Advertisement

MOOCs Scenarios and Learning Recognition. A Step Further?

  • Luigi Guerra
  • Maurizio BettiEmail author
  • Luca Ferrari
Conference paper
Part of the Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering book series (LNICST, volume 160)

Abstract

This paper introduces some pedagogical reflections about the “lights” and “shadows” of the MOOCs in higher education. It presents the main characteristics of those courses and proposes feasible potential scenarios of online learning recognitions. Currently, there are several modality to design the assessment in the massive courses, but the majority of them focus only on summative assessment function.

Keywords

Moocs Assessment Certification Recognitions OER 

References

  1. 1.
    Siemens, G.: Connectivism: A Learning Theory for the Digital Age (2005). http://www.elearnspace.org/Articles/connectivism.htm
  2. 2.
    Chiappe, A., Laverde, N., Martinez-Silva, J.: Literature and practice: a critical review of MOOCs. Comunicar Media Educ. Res. J. 2(44), 1988–3293 (2015). e-ISSNGoogle Scholar
  3. 3.
    Stacey, P.: The Pedagogy of MOOCs (2013). http://edtechfrontier.com/2013/05/11/thepedagogy-of-moocs
  4. 4.
    Sandeen, C.: Assessment’s place in the new MOOC world. Res. Pract. Assess. 8, 8–12 (2013)Google Scholar
  5. 5.
    Ebner, M., Taraghi, B., Saranti, A.: Seven features of smart learning analytics - lessons learned from four years of research with learning analytics. In: eLearning Papers, N 40 (2015). http://www.openeducationeuropa.eu/en/article/Assessment-certification-and-quality-assurance-in-open-learning_From-field_40_3?paper=164347
  6. 6.
    Sánchez, M.M., Prendes, M.P.: Beyond objective testing and peer assessment: alternative ways of assessment in MOOCs. RUSC. Universitat Oberta de Catalunya and University of New England 12(1), 119–129 (2015)Google Scholar
  7. 7.
    Witthaus, G., Childs, M., Nkuyubwatsi, B., Conole, G., Inamorato dos Santos, A., Punie, Y.: An assessment-recognition matrix for analysing institutional practices in the recognition of open learning. In: eLearning Papers, N 40 (2015). http://www.openeducationeuropa.eu/en/article/Assessment-certification-and-quality-assurance-in-open-learning_From-field_40_1?paper=164347
  8. 8.
    O’Toole, R.: Pedagogical strategies and technologies for peer assessment in Massively Open Online Courses (MOOCs). In: WRAP (2013). http://wrap.warwick.ac.uk/54602
  9. 9.
    Sánchez, M.M., Prendes, M.P.: La participación del alumnado en los cursos masivos (MOOC). In: II Congreso Internacional de Innovación Docente. Universidad de Murcia (2014)Google Scholar
  10. 10.
    Fahmy, A., Chatti, M., Schroeder, U., Wosnitza, M., Jacobs, H.: MOOCs. A Review of the State-of-the-Art. In: CSEDU 2014 – 6th International Conference on Computer Supported Education. Barcelona (2014)Google Scholar
  11. 11.
    Kolowich, S.: The Professors who make the MOOCs. In: The Chronicle of Higher Education (2013). http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview
  12. 12.
  13. 13.
    Camilleri, A.F., Tannhäuser, A.C. (Edited by) Open Learning Recognition. Taking Open Educational Resources a step further, Bruxelles, EFQUEL – European Foundation for Quality in e-Lear (2012)Google Scholar
  14. 14.
    Muzio, R.: MOOC – Massive Open Online Courses – fra marketing e filantropia (2013). http://www.cowinning.it/formazione/mooc-massive-open-online-courses/
  15. 15.
    Peter, S., Deimann, M.: On the role of openness in education: a historical reconstruction. Open Prax. 5(1), 7–14 (2013)Google Scholar

Copyright information

© Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2016

Authors and Affiliations

  1. 1.Departement of Education Sciences (EDU)University of BolognaBolognaItaly

Personalised recommendations