Basada en el Manifiesto MOOC desarrollado por Fernando Trujillo (@ftsaez)
Miguel Ángel Ariza (@maarizaperez) Diego Ojeda (@interele)
David Álvarez (@balhisay) para...
http://www.educacontic.es/blog/manifiesto-mooc
http://conecta13.com/2013/03/mooc-manifesto/
Puedes leerlo en...
http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html
#01 diseño instruccional
http://www.flickr.com/photos/josstyk/349939704/
“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
#02 competencia digital
http://www.flickr.com/photos/42931449@N07/6088751332/
“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/
#03 diseño y acción
http://ww
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/photos/sabeth718/6036026969/
“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
#04 estrategia digital
http://www.flickr.com/photos/cirox/363284194/
#05 conocimiento abierto/procomún
http://ww
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/photos/colaborabora/7093661419/
#07 perspectiva global
http://www.flickr.com/photos/charamelody/4546946888/
#08 participación
http://www.flickr.com/photos/rinux/631345826/
#09 sostenibilidad
http://www.flickr.com/photos/85665099@N00/5624063287
“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.
#10 MOOLE
http://ww
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/photos/leecullivan/240389468/
“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.
#11 experiencias MOOC
http://www.flickr.com/photos/elenizazani/7233370408/
#12 aprendizaje cooperativo
http://www.flickr.com/photos/zemos98/6174984658/
#13 lazos débiles para aprendizajes relevantes
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“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/
#15 disrupción
http://www.flickr.com/photos/justinjensen/5137737381/
#16 flipped learning
http://www.flickr.com/photos/mallix/3341293588/
#17 rutas de aprendizaje
http://www.flickr.com/photos/cosmoflash/397717764/
#18 tecnología
http://www.flickr.com/photos/heywayne/4185069153/
“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
#19 espacios de conversación
http://www.flickr.com/photos/marcwathieu/2980385784/
“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
#20 estrategias macro y micro
http://www.flickr.com/photos/eyesore9/2916111916/
http://www.flickr.com/photos/tranchis/3708549622/
#21 dinamización
#22 de la Red a lo Presencial
http://www.flickr.com/photos/mouton/56844581/
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
#23 certificación y aprendizaje
http://ww
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/photos/12941162@N
08/1422369141
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/
[todas las imágenes de esta presentación tienen licencia Creative Commons y puedes encontrarlas en www.flickr.com/photos/e-aprendizaje/favorites/]
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http://conecta13.com/
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