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Sesión 2: utilización de los medios sociales en la docencia universitaria @alfredovela @virtualf7_0 
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From
eua
In most EHEA countries, universities are coping with the consequences of the economic crisis, which in some places is paired with negative demographic trends and migration. The report identifies a number of steps taken by universities to respond to this context as well as to other European and international trends.
Alfredo Corell's insight:
EUA has launched the Trends 2015 report, which presents the universities’ perceptions of the changes that have taken place in European higher education over the past five years, particularly in relation to learning and teaching. Based on survey responses of 451 higher education institutions from 46 countries (48 higher education systems), the report outlines the changing context in which higher education institutions operate. To download the report click here.
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Online Education as an Agent of Transformation
Alfredo Corell's insight:
Innovation Imperative: Change Everything - Online Education as an Agent of Transformation - The NY Times
Clayton M. Christensen is a professor of business administration at Harvard. Michael B. Horn is executive director for education at the Clayton Christensen Institute for Disruptive Innovation. They are co-authors of “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns.”
Also in The Telegraph: University education: maturing of the MOOCs?: http://www.telegraph.co.uk/education/universityeducation/10414989/University-education-maturing-of-the-Mooc.html ;
Also in The Economist: Move Over, MOOCs http://www.economist.com/blogs/schumpeter/2013/10/short-e-courses ;
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Alfredo Corell's insight:
Autor: Omar A. Flores Laguna algunos ítems evaluados (como la relación entre la Biblia y la materia impartida) chirrían considerablemente. En cambio otros resultan perfectamente adecuados para evaluar nuestra tarea docente
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Newsnight's David Grossman looks at the impact of Moocs, online courses aimed at large-scale interactive participation and open access via the web.
Alfredo Corell's insight:
Yes... on the BBC news: http://www.bbc.co.uk/news/education-23069542
The MOOCRESEARCH page: http://www.moocresearch.com/
The Japanesse SCHOO, another actor on the MOOC arena: http://thenextweb.com/asia/2013/07/02/japans-schoo-lands-1-5m-to-broaden-its-online-learning-service-as-it-targets-1m-users/
Some thoughts about the higher education before and after MOOCs: http://thenextweb.com/asia/2013/07/02/japans-schoo-lands-1-5m-to-broaden-its-online-learning-service-as-it-targets-1m-users/
Crowd-Researching through a MOOC: http://blog.brownplt.org/2013/06/18/moocs-for-research.html
Efectiveness of MOOC questioned: http://www.mulinblog.com/2013/06/27/case-study-low-participation-rate-raises-question-about-effectiveness-of-massive-open-online-course-mooc/
Coursera materials no that "open" as in a MOOC should be: http://theconversation.com/coursera-under-fire-in-moocs-licensing-row-15534
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Alfredo Corell's insight:
La revista campus virtuales dedica un monográfico a los MOOCs
Descarga gratuita del pdf: http://www.revistacampusvirtuales.es/images/archivos/revista_campus_virtuales_01_ii.pdf
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A few years ago I participated in a fascinating online course.
Alfredo Corell's insight:
A Ten Point Reading List
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We're not payin' because this guy... ...this guy's a fuckin' mooc. But I didn't say nothin'.And we don't pay moocs. A mook? I'm a mooc?Yeah. What's a mooc? What's a mooc? I don't know. What's a mooc? You can't call me a mooc.I can't?No!
Alfredo Corell's insight:
Very funny video... but too much types of MOOCs... 8 wasn't enough the X or C-MOOC?
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Dr. Yong Zhao, Associate Dean for Global and Online Education will be delivering a keynote speech at ISTE 2012 on Tuesday, June 26th. Global, Creative, and Entrepreneurial: Defining High-Quality
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Rescooped by Alfredo Corell from University Master and Postgraduate studies and positions |
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Dear Editor, Nationally, more students are participating in doctoral education than ever before. In particular, doctoral education has benefited from dramatic increases in enrollments of international students, minorities and women. Yet, at U.S. institutions, 63 percent of Ph.D. students in the field of economics (60 percent in engineering, 45 percent in physical and mathematical sciences), are foreigners.
Les than 4% of students pass the final at MIT online courses:
Ed-Techie interview with the MOOC boys:
http://nogoodreason.typepad.co.uk/no_good_reason/2012/11/
Are we under a MOOChisteria????:
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Desde el día 23 de marzo, durante una semana lectiva y otra de vacaciones, ha estado abierto el espacio del curso para que participantes y TA (Teaching Assistants) se ejerciten y se familiaricen con el entorno de la plataforma Open education. Para que se presenten, hagan comentarios y en general visiten las distintas páginas, affordances y recursos que constituyen el espacio del curso en la plataforma
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Define 'MOOC'
Huffington Post
And since I'm writing a title for the same book series on massive open online courses, I've been trying to similarly define MOOC in a way that would clarify what should be covered by that term and what shouldn't.
"So if all of our empirical attempts to define a MOOC are ending up in contradiction or absurdity, perhaps we should embrace a definition that puts purposeful educational research and experimentation at the heart of the MOOC project and then take a look at who gets to be (or stay) in the club and who has not yet paid the entrance fee." by Jonathan Haber
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Coursework to be assessed for academic credit by member institutions
“university” that will allow students to study courses from 31 institutions around the world for free online is to launch this week – and is billed as a more attractive option than massive open online courses.
Students who complete an Open Educational Resources University course will be able to pay a fee to have their work assessed for academic credit, which would then be recognised by all the universities participating in the OERu.
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Biblioteca Digital de la Agència per a la Qualitat del Sistema Universitari de Catalunya
La interesante guía didáctica Cómo elaborar, tutorizar y evaluar un Trabajo de Fin de Máster está concebida desde una triple perspectiva: la del estudiantado, que aprende cómo plantear, redactar y presentar un proyecto, o ensayo, de alto nivel universitario; la del profesorado tutor, que redescubre la valía de su labor de acompañamiento —individual o en grupo— al garantizar el seguimiento y proceso continuo en la elaboración de cada fase; y la de la evaluación —basada en el sistema de rúbricas— útil para todos los agentes que intervienen en el trabajo, deseosos de conseguir la excelencia en la universidad actual. La guía orienta cada paso del estudiante, profundiza en la labor tutorial y clarifica los procesos de evaluación de las comisiones.
Muy estructurada, ordenada y graduada, redactada en un lenguaje llano, con ejemplos aplicados de evaluación —digitalizados— y con referencias nacionales e internacionales, esta publicación es una herramienta didáctica original y eficaz, complementada con la relación de competencias susceptibles de ser desarrolladas en cada fase del trabajo. Las referencias nacionales e internacionales abren un atractivo horizonte de sugerencias y muestran el esfuerzo interdisciplinario de sus autoras y autores.
La interesante guía didáctica Cómo elaborar, tutorizar y evaluar un Trabajo de Fin de Máster está concebida desde una triple perspectiva: la del estudiantado, que aprende cómo plantear, redactar y presentar un proyecto, o ensayo, de alto nivel universitario; la del profesorado tutor, que redescubre la valía de su labor de acompañamiento —individual o en grupo— al garantizar el seguimiento y proceso continuo en la elaboración de cada fase; y la de la evaluación —basada en el sistema de rúbricas— útil para todos los agentes que intervienen en el trabajo, deseosos de conseguir la excelencia en la universidad actual. La guía orienta cada paso del estudiante, profundiza en la labor tutorial y clarifica los procesos de evaluación de las comisiones.
Muy estructurada, ordenada y graduada, redactada en un lenguaje llano, con ejemplos aplicados de evaluación —digitalizados— y con referencias nacionales e internacionales, esta publicación es una herramienta didáctica original y eficaz, complementada con la relación de competencias susceptibles de ser desarrolladas en cada fase del trabajo. Las referencias nacionales e internacionales abren un atractivo horizonte de sugerencias y muestran el esfuerzo interdisciplinario de sus autoras y autores.
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Thanks to Grainne Conole for the post on MOOCs and a New Classification of MOOCs, where she has critiqued thoroughly on quality assurance of MOOCs from a course and instructional design perspective...
Quality in online education, in particular MOOCs might be defined differently from those quality in classroom education, with a face-to-face teaching environment. What is quality of MOOC from the perspective of educators, learners, and employers?
thinking about a general quality check list, which coult be helpful.
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Part 1. The obligatory history lesson: It happened to the record industry first.
Will MOOC Technology Break the Education Cartel?: https://edutechdebate.org/massive-open-online-courses/will-mooc-technology-break-the-education-cartel/
US Platforms questioned: http://www.timeshighereducation.co.uk/news/us-mooc-platforms-openness-questioned/2002938.article?buffer_share=97e5e
How MOOCs are changing nature education: http://news.psu.edu/story/272748/2013/04/11/ist-doctoral-student-looks-how-moocs-are-changing-nature-education
Digital Resilience in Higher Education: http://www.eurodl.org/?article=559
MOOCs for Educators: http://gettingsmart.com/2013/04/innovative-mooc-spearheads-the-digital-learning-transition-for-leaders/
Expanding global landscape of MOOC platforms: http://www.insidehighered.com/blogs/globalhighered/expanding-global-landscape-mooc-platforms#.UXu4kfekmds.twitter
MOOCs of Hazards: http://www.newrepublic.com/article/112731/moocs-will-online-education-ruin-university-experience#
Rejecting EdX MOOCs: http://www.thecrimson.com/article/2013/4/26/amherst-rejects-edx-moocs/
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Phil Hill has modified the proposed description of patterns for students engaged in MOOCs. He also has introduced some graphics to visually represent these patterns.
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I present here a compilation of news, thoughts, and movements in the MOOCs field.
- A main concern is the low level of courses completions (below 10%):
http://bits.blogs.nytimes.com/2013/01/17/measuring-the-success-of-online-education , one can consider 20% completion a success: http://technorati.com/technology/article/are-massive-open-online-courses-moocs/
- In the same line, a Coursera's MOOC had 180.000 students, but less than 26.000 are now running: http://www.hackcollege.com/blog/2013/01/22/duke-university-professors-mooc-has-180000-students.html
-On the other hand US universities are thinking to link a first free MOOC with a second official course for credit in the named "MOOC2Grade":
-Competition between Universities is open for the MOOC market, New international alliances are growing: http://www.insidehighered.com/news/2013/01/22/foreign-universities-consider-how-best-enter-mooc-market
-Thoughts about knowledge transmition from a MOOC pioner professor (Scott E. Page): http://at.blogs.wm.edu/thoughts-from-a-mooc-pioneer/
IF YOU NEED SOME GUIDANCE, THEN:
-Alec Couros on Jan 22, 2013,Slides used to facilitated the Introduction to Connected Learning session in #etmooc: ttp://www.slideshare.net/courosa/etmooc-connected-learning-A collection of MOOCs to search in Class Central: http://www.class-central.com/
-Collection of posts in eLearning Industry about MOOCs, history of how is learning in a Harvard's MOOC: http://elearningindustry.com/subjects/general/item/438-the-rise-and-history-of-moocs-infographic-prezi-presentation
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If you haven’t heard of MOOCs, you no doubt will, because these Massive Open Online course are becoming all the rage, tagged as the biggest thing in public education since, well, the dawn of public education. (It wasn’t long ago that the Khan Academy was). My colleague Nick Anderson reported about the emergence of the MOOCs movement as a disruptive force in higher education. But there are reasons to think MOOCs are being hyped, and below, former schools superintendent Larry Cuban explains why. Cuban is a former high school social studies teacher (14 years, including seven at Cardozo and Roosevelt high schools in the District), district superintendent (seven years in Arlington, VA) and professor emeritus of education at Stanford University, where he has taught for more than 20 years. His latest book is “As Good As It Gets: What School Reform Brought to Austin.” This appeared on his blog.
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Over-concern for one's own future is often an invitation to those who present themselves as the 'strong man/women' ready to save the country/institution/etc. As Hayek and others warned us a long time ago, these people are dangerous. Thinking of others needs to come before self-interest. Universities are currently rather over-concerned about their future, preferring to worry about that than the terrible burden that is to be carried by their students.
Presentación de la Segunda sesión del curso Medios Sociales en Formación. Se utilizaron herramientas como: