Plataformas
Y por supuesto, las plataformas de MOOCs más famosas:
iDESWEB, Introducción al desarrollo web.
Un curso nuevo de tipo MOOC, totalmente gratuito y disponible en la Web (curso online), con el que vas a aprender los conceptos básicos del desarrollo de aplicaciones web.
Aprende HTML, CSS, JavaScript, PHP... y los principios básicos del diseño, de la usabilidad y de la accesibilidad web.
UniMOOC es una plataforma de cursos online, por lo que puedes realizar cualquiera de nuestros cursos para emprendedores desde cualquier ordenador con conexión a internet.
iXML, Introducción a XML. XML, DTD, XML Namespaces, XML Schema, XSLT, XQuery, y XPath. Aplicaciones.
Sitio web del curso: Accesibilidad Web
Y por supuesto, las plataformas de MOOCs más famosas:
My brief is to talk a little about the learner perspective based on my own experiences with a few MOOCs (massive open online course). I though it might be useful to write down some thoughts in a blog post and share the link during the webinar as it provides some of the background that informs my thinking and links to further information.
Recently Stanford has started a new initiative to bring free classes to the public. From what I.ve seen from statistics, this venture has been extraordinarily successful with over 100,000 sign ups. Most likely only a fraction went through with the class, but that.s still a lot of people, especially for the first time. There has been quite a lot of press about these classes, but none seem to take into account the effects it has on the students that attend Stanford. Despite the success and the raves of great reviews, I was not at all satisfied by the CS229a: Applied Machine Learning, one of the three courses offered to the public fall quarter. Before I begin though, I want to say that I completely agree that education should not be locked up for only a few to use and I also agree that since education, in my mind, is a right, then it should be provided for free. Thus the Stanford initiative to do this is a great thing. However, there are quite a few things that hopefully Stanford will change in the future.
One of the I Programmer team signed up for MITx's first experimental course offering - 6.002x Circuits and Electronics - and now it's all over. As the Final Exam's dust settles, we asked for a full account. Did it work? Was it fun? Did you actually learn anything? As the hardware editor of I Programmer it had to be me (Harry Fairhead). I signed up for the first MITx course expecting it to be a walk down memory lane and nothing difficult - how wrong can you be!
Stanford University's great experiment with an online AI course has reached the midterms and we thought it was time to turn the tables and submit a report on how it was all going. Is it living up to the promise? What are the highs and lows? How does the technology perform? When we reported the news about Stanford's free online courses for Fall 2011, a number of I Programmer contributors were really excited by the idea of taking a top notch university course on AI and be taught by Professors Sebastian Thrun and Peter Norvig.
Ideally, I suppose, I should headline this post "5 Things I've Learned from MOOCs". That's likely what a course - massive or online or open or not - is supposed to have a student tout: what I learned. If I were being really forthright with my readers, I would headline this story "5 Things I've Learned from MOOCs as a Serial MOOC Dropout". That's certainly a warning that when I speak about my experiences with MOOCs, it's as a lurker and a dropout.
I'm leaving Curt Bonk's open online class "Instructional Ideas and Technology Tools for Online Success", which started this week. It's a class about retaining, motivating and engaging online students, and I'm leaving because I'm not motivated and not engaged.
"A course with certification from MIT? Sounds like a challenge!"
That's how it all began.
My name is Arthur Amaral and I am an 18-year-old student in Brazil. Recently I finished high school and graduated as an electronics technician from a public institute of technology.
Sorry to be gone for a few days without posting. It's been basically triage here as we move toward the end of the semester. It's also nearly the end of the CS101 course at Udacity (whose courses come in "hexamesters", six times a year), so this week I'm planning on giving a sequence of posts that sum up my experience.
Este año inició operaciones Coursera, la plataforma para educación en línea respaldada por la Universidad de Stanford. En esta entrada de mi blog quiero contarles mi experiencia tras haber realizado el curso de NLP ( procesamiento de lenguaje natural ) en ella. Mi intención inicial era empezar con el curso de HCI ( Interfaces Humano Computador ), el cual había sido anunciado desde Enero ( arrancó mientras escribía esta entrada ), pero este se retrasó y pensé que mientras tanto podría ver el de NLP, otro de los temas que quiero aprender.
El otro día hablaba de la futura revolución que empieza a vislumbrarse en el ámbito de la enseñanza universitaria. Y es que las MOOC, o Massive Open Online Course, cuentan con la garantía de calidad que les da el sello de las diferentes universidades de prestigio que ya se han decidido a impartir cursos en línea que, por el momento, son totalmente gratuitos, pero de los que cabe esperar la aparición futura de modelos freemium, donde la adquisición de componentes especiales o certificados requiera de la realización de algún pago.
No cumpliríamos uno de nuestros objetivos como Observatorio de e-learning, si no hubiéramos escrito, hablado, o publicado algo sobre la tendencia por excelencia del 2012 en el mundo de la formación Online. Efectivamente, me refiero ineludiblemente a los MOOC, Massive Online Open Courses. Si algo queremos y perseguimos desde SCOPEO, es manteneros al día sobre las últimas tendencias en la formación e-learning, lo hicimos hace 2 años con nuestro Monográfico SCOPEO No.3. M-learning, en España, Portugal y América Latina y queremos continuar con nuestra "saga" de publicaciones sobre tendencias en e-learning.
Hemos querido tener en cuenta varios pilares en la elaboración de este nuevo informe. Por un lado, y como denominador común en todos los trabajos que publicamos desde SCOPEO, contamos con un capítulo en el que recopilamos bibliografía y webgrafía sobre la temática a tratar, para ofrecer y enriquecer el informe con un paseo breve e ilustrativo sobre los MOOC. Datos que hemos ido encontrando en la Red y añadido a nuestras bases de datos con la que hemos acrecentado la cantidad de opiniones y reflexiones de terceros. Apartado que no queríamos que se extendiera demasiado, porque nuestro objetivo no es hacer una base de fundamentación teórica, sino que pretendemos plasmar las inquietudes y temas de los que más se han estado comentando en estos últimos meses, que es la esencia de nuestros informes.
En segundo lugar, en el capítulo 2, y teniendo en cuenta que los informes de SCOPEO poseen siempre un componente de análisis cualitativo y/o cuantitativo, hemos reunido a una serie de expertos para realizar un focus group. Expertos íntimamente relacionados con la creación de estructuras MOOC en sus organizaciones, tanto en el mundo Universitario como en la empresa. Un focus Group muy fructífero que resumimos aquí y que se puede ver completo en el canal YouTube de SCOPEO.
Por último en el tercer capítulo de este informe, contamos con una novedad. Publicamos 10 artículos provenientes de un Call For Papers. Hemos seleccionado estos trabajos, porque reúnen las características de calidad e innovación que buscábamos inicialmente. También porque cubren todas nuestras áreas de interés. Tanto es así que contamos con artículos de América Latina y España y del ámbito de Universidad y de la Empresa.
Pretendemos que este informe interese a cualquier lector que quiera conocer el universo de los MOOC: cómo surgieron, su organización, quiénes están detrás, cuáles son sus problemáticas y cuáles son sus beneficios, qué posibilidades tiene para el aprendizaje de hoy, qué futuro les espera. Al contar con expertos de diferentes ámbitos y disciplinas, empresa y universidad, el informe incluye puntos de vista muy diversos pero a la vez, muy similares. Por otro lado, debido a que SCOPEO se proyecta, no sólo en España y Portugal, sino también en América Latina y Brasil, hemos recogido opiniones de los dos lados del charco, ¿serán parecidas o diferentes? Para saberlo, os invito a leer el informe y poder entresacar vuestras propias conclusiones.
Alrededor de los MOOC se están generando una ingente cantidad de comentarios, noticias, blogs, congresos. a los que el Observatorio SCOPEO ha podido acceder. Para poder concluir el informe, dimos por cerrado el proceso de recopilación de información en mayo de 2013. Sin embargo, las posibilidades que dan los MOOC para hablar y discutir son inmensas ya que el fenómeno sigue desarrollándose y nuevos datos van apareciendo. Entendemos este informe como una aportación seria al análisis de los MOOC, pero no como una investigación concluida y clausurada. Es más bien una base analítica y bibliográfica, para nuevos estudios que podamos realizar en el futuro.
Transmitiéndoles mis agradecimientos por su interés en nuestro trabajo, sólo me queda recomendarles su lectura. Espero que disfruten de ella, al igual que el equipo SCOPEO ha disfrutado con su elaboración.
This survey of MOOC and ODL literature aims to capture the state of knowledge and opinion about MOOCs and ODL, how they are evolving, and to identify issues that are important, whether consensual or controversial.
Many mainstream publications were generous in their coverage of massive open online courses (MOOCs) as the narrative rapidly unfolded throughout 2012. While reports focused on the myriad opinions of and prophecies about this new educational context, two characteristics in these pieces were often absent: the examination of data and the application of theoretical frameworks. What was missing from the discourse was an engagement with our existing frames of knowledge. This neglected aspect is significant because the innovation inherent within MOOCs is not that new knowledge is being employed; rather, it is that existing knowledge is being used in new combinations. The early 20th century economist, Joseph Schumpeter purported that innovation results from new combinations of knowledge, equipment, markets and resources. The innovation is in the combination.
This distinction regarding the innovative nature of MOOCs is important because it addresses the manner in which the articles in this issue engage the MOOC context. The authors herein examine the new context using existing frames of knowledge, these include: connectivism, item response theory, research into student success and persistence, theories of online learning, calibrated peer review, and the assessment of writing, to name a few. In doing so, we are invited on the one hand to consider the extent to which MOOCs may advance our educational frameworks and knowledge. Yet, on the other hand, as Stimpson aptly articulates in her review, we are reminded to be mindful of some who may .dismiss the past in order to legitimate the brave new world that will replace it..
The Summer 2013 issue of RPA opens with an overview penned by Cathy Sandeen of the American Council on Education who describes the organizational distinctions between the three major MOOC providers, macro social factors driving change, and the vital role of the assessment profession in this new model of education. In a study on learning, Breslow et al. offer some of the first published empirical data from a MOOC course. The authors examine course components and how student achievement and persistence can be conceptualized in the first MOOC course offered by edX. Meyer and Zhu introduce readers to item response theory, scale linking and score equating in order to discuss the evaluation of student learning in MOOCs that yield fair and equitable test scores. Stephen Balfour, a Director of Information Technology at Texas A&M, navigates readers through the intricacies of scaling the assessment of student writing assignments by contrasting two unique technologies: automated essay scoring (AES) and calibrated peer review (CPR).
MOOCs (Massive Open Online Courses) are the educational buzzword of 2012. Media frenzy surrounds them and commercial interests have moved in. Sober analysis is overwhelmed by apocalyptic predictions that ignore the history of earlier educational technology fads. The paper describes the short history of MOOCs and sets them in the wider context of the evolution of educational technology and open/distance learning. While the hype about MOOCs presaging a revolution in higher education has focussed on their scale, the real revolution is that universities with scarcity at the heart of their business models are embracing openness. We explore the paradoxes that permeate the MOOCs movement and explode some myths enlisted in its support. The competition inherent in the gadarene rush to offer MOOCs will create a sea change by obliging participating institutions to revisit their missions and focus on teaching quality and students as never before. It could also create a welcome deflationary trend in the costs of higher education.
The environment in which MOOCs and other forms of online education operate is changing virtually every day. Based upon a presentation given to the board of directors of AGB, this white paper is an effort to give board chairs, presidents, and others some context to help guide discussions on their own campuses.
In August, 2012, four months after opening, Coursera.one of several Massive Open Online Course (MOOC) providers quickly gaining traction on the Internet.registered one million students, from nearly 200 countries. This is only one of the many staggering statistics that could be shared about the sudden popularity of MOOCs, the total of which speak to the worldwide interest in accessing university courses online. The large number of people enrolling in MOOCs, coupled with university interest in expanding online content, has put this new model in the spotlight. The term MOOC dates from 2008, developed initially as a pedagogical experiment focused on creating a more connected and democratic learning environment. However, since 2011, universities have used the term to describe course offerings geared toward a worldwide student body. Today, .MOOC. describes a range of pedagogical models. George Siemens distinguishes between .cMOOCs. which follow the original .connectivist. model and the more institutionalised and tightly structured .xMOOCs.. Despite the differences, the emergence of MOOCs as a whole poses a set of challenges to the educational community. Many of us seem to believe that MOOCs are finally delivering some of the technology-enabled change in education that we have been waiting nearly two decades for.
The New York Times labeled 2012 "The Year of the MOOC". Less than 24 months after the launch of the first massive open online course (MOOC) at Stanford University and with potentially over 5 million students around the world now registered with a MOOC platform, massive open online courses would appear to be a new and significant force within higher education (HE). However, it is still unclear what effect, if any, MOOCs will have on the HE sector in the longer term and whether their explosion in popularity has enough momentum to sustain their method of educational delivery. This Policy Brief aims to provide a background to the expansion of MOOCs, explain their differences and similarities, identify the types of students using MOOCs, investigate their business models and potential direction, and finally to scope the risks and benefits associated with their development