Educación a Distancia y TIC

Cambio de paradigma Educativo. MOOCs. Aprendizaje basado en competencias. Formalización del aprendizaje y mucho más.

Muy buen artículo para plantearse y conseguir cambios de paradigma en educación

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

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

University of London MOOC Report .

I Barney Gracinger, U. London

Enquête intéressante. - #elearning #mooc - 

Elle évoque l'évolution vers de nouvelles ingénieries pédagogiques : MOOC basé sur la pédagogie par projet, MOOC orienté vers  la résolution de problèmes réels d’entreprises … - 

Extrait :

"La qualité et l’utilité d’un MOOC pour ses participants relèvent des mêmes principes que ceux de toute conception pédagogique. A cet égard, le modèle IMAIP de Marcel Lebrun, incarné par le MOOC Elearn2, peux servir à la fois de guide pour la conception et pour l’évaluation pédagogique"

Interesante la propuesta que se nos hace desde el LITI de la UPM (http://www.dmami.upm.es/index.php?option=com_content&view=category&layout=blog&id=57&Itemid=87) y el GIDTIC de la Universidad de Zaragoza (http://www.unizar.es/fmi/?q=node/80), tanto por la modalidad de aprendizaje online, basada en un curso MOOC, como por la temática 'Software Libre y Conocimiento en Abierto', basada en la experiencia acumulada de su equipo docente.

Enhorabuena por la iniciativa, Angel y Marisa, espero aprender.

De nombreux organismes proposent désormais des Mooc payants ! Si faire payer la certification est acceptable, la facturation de l'enseignement ne correspond pas à la philosophie initiale du Mooc.

présentation/bilan par Christine Vaufrey du Mooc d'Orange sur l'impressionnisme

Réflexion Marketing de Matthieu Cisel sur les Moocs - 

Extraits : - 

"Est-ce que votre MOOC peut avoir un impact ? Est-ce qu’il y a une vraie demande pour l’offre de cours que vous proposez ? Quel est le devenir du MOOC sur le long terme ? Quels sont les projets concurrents, similaires, ou les éventuels partenaires ? Quelles sont vos forces et vos faiblesses ? Enfin, dernière question très importante que vous devez vous poser, celle de la propriété intellectuelle. A qui va appartenir votre MOOC, et sous quelle licence va-t-il être diffusé ?"

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'.