Investigación

emoocs_2014-2Actas de la European MOOC Stakeholder Summit 2014, incluyendo los artículos presentados en las sesiones de investigación y experiencias.

lytics_bannerEl propósito del laboratorio Lytics de Stanford está enfocado en una dimensión del entorno de aprendizaje interactivo o infraestructura tecnológica de los MOOCs.

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Alario-Hoyos, C., Estévez-Ayres, I., Delgado Kloos, C., Villena-Román, J.

The concept of SPOCs (Small Private Online Courses) emerged as a way of describing the reuse of MOOCs (Massive Open Online Courses) for complementing traditional on-campus teaching. But SPOCs can also drive an entire methodological change to make a better use of face-to-face time between students and teachers in the classroom. This paper presents the redesign and evaluation of a first-year programming course in several engineering degrees, with over 400 students overall, through the reuse of MOOCs as SPOCs on campus, combined with a flipped classroom strategy aimed at promoting active learning. Results from a students’ self-reported questionnaire show a very positive acceptance of the SPOC, which includes both videos and complementary formative activities, and an increase of motivation through the combination of the SPOC and activities implemented in lectures to flip the classroom.

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Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., Gascón-Pinedo, J. A., & Kloos, C. D.

The emergence of massive open online courses (MOOCs) has caused a major impact on online education. However, learning analytics support for MOOCs still needs to improve to fulfill requirements of instructors and students. In addition, MOOCs pose challenges for learning analytics tools due to the number of learners, such as scalability in terms of computing time and visualizations. In this work, we present different visualizations of our “Add-on of the learNing AnaLYtics Support for open Edx” (ANALYSE), which is a learning analytics tool that we have designed and implemented for Open edX, based on MOOC features, teacher feedback, and pedagogical foundations. In addition, we provide a technical solution that addresses scalability at two levels: first, in terms of performance scalability, where we propose an architecture for handling massive amounts of data within educational settings; and, second, regarding the representation of visualizations under massiveness conditions, as well as advice on color usage and plot types. Finally, we provide some examples on how to use these visualizations to evaluate student performance and detect problems in resources.

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Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., Kloos, C. D., Niemann, K., Scheffel, M., & Wolpers, M

Presentación del Profesor Carlos Delgado Kloos en la Jornada de Educación Abierta celebrada el 11 de marzo de 2013 en la Universidad Carlos III de Madrid en el marco de la Open Education Week promovida por el Consorcio OpenCourseWare.

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