MOOC postscript

Baggaley, Jon

doi:10.1080/01587919.2013.876142

Cited by 50 publications

(27 citation statements)

References 5 publications

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“…Their arrival on the scene of the traditional campus has caused instructors, administrators, and students to re-examine the structure and future of the university. While the future of MOOCs may be questionable, there is little doubt that their appearance and potential to disrupt has awakened many in academe (Baggaley, 2014;Waters, 2014).…”

Section: Information Systems Theorymentioning

confidence: 99%

Five Principles for MOOC Design: With a Case Study

2015

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New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles -meaningful, engaging, measurable, accessible, and scalable -may be applicable to future MOOC development projects.

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Section: Information Systems Theorymentioning

confidence: 99%

Five Principles for MOOC Design: With a Case Study

2015

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“…De esta forma, estamos ante un formato que promueve activamente la auto-organización, la conectividad, la diversidad y el control descentralizado de los procesos de enseñanza-aprendizaje (Baggaley, 2014). Se percibe cierta tendencia al conectivismo, que según Siemens (2005) supera al conductismo, cognitivismo y constructivismo, resaltando la importancia de la interacción entre todos los participantes en el proceso de aprendizaje, pero añade un matiz en el que profesorado y estudiantes participan como nodos de información, en un proceso asistido por las tecnologías y las conexiones de información con las que se genera el aprendizaje.…”

Section: A Modo De Introducción: Tipos Y Tendencias Pedagógicas De Lounclassified

El perfil pedagógico de los MOOC a partir de un estudio exploratorio

2017

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RESUMENLos MOOC están revolucionando la enseñanza y el aprendizaje del siglo XXI. Pueden ser de distintos tipos, atendiendo a criterios muy diversos, pero falta caracterizar su pedagogía. Para establecer un perfil pedagógico de los MOOC, se estudian 117 cursos de habla hispana, ubicados en 10 plataformas diferentes, con un diseño mixto de tipo exploratorio secuencial. La información obtenida se analiza por conglomerados en dos fases con los paquetes estadísticos SPSS y Weka. Los resultados muestran dos perfiles: MOOC cerrados y rígidos frente a abiertos y flexibles; e identifican el componente pedagógico que puede clasificarlos, siendo las "horas de dedicación" lo que mejor discrimina a los estudiados.Palabras clave: cursos online masivos abiertos, pedagogía, análisis de conglomerados.ABSTRACT MOOCs are revolutionizing XXI century teaching and learning. There can be different types according to diverse criteria, but they lack a pedagogical profile. To establish an educational profile of the MOOC, 117 Spanishlanguage courses, located in 10 different platforms, are studied. They are studied using a sequential mixed exploratory research. With the information obtained, an analysis of conglomerates is carried out in two phases using the statistical packages SPSS and Weka. The results show two profiles of courses: closed and rigid MOOCs versus open and flexible MOOCs. They also identify the pedagogical component that can classify a MOOC course. The variable "hours of dedication" best discriminates the courses studied.

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“…Students can arrange the learning progress according to their own energy. [6] Why we say that compared with MOOC, SPOC is more suitable for campus teaching? SPOC is different from MOOC for all people, the audience of SPOC teaching is the students in the school.…”

Section: Spoc Teaching Model and Its Characteristicsmentioning

confidence: 99%

The Guiding Role of SPOC Teaching in the Use of Mobile Phones for Undergraduate

Jingren¹

2017

Advances in Computer Science Research

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Abstract. Nowadays, mobile phone is very convenient for people to communicate. At the same time, there have been some problems. In particularly, the negative impact on university students is greater. That's affecting their learning and life. It looks good if we can find any effective way to change this situation. Now we narrate the SPOC teaching model reform made by the Electric Drive Department of Beihua University's. Through our practical experience, we give a solution to the problem of students' uninterrupted playing with their mobile phones. In this paper we explain what is SPOC first. Then we describe the process of construction and utilization of the SPOC teaching resources. Then we elaborate the results achieved by the survey, that the positive effect SPOC made on University Students' use of mobile phone. Facts prove that the network teaching resources which are closely to the construction of campus teaching, can efficaciously guide students to use moble phone for study.

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MOOC postscript

Cited by 50 publications

References 5 publications

Five Principles for MOOC Design: With a Case Study

Five Principles for MOOC Design: With a Case Study

El perfil pedagógico de los MOOC a partir de un estudio exploratorio

The Guiding Role of SPOC Teaching in the Use of Mobile Phones for Undergraduate

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