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Sesión 2: utilización de los medios sociales en la docencia universitaria @alfredovela @virtualf7_0 
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Alfredo Corell's insight:
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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Esta entrada es el preprint de la introducción del libro Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje.
Alfredo Corell's insight:
Adelanto de una nueva aportación del Prof. Miguel Zapata-Ros
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New Big Data course offered by MIT will cost $495 to enroll. But that's still an incredible bargain.
Alfredo Corell's insight:
It was inevitable? it was pretented on the long run? is this supoused free eduation still a bargain? Is this the MOOC's future?
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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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The most MOOCs vere provided by universities in Spain...
Alfredo Corell's insight:
The most MOOCs were provided by universities in Spain – 79 – followed by 66 in the UK. “We don’t know what’s going on in Eastern Europe,” Gaebel said. There seemed to be no MOOCs offered by any university in that region at present.
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From
www
Biblioteca Digital de la Agència per a la Qualitat del Sistema Universitari de Catalunya
Alfredo Corell's insight:
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.
Alfredo Corell's curator insight,
July 19, 2013 2:32 PM
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...
Alfredo Corell's insight:
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?
Pamela Bartar's curator insight,
May 29, 2013 5:07 AM
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.
Alfredo Corell's insight:
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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Alfredo Corell's insight:
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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Here you have 3 more thoughts about MOOCs from today:
A proposal to prevent drop-outs in MOOCs (one of the big problems):
http://anniemurphypaul.com/2013/01/a-modest-proposal-to-prevent-mooc-drop-outs/#
When can a MOOC be considered massive (enrolement numbers???):
http://isitjustme.de/2013/01/when-can-a-mooc-be-considered-massive/
And finally, Can MOOC’s Really Transform Education?
http://wiredcosmos.com/2013/01/14/can-moocs-really-transform-education/
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The company, Coursera, plans to announce on Wednesday the start of a pilot project to check the identities of its students and offer “verified certificates” of completion, for a fee. A key part of that validation process will involve what Coursera officials call “keystroke biometrics”—analyzing each user’s pattern and rhythm of typing to serve as a kind of fingerprint.
On the Meanwhile,
eCornell Offers a MOOC That Steers Students to a Paid Follow-Up
Enter the MOOC (Popular... but lucrative??)
http://thepowerelite.blogspot.com.es/2013/01/enter-mooc.html
In MOOCs, what are teachers for???
http://suifaijohnmak.wordpress.com/2013/01/06/in-mooc-what-are-teachers-for/
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May 07, 2015
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.
...
The quality of learning and teaching is receiving increased attention and support by the academic staff and the institutional leadership. As examples, 60% have a centralised unit for pedagogical staff development, and 63% have institution-wide quality assurance policies and processes. The implementation of learning outcomes has continued to progress since 2010, with 64% of institutions responding that these have been introduced for all courses. Institutions are generally positive about the benefits of learning outcomes. It is clear, however, that in many institutions their implementation appears to have taken place without changing in radical ways how curricula, including examinations, are developed. Therefore this area is still a work in progress.
Achieving diversity and inclusive excellence in higher education needs to be a global conversation.
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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.
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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Working with Academic Partnerships, Sir John Daniel and Stamenka Uvalic-Trumbic have released a Guide to Quality in Post-Traditional Online Higher Education Gui
The new Guide aims to help individuals and institutions that are adopting post-traditional approaches by outlining key issues to consider when assuring the quality of their offerings. The guide is structured in the form of ‘Frequently Asked Questions’ as a simple way of presenting the central arguments and is aimed at university decision-makers, faculty and academic staff, government policy-makers, funding bodies, and researchers.
download the guide: http://www.icde.org/?module=Files;action=File.getFile;ID=3252
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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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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.
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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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.
A Ten Point Reading List
to Help You Make Sense of MOOCs
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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!
Very funny video... but too much types of MOOCs... 8
wasn't enough the X or C-MOOC?
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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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Miríada X ofrece una plataforma a los docentes o equipos docentes de cualquiera de las universidades iberoamericanas que conforman la Red Universia en la que poder crear e impartir Cursos Online Masivos en Abierto (más conocidos como MOOC's), accesibles para todo el mundo de manera gratuita.
Si eres docente universitario y deseas conocer las herramientas que Miríada X te ofrece para crear tus propios Cursos Online Masivos en Abierto (MOOCs), escribe a info@miriadax.net y solicítanos acceso a la plataforma.
Aprende y comparteEntra y descubre los cursos online que te ofrecen las universidades iberoamericanas de forma gratuita y en abierto a través de Miríada X.
ParticipaYa está abierta la I Edición del Premio MECD-Telefónica LearningServices-Universia al mejor Curso Online Masivo en Abierto (MOOC) de Miríada X. Consulta las bases aquí.
Presentación de la Segunda sesión del curso Medios Sociales en Formación. Se utilizaron herramientas como: