scholarly journals Evaluation of Digital Didactic Skills in Massive Open Online Courses: a Contribution to the Latin American Movement

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 81-90 ◽  
Author(s):  
Erika Elvira Hernández-Carranza ◽  
Sandra Irene Romero-Corella ◽  
María Soledad Ramírez-Montoya
Keyword(s):  
Distance Learning ◽  
Latin American ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Education Movement ◽  
Educación A Distancia ◽  
Open Education Movement ◽  
Movimiento Educativo Abierto

The aim of this article is to present an evaluation of digital teaching skills in a project funded by the National Distance Education System (SINED) in Mexico conducted on a Massive Open Online Course (MOOC) which was designed to develop competences in teachers in the distance learning or classroom setting for the integration of open educational resources (OER). The course was conducted by the Regional Open Latin American Community for Social and Educational Research (Clarise), and posed the question: how are distance learning didactic competences using OER developed? The aim was to identify and evaluate how OER were used and the form they took throughout the stages of the open education movement. The study deployed a mixed methodology with instruments such as emailed questionnaires for the MOOC participants, viewing screens in the discussion forums and anecdotal evidence. The results show that MOOC participants were able to develop digital teaching skills, identify how to use OER and how the training process occurs in the open education movement. Constraints to the development of these skills were also seen in the acculturation in the open education movement, as well as limitations on the design of distance learning models that promote these skills and the recognition of informal learning. El objetivo de este artículo es presentar la evaluación de competencias digitales didácticas en el entorno de un proyecto financiado por el Sistema Nacional de Educación a Distancia (SINED) de México, donde se llevó a cabo un curso masivo abierto (Massive Open Online Course: MOOC, por sus siglas en inglés), dirigido a desarrollar competencias en profesores de educación a distancia o presencial para integrar recursos educativos abiertos (REA). El curso se impartió a través de la Comunidad Latinoamericana Abierta Regional de Investigación Social y Educativa (Clarise). Se partió de la interrogante ¿cómo se desarrollan las competencias didácticas en ambientes de aprendizaje a distancia que utilizan REA?, con el fin de identificar y evaluar cómo se usan los REA y cómo se está formando a través de las etapas del movimiento educativo abierto. La metodología empleada fue mixta, con instrumentos de cuestionarios electrónicos para los participantes, rejillas de observación en foros de discusión y registros anecdóticos. Los resultados muestran que los participantes en un MOOC, logran desarrollar competencias digitales didácticas, lográndose identificar claramente cómo se usan los REA y cómo se está dando el proceso de formación en el movimiento educativo abierto; sin embargo, también se denotan limitaciones para el desarrollo de estas competencias, tales como la culturización en el movimiento educativo abierto, el diseño de modelos de aprendizaje a distancia que promuevan las competencias y el reconocimiento del aprendizaje informal.

scholarly journals EXPLORING AND UNDERSTANDING THE SPREAD OF MOOCS IN AN EMERING ECONOMY : A TEXT MINING ANALYSIS

2021 ◽  
Vol 9 (12) ◽  
pp. 58-65
Author(s):  
El Moussaouiti Imane ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Text Mining ◽  
Teaching Quality ◽  
New Method ◽  
Clear Picture ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The World

The Massive Open Online Course, or MOOC is a new method of distance learning especially in the universities, a number of them use this method to contain the different obstacle of leaning in higher education in order to improve the teaching quality among a large number of students. This paper will explore this new method of a distance learning in the word and its impact on an emergent economy as Morocco. The purpuse of this paper is to give a clear picture of the MOOC in the world and in moroccan universities as an emergent economy, by analysing a text mining of the use of MOOC and their classification.

scholarly journals Learning from each other in the COVID-19 pandemic

2020 ◽  
Vol 5 ◽  
pp. 105
Author(s):  
Anna C. Seale ◽  
Maryirene Ibeto ◽  
Josie Gallo ◽  
Olivier le Polain de Waroux ◽  
Judith R. Glynn ◽  
...  
Keyword(s):  
Public Health ◽  
Social Constructivism ◽  
Tropical Medicine ◽  
Online Course ◽  
London School ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Communities Of Learners ◽  
Health Messaging

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education, and supporting the development of communities of learners, can complement traditional messaging, providing a sustainable approach to countering the spread of misinformation.

scholarly journals Customer Journey Construction of the Indonesian Open-Education Resources Platform

2019 ◽  
Vol 14 (24) ◽  
pp. 18
Author(s):  
Harry Budi Santoso ◽  
Danan Arief Desprianto ◽  
Isnaeni Nurrohmah ◽  
Rahma Khairunisa Nursalamah ◽  
Panca O. Hadi Putra
Keyword(s):  
Interaction Design ◽  
Open Educational Resources ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Online Questionnaire ◽  
Customer Journey ◽  
Massive Open Online Course ◽  
Alternative Approach ◽  
Open Education Resources

Indonesia Open-Educational Resources (IOER) need an approach to design a massive open online course (MOOC) interaction to accommodate users’ needs and suggestions. The purpose of this research is to implement customer journey as an alternative approach for developing a MOOC’s interaction design. An online questionnaire, requirement gathering, prototyping, and contextual interview were used to support this research. As a result, there are three phases of customer journey consisting of planning, learning, and completion. In addition, a MOOC interaction design prototype was produced to depict the result.

scholarly journals Modelo de transferencia de conocimiento a través de la gamificación: Un gcMooc

2019 ◽  
Vol 19 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Antonia Terán Bustamante ◽  
Bertha Mendieta Jiménez
Keyword(s):  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Comunidades De Práctica ◽  
Educación A Distancia

Actualmente los Massive Open Online Course (MOOC) son una pieza esencial en la educación a distancia. El objetivo del presente artículo es analizar un modelo de transferencia de conocimiento a través de un gcMOOC de emprendimiento, desde su desarrollo hasta la terminación por parte del alumnado. La creación del conocimiento se basa en estrategias creativas de aprendizaje, tales como: la gamificación, las diversas interacciones entre los participantes a través de redes, foros y comunidades de práctica. La estrategia metodológica utilizada en esta investigación es mixta, cuantitativa y cualitativa descriptiva. La población objeto de estudio son 1910 personas, de las cuales 890 (46.60%) participaron al inicio y finalizaron 216 (24.3%), se les aplicaron dos cuestionarios. La estructura del curso que se analiza está basada en el conectivismo, en la cooperación y en la gamificación. Los resultados muestran un mayor porcentaje de retención del alumnado mediante la introducción de un diseño de escenario educativo basado en juegos mediante contenidos altamente visuales y retos intelectuales. Las evidencias muestran que en la realización de un curso de este tipo se deben trabajar mecanismos de entrega y calidad del contenido. Sin embargo, hay que considerar cursos de tiempos cortos. Se concluye que la realización de un MOOC no es tarea sencilla, sino que involucra muchas herramientas pedagógicas para lograr una mayor retención.

scholarly journals A student made MOOC for medical students during the SARS-CoV-2 pandemic.

2020 ◽  
Author(s):  
David Ramirez
Keyword(s):  
Latin American ◽  
Positive Impact ◽  
Learning Objectives ◽  
Virtual Education ◽  
Online Course ◽  
Massive Open Online ◽  
Healthcare Students ◽  
Massive Open Online Course ◽  
Closing The Gap ◽  
International League

Background: Latin America was one of the last regions of the world to become affected by the COVID-19 pandemic. As a response to the emergency virtual education was implemented in almost every country of the region. Methods: a massive open online course about epilepsy was made using only free software and platforms following the international league against epilepsy competence-based domains for epileptology teaching. Results: 250 healthcare students signed up for the course and only 17.2% of them had previously participated in courses like this one. This course had a completion rate of 37.2% and of the students that completed the course 98.3% would participate in course like this in the future. Conclusion: In conclusion MOOCs can be easily implemented as a powerful pedagogic strategy during the COVID-19 pandemic and can have a positive impact not only in in its proposed learning objectives but it can help closing the gap that prevent Latin American healthcare students to acquire actively knowledge trough them.

scholarly journals Nursing assessment: the elaboration and development of a massive open online course

2020 ◽  
Vol 41 (spe) ◽  
Author(s):  
Cibele Duarte Parulla ◽  
Daniel Magno Galdino ◽  
Daiane Dal Pai ◽  
Karina de Oliveira Azzolin ◽  
Ana Luísa Petersen Cogo
Keyword(s):  
Distance Learning ◽  
Continuing Education ◽  
Health Professionals ◽  
Assessment Method ◽  
Online Course ◽  
Preliminary Assessment ◽  
Massive Open Online ◽  
Nursing Assessment ◽  
School Of Nursing ◽  
Massive Open Online Course

ABSTRACT Objective: Describing the stages of elaboration and development of a massive open online course on "Nursing Assessment". Method: Experience report of the construction of a free course, developed between 2015 and 2016 with the partnership of the School of Nursing and the Nucleus of Support to Distance Learning. The course was hosted on the Lúmina platform. Results: The construction of the course began in 2015 and the first edition was made available in September 2016, with 693 participants. The aim of the choice and elaboration of the material was to design an attractive and quality course for the community. The stages observed in its elaboration were choice of theme, course production, preliminary assessment and launching the first edition. Conclusions: The course has been shown to be a support for in-class teaching, as well as for the continuing education of health professionals.

scholarly journals Learning from each other in the COVID-19 pandemic

2021 ◽  
Vol 5 ◽  
pp. 105
Author(s):  
Anna C. Seale ◽  
Maryirene Ibeto ◽  
Josie Gallo ◽  
Olivier le Polain de Waroux ◽  
Judith R. Glynn ◽  
...  
Keyword(s):  
Public Health ◽  
Social Constructivism ◽  
Tropical Medicine ◽  
Online Course ◽  
London School ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Health Messaging

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education can complement traditional messaging, potentially providing a sustainable approach to countering the spread of misinformation in public health.

scholarly journals Panorama da Aplicação de Massive Open Online Course (MOOC) no Ensino Superior: Desafios e Possibilidades

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Ismar Frango Silveira
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Time Frame ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Massive Online Open Course ◽  
On Line

Este trabalho aborda a aplicação dos Massive Open On-line Courses: MOOC: no contexto do Ensino Superior. Traz um breve histórico, características e principais tipos de MOOC, bem como os relaciona com o movimento da Educação Aberta. Demonstra através de mapeamento sistemático da literatura um panorama dos estudos publicados na área, tendo como recorte temporal o período entre 2011 e 2015. Os resultados obtidos evidenciam que a aplicação dos MOOC no Ensino Superior é apontada como tema emergente e descortina uma série de potencialidades e desafios, exigindo uma nova postura das instituições de ensino superior. Ressalta que os estudos nessa temática ainda são incipientes.Palavras-chave: MOOC, Massive Online Open Course, Ensino Superior, Educação Aberta, Tecnologias Emergentes.' Overview of the application of Massive Open Online Course (MOOC) in Higher Education: Challenges and OpportunitiesAbstractThis paper proposes to identify application of Massive Open Online Courses: MOOC: in higher education context. It provides a brief history, features and main types of MOOC as well as relates to the movement of Open Education. Demonstrates through systematic mapping of literature an overview of the studies published in the field, with the time frame the period between 2011 and 2015. The results show that the application of MOOC in higher education is seen as an emerging theme and opens up a number of potential and challenges requiring a new approach of higher education institutions. It is evident although the studies on this topic are still incipient.Keywords: MOOC, Massive Online Open Course, Higher education, Open Education, Emerging Technologies.

scholarly journals Massive Open Online Courses – Anyone Can Access Anywhere at Anytime

2020 ◽  
Vol 8 (3) ◽  
pp. 96-101
Author(s):  
K Suresh ◽  
P Srinivasan
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Low Cost ◽  
Rapid Change ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Digital Learners ◽  
Open Education Resources

Information Communication Technology influences all dimensions of education. Especially in distance education, rapid change occurs. Based on the huge availability of online resources like open education resources, distance education can be accessed openly at a low cost. In the 21st century, teaching and learning, Massive Open Online Course (MOOC) is a new trend of learning for digital learners. MOOC is an open education system available on the web. It is a low-cost courseware, and the participants can access the learning content from anywhere and anytime. The MOOCs are categorized cMOOCs, xMOOCs, and Quasi MOOC models. India is a developing country, and it is making steps ahead to digitalization on its processes. e-panchayat, a-district,e-hospital, e-greetings, e-office, e-visa, e-NAM (National Agricultural Market), e-pathshala are the examples for India stood on digitalization. India tried to ensure access, equity, and quality education to the massive. With this aim, the SWAYAM portal initiated, and it was the milestone of Indian distance education and providing open education to massive through MOOCs. This paper portrayed on Massive Open Online Course (MOOC), its different types of MOOCs, platforms for MOOCs, MOOCs in India, and its merits.

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