mooc mayo 2014
DESCRIPTION
Presentación utilizada en la Master Class (sic) "impartida" por Jordi Adell en las JUTE 2014 (Jornadas Universitarias de Tecnología Educativa). Universidad de Castilla la Mancha. Toledo, 16 de mayo de 2014.TRANSCRIPT
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El aprendizaje a través de cursos abiertos masivos en línea (MOOC)
Jordi Adell!Universitat Jaume I
¡MOOC!
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¡Hola!
http://www.flickr.com/photos/dotbenjamin/2765083201/
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Advertencia
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¿Master class?
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¡MOOCs!
+
+
Master Class (Adell Style)
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Cuatro ideas:• ¿Qué es un MOOC?!
• ¿Aprendizaje? ¿Qué aprendizaje?!
• El contexto y la historia de los MOOC!
• Diferencias entre xMOOC y cMOOC!
• La investigación empírica sobre los MOOC!
• La pedagogía de los cMOOC y xMOOC!
• El futuro de los MOOC (y la universidad)
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Pero antes...
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¿Cuántos de Uds. se han matriculado en un MOOC?
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¿Lo terminaron o abandonaron?
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¿Les gustó la experiencia?
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¿Han diseñado, desarrollado e “impartido” un MOOC?
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1. ¿Qué es un MOOC?
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Mathieu Plourde: http://www.flickr.com/photos/mathplourde/8448541815/
MOOC: Every letter is negotiable Just a visual representation of intepretations of what MOOCs are.
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SPOC!Small Private Online Course!
http://en.wikipedia.org/wiki/Small_private_online_course
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2. ¿Aprendizaje? ¿Qué aprendizaje?
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Familias de teorías del aprendizaje:
conductismo, cognitivismo, constructivismo… ¿conectivismo?!
Schunk (1991)
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1. ¿Qué es el aprendizaje? !
¿Hay diferentes tipos de aprendizaje?
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2. ¿Cómo ocurre el aprendizaje?
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3. ¿Qué factores influencian el aprendizaje?
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4. ¿Cuál es el papel de la memoria?
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5. ¿Cómo ocurre la transferencia?
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6. ¿Qué tipos de aprendizaje son explicados por la
teoría?
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7. ¿Qué asunciones básicas/principios de la teoría son relevantes
en educación (instructional design)?
Ertmer & Newby (1993):
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8. ¿Cómo debe estructurarse la instrucción para
facilitar el aprendizaje?
Ertmer & Newby (1993):
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9. Epistemología: ¿qué es el
conocimiento?
Adell (hoy):
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3. El contexto y la historia de los
MOOC
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1. El triunfo de la visión neoliberal de la educación como inversión en capital
humano al servicio del sistema productivo... y como oportunidad de negocio.
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Eric Hanushek
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2. La tremenda burbuja de la educación superior EE.UU.
$24.000 Deuda media titulado/a
+75%Coste de la vida 1988-2008
+325%Coste College 4 años 1988-2008
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La Universidad está recibiendo fuertes presiones de su entorno social, político y
económico para...“educar más estudiantes, con mejores resultados de aprendizaje, con
un coste menor”
George L. Mehaffy, Vicepresidente Liderazgo Académico y Cambio de la Asociación Americana de Colleges y Universidades Estatales.
George L. Mehaffy (2012). Challenge and Change, EDUCAUSE Review, september 5, 2012.
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Conclusión: Es imposible entender nada en
educación superior sin referencia a la agenda neoliberal.
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Cronología
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David Wiley (Utah State University) ofrece “plazas”
gratuitas online en uno de sus cursos:
INST 7150 Introduction to Open
Education
2007
http://www.opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus
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2008George Siemens y Stephen Downes crean el primer MOOC (conectivista)
http://ltc.umanitoba.ca/wiki/Connectivism_2008http://ltc.umanitoba.ca/wiki/Connectivism
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2008
http://ltc.umanitoba.ca/wiki/Connectivism_2008http://ltc.umanitoba.ca/wiki/Connectivism
Dave CormierAlec Couros
2008-10
Jim Groom
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2011 Un curso de IA de Sebastian Thrun (MIT) y Peter Norvig (Google)
atrae a 160.000 alumnos
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Stanford UniversityCS221: Introduction to Artificial Intelligence
• 10 semanas: 10/10/11-18/12/11!• 200 matriculados de Stanford, 160,000 matriculados pr Internet. 20,000 completan el curso.
¡160.000!
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2012Se crean las startups
Udacity y Coursera y edX
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!
4. Diferencias entre los xMOOC y los
cMOOC
excurso. (Del lat. excursus). 1. m. digresión.
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xMOOC:
1. Masivos. 2. Acceso online y abiertos 3. Lecciones con vídeos cortos y pruebas
objetivas formativas. 4. Evaluación automatizada de pruebas
objetivas y/o por pares. 5. Foros para el debate y el soprte entre
iguales.
Objectivo: adquisición de conocimientos
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cMOOC:
1. Masivos. 2. Lecturas, vídeos, conferencias, tareas, etc.
como “pretexto”. 3. Autoavaluación. No créditos, no
calificaciones. Aprender por aprender. 4. Foros en línea para el debate y el soporte
entre iguales. Y muchísimas más herramientas... (tags para organizar).
Objectivo: apropiación y creación de conocimiento. Networking, desarrollo del PLE.
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Lane, Lisa M. (2012). Three Kinds of MOOCs, Lisa’s (Online) Teaching Blog, 15 agosto de 2012. http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/
Tipos de MOOC
Basados en crear conexiones
Basados en tareas
Basados en contenidos
!Siemens/Downes Alec Couros EC&I 831 Dave Cormier CCKxx & Changex Conectivismo
!Jim Groom DS106 Lisa Lane POT Cert
!Stanford AI edx Coursera Udacity Instructivismo comerciales o pre-comerciales
cMOOC xMOOC
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!1. the degree of openness, !2. the scale of participation (massification), !3. the amount of use of multimedia, !4. the amount of communication, !5. the extent to which collaboration is included, !6. the type of learner pathway (from learner centred to teacher-centred
and highly structured), !7. the level of quality assurance, !8. the extent to which reflection is encouraged, !9. the level of assessment, !10. how informal or formal it is, !11. autonomy, and 12. diversity.
G. Conole (2014). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOC
I want to suggest that a better classification of MOOCs is in terms of a set of twelve dimensions:
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2012Comenza el hype en la
prensa
http://www.wired.com/wiredscience/2012/03/ff_aiclass/
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http://www.theatlantic.com/business/archive/2012/05/the-big-idea-that-can-revolutionize-higher-education-mooc/256926/
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https://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html
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http://www.technologyreview.com/news/506351/the-most-important-education-technology-in-200-years/
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New York Times: 2012, el año del MOOC
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Clay Shirky
Higher education is now being disrupted; our MP3 is the Massive Open Online Course (or MOOC), and our Napster is Udacity, the education startup.
http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/
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“I don’t think this is revolutionary from an
educational perspective; I think it is from a
business perspective.”
Dave Cormier
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http://larrycuban.wordpress.com/2012/11/21/moocs-and-hype-again/
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2012Comienzan las alianzas entre
startups y universidades selectas
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2013Comienza a publicarse investigación sobre los
MOOCS
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2013
A study of a million users of massive open online courses, known as MOOCs, released this month by the University of Pennsylvania Graduate School of Education found that, on average, only about half of those who registered for a course ever viewed a lecture, and only about 4 percent completed the courses.
Empiezan a verse resultados... y no son buenos
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Phil Hill, “Emerging Student Patterns in MOOCs: A (Revised) Graphical View ”. E-Literate, March 10, 2013 http://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view/
never login
read content or browse discussions, but do not take any form of assessment beyond pop-up quizzes embedded in videos
perform some activity (watch videos, browse or participate in discussion forum) for a select topic within the course, but do not attempt to complete the entire course
view a course as content to consume. They may watch videos, take quizzes, read discuss forums, but generally do not engage with the assignments.
the students who fully intend to participate in the MOOC and take part in discussion forums, the majority of assignments and all quizzes & assessments.
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Clow, Doug (2013). MOOCs and the funnel of participation. In: Third Conference on Learning Analytics and Knowledge (LAK 2013), 8-12 April 2013, Leuven, Belgium.
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2013Comienza a decaer la euforia sobre los MOOC
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2013La prensa interesada se desencanta
And perhaps the most publicized MOOC experiment, at San Jose State University, has turned into a flop.
http://www.sjsu.edu/chemistry/People/Faculty/Collins_Research_Page/AOLE%20Report%20-September%2010%202013%20final.pdf
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2013El creador se desencanta y “gira velas”.
Entrevista en Fast Company a Sebatian Thrun:
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"We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don't educate people as others wished, or as I wished. We have a lousy product… "Online education that leaves almost everybody behind except for highly motivated students, to me, can't be a viable path to education. We look back at our early work and realize it wasn't quite as good as it should have been. We had so many moments for improvement."
Sebastian Thrun Udacity
Licencia Algunos derechos reservados por jdlasicaSebastian Thrun, Fast Company Magazine
http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb
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2014Comienza el primer Master MOOC “de pago” con...
¡375 estudiantes!
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2014Siguen los “informes” (cientos de informes)
Los dos de esta semana:
MAY 2014
Disruptor, Distracter, or What?
A POLICYMAKER’S GUIDE TO MASSIVE OPEN ONLINE COURSES (MOOCS)
Andrew P. Kelly
IDEAS | PEOPLE | RESULTS
MOOCs: Expectations and Reality
Full Report
May 2014
Fiona M. Hollands, Ph.D. Devayani Tirthali, Ed.D.
Center for Benefit-Cost Studies of Education Teachers College, Columbia University
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2014Empiezan a llover artículos sobre MOOC
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¿Y qué se investiga?
Liyanagunawardena, T., A. A. Adams, and S. A. Williams (2013). MOOCs: A Systematic Study of the Published Literature 2008–2012. The International Review of Research in Open and Distance Learning 14 (3): 202–227.
1. Introductory (explaining aspects of MOOCs)
2. Concept (discussion of threats and opportunities of MOOCs in higher education)
3. Case Studies
4. Educational theory (pedagogical approaches used),
5. Technology (discussion of hardware and software used)
6. Participant focused ((discussion of participants’ experiences)
7. Provider focused (discussion of course creators and leaders)
8. Other.
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¿Qué se investiga?
Ebben. M. & Murphy; j.S. (2014). Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship. Learning, Media and Technology, DOI: 10.1080/17439884.2013.878352. (2009-2013 (1 de julio)).
1. Phase one: Connectivist cMOOCs, engagement and creativity 2009–2012
1. development of Connectivism as a learning theory, and
2. technological experimentation and innovation with Connectivism in early cMOOCs
2. Phase Two: xMOOCs, Learning Analytics and Assessment 2012–2013
1. the rise of xMOOCs,
2. further development of MOOC pedagogy,
3. growth of learning analytics and assessment, and the
4. emergence of a critical discourse about MOOCs.
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2014...2015...2016
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“Udacity announced this week that it would phase out free certificates for those who successfully complete its classes because students demanded more rigor. For reals?! No specifics on how much the startup is going to charge for the certificates now – Sebastian Thrun says “a relatively modest tuition fee.” Currently Udacity charges $150 a month for a mentor and feedback. MOOCs: free as in “bullshit.”
Audrey Watters Hack Education
http://hackeducation.com/2014/04/18/hack-education-weekly-news-4–18–2014/
“MOOCs: free as in “bullshit”
Foto: Alan Levine
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La pedagogía de los cMOOC
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Principios de aprendizaje conectivista (Siemens)
• El aprendizaje y el conocimiento yace en la diversidad de opiniones.
• El aprendizaje es el proceso de conectar nodos o fuentes de información.
• No sólo de los humanos se aprende, el conocimiento puede residir fuera del ser humano.
• La capacidad de aumentar el conocimiento es más importante que lo que ya se sabe. …
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Principios de aprendizaje conectivista (Siemens)
• La habilidad para ver las conexiones entre los campos, ideas y conceptos es primordial.
• La información actualizada y precisa es la intención de todas las actividades del proceso conectivista.
• La toma de decisiones es en sí misma un proceso de aprendizaje. Escoger qué aprender y el significado de la información entrante es visto a través de la lente de una realidad cambiante. Es posible que una respuesta actual a un problema esté errada el día de mañana bajo la nueva información que se recibe.
• Es necesario nutrir y mantener las conexiones para facilitar el aprendizaje continuo.
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http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/
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Aprendizaje emergente en los
cMOOC
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Framework for emergent learning and learning ecologies
Williams, Karousou, and Mackness (2011). Emergent Learning and Learning Ecologies in Web 2.0. International Review of Research in Open and Distance Learning, 12(3), 39-59.
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G. Siemens define “emergencia” como: !
an attribute exhibited by complex systems. The interactions of multiple agents at a local level can create or contribute to significant system-level change....When applied to learning, we can appeal to emergence as the outcome (understanding?) that arises from different agents interacting and producing unanticipated outcomes.
Siemens, G. (2009). Complexity, chaos, and emergence. http://docs.google.com/View?docid=anw8wkk6fjc_15cfmrctf8
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For the purposes of this paper, we interpret emergent learning as: !
learning which arises out of the interaction between a number of people and resources, in which the learners organise and determine both the process and to some extent the learning destinations, both of which are unpredictable. The interaction is in many senses self-organised, but it nevertheless requires some constraint and structure. It may include virtual or physical networks, or both.
Williams, Karousou, and Mackness (2011). Emergent Learning and Learning Ecologies in Web 2.0. International Review of Research in Open and Distance Learning, 12(3), 39-59.
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Aprendizajes emergentes
Williams, R., Mackness, J., y Gumtau, S. (2012). Footprints of emergence. International Review of Research in Open and Distance Learning, 13(4). Accesible en http://www.irrodl.org/index.php/irrodl/article/view/1267/230
CaosCaosCurrículum prescrito
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¿Son los cMOOC para todos?
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La pedagogía (imaginaria) de los
xMOOC
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Tiempo: una o dos semanas
xMOOC: Mastery Learning
Evaluación formativa
Unidad o lección 2
Actividades de ampliación
Actividades de recuperación
Unidad o lección 1
Evaluación formativa
Evaluación formativa
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Referentes teóricos
Benjamin Bloom (1913-1999)
B.F. Skinner (1904-1990)
Antecedents: Washburne en1922
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Retrieval practice is the act of enhancing long–term memory of facts through recalling information from short–term memory.
Retrieval-based learning
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“The key idea underlying our research is that frequent classroom
testing (and student self-testing) can greatly
improve education from kindergarten through
university.”
Roediger, H.L. & Karpicke, J.D. (2006). Test-Enhanced Learning. Taking Memory Tests Improves Long-Term Retention, Psychological Science, 17(3), 249.
Jeffrey D. Karpicke
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La pedagogía (real) de los xMOOC
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[Clase magistral] +
[Evaluación autocorrectiva o
entre iguales]
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Todo sobre los MOOC en una diapositiva :-)
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Para ir terminando…
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Los cMOOC han hecho un interesante tabajo en auto-organizción y comunidades de aprendizaje. Los xMOOC han escalado el aula magna Son enfoques muy diferentes. Su valor depende del valor que Ud. vea en estas dos metas. !
Stephen Downes
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What is interesting in this context is all the noise about MOOCs. These are just lectures on line interrupted by quizzes and discussion groups for the most part. There are no actual teachers and there is no one to help you get better at something. (A lot like an actual college course, in fact).
Roger Schank
http://educationoutrage.blogspot.com.es/2012/11/practical-education-for-everyone-enough.html
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Sin embargo… ¡cuidado pedagogos/as!
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Decir que los MOOC se desvanecerán porque son de poca calidad o su pedagogía es mala es como decir que McDonalds desaparecerá porque su comida no es saludable y la sillas son duras... Conveniencia y precio ganarán, independientemente de la calidad.
Lisa Lane Why deMOOCification won’t work
http://lisahistory.net/wordpress/2013/06/why-demoocification-wont-work/
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¿Qué nos deparará el futuro?
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[escriba aquí su opinión]
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Espero que los MOOC no sean esto:
T H E L O W F A R E S U N I V E R S I T YUNI