Los MOOCs en la dinámica de las innovaciones educativas de la educación superior

Zapata-Ros, Miguel Los MOOCs en la dinámica de las innovaciones educativas de la educación superior., 2014 [Preprint]

MOOCs_en_dinamica_innovaciones.pdf - Draft version

Download (1MB) | Preview

English abstract

This article gives the clues to locate MOOCs in the life cycle of technological innovations. Their characteristic feature is an initial emergent stage accompanied by exaggerated enthusiasm. Five facts in the current stage of MOOCs evolution are analysed, as well as the changes in their nature as they move towards a different model of Higher Education. The article also points out limita-tions, failures and the evolution of open, on-line courses to conclude that although MOOCs de-tected problems and limitations in the Higher Education model at the time of their emergence, they have not become part of its solution. From the standpoint of Instructional Design models and theories, the solution will emerge from finding answers to three complex challenges. Even in that case, the question whether faculty will be ready to drive their efforts to Big Data analysis in order to understand students will still remain a debatable issue. Moreover, the question whether faculty will be ready to design and deliver courses that imply devoting much more attention to students of different origins and conditions on a basis of a better understanding of intercultural learning. The article also deals with seven moments in the evolution of on-line courses in the context of change of Higher Education in order to forecast likely and desirable changes for the future.

Spanish abstract

En este trabajo se dan las claves para situar los MOOCs en el ciclo de vida de las innovaciones tecnológicas que tienen como característica una progresión típica que se inicia como fenómeno emergente acompañado de un exceso de entusiasmo. Se analizan cinco hechos en el punto actual de su evolución y los cambios que se producen en su naturaleza en la progresion hacia un modelo distinto de Educación Universitaria. Señalando, a partir de ese análisis, sus limitaciones, fracasos y las evoluciones detectadas de los cursos abiertos on line. Se concluye diciendo que los MOOCs, en su momento, detectaron unos problemas, unas limitaciones del modelo de Educación Superior vigente, pero no eran su solución. La solución, desde el punto de vista donde no situamos, el de los modelos y teorías del diseño instruccional, pasa por dar respuesta a tres desafíos complejos, aunque la cuestión de fondo es si los profesores están dispuestos a centrarse en el análisis de los "grandes datos" para la comprensión de los estudiantes. Y a diseñar e impartir cursos que supongan prestar mucha más atención a los estudiantes de diferentes orígenes y condiciones sobre la base de una mejor comprensión del aprendizaje intercultural. También se analizan siete momentos de la evolución de los cursos on line, en el contexto de cambio de la educación superior, que nos permiten conjeturar cual es el cambio previsible y cuál es el deseable.

Item type: Preprint
Keywords: MOOC, open teaching on line, personalization, multiculturalism, trends, docencia on line abierta, personalización, interculturalidad, tendencias
Subjects: G. Industry, profession and education. > GG. Curricula aspects.
G. Industry, profession and education. > GH. Education.
Depositing user: Dr. Miguel Zapata-Ros
Date deposited: 23 Jul 2014 08:51
Last modified: 02 Oct 2014 12:32
URI: http://hdl.handle.net/10760/23472


Bates, T. (December15, 2013)Look back in anger? A review of online learning in 2013.http://www.tonybates.ca/2013/12/15/look-back-in-anger-a-review-of-online-learning-in-2013/

Bloom, B. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as ffective as One-to-One Tutoring, Educational Researcher, 13:6(4-16). http://www.comp.dit.ie/dgordon/Courses/ILT/ILT0004/TheTwoSigmaProblem.pdf

Chafkin, M. (December 2013) Udacity’s Sebastian Thrun, godfather of free online education, changes. Fast Company magazine. http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb.

Christensen , G. et al (November 6, 2013) The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why?Social Science Research Network (SSRN)http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2350964

CIT (Center for Intructional Technologie) (2012) Building a Coursera Course Version 1.0 https://docs.google.com/document/d/1nzCXxK7sFJ2C7rOvpzxvyC2a_ELSiinry30_9wHBkJ4/edit

CIT (Center for Intructional Technologie) (2013) Building a Coursera Course Version 2.0 https://docs.google.com/document/d/1ST44i6fjoaRHvs5IWYXqJbiI31muJii_iqeJ_y1pxG0/edit?pli=1

Crosslin , M. (May 4, 2014). Designing a Dual Layer cMOOC/xMOOC. Open Learning. http://www.edugeekjournal.com/2014/05/04/designing-a-dual-layer-cmoocxmooc/

Collins, E. D. (September 2013). PRELIMINARY SUMMARY SJSU+ AUGMENTED ONLINE LEARNING ENVIRONMENT.PILOT PROJECT. http://www.sjsu.edu/chemistry/People/Faculty/Collins_Research_Page/AOLE%20Report%20-September%2010%202013%20final.pdf

EDX (2014). Data, Analytics and Learning. An introduction to the logic and methods of analysis of data to improve teaching and learning. https://www.edx.org/course/utarlingtonx/utarlingtonx-link5-10x-data-analytics-2186

EDX (2014b). Web de certificados y créditos de EDX. https://www.edx.org/student-faq#certificates

Ferenstein, G. (Sep 9, 2014 ). Tech Titans And Online Education Orgs Team Up With The Open Education Alliance. http://techcrunch.com/2013/09/09/tech-titans-and-online-education-orgs-team-up-for-career-standards-alliance/

Ferenstein, G. (June 16, 2014). AT&T and Udacitypartner to createthe ‘nanodegree,’ a new type of college degree. http://venturebeat.com/2014/06/16/att-and-udacity-partner-to-create-the-nanodegree-a-new-type-of-college-degree/

Fink, L.D. (2003), A Self-Directed Guide to Designing Courses for Significant Learning. http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Georgia Tech College of Computing (2013). Program Information OMS CS. http://www.omscs.gatech.edu/program/

Georgia Tech College of Computing (2013b). Home page of Online Master of Science in Computer Science. http://www.omscs.gatech.edu/#np-3268

Hoffman, R. (September 2013). College Diplomas are Meaningless. ThisisHow to FixThem. Design specs for upgrading the communications device formerly known as the sheepskin. New Republic – Education. http://www.newrepublic.com/article/114692/college-diploma-time-upgrade

Lewin, T. (December 10, 2013)After Setbacks, Online Courses Are Rethought. The New York Times. http://www.nytimes.com/2013/12/11/us/after-setbacks-online-courses-are-rethought.html?_r=3&

Linden, A., &Fenn, J. (2003).UnderstandingGartner'shype cycles. http://www.ask-force.org/web/Discourse/Linden-HypeCycle-2003.pdf

Miller, S. and Zhou, H. (2011). Online Teaching Guide. http://sites.duke.edu/onlineguide/

Miller, S. and Zhou, H. (2011b) Detailed Coursera Planning Worksheet https://docs.google.com/spreadsheet/ccc?key=0AnRl_gfI7jADdFJZZWY1Y3lQQlhZWVBHd2dfWTdKd0E#gid=0

Reigeluth, C. M., &Karnopp, J. R. (2013). Reinventing Schools: It’s Time to Break the Mold. R&L Education.Ritzer, G. (2010). TheMcDonaldization of society 6. Pine ForgePress.

Sharma, G.(2013). A MOOC Delusion: WhyVisions to EducatetheWorld Are Absurd. The Chronicle of Higher Education http://chronicle.com/blogs/worldwise/a-mooc-delusion-why-visions-to-educate-the-world-are-absurd/32599

Shen, C. (June 2014), Announcing nanodegrees: a new type of credential for a modern workforce. http://blog.udacity.com/2014/06/announcing-nanodegrees-new-type-of.html

Siemens, G. (2011) Comentario en post de la página Google + de José Mota. https://plus.google.com/u/0/+Jos%C3%A9MotaPT/posts/3HZbYoh4BN8

Siemens, G. (May 6, 2014). Multiple pathways: Blending xMOOCs & cMOOCs. ELEARNSPACE. http://www.elearnspace.org/blog/2014/05/06/multiple-pathways-blending-xmoocs-cmoocs/

Snyder, B. (December 24, 2013). Theworsttechpredictions of 2013 -- and twothat hit themark. Infoworld. http://www.infoworld.com/t/technology-business/the-worst-tech-predictions-of-2013-and-two-hit-the-mark-232980?page=0,1

Stein, K. (December 5, 2013). PENN GSE STUDY SHOWS MOOCS HAVE RELATIVELY FEW ACTIVE USERS, WITH ONLY A FEW PERSISTING TO COURSE END. Penn GSE Graduate School of Education.PressRoom. http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti

Tamburri, R. (2014). An interview with Canadian MOOC pioneer George Siemens. University Affairs. http://www.universityaffairs.ca/an-interview-with-canadian-mooc-pioneer-george-siemens.aspx

Udacity (2014). Online Master of Science in Computer Science. In collaboration with Georgia Tech and AT&T. https://www.udacity.com/georgia-tech

Udacity (2014b). Open Education Alliance. Create the workforce of tomorrow. https://www.udacity.com/open-ed

Zapata-Ros, M. (2009). SECUENCIACIÓN DE CONTENIDOS. ESPECIFICACIONES PARA LA SECUENCIACION INSTRUCCIONAL DE OBJETOS DE APRENDIZAJE. Tesis doctoral. Teseo. https://www.educacion.gob.es/teseo/imprimirFicheroTesis.do?fichero=16137

Zapata-Ros, M. (Octubre, 2012). Entrevista para el Laboratório de Educação a Distância e eLearning LE@D, Universidade Aberta. http://vimeo.com/51276333

Zapata-Ros, M. (Abril, 2013). La visión de los MOOCs ¿está condicionada por la propia experiencia de los autores como alumnos? Blog Redes Abiertas. http://redesabiertas.blogspot.com.es/2013/04/la-vision-de-los-moocs-esta.html

Zapata-Ros, M. (Abril, 2013). La experiencia propia como base de la teoria y la hipótesis 1 de Bloom. Blog Redes Abiertas. http://redesabiertas.blogspot.com.es/2013/04/la-experiencia-propia-como-base-de-la.html

Zapata-Ros, M. (Agosto, 2013). El diseño instruccional de los MOOCs y el de los nuevos cursos online abiertos personalizados (POOCs).

Zapata-Ros, M. (2013a).MOOCs, una visión crítica y una alternativa complementaria: La individualización del aprendizaje y de la ayuda pedagógica. Campus virtuales, 2(1), 20-38..http://www.revistacampusvirtuales.es/images/volIInum01/revista_campus_virtuales_01_ii-art2.pdfy http://eprints.rclis.org/18658/

Zapata-Ros, M. (2013b).Analítica de aprendizaje y personalización. Campus virtuales, 2(2), 88-118.http://www.revistacampusvirtuales.es/index.php/es/revistaes/numeroactual/30-voliinum2/83-voliinum2-art7 y http://eprints.rclis.org/19490/

Zapata-Ros, M. (2013c). El “problema de 2 sigma” y el aprendizaje ayudado por la tecnología en la Educación Universitaria. http://red.hypotheses.org/287

Zapata-Ros, M. (2013d). Gestión del aprendizaje en Educación Superior y web social. http://eprints.rclis.org/20070/

Zapata-Ros, M. (2014). Enseñanza Universitaria en línea: MOOC, aprendizaje divergente y creatividad (I, II, III y IV). http://red.hypotheses.org/416, http://red.hypotheses.org/427 y http://red.hypotheses.org/437.

Zapata-Ros, M. (2014b).Towards a New (Educational) Interculturalism. RED-Revista de Educación a Distancia, 15(41). RED Revista de Educación a Distancia. Núm 41. http://www.um.es/ead/red/41/presentacion.pdf

Zapata-Ros, M. (2014c). El punto de inflexión de los MOOCs. http://eprints.rclis.org/21137/


Downloads per month over past year

Actions (login required)

View Item View Item