Del Manifiesto Mooc a la Experiencia MOOC de Conecta13
•
11 likes•2,595 views
Ponencia presentada por David Álvarez y Fernando Trujillo en la UCAM el día 10 de junio de 2015
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (20)
Similar to Del Manifiesto Mooc a la Experiencia MOOC de Conecta13
Similar to Del Manifiesto Mooc a la Experiencia MOOC de Conecta13 (20)
More from Conecta13
More from Conecta13 (11)
Recently uploaded
Recently uploaded (20)
Del Manifiesto Mooc a la Experiencia MOOC de Conecta13
- 2. Basada en el Manifiesto MOOC desarrollado por Fernando Trujillo (@ftsaez) Miguel Ángel Ariza (@maarizaperez) Diego Ojeda (@interele) David Álvarez (@balhisay) para...
- 7. #eduPLEmooc Entornos Personales de Aprendizaje (PLE) para el Desarrollo Profesional Docente
- 8. Aprendizaje basado en Proyectos (ABP)
- 9. #easpMOOC13
- 10. #ecoPATENTS
- 13. Del Manifiesto a la Experiencia
- 15. “All MOOC designers know that there is so much more we could do to enrich the online learning experience for participants, particularly given the wide range of skills, knowledge, learning goals and expectations that learners bring to online courses.” Neil Morris, “Don’t dismiss MOOCs - we are just starting to understand their true value.”. The Conversation. Septiembre 2014. Disponible en http://theconversation.com/dont-dismiss- moocs-we-are-just-starting-to-understand-their-true-value-31037
- 17. “Not everyone knows how to be a node. Not everyone is comfortable with the type of chaos Connectivism asserts. Not everyone is a part of the network. Not everyone is a self-directed learner with advanced metacognition. Not everyone is already sufficiently an expert to thrive in a free-form environment. Not everyone thinks well enough of their ability to thrive in an environment where you need to think well of your ability to thrive. Learning to be a node in a cMOOC environment is hyper- demanding. Learning the tech tools, while conforming to a new pedagogy, navigating multiple platforms, and fielding hundreds of messages about unfamiliar ideas from people you don’t know with patterns you may not recognise.” Keith Brennan, “In Connectivism, No One Can Hear You Scream: A Guide to Understanding the MOOC Novice”. Hybrid Pedagogy. Julio 2013. Disponible en http://www.hybridpedagogy.com/ journal/in-connectivism-no-one-can-hear-you-scream-a-guide-to-understanding-the-mooc- novice/
- 18. #03 diseño y acción http://www.flickr.com/photos/sabeth718/6036026969/
- 19. “No se puede hablar de MOOC de forma unívoca… (El) diseño educativo de los MOOC (es) un factor clave de su supuesto éxito”. Sangrà, A.; González Sanmamed, M. y Anderson, T. (2015). Metaanálisis de la investigación sobre mooc en el período 2013-2014. Educación XX1, 18(2), pg. 26
- 22. #06 cMOOC vs. xMOOC
- 27. “If we continue to think of MOOCs as nothing more than big, free classes offered by talented professors from generous schools, then perhaps they might face the same fate as AllLearn or the many Internet businesses that thought they could give desirable things away for free and figure out how to make money later.” Haber, Jonathan, 2014. MOOCS. MIT Press.
- 29. “But if MOOCs continue to embrace - or even expand on - the culture of experimentation and innovation that has already set them apart from nearly all other adventures in technology-based learning, if they continue to offer high-quality free teaching to the world while also serving as the laboratory where educational innovation thrives, then whatever MOOCs are today or whatever they evolve into, they are likely to leave an important mark on whatever ends up being called higher education in the future.” Haber, Jonathan, 2014. MOOCS. MIT Press.
- 32. #13 lazos débiles para aprendizajes relevantes http://www.flickr.com/photos/worldworldworld/3041327172/
- 34. #14 laboratorios de aprendizaje
- 35. “Learning, for Emerson, is emergent and copulative not parthenogenetic. Education does lively work in the world, like a contagion, always spreading, always reaching. MOOCs have this potential, but only when we read them right.” Jesse Stommel, “The March of the MOOCs: Monstrous Open Online Courses”. Hybrid Pedagogy. Julio 2012. Disponible en http://www.hybridpedagogy.com/journal/ the-march-of-the-moocs-monstrous-open-online-courses/
- 38. #17 rutas de aprendizaje http://www.flickr.com/photos/cosmoflash/397717764/
- 40. “The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it.” Mark Weiser, 1991. The Computer in the 21st Century
- 41. #19 espacios de conversación http://www.flickr.com/photos/marcwathieu/2980385784/
- 42. “Massive open social learning: Massive open social learning brings the benefits of social networks to the people taking massive open online courses (MOOCs). It aims to exploit the ‘network effect’, which means the value of a networked experience increases as more people make use of it. The aim is to engage thousands of people in productive discussions and the creation of shared projects, so together they share experience and build on their previous knowledge..” Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M., & Whitelock, D. (2014). Innovating Pedagogy 2014: Open University Innovation Report 3, pg. 3. Disponible en http://www.openuniversity.edu/sites/ www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdf Milton Keynes: The Open University
- 43. #20 estrategias macro y micro http://www.flickr.com/photos/eyesore9/2916111916/
- 48. #EduCaféBilbao
- 50. #22 de la Red a lo Presencial http://www.flickr.com/photos/mouton/56844581/
- 51. Creemos en los MOOC como “a vehicle for massive open civic engagement and cross-sectoral change in (their) countries, companies, or communities”. Otto Scharmer, MOOC 4.0: The Next Revolution in Learning & Leadership, The Huffington Post Education. 5/4/2015. http:// www.huffingtonpost.com/otto-scharmer/mooc-40-the-next- revoluti_b_7209606.html
- 54. #23 certificación y aprendizaje http://www.flickr.com/photos/12941162@N08/1422369141
- 55. Es importante conocer también la experiencia de los participantes en primera persona, como en Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Retrieved from http://learnerexperiences.hybridpedagogy.com. “The narrative of MOOC successes is often one-sided. MOOC providers tend to share the stories of extraordinary individuals that overcome insurmountable struggles to succeed in MOOCs (e.g., individuals in conflict-ridden Afghanistan and Syria that participate in MOOCs). These stories are inspiring. These individuals can serve as role models for others and should be celebrated. At the same time however, there are numerous individuals that have struggled with and abandoned MOOCs, individuals whose life circumstances, motivations, and needs negatively impacted their learning. The stories of these individuals are rarely shared. They are, in fact, concealed. They become figures and statistics (e.g., “90% dropped out” or “82% completed the first two assignments”), and their stories remain untold.” George Veletsianos, september 2013. “How do learners experience open online learning?” Hybrid Pedagogy. http://www.hybridpedagogy.com/journal/how-do-learners-experience-open-online-learning/
- 56. Un MOOC es una oportunidad para la búsqueda y la experimentación.
- 58. [todas las imágenes de esta presentación tienen licencia Creative Commons y puedes encontrarlas en www.flickr.com/photos/e-aprendizaje/favorites/] info@conecta13.com conecta13 http://conecta13.com/