Moocs and the Participatory Challenge: From Revolution to Reality

ISBN-13: 9783030673130 / Angielski / Twarda / 2021 / 159 str.

Divina Frau-Meigs; Sara Osuna-Acedo; Carmen Marta-Lazo

Spis treści

Section 1:

1.    MOOCs as creative industries and vectors of transliteracy

Divina Frau-Meigs

2.    Communication and Dissemination Strategies for MOOCs

Victoria Tur-Viñes, Araceli Castelló-Martínez & Pablo-J. Vizcaíno-Alcantud

3.    Digital platforms, participation and learning environments within MOOCs

Miguel Ángel Ortiz-Sobrino, Patricia Núñez-Gómez &

      Asunción Gálvez-Caja

 

Section 2.  Strengths and weaknesses of participatory social MOOCs

4.    Relational Factor and inter-methodology in the ECO Project

Carmen Marta-Lazo

5.    Interculturality and agility in MOOCs

Adeline Bossu  

6.    Gamification and MOOCs   

      Sara Osuna-Acedo

7.    Cyberactivism and MOOCs

Miguel Ezequiel Badillo-Mendoza

8.    Circular Economy and MOOCs

Stefano Spalletti & Begoña Pérez

 

Section 3.  Sensible practices: community-building and transfer of experiences (focus shorter chapters)

9.    sMOOC: Comunicación y aprendizaje móvil social y R-elacional

Cristina Villalonga & Carmen Marta-Lazo

10.  MOOC Knowlegde transfer From Practice communities                                   

     Javier Gil-Quintana, Óscar Almazán & Alejandro Buldón

11.  Dialogue as Evaluation between peers methodology in MOOCs 

Margarita Roura Redondo

References

O autorze

Divina Frau-Meigs is professor of media and ICT sociology at Sorbonne Nouvelle University, France. She holds degrees from the Sorbonne University, Stanford University and the Annenberg School for Communications (University of Pennsylvania). She holds the UNESCO chair “Savoir-devenir in sustainable digital development: mastering information cultures” (2013--). She was granted the “Global MIL Award” by UNESCO and Alliance of Civilisations for her MOOC DIY MIL (2016). She is an expert with UNESCO (on MIL, social media, youth and radicalisation), with Council of Europe (on MIL and Digital Citizenship Education), and with the European Union (on MIL for all and online disinformation). 

Dr. Frau-Meigs directed CLEMI (the French Center for Media and Information Literacy) during 2013-2015 and prepared the French school response after the “Je suis Charlie” terrorist attacks. She is the co-chair of the European Chapter of GAPMIL, the Global Alliance for Partnerships in Media and Information Literacy. She represents civil society interests (academia and research) in the Internet Governance Forum (IGF) and in other global arenas (ICANN, WSIS...).  She is the co-founder and president of Savoir*Devenir, an NGO dedicated to 21^st century media literacies and digital citizenship.

Sara Osuna-Acedo is a Professor of Communication and Education and Deputy Vice Director for  Continuous Education at the National University for Distance Education of Spain (UNED). She is  a University expert on MOOCs, Social Media, Free Software, Media Analysis and Integrated Technologies and Knowledge Societies. Her research lines are MOOC, media convergence, digital scenarios, disability, digital learning and social networks. She has coordinated the European project ECO "Elearning, Communication and Open-data: Mobile, Massive and Ubiquitous Learning" where 23 partners from nine different countries participated.

Noteworthy are the works published in journals and editorials with some scientific impact on the results of the ECO Project.

CARMEN MARTA-LAZO is a Senior Lecturer in Journalism at the University of Zaragoza (Spain). She is Director of Unizar Radio station and Director Entremedios Digital Platform. She is Main Researcher in Digital Communication and Information Research Group (GICID), that forms part Government of Aragon (S29_20R). She is Co-editor in chief of Mediterranean Journal of Communication. She was part of the project “E-learning, communication and Open Data: Mobile, massive and ubiquitous learning”, as coordinator in the partner of the University of Zaragoza. She has conducted numerous scientific forums related to her research lines, based on Media Education, Digital Competence and screen consumptions and interactions.

Blurb

This book reports on a rather unique European experience, the pioneering ECO project for Social MOOCs (Massive Open Online Courses) and recapitulates the whole three-year process. It provides a critical perspective on the future of MOOCs in Europe and provides several comparisons with other existing models and platforms.

The book contains chapters that address the major issues connected to MOOC design and implementation.  The first 8 chapters cover large issues that extend beyond the ECO project experience, such as creative industries and trans-literacy; management and implementation; learning environments and platforms; dissemination; pedagogical models; interactivity and agility; gamification; evaluation; and business models.  The last 3 chapters hone in on narrowly focused topics such as mobility, knowledge transfer and peer to peer evaluation. The specificities of this on-going project (funded by the EU) are: a unique collaborative pedagogy, an intercultural process (6 languages), and focus on intercreativity, the multiplying impact of e-teachers (the community of participants that was empowered to create more than 50 new MOOCs), accessibility and gamification.

The book will be of interest due to its holistic approach to MOOCs and its assessment of their opportunities and their limitations. Many issues are explored and contribute to deeper understanding of the phenomenon and its transformative capacities for education and learning.