Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework

Brouns, Francis; Teixeira, António; Morgado, Lina; Fano, Santiago; Fueyo, Aquilina; Jansen, Darco

doi:10.1007/978-3-662-52925-6_16

Cited by 18 publications

(17 citation statements)

References 17 publications

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“…The sMOOC model design features also include to be open, inclusive and accessible to a wide diversity of citizens, as well as to pay special attention to both people in risk of social exclusion and people with visual and hearing disabilities. In fact, the model was conceived as a pedagogical framework which allows for the flexibility in approach and design (Brouns et al, 2016).…”

Section: From the Imooc To The Smooc: Towards A Social Inclusive Moocmentioning

confidence: 99%

“…Another important aspect regarding the social and cultural inclusiveness of the sMOOC model is that it states courses should be designed to accommodate a wide spectrum of approaches and contexts, accounting for a variety of languages, cultures, settings, pedagogies and technologies (Brouns et al, 2014). Regarding learner equity, the pedagogical approach is deemed very essential such that participants are facilitated with appropriate incentives to make progress and to succeed in their learning efforts (Brouns et al, 2016).…”

Section: From the Imooc To The Smooc: Towards A Social Inclusive Moocmentioning

confidence: 99%

“…This aspect is complemented by seamless and ubiquitous learning (Wong et al, 2015). As the concept implies the courses should be accessible from different platforms and through mobile devices and integrate with participants' real life experiences through contextualisation of content via mobile apps and gamifications (Brouns et al, 2016).…”

Section: From the Imooc To The Smooc: Towards A Social Inclusive Moocmentioning

confidence: 99%

“…The questionnaire consisted of 5 socio-demographic questions, 2 on the student profile and 24 questions aimed to evaluate the design, content and course development, as well as overall dimensions of the sMOOCs. (Brouns et al, 2016;Fueyo et al, 2015). Data was collected using a selfadministered questionnaire with closed or semi-closed questions.…”

Section: Case Studies: the Imooc And Smoocmentioning

confidence: 99%

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Can iMOOCs close the Opportunity Gaps?: the contribution of social inclusive pedagogical design.

et al. 2019

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Massive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has the potential to widen access to higher education since they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for every participant to succeed in their learning experience. This goal depends on the quality of the learning design. To be successful, a massive open online learning experience has to empower learners and to facilitate a networked learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms. Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based research approach, a comparative analysis of two course iterations each representing each model is also presented and discussed. KEY WORDS: distance education, open learning systems, online learning, equal opportunity in education, education for all. RESUMEN Los cursos en línea abiertos y masivos (MOOC) son cursos abiertos disponibles en línea sin costo para el usuario y diseñados para ampliarse, permitiendo un gran número de participantes. Como tales, son un nuevo desarrollo disruptivo que tiene el potencial de ampliar el acceso a la educación superior, ya que contribuyen a la inclusión social, la difusión del conocimiento y la innovación pedagógica. Sin embargo, garantizar oportunidades de aprendizaje de calidad para todos no puede reducirse simplemente a permitir el acceso gratuito a la educación superior. Por el contrario, implica asegurar oportunidades equitativas para que cada participante tenga éxito en su experiencia de aprendizaje. Este objetivo depende de la calidad del diseño de aprendizaje. Para tener éxito, una experiencia de aprendizaje en línea abierta y masiva debe empoderar a los alumnos y facilitar un entorno de aprendizaje en red. De hecho, los MOOC están diseñados para servir a una gran heterogeneidad de perfiles, con muchas diferencias con respecto a las necesidades y preferencias de aprendizaje, conocimiento previo, contextos de participación y diversidad de plataformas en línea. La personalización puede jugar un papel clave en este proceso. En este artículo, los autores describen el modelo pedagógico iMOOC y su derivada po...

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Section: From the Imooc To The Smooc: Towards A Social Inclusive Moocmentioning

confidence: 99%

Section: From the Imooc To The Smooc: Towards A Social Inclusive Moocmentioning

confidence: 99%

Section: From the Imooc To The Smooc: Towards A Social Inclusive Moocmentioning

confidence: 99%

Section: Case Studies: the Imooc And Smoocmentioning

confidence: 99%

See 2 more Smart Citations

Can iMOOCs close the Opportunity Gaps?: the contribution of social inclusive pedagogical design.

et al. 2019

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show abstract

“…Bates et al [13] used a game based approach to deliver vocational skills and intercultural communication using the VIPI pedagogical framework. Brouns et al [14] described a collaborative approach and pedagogical framework of Massive Open Online Courses (MOOC) design based on the need to accommodate the specific context of open online education with its heterogeneity of learner needs, while putting the learner center-stage in a social networked learning environment. Cooke [15] described Metatuning -a game design pedagogical framework that aims to use game design to increase internal student motivation for learning thus providing meaningful contexts to learning processes and motivating the selection of profession in real-world.…”

Section: State-of-the-art In the Development Of Pedagogical Frameworkmentioning

confidence: 99%

Faster pedagogical framework for steam education based on educational robotics

Damaševičius¹,

Maskeliūnas²,

Blažauskas³

2018

IJET

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Globalization and sustainable development requires shifting education targets from acquisition of structures knowledge to the mastery of skills. Robot-aided learning can used as a tool of creativity in AHSS (Arts, Humanities and Social Sciences) classes thus attracting the attention of learners to cross-disciplinary subjects with elements of STEM (Science, Technology, Engineering, and Mathematics), which is expanded to STEAM (STEM + All). The presented FASTER pedagogical framework is based on the combination of project-based teaching, educational robotics and team based learning for achieving educational aims and supporting creativity in class. We describe the practical use of the framework in a university course, with specific examples of student projects. Finally, we discuss the educational implications of the framework and beyond.

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Reflections on the last decade of MOOC research

Yousef

Sumner

2020

Comp Applic In Engineering

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Massive open online courses (MOOCs) represent important pedagogical transformations that aim at unlimited participation and open access to highquality educational experiences and resources. MOOCs are quite different from classical distance learning settings in terms of their open-access features, such as open licensing of course content, and their use of specific infrastructures for communications and learning tools. Studies over the past 2 years (2018, 2019) have examined the multitude of experimental business models for MOOCs. However, MOOCs have also experimented with a wide variety of course content, teaching and learning methods, and assessment strategies. Very few articles have systematically examined these significant changes. To address this gap, we conducted an extensive, qualitative metaanalyses of over 200 peer-reviewed articles describing research on MOOCs. This analysis is organized around the following questions: (a) How can we classify existing MOOCs in terms of their support for learners and learning? (b) Which learners are benefiting from MOOCs, and to what degree have MOOCs explored approaches to student-centered learning? (c) To what degree are MOOCs meeting the needs of different learner audiences? (d) How can MOOC providers and participants communicate effectively to support student learning and engagement? (e) How can student activities be monitored to ensure that assessments of learning are performed effectively? The results of these analyses provide a reflection on the last decade of MOOC research and discussing the main achievements and the major research directions pursued in those years and points toward areas in need of additional research and development.

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Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework

Cited by 18 publications

References 17 publications

Can iMOOCs close the Opportunity Gaps?: the contribution of social inclusive pedagogical design.

Can iMOOCs close the Opportunity Gaps?: the contribution of social inclusive pedagogical design.

Faster pedagogical framework for steam education based on educational robotics

Reflections on the last decade of MOOC research

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