Educación flexible y abierta

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.

Audrey Watters reproduce en su Web un documento escrito colaborativamente con muchos expertos del ámbito educativo.

Son los Desrechos y Principios del Aprendizaje digital. Necesarios de establecer porque estamos ante una nueva manera de enseñar y aprender. 

Tienen en cuenta el eje fundamental de la Educación: el alumno.

Muy bueno

Oportuna y pertinente declaración sobre los derechos del 'estudiante' (tradicional y no tradicional) y principios del Aprendizaje en la edad digital (online learning), dada la importancia que a su vez tiene el aprendizaje (autogestionado y autocontrolado) y en particular el aprendizaje online,  en el actual entorno expandido y complejo que es Internet.

Imprescindible Declaración a reeflexionar y tener en cuenta, por aquellos que participamos del 'aprendizaje en red'.

Intressanta och polariserade jämförelser mellan cMOOOCs och xMOOOCs samt mellan lärande genom undervisning resp lärande genom personlig drivkraft