ResumenLos MOOC cuyo contenido está relacionado con la enseñanza de una lengua extranjera (LMOOC), resultan todavía un campo poco explorado, tanto en número de cursos creados como en investigaciones científicas, aunque se encuentra en creciente expansión. Este trabajo presenta la creación y el diseño de un LMOOC dentro del Proyecto Europeo ECO. Está destinado a estudiantes de español que quieren aprender una lengua para viajar, generado a partir de un riguroso análisis de necesidades, según el Enfoque Orientado a la Acción propugnado por el MCERL (Marco Común Europeo de Referencia Para las Lenguas); y siguiendo la tipología propuesta por el proyecto ECO, los sMOOC, cuyo modelo pedagógico está basado en el Conectivismo, e insiste en el componente social, interactivo y ubicuo. El objetivo principal es analizar la atención a las expectativas y necesidades específicas de los participantes que aprenden una lengua con el fin específico de viajar. El estudio sigue una metodología cualitativa a través de cuestionarios realizados al inicio y a la finalización del curso. Los principales resultados indican que un análisis de necesidades previo para el diseño de un LMOOC, con el uso de redes sociales y de REA (Recursos Educativos Abiertos) ayuda en gran medida a cumplir las expectativas de los participantes y a desarrollarse como aprendientes autónomos que podrán llevar a cabo sus acciones de lengua en un contexto globalizado.Palabras clave: MOOC de lenguas; enseñanza a distancia; aprendizaje social; análisis de necesidades; turismo. AbstractLanguage MOOCs (LMOOCs), whose content is related to language teaching, is still a field in need of further exploration, with respect to both the number of courses available and scientific research carried out, constituting a developing and expanding field. This paper will show a concrete example of the types of courses developed within the European Project ECO. This course is aimed at Spanish language students who want to learn the language in
As learners seek more flexible learning opportunities, and employers become gradually more open to accepting alternative forms of credentials, there is a need to improve the visibility and quality of the online information available about such opportunities. This information includes not only the descriptions of formal and non-formal learning opportunities, from full degree programmes to optional courses and MOOCs, but also the credentials learning opportunities can lead to and by whom these credentials are recognised. The new Europass initiative of the European Union is a major step forward in this respect, offering the possibility to search for both learning and employment opportunities via a platform that will support a variety of different credentials. Building on the Europass Learning Model, the Erasmus+ ECCOE project makes a significant contribution to this future platform, by defining specific quality criteria for evaluating both learning opportunities and their credentials. This paper describes the methodology applied for the quality review of online descriptions with the ultimate aim of developing a catalogue showcasing learning opportunities that meet the criteria defined by the project. This methodology concerns two levels: (a) the actual process designed and implemented transnationally for the first iteration of over 100 learning opportunity descriptions, and (b) the two PDCA (Plan, Do, Check, Act) quality improvement cycles applied to refining the process itself. The paper also presents the results of this first iteration and formulates recommendations relevant for learning opportunity providers. Future work involving stakeholder consultation is also presented, as are the synergistic interactions between this research and the overall ECCOE project outcomes within the wider context of European work on Digital Credentials and open, online and flexible learning.
This article presents the results of an analysis of how passive and active scaffolding, as types of structured student learning support, can be provided for refugees and migrants in Language MOOCs (LMOOCs). It focuses on the nature of such scaffolding and what effect it has on learning. After an analysis of the theoretical aspects of supporting refugees and migrants in this type of course a case study is presented. This study focuses on the inclusion of scaffolding in the design, development and running of two Spanish LMOOCs for immediate needs, created within the MOONLITE[1] project in collaboration with support groups for displaced people. The results of the study support the use of scaffolding as a mechanism that improves the course completion rates (increasing from the usual figure of around 10% to 31% and 30% in the respective courses), language learning, and the overall satisfaction and motivation of the students. [1] Massive Open Online courses eNhancing LInguistic and TransvErsal skills for social inclusion and employability. ERASMUS+ project number: 2016-1-ES01-KA203-025731
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