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|a 1242465885
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|q (electronic bk.)
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|a 3030673146
|q (electronic bk.)
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|2 doi
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|a (OCoLC)1243545339
|z (OCoLC)1242465885
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|a HCDD
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| 245 |
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|a MOOCs and the participatory challenge :
|b from revolution to reality /
|c Divina Frau-Meigs, Sara Osuna-Acedo, Carmen Marta-Lazo, editors.
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| 264 |
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1 |
|a Cham :
|b Springer,
|c 2021.
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| 300 |
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|a 1 online resource (161 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 588 |
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|a Print version record.
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|a 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
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| 505 |
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|a 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
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| 505 |
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|a 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
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| 505 |
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|a 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
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| 505 |
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|a 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.
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| 520 |
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|a 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.
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| 500 |
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|a Includes index.
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| 588 |
0 |
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|a Online resource; title from PDF title page (SpringerLink, viewed April 12, 2021).
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| 650 |
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|a MOOCs (Web-based instruction)
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| 650 |
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7 |
|a MOOCs (Web-based instruction)
|2 fast
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| 650 |
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7 |
|a Aprenentatge electrònic.
|2 thub
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| 655 |
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|a Electronic books.
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| 655 |
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7 |
|a Llibres electrònics.
|2 thub
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| 700 |
1 |
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|a Frau-Meigs, Divina.
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| 700 |
1 |
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|a Osuna-Acedo, Sara.
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| 700 |
1 |
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|a Marta Lazo, Carmen.
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| 758 |
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|i has work:
|a MOOCs and the participatory challenge (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCG4bTKHr6rwHR3j7FpqrYP
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
8 |
|i Print version:
|a Frau-Meigs, Divina.
|t MOOCs and the Participatory Challenge.
|d Cham : Springer International Publishing AG, ©2021
|z 9783030673130
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| 856 |
4 |
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-67314-7
|y Click for online access
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| 903 |
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|a SPRING-ED2021
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| 994 |
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|a 92
|b HCD
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