MOOCs or Massive Online Open Courses based on Open Educational Resources (OER) might be one of the most versatile ways to offer access to quality education, especially for those residing in far or disadvantaged areas. This article analyzes the state of the art on MOOCs, exploring open research questions and setting interesting topics and goals for further research. Finally, it proposes a framework that includes the use of software agents with the aim to improve and personalize management, delivery, efficiency and evaluation of massive online courses on an individual level basis.
UPCommonsPortal del coneixement obert de la UPC http://upcommons.upc.edu/e-prints Miguel, J. [et al.] Abstract-This paper proposes a trustworthiness model for the design of secure learning assessment in on-line collaborative learning groups. Although computer supported collaborative learning has been widely adopted in many educational institutions over the last decade, there exist still drawbacks which limit their potential in collaborative learning activities. Among these limitations, we investigate information security requirements in on-line assessment, (e-assessment), which can be developed in collaborative learning contexts. Despite information security enhancements have been developed in recent years, to the best of our knowledge, integrated and holistic security models have not been completely carried out yet. Even when security advanced methodologies and technologies are deployed in Learning Management Systems, too many types of vulnerabilities still remain opened and unsolved. Therefore, new models such as trustworthiness approaches can overcome these lacks and support e-assessment requirements for e-Learning. To this end, a trustworthiness model is designed in order to conduct the guidelines of a holistic security model for on-line collaborative learning through effective trustworthiness approaches. In addition, since users' trustworthiness analysis involves large amounts of ill-structured data, a parallel processing paradigm is proposed to build relevant information modeling trustworthiness levels for e-Learning.
Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.
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