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Learn Moodle
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Introduction to Learning Technologies Starts January 12, 2015 This short course will provide an introduction to how learning technologies may support student collaboration, reflection, creation, sharing, and other key elements of learning. It will provide an opportunity for you to consider how learning technologies support your courses as well as your own professional development and research. Topics covered will include, but not be limited to blogs and blogging, Twitter, social bookmarking, wikis, Skype and Google Hangouts, personal learning networks, digital literacy, and digital citizenship. Heather M. Instructional Design Specialist TRAL Tejiendo Redes de Aprendizaje en Línea (TRAL) es una exploración práctica de diversos elementos que permiten reconocer y enriquecer las redes sociales de las cuales hacemos parte. Este proceso se compone de: Reconocer y analizar las redes personalesDefinir estrategias de fortalecimiento y ampliación de las redes personalesReconocer y analizar las redes profesionales de las que se hace parteDefinir estrategias de fortalecimiento y ampliación de las redes profesionales Lo anterior se complementa con la propuesta de estrategias de intervención orientadas a enriquecer y potenciar las diversas redes. TRAL es una experiencia de carácter práctico, que abre la puerta para futuras exploraciones conceptuales mediante la construcción de un lenguaje común para abordar las diferencias entre grupos, redes y comunidades. El taller tiene una duración de nueve semanas y se ofrece en formato abierto. TRAL fue ofrecido por primera vez en 2011 por la Universidad del Valle y facilitado por Diego Leal.

MOOCs from Top Universities Discover Massive Open Online Courses (MOOCs) from great universities. Most offer "certificates" or "statements of completion," though typically not university credit. A "$" indicates that the course is free, but the credential costs money. (See the key below to understand the credentials offered by each course, and see our MOOC FAQ if you have general questions.) Free Courses Credential Key CC = Certificate of Completion CA = Certificate of Accomplishment HCC - Honor Code Certificate VC$ = Verified Certificate VCA$ = Verified Certificate of Accomplishment SA = Statement of Accomplishment SP$ = Statement of Participation CM = Certificate of Mastery NI - No Information About Certificate Available NC = No Certificate February 2019

MOOC for Development (MOOC4D) The Massive, Open Online Course (MOOC) is a recent development in tech-mediated learning. MOOC, as a term, became widely popularized in early 2012 with the launch of online courses on large scale by well-known research universities in the USA. MOOCs were known prior to this, and were referred to as early as 2008, when the term was used to describe a large online course offered by the University of Manitoba in Canada.. COL too has offered online courses (on content for development for example) for very large numbers of learners using the WikiEducator platform during 2006-2008. There is serious interest in the developing world in assessing the value of MOOCs as a medium for expanding the reach of post-secondary education. Drawing on our experience with offering online courses on large scale, and our interest in fostering new perspectives on MOOCs in the context of learning for development, COL has collaborated with the Indian Institute of Technology Kanpur (IITK) to offer several MOOCs:

Los Mooc en la educación del futuro: la digitalización de la formación Identificar los desafíos de los MOOC (Massive Open Online Courses) que aún quedan por resolver: ofrecer una formación personalizada, mejorar el contacto entre profesores y alumnos, buscar formas de evaluación adecuadas, medir la asistencia, avalar el grado de cumplimiento mediante certificados… Explorar cómo las nuevas tecnologías pueden ofrecer soluciones: social media, big data, learning analytics, plataformas adaptativas, open content, tecnologías inmersivas… Reflexionar acerca de una tendencia que puede transformar los modelos que en general han permanecido estables durante el último siglo, permitiendo la entrada de nuevas prácticas pedagógicas, como aprendizaje mediante la exploración, la gamificación… Verificar si nos encontramos ante mucho más que herramientas de difusión masiva de contenidos, o un fenómeno con capacidades disruptivas… ¿Te interesa? 11 Competencias Digitales del Profesorado para el diseño de Mooc ¿Estás preparado para diseñar un Mooc para tu aula? Son éstas:

MOOCs: Top 10 Sites for Free Education With Elite Universities MOOC stands for Massive Open Online Courses. Although there has been access to free online courses on the Internet for years, the quality and quantity of courses has changed. Access to free courses has allowed students to obtain a level of education that many only could dream of in the past. This has changed the face of education. Although MOOCs are the latest trend, not everyone agrees that schools should offer them. There may also be some issues for students who lack motivation. For those who desire a free education and have the motivation, the following includes the: Top 10 Sites for Information about MOOCs: Udemy Free Courses – Udemy is an example of a site allows anyone to build or take online courses. What is MOOC Video

Remix, Remake, Curate - #iremixsci - Community - Google+ carlosrodriguez.pdf Redes sociales y aprendizaje cooperativo en un MOOC | Castaño Garrido | Revista Complutense de Educación Referencias bibliográficas. Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada, H. A., Muñoz-Organero, M., y Rodríguez-de-las-Heras, A. (2013). Analysing the impact of built-in and external social tools in a MOOC on educational technologies. Cabero, J., Llorente, M.C. y Vázquez, A.I. (2014). Castaño, C. y Cabero, J. Cheng, J.C.Y. (2014). Conole, G. (2013). Di Serio, A., Ibáñez, B. & Delgado, C. (2013). Fidalgo, A., Sein-Echaluce, Mª L. y García-Peñalvo, F. Karsenti, T. (2013). Khalil, H. y Ebner, M. (2013). Kop, R., Fournier, H. & Mak, S.F.J. (2011). Liyanagunawardena, T.R. (2014). Liyanagunawardena, T.R., Adams, A.A. y Williams, S.A. (2013). Rodriguez, C.O. (2012). Rodriguez, C.O. (2013). Saadatmand, M. y Kumpulainen, K. (2014). Valverde, J. (2014). Yeager, C., Hurley-Dasgupta, B., y Bliss, C. Referencias digitales. Álvarez, D. (19 setiembre 2013). Bates, T. (5 agosto 2012). Castaño, C. (9 julio 2013). Conole, G. (15 enero 2014). Eynon, R. (2014). Gates Foundation (s/f).

The MOOC experiment University reflects on successes, challenges of online learning The past year-and-a-half has seen the University dive headfirst into the once-foreign frontier of online education, notably through its offering of more than a dozen massive open online courses, or MOOCs. But whether MOOCs in their current form are any indication of what the future holds for higher education is still up for debate. At what cost? As of now, there is no direct monetary payoff for offering a MOOC, and producing the courses require huge investments in time. “I don’t know what will become of MOOCs, since by definition they involve no money and therefore have a weak business model,” Physics Prof. Bloomfield teaches an introductory physics course called “How Things Work,” one of the University’s first MOOC offerings and a student favorite for years before MOOCs were introduced. “I have really enjoyed creating and running my MOOC,” Bloomfield said. MOOCs at the University Defending MOOCs A learning experiment

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