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The document proposes two frameworks for describing Massive Open Online Courses (MOOCs): 1) An initial typology of 6 MOOC configurations based on an existing framework, and 2) A description framework with main dimensions informed by theoretical literature. The frameworks are intended to help researchers characterize and analyze MOOCs. They will be implemented as part of a semantic web platform and tested by applying them to sample MOOCs, with feedback used to refine the proposals over time.
The document proposes two frameworks for describing Massive Open Online Courses (MOOCs): 1) An initial typology of 6 MOOC configurations based on an existing framework, and 2) A description framework with main dimensions informed by theoretical literature. The frameworks are intended to help researchers characterize and analyze MOOCs. They will be implemented as part of a semantic web platform and tested by applying them to sample MOOCs, with feedback used to refine the proposals over time.
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The document proposes two frameworks for describing Massive Open Online Courses (MOOCs): 1) An initial typology of 6 MOOC configurations based on an existing framework, and 2) A description framework with main dimensions informed by theoretical literature. The frameworks are intended to help researchers characterize and analyze MOOCs. They will be implemented as part of a semantic web platform and tested by applying them to sample MOOCs, with feedback used to refine the proposals over time.
Copyright:
Attribution Non-Commercial (BY-NC)
Formatos disponibles
Descargue como PDF, TXT o lea en línea desde Scribd
for MCCCs Marllyne 8osselle, lerre-Andre Caron, !ean Peuue Amlens and Lllle, norLh of lrance
marllyne.rosselle[u-plcardle.fr, [plerre-andre.caron,[ean.heuue}[unlv-lllle1.fr lan An observauon 1he problem we are addresslng Cur meLhodology SLaLe of Lhe arL verslon ulscusslon roposals A concluslon 11/02/14 M8, AC & !P - eMCCC'2014 2 LeL's hear an lndlan Lale . 11/02/14 M8, AC & !P - eMCCC'2014 3 plllar rope branch Pand fan wall Solld plpe Lall leg Lrunk ear belly Lusk Cbservauons Ck - lnferences (lnducuons) kC ConLradlcLory asseruons - many cons-examples ulerenL educauonal pracuces, dlerenL lnLeracuon modes , eLc. Pow can we descrlbe a MCCC ? Pow can we balance beLween comprehenslveness and relevance ? CharacLerlzlng Lhe problem 11/02/14 M8, AC & !P - eMCCC'2014 4 MeLhodology Cholce uslng whaL ls exlsung each ume lL's posslble SLaLe of Lhe arL 1ypes of MCCCs leaLures of a MCCC Appllcauon Lo four examples of MCCCs Maklng roposals uenlng how Lo valldaLe Lhem 11/02/14 M8, AC & !P - eMCCC'2014 3 SLaLe of Lhe arL verslon on uescrlpuon frameworks for 1LL devlces and MCCCs Lxlsung Lypologles for MCCCs cMCCC, xMCCC [uownes] ConLenL-based MCCC, 1ask-based MCCC (LMCCC), neLwork-based MCCC [Lane 2012] cMCCC, lMCCC, xMCCC [ClllloL eL al.] 1ransferMCCC, MadeMCCC, SynchMCCC, aSynchMCCC, AdapLauveMCCC, CroupMCCC, MlnlMCCC, ConnecuvlsLMCCC [Clark 2013] (?esLerday : pMCCC, LMCCC, SCCC, 1CCC, MCCCl, .) 11/02/14 M8, AC & !P - eMCCC'2014 6 A sLaLe of Lhe arL dlscusslon We explored Lhe llmlLs of Lhese 1ypologles & frameworks 1oo many acronyms 1wo MCCCs of Lhe same Lype could be so dlerenL ! none of Lhese Lypologles maLches our needs ! SomeLhlng ln Lhe sLaLe of Lhe arL for 1LL convene 1he frameworks . for 1LL don'L Lake lnLo accounL soclal aspecLs . for MCCC : whaL ls Lhe bulldlng prlnclple ! no pre-exlsung framework allows us Lo descrlbe a MCCC ln a sausfacLory manner 11/02/14 M8, AC & !P - eMCCC'2014 7 lnLroducuon of our proposals (1/2) !2 ouLllne proposals An lnlual (Lemporary) Lypology A descrlpuon framework 8ulldlng and valldauon of our roposals A Lypology: uslng an exlsung one A descrlpuon framework lncremenLal bulldlng: one Lheoreucal framework aL a ume 1esLed on an exlsung MCCC, yeL valldauon by applylng lL Lo oLher MCCCs (18) 11/02/14 M8, AC & !P - eMCCC'2014 8 lnLroducuon of our proposals (2/2) lor whom? 8esearchers WlLh whlch polnL of vlew? 1o nd meLhodologlcal Lools 1o allow Lo dene descrlpLors WlLh whaL level of deLall? noL Loo deep, noL Loo large ! LveryLhlng needn'L Lo be lled ! LxLenslble lramework 11/02/14 M8, AC & !P - eMCCC'2014 9 1sL roposal : uslng Lhe 6 congurauon of [Py-Sup 2012] 1. SLage (Scene): conLenL- orlenLed Leachlng, supporL Lo face- Lo-face educauon, wlLh malnly LexLual resources 2. Screen: sLage wlLh added mulumedla resources 3. CockplL: course organlzauon orlenLed Leachlng, gulded by Lhe use of Lools (and someumes lnLegraung relauonal and reecuve goals) 4. Crew: for learnlng focused on supporung Lhe process of knowledge consLrucuon and on lnLerpersonal lnLeracuons 3. ubllc Space: learnlng cenLered on Lhe openlng of Lhe Lralnlng devlce Lo exLernal resources 6. LcosysLem: learnlng by operaung a large number of Lechnologlcal and educauonal opporLunlues 11/02/14 M8, AC & !P - eMCCC'2014 10 ueslgned for blended learnlng ln Plgher Lducauon 6 congurauons Cur descrlpuon framework aL a glance. 2nd proposal : maln dlmenslons of a descrlpuon framework We have chosen our maln dlmenslon 8ased on Lheoreucal frameworks 11/02/14 M8, AC & !P - eMCCC'2014 12 1rend MeLhodology Lo LesL our proposals lmplemenung a plauorm uslng semanuc web Lools, meLadaLa and sLandards lor researchers, who accompany MCCC deslgners, Lo descrlbe a MCCC uslng LuM on our collecuon of MCCC descrlpuons Lo lmprove our Lemporary Lypology based on Py-Sup congurauons 11/02/14 M8, AC & !P - eMCCC'2014 13 Concluslon uenlng 6 Lypes of MCCCs: sLage, screen, cockplL, crew, publlc space & ecosysLem SLrucLurlng feaLures of a MCCC ln 8 dlmenslons ! Should be rened based on feedbacks and conLrlbuuons of researchers from dlverse horlzons 11/02/14 M8, AC & !P - eMCCC'2014 14 1hank you very much 11/02/14 M8, AC & !P - eMCCC'2014 13 8eferences and credlLs LlephanL lmage: CC-8?-nC / brluanyhock hup://www.lckr.com/phoLos/Lhellvelyglrl/ ClLed references : please see Lhe arucle 11/02/14 M8, AC & !P - eMCCC'2014 16