MOOCs and the participatory challenge : from revolution to reality / / edited by Divina Frau-Meigs, Sara Osuna-Acedo, and Carmen Marta-Lazo

• Pubblicazione: Cham, Switzerland : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (161 pages) : illustrations
• Disciplina: 371.358
• Soggetto topico: MOOCs (Web-based instruction); Aprenentatge electrònic
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): Frau-MeigsDivina; Osuna-AcedoSara; Marta LazoCarmen
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Introduction: MOOCs: Learning from Disruption -- Contents -- About the Editors -- Part I: Fundamentals Revisited -- Chapter 1: MOOCs as Creative Industries and Vectors of Transliteracy -- 1.1 MOOCs as Experiential and Relational Goods Within Creative Industries -- 1.1.1 Relational and Experiential Goods -- 1.1.2 MOOCs from the Corporate Perspective -- 1.1.3 MOOCs from the User/Learner Perspective -- 1.2 MOOCs as they Affect Institutions of Knowledge -- 1.2.1 Social Entrepreneurship -- 1.2.2 MOOCs as Facilitators of Transliteracy -- 1.2.2.1 Transliteracy Vectors -- 1.2.2.2 Digital Mediation and Pedagogical Design -- 1.3 ECO, A Step Further for Creative Industries of Knowledge -- 1.3.1 Epistemic Maturity -- 1.3.2 E-presence -- 1.3.3 Transfer and Replication -- 1.4 Conclusion -- References -- Chapter 2: Communication and Dissemination Strategies for MOOCs -- 2.1 The New Educational Context -- 2.2 From ICT to ICRT -- 2.3 Social Networks in MOOCs as a Space for the Relational (r) Factor -- 2.4 The Importance of Communication Management in MOOCs -- 2.5 Communication About MOOCs and Their Platforms: Case Studies -- References -- Chapter 3: Digital Platforms, Participation, and Learning Environments Within MOOCs -- 3.1 MOOCs: A New Paradigm for Learning -- 3.1.1 A Virtual Learning Community -- 3.1.2 Culture of Participation and Learning in MOOCs -- 3.2 MOOCs: An Evolving Educational Model, Subject to the Technological Impact and Dynamism of Social Media -- 3.2.1 MOOC Actors and Main Characters -- 3.2.1.1 The New Role of the Teacher in MOOCs -- 3.2.2 MOOC as a Personal Learning Environment -- 3.2.3 A new Student-School Relationship -- 3.3 Open Source Pedagogical Platforms -- 3.3.1 The Virtual Environment as an Added Value for Learning -- 3.4 Collective Knowledge and ICT. ; 3.4.1 Tools and Formats for Interaction, Participation, and Collaboration in the MOOC Learning Community -- 3.4.2 The Relevant Role of Social Networks in MOOCs -- 3.5 The Path of Transmediality, Virtuality, and Gamification in MOOCs -- 3.6 Some Considerations for Improving MOOC Participation Procedures -- References -- Part II: Strengths and Weaknesses of Participatory Social MOOCs -- Chapter 4: Relational Factor and Intermethodology in the ECO Project -- 4.1 Review of Learning Models Tthrough MOOC Turning into tMOOC -- 4.2 Relational Pedagogy in Environments E-Learning sMOOC -- 4.3 The Relational Factor of the TRICs in ECO sMOOC element -- 4.4 Intermethodology at the Service of Collaborative Learning Collaborative -- 4.5 By Way of Conclusion -- References -- Chapter 5: Interculturality and Agility in MOOC Design: The MOOC Step by Step Project -- 5.1 Interculturality and Agility as Major Online Management Stakes -- 5.2 The Unit of Analysis: The MOOC Step by Step -- 5.3 Methodology -- 5.4 Results -- 5.4.1 Designing Interculturality -- 5.4.2 Limitations -- 5.4.3 Incrementing Agility -- 5.4.4 Limitations -- 5.4.5 The Interculturality Search in the Agility Quest and Vice Versa -- 5.5 Moving Towards Agile Interculturaction -- 5.6 Revisiting the Action System in Light of Agile Interculturaction: "Systemic Interactional Management" -- References -- Chapter 6: Gamification and MOOCs -- 6.1 Introduction -- 6.2 Principles of Gamification -- 6.2.1 Intercreativity in Gamification -- 6.2.2 Motivation, Engagement, Participation -- 6.3 Gamification and E-Learning, Ubiquitous, Mobile -- 6.4 Gamification and MOOCs -- 6.4.1 Social Media -- 6.4.2 Gamification Elements in ECO Project's sMOOCs -- 6.5 Conclusion -- References -- Chapter 7: MOOC and Cyberactivism: Relationships from and as Social Practices -- 7.1 Introduction -- 7.2 Starting Points -- 7.3 Cyberactivism. ; 7.4 A Perspective from Social Practices -- 7.5 Findings -- 7.6 Relationships -- 7.7 Reflections -- References -- Chapter 8: Circular Economy and MOOCs -- 8.1 Education and Economics -- 8.2 The Economics of Education in the Digital Age -- 8.3 The Social Rate of Returns in Economics Education: CE Aims and Problems -- 8.4 Education, sMOOC, and CE -- 8.5 Conclusion -- References -- Part III: Sensible Practices: Community-Building and Transfer of Experiences -- Chapter 9: sMOOC: Communication, and Social and Relational Mobile Learning -- 9.1 Introduction -- 9.2 Context -- 9.3 The Practical and Social Learning Approach -- 9.4 The R-elational Factor and the Creation of Online Learning Communities: Reflection and Criticism Through Activities and Evaluation -- References -- Chapter 10: MOOC Knowledge Transfer from Practice Communities -- 10.1 Introduction -- 10.2 Knowledge Transfer in Theory -- 10.3 Methodology -- 10.4 Findings -- 10.5 Discussion -- References -- Chapter 11: Dialogue as Peers Assessment Process in MOOCs -- 11.1 Introduction -- 11.2 Assessment in Learning Process -- 11.3 Implementation of MOOC "Awaken the Sight: Introduction to Critical Reading of Image" -- 11.4 Analysis of Results -- 11.5 Discussion -- References -- Index.
• Titolo autorizzato: MOOCs and the participatory challenge
• ISBN: 3-030-67314-6
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910483561103321
• Lo trovi qui: Univ. Federico II