One of the great challenges for design of online courses is the process of making instructional/educational content. Diffused (human-computer and instructional interaction) speeches in online courses may compromise the quality of the course, because it may interfere in didactic proposal or student interaction. The harmonization of these discourses is a complex activity and consequently a research challenge. Instructional design conceived from a participatory perspective among the members of the content team may favor the harmonization of discourses during the creation of the course. In this sense, this article presents a conceptual framework of online and distributed instructional design, intermediated by artifacts for designing MOOC courses. This process was evaluated during the design of a course with stakeholders geographically distributed.Resumo. Um dos grandes desafios na concepção de cursos online é o processo de criação do conteúdo instrucional/educacional. A existência de discursos (de interação humano-computador e instrucional) difusos em cursos online pode comprometer a qualidade do curso, ao interferir no percurso instrucional ou na interação dos estudantes. A harmonização desses discursos é uma atividade complexa e, por consequência, um desafio de pesquisa. O design instrucional concebido sob uma perspectiva participativa entre os membros da equipe responsável pelo conteúdo pode favorecer a harmonização dos discursos durante a criação do curso. Nesse sentido, este artigo apresenta um framework conceitual de design instrucional distribuído e online, intermediado por artefatos para concepção de cursos MOOC. Esse processo foi avaliado durante a concepção de um curso com stakeholders geograficamente distribuídos.
MOOCs with Connectivist approach (cMOOC) do not have yet a consensus about requirements for supporting environments. Therefore, this paper presents an experience for materializing cMOOC requirements through Moodle and plugins for its design. The translation of user requirements, related to the four connectivism domains, into system requirements guided the choice of Moodle plugins. This process of translation resulted in a list of software requirements and plugins for Moodle to build a cMOOC. In the future, it is expected to analyze the interactions of these learners and to verify the learning of the content proposed in the cMOOC.
The MOOCs emerged as instruments for education democratization by free online courses. However, MOOCs have a high dropout rate for their students. In this sense, this paper presents some results about whether communicability problems are related to the general causes of dropout in MOOC courses. In order to reach this objective, the Semiotic Inspection Method was applied in Coursera and EDx MOOC platforms. From the results, it was inferred that communicability problems are associated with some of the general causes that lead to the abandonment or the withdrawal of students in MOOCs.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.