Integrating open services for building educational environments

Claros, Ivan; Cobos, Ruth; Guerra, Esther; Lara, Juan de; Pescador, Ana; Sanchez-Cuadrado, J.

doi:10.1109/educon.2013.6530253

Cited by 9 publications

(7 citation statements)

References 16 publications

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“…Though, MOOCs are challenged by low completion rates and the lack of research regarding the effectiveness in promoting learning (Stark & Pope, 2014). To this end, it is clear that in the production and supply of a MOOC there are several challenges to be overcome such as offering a course that considers the heterogeneity of a large number of participants; aggregating and engaging the interdisciplinary team; raising funds; defining technology infrastructure and reusing and developing new OERs (Claros et al, 2013). Some research has been done in order to present experiences in the production and supply of MOOCs.…”

Section: Literature Reviewmentioning

confidence: 99%

Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study

Zancanaro¹,

Domingues²

2018

Turkish Online Journal of Distance Education

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Education is experiencing a period of change and the traditional models of education adopted by universities need to go through innovative processes to democratize knowledge, attract new learners and optimize resources. The use of Open Educational Resources (OERs) and Massive Open Online Courses (MOOC) can contribute to such changes. However, studies on the reuse of OERs and language courses in the MOOC format are still scarce. To this end, the aims of this study are (a) to verify whether the OER production cycle proposed by Zancanaro (2015) in his framework could be used in part for the production and supply of MOOCs and (b) to present the production and to offer a process of the Portuguese Teaching MOOC for Foreigners (MOOC-PFL), developed at the Regional University of Blumenau. This is a case study that shows a production and offers cycle comprising the phases of analysis and design, coding, evaluation, dissemination and offering. Considering it was the first experience of the University with a MOOC course, it exceeded expectations, provided an increase in the institution's and city's visibility, contributed to the demystification of the OER use by the production and offer team and generated incentives for the production of new levels.

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Section: Literature Reviewmentioning

confidence: 99%

Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study

Zancanaro¹,

Domingues²

2018

Turkish Online Journal of Distance Education

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“…However, it does not mean this model offers no cost to those who produce them and make them available. Simultaneously delivering a course to thousands of user needs, besides a technical staff for its production and support (Claros et al, 2013), a robust and scalable technology infrastructure (Meinel, Totschnig, & Willems, 2013). MOOCs can also be seen as a new business model.…”

Section: Introductionmentioning

confidence: 99%

“…Regarding technology, Clarke (2013) emphasizes the need for strategic investments in necessary infrastructure for the availability of MOOCs. However, not all educational institutions can afford or are willing to make such investments, as open education are not often part of official programs at universities (Claros et al, 2013) but initiatives by a certain teacher or a research group. This work intends to act in this scene of budgetary and structural constraints experienced by several universities, which prevents the expansion of an adequate infrastructure for the provision of MOOCs.…”

Section: Introductionmentioning

confidence: 99%

“…While building, deploying and maintaining learning environments dedicated to host MOOCs require a large amount of financial resources, the use of open platforms can help reduce these costs by providing subsidies for their storage and management (Claros et al, 2013). Thus, it is possible to build MOOCs focusing efforts and resources on the production of materials and not on the technological infrastructure needed to store, manage and deliver the course to the interested public.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Free Platforms for Delivery of Massive Open Online Courses (Moocs)

Zancanaro

Nunes

Domingues

2017

Turkish Online Journal of Distance Education

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For the hosting, management and delivery of Massive Open Online Courses (MOOC) it is necessary a technological infrastructure that supports it. Various educational institutions do not have or do not wish to invest in such a structure, possibly because MOOCs are not yet part of official programs of universities, but initiatives by a particular teacher or a research group. Focusing on this problem, this study seeks to identify platforms that make it possible to create, host and provide courses free of charges for the offeror; find in the respective literature, the basic requirements for MOOC platforms and to evaluate the platforms based on the raised requirements. In order to identify the platforms, information was sought in scientific articles and websites dealing with the comparison of platforms and listing the existing MOOC providers. For the definition of evaluation requirements, there was a search in the Web of Science and Scopus databases, looking for the term "Massive Open Online Courses". After applying some filters, 62 works that address platforms and technology were selected for analysis. As a result there is the identification of six platforms that allow the free supply of courses, the proposal for 14 requirements for reviewing them and a frame containing the evaluation of the identified platforms. This assessment is important since it brings knowledge as a basis for selecting a platform that is the most suitable one in terms of the chosen structure and method to store, manage and deliver courses in MOOC format.

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“…At the same time, the integration of open services may support the educational process and increase the interactivity of the learning environment (Claros et al, 2013). …”

Section: Introductionmentioning

confidence: 99%

Beyond xMOOCs in healthcare education: study of the feasibility in integrating virtual patient systems and MOOC platforms

Stathakarou

Zary

Kononowicz

2014

PeerJ

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Background. Massive Open Online Courses (MOOCs) are an emerging trend in online learning. However, their technology is not yet completely adjusted to the needs of healthcare education. Integration of Virtual Patients within MOOCs to increase interactivity and foster clinical reasoning skills training, has been discussed in the past, but not verified by a practical implementation.Objective. To investigate the technical feasibility of integrating MOOCs with Virtual Patients for the purpose of enabling further research into the potential pedagogical benefits of this approach.Methods. We selected OpenEdx and Open Labyrinth as representative constituents of a MOOC platform and Virtual Patient system integration. Based upon our prior experience we selected the most fundamental technical requirement to address. Grounded in the available literature we identified an e-learning standard to guide the integration. We attempted to demonstrate the feasibility of the integration by designing a “proof-of-concept” prototype. The resulting pilot implementation was subject of verification by two test cases.Results. A Single Sign-On mechanism connecting Open Labyrinth with OpenEdx and based on the IMS LTI standard was successfully implemented and verified.Conclusion. We investigated the technical perspective of integrating Virtual Patients with MOOCs. By addressing this crucial technical requirement we set a base for future research on the educational benefits of using virtual patients in MOOCs. This provides new opportunities for integrating specialized software in healthcare education at massive scale.

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Integrating open services for building educational environments

Abstract: Esta es la versión de autor de la comunicación de congreso publicada en: This is an author produced version of a paper published in:

Cited by 9 publications

References 16 publications

Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study

Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study

Evaluation of Free Platforms for Delivery of Massive Open Online Courses (Moocs)

Beyond xMOOCs in healthcare education: study of the feasibility in integrating virtual patient systems and MOOC platforms

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