Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project

Acedo, Sara Osuna; Frau‐Meigs, Divina; Camarero-Cano, Lucía; Bossu, Adeline; Pedrosa, Raquel; Jansen, Darco

doi:10.1007/978-3-662-52925-6_9

Cited by 14 publications

(8 citation statements)

References 10 publications

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“…The OpenupEd Quality Label requires courses to address openness to learners and open licencing and is thus firmly rooted in the Open Education movement. This international dimension is expected to gain in importance as new kinds of partnership emerge (Osuna et al, 2016) and if MOOCs are to become considerable parts of degree programs in the future. …”

Section: Resultsmentioning

confidence: 99%

“…Examples are pedagogical approaches like the well-known cMOOC (Siemens, 2012) and the more recent sMOOCs model (Brouns, Teixeira, Morgado, Fano, Fueyo & Jansen, 2016). In addition, inclusive MOOC partnerships have emerged, such as the ECO project (Osuna Acedo, Frau-Meigs, Camarero Cano, Bossu, Pedrosa & Jansen, 2016) and the OpenupEd initiative (Mulder & Jansen, 2015). These initiatives are characterised by distinct criteria and quality processes related to common features, specific pedagogical models, training of skilled (e-)teachers and scalability of re-using MOOCs and MOOC content.…”

Section: Quality Pedagogy and Dropout Ratesmentioning

confidence: 99%

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Quality Frameworks for MOOCs

Jansen

Rosewell

Kear

2016

Lecture Notes in Educational Technology

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Abstract:The hype surrounding MOOCs has been tempered by scepticism about the quality of MOOCs. The possible flaws of MOOCs include the quality of the pedagogies employed, low completion rates, and a failure to deliver on the promise of inclusive and equitable quality education for all. On the other hand, MOOCs have given a boost to open and online education, have become a symbol of a larger modernisation agenda for universities, and are perceived as tools for universities to improve the quality of blended and online education, both in degree education and Continuous Professional Development. MOOC provision is also much more open to external scrutiny as part of a stronger globalising higher education market. This has important consequences for quality frameworks and quality processes that go beyond the individual MOOC. In this context different quality approaches are discussed, including possible measures at different levels and the tension between product and process models. Two case studies are described, one at the institutional level (The Open University) and one at a MOOC platform level (FutureLearn), and how they intertwine is discussed. The importance of a national or international quality framework which carries with it a certification or label is illustrated with the OpenupEd Quality label. Both the label itself and its practical use are described in detail. The examples will illustrate that MOOCs require quality assurance processes tailored to e-learning and open education, embedded in institutional frameworks. The increasing unbundling of educational services may require additional quality processes.

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Section: Resultsmentioning

confidence: 99%

Section: Quality Pedagogy and Dropout Ratesmentioning

confidence: 99%

Quality Frameworks for MOOCs

Jansen

Rosewell

Kear

2016

Lecture Notes in Educational Technology

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“…The main distinguishing feature of sMOOCs is intercreativity, the term used by T. Berners-Lee in 1996 as a description of combination of interactivity and creativity. In other words, all those who participate in a program are contributing to its development by creation of original and productive content when connected online (Acedo & Cano, 2016;Osuna-Acedo et al, 2017). Another type of "tMOOC" (or Transfer Massive Open Online Courses), is a description of a model of trainings that are created with influence on professional practice with social empowerment.…”

Section: What Is Mooc?mentioning

confidence: 99%

MOOC awareness and utilization among students of selected Polish universities

Geryk

2024

International Journal of Contemporary Management

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Purpose The main aim of the article was to examine Polish students’ awareness about MOOCs. For this purpose, the following issues were examined: the percentage of students aware of the existence of free courses, the percentage of students who have used the courses, the most popular educational platforms among Polish students, the percentage of people who did not complete a course, and the reasons for failure. Students who had completed any MOOC were also asked about their experiences and the usefulness of the course. Methodology The study was conducted in October/November 2022 in the form of an online survey. The generated link to the survey was sent by e-mail to students of the Jagiellonian University, the College of Engineering and Health in Warsaw and the Gdańsk College of Health, with a request to complete. Findings The results obtained may be surprising, especially after looking at the situation of MOOCs in other parts of the world. The knowledge about the availability of MOOC courses among Polish students is very low. Only 61 people of all respondents knew beforehand that MOOC learning was a possibility. Originality The added value of the article is examination of the motivation of students to take a MOOC course, as well as the reasons for not completing the course or not participating in it. The conclusions of the survey may be useful for designers of MOOCs. They set out some good practices in remote education and ways to keep young people interested.

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“…En general, el modelo educativo de los MOOC brinda la posibilidad de actuar como medio de formación y difusión porque ofrecen a los miembros de su comunidad virtual un amplio abanico de propuestas de interacción y comunicación, valorando sus aplicaciones de diferentes maneras según las actividades, recursos, medios, metodología, procesos de evaluación e interactividad (Camarero Cano y Cantillo Valero, 2016). Cuando estas posibilidades se desarrollan convenientemente, van más allá de la estructura tradicional de los cursos para convertirse en un nuevo modelo denominado sMOOC, donde las interacciones, la intercreatividad y la comunicación son los objetivos principales en el proceso de aprendizaje (Gil-Quintana et al, 2016;Hergueta-Covacho, Marta-Lazo y Gabelas-Barroso, 2016;Osuna-Acedo et al, 2017).…”

Section: Smooc Metodologías Para El Aprendizaje En Redunclassified

Educomunicación contra las fake news: una experiencia en sMOOC para el desarrollo de la alfabetización mediática crítica.

Feltrero,

Hernando,

Acosta-Sznajderman

2023

REMEDCOM

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El proyecto europeo YouVerify! tiene como objetivo desarrollar un programa de cursos y actividades para estimular la alfabetización mediática e informacional (AMI) entre estudiantes, profesionales de la información y profesores de todos los niveles educativos. El diseño de recursos pedagógicos AMI requiere contextualizar el trabajo del estudiante en el mismo tipo de medios y tecnologías de comunicación social en los que hoy accede a la información, y que son parte de sus actividades educomunicativas. El modelo de diseño de cursos masivos en línea sociales, sMOOC, es como una herramienta educomunicativa capaz de implicar a los estudiantes e interesados en actividades colaborativas a través de medios y herramientas sociales. Con una metodología de análisis cuantitativo, a partir de los datos del cuestionario de satisfacción voluntario que aportaron los participantes que realizaron el sMOOC, se estudia el interés de los mismos en los mecanismos de desinformación y las herramientas para la verificación y refutación de noticias falsas. Se revisa su percepción de la metodología social y abierta del sMOOC y su interés en difundir estas nuevas competencias entre sus estudiantes o colaboradores. Como conclusión, se destaca el alto grado de satisfacción que suscitó la iniciativa en la alfabetización con espíritu crítico. También, y gracias al componente social del sMOOC, destacó el interés que mostraron los participantes para desarrollar sus propios proyectos AMI como profesores o influencers.

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Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project

Cited by 14 publications

References 10 publications

Quality Frameworks for MOOCs

Quality Frameworks for MOOCs

MOOC awareness and utilization among students of selected Polish universities

Educomunicación contra las fake news: una experiencia en sMOOC para el desarrollo de la alfabetización mediática crítica.

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