Campus Virtuales

Tendencias de los campus virtuales en la educación superior

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


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


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


Barry, W. (2013). Comparing the MOOC dot com. The accidental technologist.

Bates, T. (2012). What's wrong and right about Coursera-style MOOCs, . Online learning and distance education resources.

Bean, M. (2013)."FutureLearn."Recuperado de http://futurelearn.com/feature/interview-with-martin-bean-vice-chancellor-open-university/.

Biggs, J. (1999). "What the student does: teaching for enhanced learning." Higher Education Research & Development 18(1): 57–75.

Borgeman, C., H. Abelson, et al. (2008). Fostering learning in the networked world: the cyberlearning opportunity and challenge, Report of the NSF task force on cyberlearning.

Brown, J. S. (2001). Learning in the digital age. The Internet and the University: Forum: 71–72.

Childs, M. & A. Peachey (2011). Reinventing ourselves: contemporary concepts of indentity in Virtual Worlds. New York, Springer.

Christensen, C. (1997). The innovator's dilemma: When new technologies cause great firms to fail. Harvard, Harvard University Press.

Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Paln B.

Conole, G. (2010) Review of pedagogical frameworks and models and their use in e-learning.

Conole, G. (2012). The 7Cs of design and delivery. e4innovation.com.

Conole, G. (2013). Current thinking on the 7Cs of Learning Design. e4innovation.com.

Conole, G. (2013). Designing for learning in an open world. New York, Springer.

Conole, G. (2013). What is innovative teaching? Invited talk. Royal Holloway, London.

Conole, G. & P. Alevizou (2010) Review of the use(s) of Web 2.0 in Higher Education.

Conole, G., M. & Dyke, et al. (2004). "Mapping pedagogy and tools for effective learning design." Computers and Education 43(1-2): 17-33.

Conole, G. & M. Oliver (2007). Contemporary perspectives in e-learning research: themes, methods and impact on practice. London,RoutledgeFalmer.

Cormier, D. (2008). Rhizomatic Education : Community as Curriculum. Dave's educational blog: education, post structuralism and the riseof the machines. http://davecormier.com/edblog/2008/06/03/rhizomatic-education-community-as-curriculum/.

Cormier, D. (2011). Rhizomatic learning - why we teach? Dave's education blog: education, post-structuralism and the rise of the machines. http://davecormier.com/ edblog/2011/11/05/rhizomatic-learning-why-learn/.

Cormier, D. (2013). Week 3 – Forget the learners, how do I measure a MOOC quality experience for ME! By Dave Cormier. MOOC Quality Project.

Creelman, A. (2013). Make hay whilt the sunshines. The corridor of uncertainty.

Daniel, J. (2012). Making sense of MOOCs: Musing in a mazr of myth, paradox and possibility. Journal of Interactive Media in Education 18.

De Freitas, S. & G. Conole (2010). Learners experiences: how pervasive and integrative tools influence expectations of study. Rethinking learning for the digital age: how learnes shape their own experiences. London, Routledge.

Dewey, J. (1916). Experience and Nature. New York, Dover.

Downes, S. (2010). Fairness and equity in education. Huff Post Education.

Downes, S. (2013). Week 2: The Quality of Massive Open Online Courses by Stephen Downes. MOOC Quality Project: perspectives on quality of MOOC-based education. Educause (2013). ds106: Not a Course, Not Like Any MOOC.

Ehlers, U. D., E. Ossiannilsson, et al. (2013). Week 1: MOOCs and Quality – Where are we – where do we go from here …? MOOC Quality Project.

Glennie, J., K. Harley, et al. (2012). Open Educational Resources and Change in Higher Education: Reflections from Practice. Vancouver, Commonwealth of Learning/UNESCO.

Jarvis, P. (2004). Adult education and lifelong learning. London, RoutledgeFalmer.

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century, Mit Pr.

Lévy, P. (1997). Collective intelligence: Mankind's emerging world in cyberspace, Perseus Books Cambridge, MA, USA.

Littlejohn, A. (2003). Reusing online resources: a sustainable approach to e-learning, RoutledgeFalmer.

Mayes, T. & S. De Freitas (2004). Review of e-learning frameworks, models and theories, JISC e-learning models desk study.

Nkuyubwatsi, B. (2013). The evaluation of Massive Open Online Course (MOOCs) from the learner's perspective. ECTEL, Paphos, Cyprus.

Oblinger, D. G. & J. Oblinger (2005). Educating the Net Generation, Educause http://routes.open.ac.uk/ ixbin/hixclient.exe?_IXDB_=routes&_IXSPFX_=g&submit-button=summary&%24+with+res_id+is+res19283.

Raban, C. (2007). Assurance versus enhancement: less is more? Journal of Further and Higher Education 31(1): 77 - 85.

Reich, J. (2013). Is a MOOC a textbook or a course? EdTech researcher. 2013.

Rennie, F. & T. Morrison (2012). e-Learning and social networking handbook - resources for higher education. London, Routledge. 


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.

Tendencias de los campus virtuales en la educación superior

Número completo:

 

 

 

 

 

 

 

 

 

 


Tendencias desde las III Jornadas de la Red de Campus Virtuales.
Trends from the Third Conference of the Network of Virtual Campus.

Julio Cabero Almenara, Sevilla (España).

Miguel Zapata-Ros, Alcalá de Henares (España)


Resumen / Abstract


 


Palabras Clave / Keywords


 


Referencias / References


 


Cómo citar / How to cite


Cabero, J. & Zapata-Ros, M. (2013). Tendencias desde las III Jornadas de la Red de Campus Virtuales. Campus virtuales, 2(2), 09-14.

Cabero, J. & Zapata-Ros, M. (2013). Trends from the Third Conference of the Network of Virtual Campus. Campus virtuales, 2(2), 09-14.

Tendencias de los campus virtuales en la educación superior

Número completo:

 

 

 

 

 

 

 

 

 

 


Artes visuales y tecnología digital como instrumentos de innovación en la educación escolar.
Visual and digital technology as instruments of innovation in school education..

Denize Piccolotto Carvalho, Brasil.


Resumen / Abstract


En ese trabajo se presentan los conceptos que abordan la importancia de las tecnologías digitales como una influencia positiva en la educación escolar, con el fin de analizar la forma en que se insertan en la enseñanza/aprendizaje de las artes visuales. Se Desarrolló una literatura sobre el uso de la tecnología digital centrada en el proceso de enseñanza/aprendizaje, la realización de la investigación de campo para los estudiantes de primaria Escuela Municipal Maestro Pablo Gracia, en Manaus/Am con el fin de investigar la metodología utilizada por el profesor de Arte y el empleo de las tecnologías digitales en el aula. Este estudio indicó que los avances en las tecnologías digitales en las últimas décadas refleja la necesidad del cambio y la rehabilitación de las escuelas, y que el desarrollo de las tecnologías audiovisuales también se plantea en nuevas maneras de hacer y enseñar arte. Se cree que esta nueva realidad que se dibuja en el campo de las tecnologías digitales puede componer un espacio pedagógico reflexivo, investigador, crítico y sensible del profesor, haciendo su práctica potencialmente vivir en la interacción con el alumno.

In this paper we present the concepts that address the importance of digital technologies as a positive influence in school education, in order to analyze how they are inserted into the teaching / learning of visual arts. Developed a literature on the use of digital technology centered teaching / learning, conducting field research for elementary students Municipal School Teacher Paul Grace, in Manaus / Am in order to investigate the methodology used by professor of Art and the use of digital technologies in the classroom. This study indicated that advances in digital technologies in recent decades reflect the need for change and rehabilitation of schools, and that the development of audiovisual technologies also raised in new ways to make and teach art. It is believed that this new reality is drawn in the field of digital technologies can compose a reflective teaching space, research, critical and sensitive teacher, by their practice potentially live in the interaction with the student.


Palabras Clave / Keywords


Artes visuales, Tecnología digital, Proceso de Enseñanza, Aprendizaje, TIC, Educación Escolar.

Visual Arts, Digital technology, Teaching process, Learning, TIC, Education.


Referencias / References


Alvarenga, A.; Góes, J. & Henck, J. (2012). Docentes em processo aprendizagem: Reflexões sobre ensino da arte, tecnologias digitais e imagens técnicas. Rio de Janeiro: UERJ.

Armani, D. (2009). Como elaborar projetos? Guia prático para elaboração e gestão de projetos segundo as normas da ABNT. 5. ed. Porto Alegre: Tomo Editorial.

Barbosa, R. M. (org). (2005). Ambientes virtuais de aprendizagem. Porto Alegre: Artmed.

Bertoletti, A. (2010). Tecnologias digitais e o Ensino da Arte: Algumas reflexões. V Ciclo de investigações da Universidade do Estado de Santa Catarina – 3, 4 e 5 de Nov. de 2010.

Chizzotti, A. (1991). Pesquisa em ciências humana e sociais. São Paulo: Cortez.

Domingues, D. (2002). Criação e interatividade na ciberarte. São Paulo: Experimento.

Engel, G. I. (2000). Pesquisa-ação. In: Revista Educar, Curitiba, n. 16, p. 181-191. Editora da UFPR.

Freire, P. (2010). A Pedagogia da Autonomia. São Paulo: Editora Paz e Terra.

Jung, C. F. (2009). Metodologia Científica e Tecnológica. Módulo 2 - Hipótese, Modelo, Achado, Teoria e Lei. Edição Material para Fins Didáticos. Disponíveis em: <http://www.dsce.fee.unicamp.br/~antenor/mod2.pdf>. Acesso em: 21 out 2012.

Lakatos, E. M. (2001). Metodologia do trabalho científico: procedimentos básicos, investigação bibliográfica, projeto e relatório, publicações e trabalhos científicos. 6. Ed. São Paulo: Atlas.

Lévy, P. (1999). Cibercultura. São Paulo: Editora 34.

Patzer, L. (2003). Trabalho acadêmico: universidade, ciência e normas da ABNT. Porto Alegre: Nova Prova.

Rancière, J. (2002). O mestre ignorante: cinco lições sobre a emancipação intelectual. Belo Horizonte: Autentica.

Silva, E. L. (2001). Metodologia da investigação e elaboração de dissertação. 3. ed. rev. atual. Florianópolis: Laboratório de Ensino a Distância da UFSC.

Woytecken, S. (2010). Arte e tecnologia na formação continuada de professores de artes visuais: uma proposta educacional inovadora. Ponta Grossa: Grupo de Investigação em Artes Visuais, Educação e Cultura-GEPAVEC-CNPq/UEPG.


Cómo citar / How to cite


Piccolotto, D. (2013). Artes visuales y tecnología digital como instrumentos de innovación en la educación escolar. Campus virtuales, 2(2), 46-52.

Piccolotto, D. (2013). Visual and digital technology as instruments of innovation in school education. Campus virtuales, 2(2), 46-52.

Tendencias de los campus virtuales en la educación superior

Número completo:

 

 

 

 

 

 

 

 

 

 


Tendencias del aprendizaje ubicuo en el Internet de las cosas.
Ubiquitous learning trends in the internet of Things.

Marcus Specht, Netherlands.

Bernardo Tabuenca, Netherlands.

Stefaan Ternier, Netherlands.


Resumen / Abstract


Las tecnologías ubicuas y el Internet de las Cosas han sido identificados en varios reportes como tendencias a asimilar en los próximos años. El aprendizaje ubicuo es beneficiario directo de la rápida incorporación de los dispositivos móviles en tareas diarias de aprendizaje. Los dispositivos móviles están equipados con diferentes herramientas que proveen de buen soporte al estudiante permanente en su educación formal, informal y/o profesional. Este artículo presenta la evolución de las tecnologías ubicuas y el Internet de las Cosas en la última década. Se describe un modelo de representación de ecologías de aprendizaje ubicuo combinando mundo físico y digital. Se describen tecnologías relevantes y casos de aplicabilidad enfocando en el estudiante permanente como sujeto activo y en los dispositivos móviles como herramienta de aprendizaje. Finalmente, se presentan los resultados de una encuesta realizada a los directores de 21 repositorios de contenidos acerca de sus intenciones de soporte a tecnologías móviles en los próximos años.

Ubiquitous technologies and the Internet of Things have been identified in several reports as tendencies to assimilate in the coming years. The ubiquitous learning is the direct beneficiary of the rapid incorporation of mobile learning into daily tasks. Mobile devices are equipped with different tools that provide good support to the student standing in formal, informal and / or professional. This paper presents the development of ubiquitous technologies and the Internet of Things in the past decade. We describe a representation model of ubiquitous learning ecologies combining physical and digital world. Relevant technologies are described and cases focusing on applicability lifelong learner as an active and on mobile devices as a learning tool. Finally, we present the results of a survey of 21 principals content repositories about their intentions to support mobile technologies in the coming years.


Palabras Clave / Keywords


Tecnologías ubicuas, Internet, Dispositivos móviles, Aprendizaje ubicuo, Herramienta de aprendizaje, Tecnologías móviles.

Ubiquitous technologies, Internet, Mobile devices, Ubiquitous learning, Learning tool, Mobile technologies.


Referencias / References


Chao, P-Y. & Chen, G-D. (2009). Augmenting paper-based learning with mobile phones. Interacting with Computers 21. 173–185

Chen, N-S.,Teng, D. C-E., Lee C-H. (2010).Augmenting Paper-based Reading Activities with Mobile Technology to Enhance Reading Comprehension. 6th IEEE International Conference onWireless, Mobile, and Ubiquitous Technologies in Education

De Jong, T., Specht, M., & Koper R., (2008). A Reference Model for Mobile Social Software for Learning. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL). 18(1), 118-138.

Emmanouilidis C., et al. (2012). Mobile guides:Taxonomy of architectures, context awareness, technologies and applications. Journal of Network and Computer Applications. Recuperado de http://dx.doi. org/10.1016/j.jnca.2012.04.007

European (2008). Internet of Things in 2020 - Roadmap for the Future. May 2008, European Comission for Information Society. Recuperado de ftp://ftp.cordis.europa.eu/pub/fp7/ict/docs/enet/internet-ofthings-in-2020-ec-eposs-workshop-report-2008-v3_en.pdf

European (2005). What is Lifelong Learning? The view from the European Commission. Report. European Society of Association Education. Recuperado de http://www.esae.org/articles/2007_08_005.pdf

Han, E.,Yang, H. & Jung, K. (2007). Mobile Education through Camera-Equipped Mobile Phones. IEEE. International Conference on Convergence Information Technology.

IMS (2012). Internet Connected Devices Approaching 10 Billion, to exceed 28 Billion by 2020. Press release. October 2012. Recuperado de http://www.imsresearch.com/press-release/Internet_Connected_Devices_Approaching_10_Billion_to_exceed_28_Billion_by_2020

Kwok, R. C.-W., Cheng, S. H., Ho-Shing Ip, H., & Siu-Lung Kong, J. (January 2011). Design of affectively evocative smart ambient media for learning. Computers & Education. ISSN: 0360-1315, 56

Kuflik, T., Stock, O., Zancanaro, M., Gorfinkel, A., Jbara, S., Kats, S., Sheidin, J., et al. (2011). A visitor’s guide in an active museum.
Journal on Computing and Cultural Heritage, 3(3), 1–25. doi:10.1145/1921614.1921618

Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M. & Peire, J. (2011). New technology trends in education: Seven years of forecasts and convergence. Computers & Education 57 (2011) 1893–1906

Oppermann R, Specht M. (1999). Adaptive mobile museum guide for information and learning on demand. Proceedings of the HCI International ’99, the 8th International Conference on Human-Computer Interaction. Munich, Germany; pp. 642–646.

Pérez-Sanagustín, M., Ramirez-Gonzalez, G., Hernández- Leo, D., Muñoz-Organero, M., Santos, P., Blat, J. & Delgado- Kloos, C. (2012). Discovering the campus together:A mobile and computer-based learning experience. Journal of Network and Computer Applications 35 (2012) 176–188

Rao, N., Sasidhar, C., & Satyendra Kumar, V. (2010). Cloud Computing through mobile-learning. International Journal of Advanced Computer Science and Applications, 1(6), 42-47.

Santana-Mancilla, P.C., García-Ruiz, M.A., Acosta-Diaz, R. & Juárez C.U. (2012). Service Oriented Architecture to Support Mexican Secondary Education through Mobile Augmented Reality. ScienceDirect.The 9th International Conference on Mobile Web Information Systems (MobiWIS).

Specht, M., (2009). Learning in a Technology Enhanced World: Context in Ubiquitous Learning Support. Inaugural Address. September, 11, 2009, Heerlen, The Netherlands: Open University of the Netherlands

Tabuenca, B., Ternier, S. & Specht, M. (2013). Patrones cotidianos en estudiantes de formación contínua para la creación de ecologías de aprendizaje. Revista de Educación a Distancia. Recuperado de http://www.um.es/ead/red/37/

Ternier, S., Klemke, R., Kalz, M., Van Ulzen, P., & Specht, M. (2012). ARLearn: augmented reality meets augmented virtuality [Special issue]. Journal of Universal Computer Science - Technology for learning across physical and virtual spaces.

Weiser, M. (1991). The computer for the twenty-first century. Scientific American, 265(3), 94–104.


Cómo citar / How to cite


Specht, M., Tabuenca, B. & Ternier, S. (2013). Tendencias del aprendizaje ubicuo en el Internet de las Cosas. Campus virtuales, 2(2), 30-44.

Specht, M., Tabuenca, B. & Ternier, S. (2013). Ubiquitous learning trends in the internet of Things. Campus virtuales, 2(2), 30-44.

Tendencias de los campus virtuales en la educación superior

Número completo:

 

 

 

 

 

 

 

 

 

 


La crisis del modelo actual. Los MOOC y la búsqueda de un modelo de negocio.
The crisis of the current model. MOOCs and search for a business model.

Andrés Pedreño Muñoz, Alicante (España).

Luis Moreno Izquierdo, Alicante (España).

Ana Belén Ramón Rodríguez, Alicante (España).

Pedro Agustín Pernías Peco, Alicante (España).


Resumen / Abstract


La actual crisis económica ha tenido impacto en prácticamente todos los sectores socioeconómicos, entre los que se incluye la educación como uno de los grandes perjudicados. En este momento de incertidumbre sobre la viabilidad de la educación tradicional y la supuesta burbuja en la enseñanza (agravada por las tasas de paro juvenil), surgen los MOOC como respuesta a la necesidad de acercamiento entre la formación y la sociedad del conocimiento.
Pero que los cursos masivos y abiertos marquen el futuro de la educación dependerá en gran medida de su viabilidad económica. Aunque aun no se haya encontrado un modelo de negocio definitivo, las plataformas de MOOC experimentan con diferentes alternativas que, unidas a la escalabilidad de los proyectos, es previsible que generen grandes resultados.


The current economic crisis has had an impact on almost every socioeconomic industry, among which Education is included as one of the worst affected. In these times of uncertainty about the viability of traditional education and the so-called teaching bubble (which gets worse due to youth unemployment rate), MOOCs arise from the need to bring education and information society together.
The fact that the future of education may lie on massive open courses will depend to a large extent on their economic viability. Although no final business model has yet been found, MOOC platforms are experimenting on different alternatives which, together with projects’ scalability, are expected to have great results.

 


Palabras Clave / Keywords


MOOC, Modelos de negocio, Crisis, Burbuja educativa, Nuevas tecnologías.

MOOC, Business model, Crisis, Education bubble, New technologies.

 


Referencias / References


 

Barrell, R. & Davis, E.P. (2008). The Evolution of the Financial Crisis of 2007—8, National Institute Economic Review, Vol. 206(1), pp. 5-14.

Bordo, M.D. (2009). The crisis of 2007: the same old story, only the played have changed, en Evanoff et al. (eds): Globalization and Systemic Risk, World Scientific, pp. 39-50.

Blank, S. (2013). Why the Lean Startup Changes Everything, Harvard Business Review, Mayo 2013.

Brown, J.S. & Adler, R.P. (2008). Minds on Fire: Open Education, the Long Tail, and Learning 2.0”, Educause Review, January- February, pp. 16-32.

Buiter, W. (2007). Lesson from the 2007 financial crisis. CEPR Discussion Paper No. DP6596. Recuperado de SSRN: http://ssrn.com/abstract=1140525

Caballero, R.J., Farhi, E. & Gourinchas, P.O. (2008). Financial crash, commodity prices and global imbalances, Brookings Papers on Economic Activity, Otoño 2008, pp. 1–55.

Castells, M. (2003). The Internet galaxy: Reflections on the Internet, business, and society. New York: Oxford University Press.

Castells, M. (2011). The rise of the network society: The information age: Economy, society, and culture. Wiley-Blackwell.

Cronin, J.M. y Horton, H.E. (2009). Will Higher Education Be the Next Bubble to Burst? The Chronicle of Higher Education, publicado el 22 de Mayo de 2009. Recuperado de http://chronicle.com

Dodd, R. (2007). Los tentáculos de la crisis hipotecaria. Revista Finanzas y Desarrollo, Diciembre de 2007, pp. 15-19.

Duca, J.V., Muellbauer, J., & Murphy, A. (2010). Housing markets and the financial crisis of 2007–2009: lessons for the future. Journal of Financial Stability, Vol. 6(4), pp. 203-217.

Epstein, G. A. (Ed.) (2005): Financialization and the world economy. Edward Elgar Pub.

Foster, J.B. (2008). The financialization of capital and the crisis. Monthly Review, Vol. 59(11).

Garrison, D.R., Anderson, T. & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, Vol. 2 (2-3), pp. 87-105.

Haché, P. & Punie, Y. (2012). An exploration of business and sustainability models for OER initiatives in Higher Education. Presentado en la Conferencia EADTU. The Role of Open and Flexible Education in European Higher Education Systems for 2020: new models, new markets, new media, en Paphos (Chipre), 27-28 de septiembre de 2012. Recuperado de http://eadtu.eu.

Hammer, M., y Champy, J. (1994). Reingeniería. Editorial Norma.

Haltiwanger, J., & Jarmin, R.S. (2000). Measuring the digital economy, en E. Brynjolfsson y B. Kahin (eds.), Understanding the digital economy: data, tools and research. Cambridge: MIT Press, pp. 13-32.

Lacy, S. (2011). Peter Thiel: We’re in a Bubble and It’s not the Internet. It’s Higher Education, TechCrunch, publicado el 10 de Abril de 2011. Recuperado de http://techcrunch.com.

Lo, A.W. (2009). Regulatory Reform in the Wake of the Financial Crisis of 2007-2008, Journal of Financial Economic Policy, Vol. 1(1), pp. 4-43.


Lopez Segrera, F. (2010). El impacto de la crisis económica global, en la Educación Superior mundial y regional. Educación Superior y Sociedad, Vol. 15(1), pp. 199-219.

Martin, R. (2011) The local geographies of the financial crisis: from the housing bubble to economic recession and beyond. Journal of Economic Geography, Vol. 11, pp. 587–618.

Martin, A. & Ventura, J. (2011) Theoretica notes on bubbles and the current crisis. IMF Economic Review, Vol. 59(1), pp. 6-40.

Mishra, A. (2013). Students flock to MOOCs to complement studies. University World News, diario de educación en línea. Recuperado de www.universityworldnews.com/, publicado el 13 de Junio de 2013.

Pappano, L. (2012). The Year of the MOOC. The New York Times, publicado el 2 de Noviembre de 2012. Recuperado de www.nytimes.com.

Pedreño, A., Moreno, L., Ramón, A. & Pernías, P. (2013). UniMOOC: trabajo colaborativo e innovación educativa. Revista Campus Virtuales, Vol. II (1), pp. 10-18

Phillips, P. & Yu, J. (2011). Dating the timeline of financial bubbles during the subprime crisis. Quantitative Economics, Vol. 2(3), pp. 455–491.

Pisutova, K. (2012). Open Education, en “ICETA 2012. Conferencia Internacional de Tecnologías Emergentes y Aplicaciones para la Educación, 8-9 de Noviembre, Eslovaquia. Recuperado de www.iceta.sk.

Pohjola, M. (2002). The new economy: facts, impacts and policies. Information Economics and Policy, Vol. 14(2), pp. 133-144.

Reinhart, C.M., & Rogoff, K.S. (2008). Is the 2007 US sub-prime financial crisis so different? An international historical comparison (No. w13761). National Bureau of Economic Research.

Ritzer, G. (2013). Introduction to Sociology. SAGE, Londres.

Skiba, D.J. (2012). Disruption in Higher Education: Massively Open Online Courses (MOOCs). Nursing Education Perspectives, Vol. 33 (6), pp. 416-417.

Suster, M. (2013). In 15 Years From Now Half of US Universities May Be in Brankuptcy. Publicado en Both Sides of the Tables el 3 de Marzo de 2013. Recuperado de http://www.bothsidesofthetable.com/

Sornette, D., & Woodard, R. (2010). Financial bubbles, real estate bubbles, derivative bubbles, and the financial and economic crisis.

Takayasu, M. et al. (eds): Econophysics Approaches to Large-Scale Business Data and Financial Crisis, Springer Japan, pp. 101-148.

Stehr, N. (1994). Knowledge societies. Blackwell Publishing Ltd.

Tapscott, D. (1996). The digital economy: Promise and peril in the age of networked intelligence. New York: McGraw-Hill.

Wade, R. (2008). The First-World Debt Crisis of 2007–2010 in Global Perspective. Challenge, Vol. 51, no. 4, pp. 23–54

Webber, A. M. (1993). What's so new about the new economy? Harvard business review, Vol. 71, pp. 24-24.

Young, J.R. (2012). Inside the Coursera Contract: How an Upstart Company Might Profit From Free Courses. The Chronicle of Higher Education, Publicado el 19 de Julio de 2012. Recuperado de http://chronicle.com


Cómo citar / How to cite


Pedreño, A., Moreno, L., Ramón, A. B. & Pernías, P. A. (2013). La crisis del modelo actual. Los MOOC y la búsqueda de un modelo de negocio. Campus virtuales, 2(2), 54-65.

Pedreño, A., Moreno, L., Ramón, A. B. & Pernías, P. A. (2013). The crisis of the current model. MOOCs and search for a business model. Campus virtuales, 2(2), 54-65.