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Los MOOCs como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOCs.
MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs.

Gráinne Conole, Leicester (Reino Unido).

Número completo:

 

 

 

 

 

 

 

 

 

 


Los MOOCs como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOCs.
MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs.

Gráinne Conole, Leicester (Reino Unido).

Resumen/Abstract

Resumen / Abstract


Este trabajo estudia las pedagogías asociadas con los diferentes tipos de Cursos Online Masivos y Abiertos (MOOCs por sus siglas en inglés: Massive Open Online Courses). Se argumenta que el discurso actual sobre el concepto de xMOOCs (basado principalmente en torno a la interacción con el contenido y la adopción esencialmente de un enfoque de aprendizaje conductista) y cMOOCs (que se centran en aprovechar el poder de los medios sociales y la interacción con los compañeros, con la adopción de un enfoque de aprendizaje conectivista), es una forma inadecuada de describir los tipos de MOOCs y las modalidades en las que los estudiantes se involucran con ellos. Se proporcionará una breve historia de la aparición de los MOOCs y la descripción de los actores principales. Se introducirá una forma alternativa de categorizar los MOOCs, en función de sus características clave. Luego, se describirá el modelo de las 7Cs para el diseño de aprendizaje, que puede ser utilizado para diseñar MOOCs con criterios más pedagógicos, lo que mejorará la experiencia del estudiante y asegurará la garantía de calidad.

This chapter considers the pedagogies associated with different types of Massive Open Online Courses (MOOCs). It argues that the current discourse around the concept of xMOOCs (primarily based around interaction with content and essentially adopting a behaviourist learning approach), and cMOOCs (which focus on harnessing the power of social media and interaction with peers, adopting a connectivist learning approach), is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them. It will provide a brief history of the emergence of MOOCs and the key stakeholders. It will introduce an alternative means of categorising MOOCs, based on their key characteristics. It will then describe the 7Cs of Learning Design framework, which can be used to design more pedagogically informed MOOCs, which enhances the learner experience and ensure quality assurance.

Palabras Clave/Keywords

Palabras Clave / Keywords


Cursos Online Masivos y Abiertos, MOOCs, Pedagogías, xMOOCs, cMOOCs, Diseño de Aprendizaje, 7Cs.

Massive Open Online Courses, MOOCs, Pedagogies, xMOOCs, cMOOCs, Learning Design, 7Cs.

Referencias/References

Referencias / References


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Cómo citar/How to cite

Cómo citar / How to cite


Conole, G. (2013). Los MOOCs como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOCs. Campus virtuales, 2(2), 16-28.

Conole, G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Campus virtuales, 2(2), 16-28.

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