Educación flexible y abierta
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Educación flexible y abierta
Algunas cosas sobre nuevas metodologías en entornos virtuales de aprendizaje
Curated by Jesús Salinas
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6 Principles of Critical Pedagogical Course Design - Digital Pedagogy Lab

6 Principles of Critical Pedagogical Course Design - Digital Pedagogy Lab | Educación flexible y abierta | Scoop.it
Digital Pedagogy Lab Courses rise directly out of what has gone wrong in instructional design. It is a humble attempt to bring learning online through community, discussion, creation, digression, and narrative.

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The Pedagogy of MOOCs

The Pedagogy of MOOCs | Educación flexible y abierta | Scoop.it
There is a great deal of energy, enthusiasm, and change happening in today's education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content,...

Via Dr. Susan Bainbridge
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This is not a post about MOOCs this is a post about learning - Digital scholarship blog

This is not a post about MOOCs this is a post about learning - Digital scholarship blog | Educación flexible y abierta | Scoop.it
Back in Summer 2011 when I first began to notice the disruptive word 'digital' preceding the comfortable (though perhaps under-theorised) word 'humanities', the two together leading to capitalisation and the acronym DH, I was uncertain quite where...

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The pedagogical foundations of massive open online courses

The pedagogical foundations of massive open online courses | Educación flexible y abierta | Scoop.it
The pedagogical foundations of massive open online courses

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Carlos Lizarraga Celaya's curator insight, May 8, 2013 11:39 AM

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.