Los MOOC y su nivel de implementación en las bibliotecas universitarias de la Ciudad Autónoma de Buenos Aires y área metropolitana

Berners-Lee, Tim, James Hendler y Ora Lassila. 2001. The Semantic Web: A New Form of Web Content That Is Meaningful to Computers Will Unleash a Revolution of New Possibilities. En Scientific American. Vol. 284, no. 5, 34–43. <https://www-sop.inria.fr/acacia/cours/essi2006/Scientific%20American_%20Feature%20Article_%20The%20Semantic%20Web_%20May%202001.pdf> [Consulta: 24 julio 2022].

Borrego, Ángel. 2019. The Impact of MOOCs on Library and Information Science Education. En Education for Information. Vol. 35, no. 2, 87-98.

Burbano, Marlon Felipe, Fabián Andrés Anacona, Mario Fernando Solarte y Gustavo Adolfo Ramírez. 2016. MOOC-Maker Construction of Management Capacities of MOOCs in Higher Education. Informe sobre Tecnologías Web Semántica y Social en Cursos MOOC. Informe Técnico MOOC-Maker. Universidad del Cauca, Colombia.<http://www.mooc-maker.org/wp-content/files/WPD1.14_ESPAOL.pdf> [Consulta: 24 julio 2022].

Cabrera Loayza, María del Carmen y René Rolando Elizalde Solano. 2016. Una Aproximación de la Publicación de Recursos Académicos Bibliográficos bajo Linked Data. En Opción. Vol. 32, no. 9, 268-282. <https://www.redalyc.org/pdf/310/31048482015.pdf> [Consulta: 24 julio 2022].

Caldera Serrano, Jorge y José Antonio León Moreno. 2015. MOOC (Massive Online Open Courses) Como Método-Plataforma Educativa en el Ámbito Universitario. En Documentación de las ciencias de la información. Vol. 38, 301-310. <https://doi.org/10.5209/rev_DCIN.2015.v38.50821>

Dillahaunt, Tawanna, Zengguang Wang y Stephanie D. Teasley. 2014. Democratizing Higher Education: Exploring MOOC Use Among Those Who Cannot Afford a Higher Education. En The International Review of Research in Open and Distributed Learning. Vol. 15, no. 5, 177-196. <https://doi.org/10.19173/irrodl.v15i5.1841>

Downes, Stephen. 2007. What Conectivism Is. En Half an Hour. 3 de Febrero. <https://halfanhour.blogspot.com/2007/02/what-connectivism-is.html> [Consulta: 22 julio 2022]

Downes, Stephen. 2014. Connectivism As a Learning Theory. En Half an Hour. 21 de Abril. <https://halfanhour.blogspot.com/2014/04/connectivism-as-learning-theory.html>[Consulta: 22 julio 2022]

Gore, Hannah. 2014. Massive Open Online Courses (MOOCs) and Their Impact on Academic Library Services: Exploring the Issues and Challenges. En New Review of Academic Librarianship. Vol. 20, no. 1, 4-28. <https://doi.org/10.1080/13614533.2013.851609>

Kagemann, Sebastian y Srividya Bansal. 2015. MOOCLink: Building and Utilizing Linked Data from Massive Open Online Courses. En Proceedings of the 2015 IEEE 9th International Conference on Semantic Computing (IEEE ICSC 2015). Trabajos presentados. IEEE, p. 373-380. https//doi.org/10.1109/ICOSC.2015.7050836

Li, Shuang, Shuang Wang, Junlei Du, Yu Pei y Xinyi Shen. 2022. MOOC Learners’ Time‐Investment Patterns and Temporal‐Learning Characteristics. En Journal of Computer Assisted Learning. Vol. 38, no. 1, 152-166. <https://doi.org/10.1111/jcal.12597>

Piedra, Nelson, Janneth Alexandra Chicaiza, Jorge López y Edmundo Tovar. 2014. An Architecture Based on Linked Data Technologies for the Integration and Reuse of OER in MOOCs Context. En Open Praxis. Vol. 6, no. 2, 171–187. <http://doi.org/10.5944/openpraxis.6.2.122>

Piedra, Nelson, Janneth Alexandra Chicaiza, Jorge López y Edmundo Tovar. 2015. Seeking Open Educational Resources to Compose Massive Open Online Courses in Engineering Education An Approach based on Linked Open Data. En Journal of Universal Computer Science. Vol. 21, no. 5, 679-711.<http://dx.doi.org/10.3217/jucs-021-05-0679>

Rathee, Neeru y Karuna Bhardwaj. 2020. Understanding MOOCs (Massive Open Online Courses) and its Pedagogy to Use it as a Potential Solution for Learning. En Voices of Teachers and Teacher Educators. Vol. 9, no. 2, 99-104. <https://ncert.nic.in/pdf/publication/journalsandperiodicals/vtte/VTTE_Journal_2020_Decmber.pdf> [Consulta: 14 de octubre 2022]

Reyes-Lillo, Danilo y Carlos Hernandez-Garrido. 2020. Creating a MOOC to Develop Information Skills During the Coronavirus Pandemic. En Education for Information. Vol. 36, no. 3, 339-343.<http://doi.org/10.3233/EFI-200007>

Sammour, George, Abdallah Al-Zoubi, Anatoly Gladun, Katerina Khala y Jeanne Schreurs. 2015. Semantic Web and Ontologies for Personalisation of Learning in MOOCs. En International Conference on Intelligent Computing and Information Systems (ICICIS) (7th; 2015). Trabajos presentados. IEEE. Vol. 3, p. 183-186.<https://doi.org/10.1109/IntelCIS.2015.7397219>

Schmid, Lorrie, Kim Manturuk, Ian Simpkins, Molly Goldwasser y Keith E. Whitfield. 2015. Fulfilling the Promise: Do MOOCs Reach the Educationally Underserved? En Educational Media International. Vol. 52, no.2, 116-128.<https://doi.org/10.1080/09523987.2015.1053288>

Siemens, George. 2004. Conectivismo: Una teoría de Aprendizaje para la Era Digital. Traducido por Diego E. Leal. <https://skat.ihmc.us/rid=1J134XMRS-1ZNMYT4-13CN/George%20Siemens%20-%20Conectivismouna%20teor%C3%ADa%20de%20aprendizaje%20para%20la%20era%20digital.pdf> [Consulta: 22 julio 2022]

Siemens, George. 2008. Learning and Knowing in Networks: Changing Roles for Educators and Designers. <https://www.academia.edu/2857165/Learning_and_knowing_in_networks_Changing_roles_for_educators_and_designers> [Consulta: 22 julio 2022]

Vázquez Cano, Esteban, Eloy López Meneses, Juan Manuel Méndez Rey, Cristóbal Suárez Guerrero, Antonio Hilario Martín Padilla, Pedro Román Graván, José Gómez Galán, Francisco Ignacio Revuelta Domínguez y María Jesús Fernández Sánchez. 2013. Guía Didáctica sobre los MOOC. Sevilla: AFOE. <https://www.researchgate.net/publication/288003676_Guia_didactica_sobre_los_MOOC> [Consulta: 22 julio 2022]