Adaptative Pedagogical Design for MOOC Development: A Strategy for Developing Competences in Corporate Contexts
DOI:
https://doi.org/10.24320/redie.2020.22.e16.2192Keywords:
Adaptive learning, Problem Based Learning (PBL), MOOC, learning methodologies.Abstract
This article intends to present the contributions of online open mass courses (MOOC) to corporate learning processes, based on an adaptive pedagogical model. To this end, the research was developed under a mixed, within the framework of an exploratory design of explanatory scope, based on variables such as adaptive teaching and the didactic technique of Problem Based Learning (PBL), as well as effects on meaningful learning. The results present some contributions of MOOC to management processes in organizations and to the development of technological skills, which lead to the strengthening and success of organizations in the corporate context.Downloads
References
Bates, T. (2012). What’s right and what’s wrong about Coursera-style MOOCs?https://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/
Cann, A. (2013). After the gold rush: MOOCs are augmenting rather than replacing formal educational models. http://blogs.lse.ac.uk/impactofsocialsciences/2013/01/16/after-the-gold-rush/
Daradoumis, T., Bassi, R., Xhafa, F. y Caballé, S. (2013). A review on massive e-learning (MOOC) design, delivery and assessment. Eighth International Conference on P2P, Parallel, Grid, Cloud and Internet Computing. IEEE Computer Society, 208-213. https://doi.org/10.1109/3PGCIC.2013.37
Díaz, F. (2006). Enseñanza situada: vínculo entre la escuela y la vida. McGraw Hill.
Fernández, S. (1993). Educación adaptativa como respuesta a la diversidad. Signos. Teoría y práctica de la educación, 8(9), pp. 128-139.
Gaebel, M. (2014). MOOCs Massive Open Online Courses. https://www.oerknowledgecloud.org/record720
Hollands, F. y Tirthali, D. (2014). MOOCs: expectations and reality. Columbia University, Center for Benefit-Cost Studies of Education, Teachers College. https://www.cbcse.org/s/MOOCs_Expectations_and_Reality.pdf
Kolowich, S. (2013). American Council on Education recommends 5 MOOCs for credit. The chronicle of higher education. https://www.chronicle.com/article/American-Council-on-Education/137155/
Liyanagunawardena, T., Williams, S. y Adams, A. (2013). The Impact and Reach of MOOCs: a developing countries’ perspective. eLearning Papers, 33. http://centaur.reading.ac.uk/32452/
Mak, S., Williams, R. y Mackness, J. (2010). Blogs and forums as communication and learning tools in a MOOC. En L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell y T. Ryberg (Eds.) Proceedings of the 7th International Conference on Networked Learning 2010 (pp. 275-284). University of Lancaster.
Ministerio de Tecnologías de la Información y las Comunicaciones (2015a). MOOC: adopción del protocolo IPv6” y “Mejores prácticas en la gestión y seguridad de TI”. Colombia.
Ministerio de Tecnologías de la Información y las Comunicaciones (2015b). Informe Final Convenio 475 de 2015: estrategia de sistematización de la experiencia desarrollada para los MOOC de MinTIC y RENATA, en los sectores y entidades del Estado. Colombia.
Moser-Mercer, B. (2014). MOOCs in fragile contexts. European MOOCs Stakeholders Summit. https://www.unige.ch/inzone/files/9514/8965/4778/MOOCsinFragileContexts.pdf
Palacios, Coll y Marchesi (2015). Desarrollo psicológico y educación. Alianza.
Parr, C. (2013). Not staying the course. https://www.insidehighered.com/news/2013/05/10/new-study-low-mooc-completion-rates
Postic, M. (2000). La relación educativa: factores institucionales, sociológicos y culturales. Narcea.
Rojas, R. (1989). Investigación social teoría y praxis. Plaza y Valdez.
Snow, R. (1997). Aptitudes and symbol systems in adaptive classroom teaching. Phi Delta Kappan, 78(5). 354-360.
Trucano, M. (2013a). MOOCs in Africa. https://blogs.worldbank.org/edutech/moocs-in-africa
UNESCO. (2013). Introduction to MOOCs: Avalanche, illusion or augmentation? https://iite.unesco.org/publications/3214722/
Universities United Kingdom (2013). Massive open online courses: higher education’s digital moment? https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/massive-open-online-courses.aspx
Warnock, M. (1978). Informe sobre necesidades educativas especiales. Siglo Cero.
Downloads
-
HTML
-
PDF
-
XMLSPANISH 139
Article abstract page views: 3055
Published
2020-05-23License
Copyright (c) 2020 Revista Electrónica de Investigación Educativa
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
