Browsing by Subject "MOOCs"
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- PublicationOpen AccessEconomic Implications and Stakeholder Reactions in a Digital University Environment(Universidad de Murcia, Servicio de Publicaciones, 2018) Laaser, WolframSubstantial insecurity about the future of eLearning and particularly about the future impact of digitalization on the educational sector prevails at present. Those, who were enthusiastic at the beginning are now more sceptical about the future development of teaching with digital media, others maintain their positive attitude and are looking for ways to promote and implement their use in universities. Numerous institutions have published or are publishing forecasts and time frames about the relevance of the upcoming innovations. Less discussed are the economic implications that digitization may have on the universities‘ stakeholders and their decision making. In the field of online and distance education a descriptive approach of the costs and benefits has been so far predominant. Instead we will raise some points to initiate a discussion about the economics of digital educational resources and the possible reactions of and impact on teachers, students and institutions. We will also point out some of the long-term effects that digitalization of education might have on a global level. Concluding that digitization followed a continuous development pulsed especially by universities of distance education and that phenomena such as MOOCs are not as "disruptive" as some claim. Instead, national policies, economic sustainability and the impact of digitization on different stakeholders will determine the future form of the "Digital University" in case such a university exists
- PublicationOpen AccessEl impacto económico y las posturas de los actores principales en un ámbito universitario digitalizado(Universidad de Murcia, Servicio de Publicaciones, 2018) Laaser, WolframActualmente predomina una sustancial inseguridad sobre el futuro del eLearning, y en particular sobre el impacto de la digitalización en el sector educativo. Muchos que al inicio se mostraron entusiastas ahora son más escépticos sobre el futuro desarrollo de la enseñanza mediada por tecnología, mientras que algunos mantuvieron su actitud positiva y siguen buscando formas de promover e implementar su uso en las universidades. Menos discutidas son las implicaciones económicas que la digitalización puede tener sobre las partes interesadas de las universidades y su toma de decisiones; mientras que, en el campo de la educación a distancia en línea, un enfoque descriptivo de los costos y beneficios ha predominado hasta ahora. Partiendo de la crítica sobre el criterio metodológico empleado en algunos estudios, se discutirá el posible impacto de la digitalización en una futura universidad digital desde tres ángulos diferentes: una perspectiva histórica, una perspectiva económica, y las actitudes de los actores y sus características. En el pasado el análisis descriptivo de costos y beneficios de los cursos en línea era la forma predominante para analizar la eficiencia comparativa de diferentes sistemas de educación. Al contrario, queremos focalizar algunos puntos claves para incentivar un debate sobre la economía de recursos digitales y sus efectos sobre los respectivos actores principales (stakeholders). Además, trataremos perspectivas a largo plazo respecto a los efectos de la digitalización de contenidos educativos en un mundo global. Concluyendo que la digitalización siguió un desarrollo continuo impulsado particularmente por las universidades de educación a distancia; y que fenómenos como los MOOC no son tan "disruptivos" como algunos pretenden. En su lugar, las políticas nacionales, la sostenibilidad económica y el impacto de la digitalización en las diferentes partes interesadas, determinarán la forma futura de la "Universidad Digital", en caso de que tal universidad existiera
- PublicationOpen AccessInnovative university practices on the educational advantages and disadvantages of MOOC Environments(Universidad de Murcia, Servicio de Publicaciones, 2021) Vázquez-Cano, Esteban; López-Meneses, Eloy; Gómez-Galán, José; Parra-González, MaríaInformation and communication technologies have revolutionized the world as we knew it before its use and applicability to daily life. This use has also moved to the educational field and has transformed the way it is learned and taught today. In the midst of this panorama, Massive Online Open Courses emerge as an opportunity available for everyone to learn, which has caused many changes in the educational field. This study is presented as an investigation into innovative university practices to analyze the advantages and disadvantages of these MOOCs in the Higher Education environment. For this purpose, a qualitative and descriptive methodology has been implemented. The sample consisted of a total of 274 students of the Degree of Social Education of the Faculty of Social Sciences of the Pablo de Olavide University of Seville of the academic courses 2014-2019. Among the main advantages analyzed, we highlight its gratuity, the establishment of collaboration networks and time flexibility, while among the disadvantages we can highlight the abandonment, that some courses are not adapted or available for easy devices or lack of follow-up. The main idea is that once the advantages and disadvantages of MOOCs are known, the former should be encouraged, given the great benefits they entail for education; and in turn try to solve the disadvantages that have been seen that lead to the use of MOOCs, in order to promote the effectiveness of their use
- PublicationOpen AccessLMOOC para la integración de personas desplazadas.(Universidad de Murcia, Servicio de Publicaciones., 2021) Sanz Gil, MercedesRésumé: L’un des principaux défis auxquels les personnes déplacées sont confrontées est celui de faire face aux barrières linguistiques et culturelles qui découlent du manque de connaissance, dans la plupart des cas, de la langue et de la culture du pays de destination. De nos jours, et grâce aux Technologies de l’Information et de la Communication (TIC), il existe de nombreuses ressources et applications qui peuvent contribuer à pallier ces lacunes, avant, ou pendant la période de mobilité. Dans cet article, nous en présentons quelquesunes. Nous nous concentrons en particulier sur le format MOOC (Massive Open Online Courses) pour l’apprentissage des langues étrangères (LMOOC). Nous analyserons deux LMOOC pour l’apprentissage de l’Espagnol comme Langue Étrangère (ELE) destinés principalement à des personnes migrantes et réfugiées et trois pour l’apprentissage du Français comme Langue Étrangère (FLE) destinés principalement aux personnes en déplacement pour des raisons professionnelles ou éducatives.
- PublicationOpen AccessMOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs(Universidad de Murcia, Servicio de Publicaciones, 2016) Conole, GráinneThis chapter considers the pedagogies associated with different types of Massive Open Online Courses (MOOCs). It argues that the current discourse around the concept of xMOOCs (primarily based around interaction with content and essentially adopting a behaviourist learning approach), and cMOOCs (which focus on harnessing the power of social media and interaction with peers, adopting a connectivist learning approach), is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them. It will provide a brief history of the emergence of MOOCs and the key stakeholders. It will introduce an alternative means of categorising MOOCs, based on their key characteristics. It will then describe the 7Cs of Learning Design framework, which can be used to design more pedagogically informed MOOCs, which enhances the learner experience and ensure quality assurance
- PublicationOpen AccessPersonal Learning Environments : looking back and looking forward(Universidad de Murcia, Servicio de Publicaciones, 2023) Attwell, GrahamIn this paper I look back at the emergence of the idea of Personal Learning Environments (PLEs) and consider why they have failed to be widely adapted. I say there was a failure to understand the role of technology in the growing commodification and managerialism in education. I point to the links between MOOCs, Open Educational Resources and Open Education and PLEs and to a contradiction between commodification and managerialism, with increasingly standardized curricula and credentials and the flourishing of opportunities for learning especially for adults. I say progress in researching, developing, and implementing PLEs has to be viewed within the context of the wider development of educational technology and of the education and training system as a whole. Indeed, even this may be too narrow a perspective: one ambition for PLEs has been to support learning outside the formal education system and outside the classroom. I look at the growing use of Learning Analytics and Artificial Intelligence in education and consider how this might support PLEs. Finally, I refer to Neil Selwyn’s idea of ‘Ed-Tech Within Limits’ which would foreground the need to plan future education technology use with a primary aim of “coping with finiteness” and “seek to re-establish technology use in education as a shared and communal activity” as a response to the climate crisis. I suggest this could provide a point of reference for us to rethink Personal Learning Environments encompassing the ideas of equity and encompassing both radical pedagogies and the perspectives of previously marginalized interests and non-powerful groups.
- PublicationOpen AccessRueda de prensa: Presentación Jornadas MOOC's.(2016-09-21) Urbina, LuisRueda de prensa: Presentación de las Jornadas MOOC's, realizada en la Sala de Juntas del edificio del Rectorado
- PublicationOpen AccessXIII Jornadas CRAI(2016-07-29) Urbina, LuisXIII Jornadas CRAI "Aprendizaje virtual, MOOCs y CRAIs".Presentación de las Pautas para la creación y publicación de material audiovisual en las universidades (Paloma Jarque)en el Aula Cultura Cajamurcia. Mesa redonda: MOOCs y CRAIs: panel de experiencias, en Aula Cultura Cajamurcia
- PublicationOpen AccessXIII Jornadas CRAI(2016-09-05) Urbina, LuisMesa redonda con todos los ponentes MOOCs, moderada por Tomás Jiménez y acto de clausura de las XII Jornadas CRAI, celebrados en el Aula Cultura Cajamurcia.