A new competence-based approach for personalizing MOOCs in a mobile collaborative and networked environment

  1. António Teixeira 1
  2. José Mota 1
  3. Antonio García-Cabot 2
  4. Eva García-Lopéz 2
  5. Luis de-Marcos 2
  1. 1 Universidade Aberta
    info

    Universidade Aberta

    Lisboa, Portugal

    ROR https://ror.org/02rv3w387

  2. 2 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

Zeitschrift:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Datum der Publikation: 2016

Titel der Ausgabe: El aprendizaje de lenguas extranjeras mediante tecnología móvil en el contexto de la EaD y combinada

Ausgabe: 19

Nummer: 1

Seiten: 143-160

Art: Artikel

DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: RIED: revista iberoamericana de educación a distancia

Zusammenfassung

Massive Open Online Courses (MOOCs) are a disruptive new development in higher education which combines openness and scalability in a most powerful way. They have the potential to widen participation in higher education. Thus, they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation and also the internationalization of higher education institutions. However, one of the critical elements for a massive open language learning experience to be successful is to empower learners and to facilitate networked learning experiences. In fact, MOOCs are designed for an undefined number of participants thus serving a high heterogeneity of profiles, with diverse learning styles and prior knowledge, and also contexts of participation and diversity of online platforms. Personalization can play a key role in this process. The iMOOC pedagogical model introduced the principle of diversity to MOOC design, allowing for a clear differentiation of learning paths and also virtual environments. In this article the authors present a proposal based on the iMOOC approach for a new framework for personalizing and adapting MOOCs designed in a collaborative, networked pedagogical approach by identifying each participant’s competence profile and prior knowledge as well as the respective mobile communication device used and to generate matching personalized learning. This paper also shows the results obtained in a laboratory environment after an experiment has been performed with a prototype of the framework. It can be observed that creating personalized learning paths is possible and the next step is to test this framework with real experimental groups.

€ Finanzierung ansehen

Informationen zur Finanzierung

Authors want to acknowledge the support received from Universidade Aberta and also the University of Lisbon. This research has been funded by the project “Framework motivacional utilizando gamificación y redes sociales en cursos masivos abiertos online” (TIN2014-54874-R), supported by the Ministry of Economy and Competitiveness of Spain.

Geldgeber

Bibliographische Referenzen

  • Alario-Hoyos, C., Pérez-Sanagustín, M., Cormier, D., & Kloos, C. D. (2014). Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs. Journal of Universal Computer Science, 20(1), 6-23.
  • Andronico, A., Carbonaro, A., Casadei, G., Colazzo, L., Molinari, A., & Ronchetti, M. (2003). Integrating a multi-agent recommendation system into a mobile learning management system. Proceedings of Artificial Intelligence in Mobile System, 123-132.
  • Brouns, F., Mota, J., Morgado. L., Jansen, D., Fano, S., Silva, A., Teixeira, A. (2014). A Networked learning Framework for Effective MOOC Design: The ECO project approach. Proceedings Eight EDEN Research Workshop - EDEN RW8, 161-171. Oxford, UK.
  • Chen, J., Chen, N.-S., & Lin, T. (2008). Student profile transformation between desktop pcs and mobile phones. International Journal of Engineering Education, 24(1), 115-126.
  • Cormier, Dave (2010). What is a MOOC? [Youtube video]. December 8, 2010. www.youtube.com/watch?v=eW3gMGqcZQc.
  • Cormier, Dave (2008). The CCK08 MOOC – Connectivism course, 1/4 way. [Blog post]. Dave’s Educational Blog. October 2, 2008. http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way/.
  • Daniel, John (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal Of Interactive Media In Education, 3(0). http://www-jime.open.ac.uk/jime/article/view/2012-18.
  • Downes, Stephen (2012). Creating the Connectivist Course. [Blog post]. Half an hour. January 6, 2012. http://halfanhour.blogspot.pt/2012/01/creating-connectivist-course.html.
  • Daradoumis, T., Bassi, R., Xhafa, F., & Caballé, S. (2013). A review on massive e-learning (MOOC) design, delivery and assessment. Paper presented at the In: Proceedings of the 2013 Eighth International Conference on P2P, Parallel, Grid, Cloud and Internet Computing (3PGCIC).
  • de-Marcos, L., Garcia-Cabot, A., & Garcia, E. (2012). Evolutionary Algorithms to Solve Loosely Constrained Permut-CSPs: A Practitioners Approach. INTERNATIONAL JOURNAL OF INNOVATIVE COMPUTING INFORMATION AND CONTROL, 8(7 A), 4771-4796.
  • de-Marcos, L., García, A., García, E., Medina, J.-A., & Otón, S. (2011). Comparing the performance of evolutionary algorithms for permutation constraint satisfaction. Paper presented at the In: Proceedings of the 13th annual conference companion on Genetic and evolutionary computation.
  • de-Marcos, L., Martinez, J.-J., Gutiérrez, J.-A., Barchino, R., Hilera, J.-R., Oton, S., & Gutiérrez, J.-M. (2011). Genetic algorithms for courseware engineering. International Journal of Innovative Computing, Information and Control, 7(7), 1-27.
  • De Meo, P., Garro, A., Terracina, G., & Ursino, D. (2003). X-Learn: an XML-based, multi-agent system for supporting “user-device” adaptive e-learning On The Move to Meaningful Internet Systems 2003: CoopIS, DOA, and ODBASE (pp. 739-756): Springer.
  • ESVI-AL. (2014). Virtual Inclusive High Education – Latin America.
  • Fournier, H., Kop, R., & Sitlia, H. (2011). The value of learning analytics to networked learning on a personal learning environment. Paper presented at the In: Proceedings of the 1st International Conference on Learning Analytics and Knowledge
  • Garcia-Cabot, A., de-Marcos, L., & Garcia-Lopez, E. (2014). An empirical study on m-learning adaptation: learning performance and learning contexts. Computers & Education.
  • Garcia-Cabot, A., Garcia-Lopez, E., de Marcos, L., Fernandez, L., & Gutierrez-Martínez, J.-M. (2014). Adapting Learning Content to User Competences, Context and Mobile Device using a Multi-Agent System: Case Studies. International Journal of Engineering Education, 30(4), 937-949.
  • Garcia-Cabot, A., Garcia-Lopez, E., Karhu, M., & Teixeira, A. (2014). Widening the creation of accessible digital educational content: combining a blended learning with a massive open online approach. Paper presented at the In: Proceedings of the Conference of European Distance and E-learning Network.
  • Glance, D. G., Forsey, M., & Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18(5).
  • Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective. eLearning Papers, 33, 1-6.
  • Gutiérrez-Rojas, I., Crespo-García, R. M., & Kloos, C. D. (2014). Adapting an Awareness Tool for Massive Courses: the Case of ClassON. Journal of Universal Computer Science, 20(1), 24-38.
  • McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice, from http://www.elearnspace.org/Articles/MOOC_Final.pdf
  • North, S., Richardson, R., & North, M. M. (2014). To Adapt MOOCS, or Not? That is No Longer the Question. Universal Journal of Educational Research, 2(1), 69-72.
  • Passani, L., & Trasatti, A. (2004). Wireless Universal Resource File (WURFL).
  • Pereira, A., Mendes, A. Q., Morgado, L., Amante, L., & Bidarra, J. (2008). Universidade Aberta’s pedagogical model for distance education: a university for the future. Lisbon: Universidade Aberta, from https://repositorioaberto.uab.pt/handle/10400.2/2388.
  • Saltzman, G. M. (2014). The Economics of MOOCs. The NEA Almanac of Higher Education.
  • Santos, O. C., Boticario, J. G., & Pérez-Marín, D. (2014). Extending web-based educational systems with personalised support through User Centred Designed recommendations along the e-learning life cycle. Science of Computer Programming, 88, 92-109.
  • Siemens, G. (2013). Massive Open Online Courses: Innovation in Education? Open Educational Resources: Innovation, Research and Practice, 5.
  • Siemens, G. (2012a). What is the theory that underpins our moocs? [Blog post]. elearnspace. June 3, 2012. http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/.
  • Siemens, G. (2012b). MOOCs are really a platform. [Blog post]. elearnsapce. July 25, 2012. http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform.
  • Sonwalkar, N. (2013). The First Adaptive MOOC: A Case Study on Pedagogy Framework and Scalable Cloud Architecture—Part I. Paper presented at the MOOCs Forum.
  • Teixeira, A. & Mota, J. (2015). A Proposal For The Methodological Design Of Collaborative Language MOOCs. In Martín-Monje, E. & Bárcena, E. (Ed.), Language MOOCs: Providing Learning, Transcending Boundaries (pp. 33-47). Berlin: De Gruyter Open. http://www.degruyter.com/view/product/455678.
  • Teixeira, A. M., Mota, J. M. ( 2014). The iMOOC Pedagogical Model: Bridging the gap between non-formal and formal education. Actas del V Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual - CAFVIR 2014, 512-517. Antigua Guatemala, Guatemala.
  • Teixeira, A., & Mota, J. (2013). Innovation and Openness through MOOCs: Universidade Aberta's Pedagogical Model for Non-formal Online Courses. Proceedings EDEN Conference 2013, 479-488. Oslo, Norway.
  • Trifonova, A., & Ronchetti, M. (2004). A general architecture to support mobility in learning. Paper presented at the In: Proceedings of the IEEE International Conference on Advanced Learning Technologies.
  • Watters, A. (2012). Top Ed-Tech Trends of 2012: MOOCs. Hack Education. December 3, 2012. http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs.
Fuente de los datos: Dialnet