute to the MOOC.

Via Susan Bainbridge
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Should MOOC students be grouped?

Should MOOC students be grouped? | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
I am currently participating in the Carpe Diem MOOC offered by the Swinburne University of Technology, under Gilly Salmon's leadership. Although I've enrolled in many MOOCs before (going right back...

Via Susan Bainbridge
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Orientaciones pedagógicas para los #MOOC


Via Elisa Hergueta, jose antonio gabelas
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Implications of a new form of online education MOOCs

Implications of a new form of online education MOOCs | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
Massive open online courses were developed to offer universal free access to high-quality higher education, and may offer new opportunities in nurse education (RT @MERLOTorg: Article in the Nursing Times about nursing education & #MOOCs

Via Susan Bainbridge
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What have I learnt in teaching a MOOC 4 times?

What have I learnt in teaching a MOOC 4 times? | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it

One significant benefit of MOOCs over traditional classroom courses is that they offer the possibility to deliver personal, non-threatening, side-by-side, one-on-one education. The course presenter simply has to design it that way. I believe the huge early success of Khan Academy comes from that one factor. Khan’s pedagogic model is poor (though typical of a lot of classroom teaching) and in some instances his content is flat wrong, but his delivery is superb and he puts people at their ease. The guy has charisma, and it flows at you through the audio channel on your computer. What is more, for many people, what he offers is a lot better than they experienced, or are enduring, in a more traditional education setting. (Disclaimer: I know Sal slightly, and like him a lot, but we are not close friends.)

So, seeing what he had done well, I modeled, as best I could, the videos in my MOOC on Sal’s delivery, modified to work for more advanced, less-procedural mathematics.


Via Peter Mellow, juandoming
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SHIMON SCHOCKEN: MOOC

SHIMON SCHOCKEN: MOOC | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it

Iniciamos una serie sobre el fenómeno MOOC (Massive Open Online Course) a través de una selección de vídeos TED. Sólo queremos presentar experiencias, iniciativas y autores que nos sirvan como referencia e inspiración en la pasión educativa: todo ello con el hilo conductor de los MOOC, como eje de la serie audiovisual. Disfruten como lo hicimos nosotros en la preparación de la misma.

Hoy empezamos con Shimon Schocken.

Nos cuenta la historia de una iniciativa que fue uno de los primeros MOOC que se realizaron, con un éxito formidable: desarrolló el Nand2Tetris, junto a Noam Nisan. ¿Qué es exactamente lo que propusieron? Un enfoque de código abierto para la enseñanza aplicada de la informática: la posibilidad de construir una computadora, pieza a pieza. Todo estudiante puede aprender haciendo, más allá de evaluaciones y exámenes, y siguiendo esa fuente intransferible que se llama la motivación intrínseca. Sí, donde el error y el fracaso son parte del verdadero aprendizaje.


Via Gumersindo Fernández
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5 Lessons Learned From Taking a MOOC - hr bartender

5 Lessons Learned From Taking a MOOC - hr bartender | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
MOOC is an acronym for massive open online course. They have emerged over the past few years as a way to provide open education via the web. Typically, a MOOC is free and doesn’t offer credit. Some MOOCs will provide a certificate of completion for a nominal fee. When I first heard about MOOCs, I …

Via Marta Torán
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Marta Torán's curator insight, August 20, 3:28 AM

Las lecciones aprendidas por Sharlyn  Lauby después de ser alumna de MOOCs

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7 Tips on How Not To Fail with MOOC Courses

7 Tips on How Not To Fail with MOOC Courses | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it
Find out best tips on how to choose the right MOOC courses and don't become disappointed.

Via Gumersindo Fernández
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Comment réussir votre MOOC et le mettre en valeur dans votre CV? Rémi Bachelet - WikiStage Lille1 - YouTube

www.wikistage.org Your own WikiStage event? Your own WikiTalk? WikiStage is about curiosity. It is a collaborative non-profit project of people around the wo...

Via Gilles Le Page, juandoming
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Gilles Le Page's curator insight, June 28, 3:25 AM

les interventions de Rémi Bachelet sont toujours pleine de sens

lionel.lafaye's curator insight, June 29, 5:10 AM

Indispensable !

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Massive Open Online Courses: Trojan Horse of Revolution in Higher Education? | POST

Massive Open Online Courses: Trojan Horse of Revolution in Higher Education? | POST | EDUCACIÓN 3.0 - EDUCATION 3.0 | Scoop.it

Via Susan Bainbridge
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University of London #MOOC Report | Barney Grainger | #KM #coursera


Via Peter B. Sloep, Peter Bryant, Greenwich Connect, Professor Jill Jameson, Rui Guimarães Lima, luiy, Mariano Fernandez S.
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Manuel León Urrutia's curator insight, March 2, 12:28 PM

Another MOOC report, this time from University of London. Section 6 specially interesting for MOOC making. 

luiy's curator insight, April 15, 6:21 PM

Project Planning a MOOC

 

The course teams involved with our MOOCs included experienced academics with familiarity in developing materials on a learning platform. Nonetheless, for each of them it was their first experience of MOOCs, as it was for the project planning team.

 

 

Delivering a MOOC

 

A range of styles and learning methods were adopted by the four MOOCs, appropriate to the subject matter covered. A MOOC structure of six weeks and 5-10 student effort hours per week of study appeared to be just right for the majority of students (55%). Some considerations for future delivery include:

 

< Well designed announcements at the beginning and end of each week that articulate with the topic coverage, learning activities and assessment methods can be effective at maintaining student interest and motivation.


< Management of forum threads and posts is a critical factor in dealing with massive scale short courses to ensure the majority of students are not affected negatively by the behaviour of a small number of the community, while preserving the openness of the discussion areas.

 

< The Coursera platform tools are significant and comprehensive in terms of plotting overall student activity, allowing evaluation of assessment data, as well as usage statistics on video resources and other learning activities; however, further refinement of these tools to enable both students and teaching staff to understand their progression at an individual level is necessary (and underway).



** Learning Resource Development


 


María Dolores Díaz Noguera's curator insight, May 20, 5:22 AM

University of London MOOC Report .

I Barney Gracinger, U. London