Users' Digital Competences Study to Design MOOCs for Digital Literacy in Mexico

2016 ◽  
pp. 15-29
Author(s):  
Ricardo Mendoza-Gonzalez ◽  
Laura C. Rodríguez-Maríinez ◽  
Mario A. Rodríguez-Díaz
Keyword(s):  
Digital Divide ◽  
State Government ◽  
Digital Literacy ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Government Programs ◽  
Nuevo Leon ◽  
Government Program ◽  
Current Program

Several government programs oriented to contribute in reducing digital divide gaps have emerge in Mexico, particularly in States like Jalisco, Nayarit, Nuevo Leon, Veracruz, and Aguascalientes. However, current alternatives have certain weaknesses and issues that should be solved in order to provide appropriate literacy. To contribute in achievement of this goal, here is proposed an alternative to conform a strategy based on Massive Open Online Courses (MOOCs). First, a study was performed to establish the actual level of digital competences of current program users, and then obtained feedback was considered to structure the contents to offer through the MOOCs. This study was performed in the Aguascalientes state government program Vagones de Ciencia.

Users' Digital Competences Study to Design MOOCs for Digital Literacy in Mexico

2017 ◽  
pp. 337-351
Author(s):  
Ricardo Mendoza-Gonzalez ◽  
Laura C. Rodríguez-Maríinez ◽  
Mario A. Rodríguez-Díaz
Keyword(s):  
Digital Divide ◽  
State Government ◽  
Digital Literacy ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Government Programs ◽  
Nuevo Leon ◽  
Government Program ◽  
Current Program

Several government programs oriented to contribute in reducing digital divide gaps have emerge in Mexico, particularly in States like Jalisco, Nayarit, Nuevo Leon, Veracruz, and Aguascalientes. However, current alternatives have certain weaknesses and issues that should be solved in order to provide appropriate literacy. To contribute in achievement of this goal, here is proposed an alternative to conform a strategy based on Massive Open Online Courses (MOOCs). First, a study was performed to establish the actual level of digital competences of current program users, and then obtained feedback was considered to structure the contents to offer through the MOOCs. This study was performed in the Aguascalientes state government program Vagones de Ciencia.

scholarly journals Understanding the Barriers to the Use of MOOCs in a Developing Country: An Innovation Resistance Perspective

2018 ◽  
Vol 57 (3) ◽  
pp. 571-590 ◽  
Author(s):  
Long Ma ◽  
Chei Sian Lee
Keyword(s):  
Digital Divide ◽  
Developing Country ◽  
Online Courses ◽  
Educational Opportunities ◽  
Self Control ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Resistance Theory

Despite the promised benefits of MOOCs (Massive Open Online Courses) to address the digital divide and promote equity in educational opportunities, the use of MOOCs is still lagging especially in developing countries. The purpose of this study is to investigate the barriers underlying the adoption of MOOCs in the context of a developing country. Drawing from the theoretical framework of innovation resistance theory, this study conducted focus group discussions with 69 college students in China, a major developing country in Asia. It was found that innovation resistance theory is plausible to explain the barriers to adopting MOOCs. Our results showed that the main barriers in the adoption of MOOCs encountered by students in a developing country are usage barrier, value barrier, and tradition barrier. Furthermore, to complement the perspective of innovation resistance theory, this study also conducted an inductive analysis to identify other types of obstacles hindering students' use of MOOCs. It was found that individual factors (e.g., self-control and attitude) as well as the environment (e.g., promotion and economical circumstance) are also barriers to the use of MOOCs. Implications and suggestions for practice are also discussed.

scholarly journals Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills

2021 ◽  
Vol 11 (5) ◽  
pp. 122
Author(s):  
Pinanta Chatwattana
Keyword(s):  
Learning Styles ◽  
Digital Literacy ◽  
New Technologies ◽  
Online Courses ◽  
Learning Experiences ◽  
Literacy Skills ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Directed Learning

The massive open online courses model with self-directed learning was developed by the researcher as a tool to promote learning out-side the classroom for the learners in digital age. The concept is based on the combination of new technologies and teaching methods with an attempt to create new ideas and innovations that can promote learning for the modern learners, and meanwhile can directly respond to their learning experiences. Thereby, the instructors are responsible for organizing the environment and creating teaching materials appropriate for the learners by making use of existing technology, which can lead to learning society in digital universities. In reference to the development of this research, the researcher has applied the new principles, the new concepts, the new theories and the new teaching innovations of the Era 4.0 in order to respond to and accommodate the cur-rent situations of learning in order that they can learn by their own any-where and anytime. The objectives of these learning styles are to encourage the learners to have self-learning experiences, skills, and capability to set up learning plans and evaluate their learning by themselves, with the aid of instructional activities to promote their learning and mutual interaction through the social networks.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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