La atención a las necesidades y demandas específicas del alumnado en un mundo globalizado: el caso de un MOOC de español para viajar

Cuevas, Beatriz Sedano

doi:10.5944/ried.20.1.16692

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…A significant training value to promote social inclusion is among sMOOCs' main assets ( Monteiro et al., 2018 ), offering learning opportunities to millions of people regardless of their social or financial level and revealing itself as an open, innovative model ( Osuna-Acedo et al., 2018a , b ) with a worldwide impact. Massiveness, characteristic in this type of courses ( Atenas, 2015 ; Gómez-Hernández et al., 2016 ; Sedano Cuevas, 2017 ), is partially confirmed in ECO's sMOOCs since, according to this study and as shown in Table 2 , participants in ECO courses come from several countries around the world. The most represented nationality is Spanish (48.56%), followed by Portuguese (16.05%).…”

Section: Resultssupporting

confidence: 57%

sMOOC: A pedagogical model for social inclusion

Marta-Lazo

Acedo

Quintana

2019

Heliyon

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In this article, the results of analysing the sMOOC launched by European project E-learning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents acting as social mediators. A quantitative methodology of analysis was applied to the interactions occurred in a sample of 1,361 participants at ECO Portal's course “Education Innovation and Professional Development. Possibilities and Limits of the ICTs”. Results show that ECO has massively promoted sMOOC-based training and has become present, not only in Europe, but also in a wider geographical spread, particularly in developing countries. Such training offering has been highly valued by participants in aspects related to the knowledge acquired and them feeling active role-players in the education process, which increases their commitment towards sharing that training in diverse social environments and, as a result, makes a significant impact on social inclusion processes.

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Section: Resultssupporting

confidence: 57%

sMOOC: A pedagogical model for social inclusion

Marta-Lazo

Acedo

Quintana

2019

Heliyon

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“…En este y en algunos otros cursos se conceden medallas en acciones no obligatorias a medida que se va avanzando en el curso. En el MOOC14, "Español para viajeros" (Sedano, 2017), también se otorgan medallas por completar actividades de revisión entre pares y por dar y recibir comentarios en los foros. Igualmente, en una actividad del MOOC16 se aprecia que los participantes, una vez conseguidas las medallas, pueden mostrarlas en otras actividades del MOOC como prueba de sus logros anteriores.…”

Section: Resultsunclassified

Uso de la colaboración y la gamificación en MOOC: un análisis exploratorio

Sastre

Idrissi-Cao

Arranz

et al. 2018

RIED

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Los cursos online masivos y abiertos (MOOC: Massive Open Online Courses) presentan un gran potencial para permitir el acceso a la educación superior a cualquier estudiante de manera gratuita y que tenga la posibilidad de acceder a Internet. Sin embargo, su modelo de enseñanza es habitualmente criticado, y múltiples investigadores defienden la aplicación de pedagogías activas para tratar de alcanzar un mejor aprendizaje, como ya es frecuente en el aula presencial. Las diferencias de contexto en estos cursos, como la heterogeneidad de perfiles, la escala o el asincronismo se argumentan con frecuencia como limitadores. Este artículo presenta la exploración de veinte cursos masivos, en diferentes idiomas, en distintas plataformas y en diversos dominios de conocimiento, con el objetivo de analizar en detalle el uso del aprendizaje colaborativo y de la gamificación en los mencionados cursos. Las evidencias encontradas permiten concluir que, a pesar de que hay una preocupación por fomentar la interacción social, no existe una intención pedagógica en ella; y además, si se produce el aprendizaje colaborativo es de manera espontánea, no buscada como el eje central del proceso en el diseño instruccional. Por otro lado, la gamificación sí está presente como elemento motivador, pero está dirigida fundamentalmente a premiar acciones individuales de los estudiantes, no los logros colectivos. También se observa que las distintas plataformas MOOC frecuentan ser complementadas con otras herramientas para tratar de apoyar la interacción de los participantes y la gamificación.

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“…Researching the curricular design of a MOOC course also implies questioning the underlying pedagogical and communicative model. Based on previous work in this field Colpaert, 2016;Godwin-Jones, 2014;Perifanou, 2015;Read, 2014;Rubio et al, 2016;Sharples, Delgado, Dimitriadis, Garlatti, & Specht, 2015;Teixeira, Garcia-Cabot, Garcia-Lopez, Mota, & De-Marcos, 2016;Teixeira & Mota, 2014;Torres & Gago, 2014) the study by Sedano Cuevas (2017) identifies some of the premises on which the design of these courses should be focused in order to provide a suitable curricular and communicative design: contextualized and functional design; adaptive learning to detect needs, progress and shortcomings; modularity, flexibility and scalability; training and experiential assessment, collaboration tools and external social networks, gamification, ubiquity and adaptation to m-learning.…”

Section: A Review Of the Contributions Made In Relation To Motivationmentioning

confidence: 96%

Who Takes a MOOC? Profile of Students in the Framework of a European Project

Díaz

Hoyos

Domínguez

et al. 2020

Turkish Online Journal of Distance Education

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This research analyzes the profile of students on MOOC (massive open online courses) courses within the framework of the ECO project (E-learning, Communication and Open-Data: Massive Mobile, Ubiquitous and Open Learning) promoted by the European Union. An analysis of the profile of students enrolled in the five editions of the course entitled "Educational innovation and professional development. Possibilities and limits of technology" has been conducted based on the following objectives: (a) gain knowledge about the profile of students; (b) identify the students' perception of their level of digital competence for participating in the course; (c) find out what their real expectations were when they enrolled on the course; and (d) suggest proposals for improving the design of the course based on the study carried out on the student profile. This research shows the tendencies of students enrolled on these types of training processes and suggests improvements in the design of the course in order to satisfy the participants' motivations and expectations. In this regard, the results suggest that the design of MOOCs should be based on a sustainable, social and communicative curricular approach while at the same time greatly enhancing interaction and collaborative work.

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La atención a las necesidades y demandas específicas del alumnado en un mundo globalizado: el caso de un MOOC de español para viajar

Cited by 6 publications

References 15 publications

sMOOC: A pedagogical model for social inclusion

sMOOC: A pedagogical model for social inclusion

Uso de la colaboración y la gamificación en MOOC: un análisis exploratorio

Who Takes a MOOC? Profile of Students in the Framework of a European Project

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