Mediation practices for learning in MOOC courses to promote open innovation

Abstract

With the increase of the training offered in online environments over the last decade, one of the key elements in these training events is mediation as an enabler best results approval and learning achievements. In this context the role of mediation is key, especially when there is no teacher or tutor figure that is in contact with the participants. The aim of this research, that is derived from a doctoral program, is to analyze the practices of mediation in massive courses open (MOOC for its acronym in English) in the areas of energy sustainability and propose a mediation model that considers the open innovation as a key element. In this way answers the research question regarding the relationship between the practices of teaching and learning technological mediation with MOOC courses. The research is the result of cooperation between government institutions in Mexico such as CONACYT and SENER with the Technological Institute of Monterrey, the latter by offering 10 massive courses on the subject of energy sustainability, whose course name in spanish is: "Generación de energías y limpias y energías convencionales" [Generation of clean energy and conventional energy], and its participantes constitute the research population, who, through various instruments of qualitative and quantitative, will be consulted regarding mediation and its relationship with learning. The results of this study allow thus to answer the research question, in addition to the generation of proposals in the field of mediation that promote open innovation. It is expected that the results represent a contribution in the sense of determining the relationship mediation-outcomes of learning in MOOC courses.

Massive Omission of Consent (MOOC): Ethical Research in Educational Big Data Studies

“…Twenty-nine studies (3.5%) discussed following some other ethical guidelines or having taken some other approach to the consideration of ethical issues (Flores et al, 2016;Henderikx et al, 2017;Mishra et al, 2017;Morgan et al, 2017;Riofrío-Calderón et al, 2016;Wang et al, 2017;Zhang et al, 2017;Berman et al, 2017;Swinnerton et al, 2017;. Examples here include three studies having approval from the MOOC platform provider itself (Swinnerton et al, 2017b;Zhang et al, 2017;Mishra et al, 2017), "we have an agreement with FutureLearn that we can use anonymous data for research purposes" (Mishra et al, 2017, p. 5).…”