Abstract: This study has been carried out within the context of the ECO European Project (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous, and Open Learning) which is being financed by the European Union over four years (2014-17). It analyses the pedagogic architecture of MOOC on pedagogic/educational subjects in Spanish over one academic year (September 2015-June 2016). The analysis focuses on five major dimensions from a qualitative perspective: subjects and the promoting institution, methodology, resources, type of videos, and evaluation. The results demonstrate the hegemony of subjects linked to the Society of Knowledge, such as the widespread use of traditional methodology based on video lessons (the ?talking head? model). Communication tools are clearly underused and evaluation based on the use of questionnaires is dominant. The findings show the need for further research into MOOC based on a pedagogic approach such as the one adopted her
RESUMEN: En esta investigación se analizan MOOCs cuya lengua vehicular es el castellano y que versan sobre temáticas pedagógicas/educativas. El análisis, de clara inspiración cualitativa, se centra en 5 dimensiones: 1) Datos básicos (título, temática, objetivo, institución y plataforma que lo aloja), 2) Metodología, 3) Recursos, 4) Tipos de videos y 5) Evaluación. Los resultados muestran las temáticas hegemónicas en los cursos, así como la clara presencia de una metodología magistral, apoyada en videolecciones donde predomina el modelo de "busto parlante". A pesar de usarse otro tipo de recursos (presentaciones, foros, infografías, guías, etc.), se detecta que en muchas de estas ofertas formativas no se explotan, en su totalidad, las herramientas de interacción/comunicación que ofrecen las plataformas. Y el uso de los cuestionarios de evaluación sigue siendo dominante. Las conclusiones señalan que necesitamos seguir investigando la arquitectura pedagógica de los MOOC, localizando las barreras que existen para que éstos respondan a su genuina finalidad de crear una comunidad de aprendizaje, lo que supone, sin duda, alejarnos de los modelos pedagógicos más técnicos. El trabajo se enmarca en el proyecto ECO (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous and Open Learning) promovido por la Comunidad Europea. ; ABSTRACT: This research analyses MOOCs offered in Spanish related to educational/pedagogic subjects. The analysis, based on qualitative research methods, focuses on 5 dimensions: 1) Basic data (title, subject, aim, institution and hosting platform), 2) Methodology, 3) Resources, 4) Types of videos and 5) Assessment. The results demonstrate the dominant subjects within the courses offered, as well as the clear presence of a teacher focused methodology supported by video-classes where the "talking heads" model predominates. Despite the use of other types of resources (presentations, forums, infographics, guides, etc.), it has been identified that in many of these training courses tools for interaction/communication offered by these platforms are not fully exploited. Furthermore, the use of evaluation questionnaires remains dominant. The conclusions demonstrate the need to continue researching the pedagogic structure of MOOC, identifying the barriers that exist so that these courses can fulfil their real aims of creating a community of learning, something which definitely requires a move away from technical pedagogic models. This study forms part of the ECO project (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous and Open Learning) promoted by the European Union.
Abstract: This research analyzes the profile of students on MOOC (massive open online courses) courses within the framework of the ECO project (E-learning, Communication and Open-Data: Massive Mobile, Ubiquitous and Open Learning) promoted by the European Union. An analysis of the profile of students enrolled in the five editions of the course entitled ?Educational innovation and professional development. Possibilities and limits of technology? has been conducted based on the following objectives: (a) gain knowledge about the profile of students; (b) identify the students? perception of their level of digital competence for participating in the course; (c) find out what their real expectations were when they enrolled on the course; and (d) suggest proposals for improving the design of the course based on the study carried out on the student profile. This research shows the tendencies of students enrolled on these types of training processes and suggests improvements in the design of the course in order to satisfy the participants? motivations and expectations. In this regard, the results suggest that the design of MOOCs should be based on a sustainable, social and communicative curricular approach while at the same time greatly enhancing interaction and collaborative work.
This article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework.
