zmWmQs

Recommendations

Info

Table of Contents Designing your first MOOC from scratch: recommendations after teaching “Digital Education of the Future”172 Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Israel Gutiérrez-Rojas, Derick Leony, Hugo A. Parada G. “A hostage to fortune” – Validating Massive Open Online Courses (MOOCs) for University Credit 178 Peter Alston and Ben Brabon Offering cMOOCs collaboratively: The COER13 experience from the convenors’ perspective 184 Patricia Arnold and Swapna Kumar, Anne Thillosen and Martin Ebner TORQUEs: Riding the MOOC wave to benefit on-campus courses 189 Volk Benno, Reinhardt Andreas and Osterwalder Koni Engineering MOOCs for Future Engineers: Integrating MOOCs into Formal Learning Environments 194 Simon Carolan, Morgan Magnin and Jean-Marie Gilliot The Discrete Optimization MOOC An Exploration in Discovery-Based Learning 200 Carleton Coffrin and Pascal Van Hentenryck Recasting a Traditional Course into a MOOC by Means of a SPOC 205 Sébastien Combéfis, Adrien Bibal and Peter Van Roy Evaluation and field trials of MOOC Platforms in the Spanish-speaking community 209 Ignacio Despujol, Carlos Turro, Jaime Busquets and Vicent Botti Learning Electronics through a Remote Laboratory MOOC 214 G. Díaz, F. García Loro, M. Tawfik, E. Sancristobal, S. Martin and M. Castro abiertaUGR: modelling online learning communities 218 Miguel Gea and Rosana Montes University of London International Programmes’ MOOC Experience 222 Barney Grainger and Michael Kerrison The EPFL MOOC Factory 228 Patrick Jermann, Gwenaël Bocquet, Gilles Raimond and Pierre Dillenbourg Open Online Courses in the context of higher education: an evaluation of a German cMOOC 234 Anja Lorenz, Daniela Pscheida, Marlen Dubrau, Andrea Lißner and Nina Kahnwald Friendly Handmade Explanation Videos 240 Jörn Loviscach Designing for the Unknown Learner 245 Hamish Macleod, Jeff Haywood, Amy Woodgate and Christine Sinclair MOOC Experience in the University of Cantabria 249 Sergio Martinez and Fernando Cañizal Mathematics Courses: Fostering individuality through EMOOCs 253 Dr. Bastian Martschink First time MOOC provider: reflections from a research-intensive university in the UK 259 Neil Peter Morris, Stephen Livesey and Carol Elston An Academic Online Resource at Técnico Lisboa 264 Ana Moura Santos and Rui Costa Experience Track |170
Opening up higher education through a low-cost MOOC model 268 Brian Mulligan SPOCs for Remedial Education: Experiences at the Universidad Carlos III de Madrid 271 Pedro J. Muñoz-Merino, Eva Méndez Rodríguez and Carlos Delgado Kloos Experiments with connectivism from a moderator’s point of view 277 Jutta Pauschenwein, Erika Pernold and Eva Goldgruber Towards a quality model for UNED MOOCs 282 Timothy Read and Covadonga Rodrigo Project-based MOOCs. A Field Report on Open Learning in Media Education 288 Friederike Siller, Jasmin Bastian, Jöran Muuß-Merholz and Tabea Siebertz Reviewers of Experience Track 293 Experience Track |171
Page 1 and 2:
Proceedings of the European MOOC St
Page 3 and 4:
Table of Contents Understanding Per
Page 5 and 6:
Understanding Persistence in MOOCs
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Analysing student participation in
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Signals of Success and Self-directe
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Analyzing completion rates in the F
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Challenges for conceptualising EU M
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Scaffolding Self-learning in MOOCs
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Towards an Outcome-based Discovery
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Dropout Prediction in MOOCs using L
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Self-Regulated Learning in MOOCs: D
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Extending the MOOCversity A Multi-l
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Encouraging Forum Participation in
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
MOOC Learning in Spontaneous Study
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Dropout: MOOC Participants’ Persp
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Reflections on Enrollment Numbers a
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
The SIRET Training Platform: Facing
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
MOOCs in fragile contexts Barbara M
Page 117 and 118:
MOOCs in fragile contexts Barbara M
Page 119 and 120: MOOCs in fragile contexts Barbara M
Page 121 and 122: MOOCs in fragile contexts Barbara M
Page 123 and 124: Cultural Translation in Massive Ope
Page 131 and 132: A typology and dimensions of a desc
Page 141 and 142: Characterizing video use in the cat
Page 147 and 148: How Students Learn using MOOCs: An
Page 155 and 156: A Platform that Integrates Quizzes
Page 161 and 162: Designing Video for Massive Open On
Page 169: Proceedings Experience Track Procee
Page 173 and 174: Designing your first MOOC from scra
Page 179 and 180: “A hostage to fortune” - Valida
Page 185 and 186: and others discussed COER13 issues
Page 187 and 188: tion process, in addition to the mu
Page 189 and 190: TORQUEs: Riding the MOOC wave to be
Page 195 and 196: Engineering MOOCs for Future Engine
Page 201 and 202: The Discrete Optimization MOOC An E
Page 205 and 206: Recasting a Traditional Course into
Page 209 and 210: Evaluation and field trials of MOOC
Page 215 and 216: Learning Electronics through a Remo
Page 217 and 218: Learning Electronics through a Remo
Page 219 and 220: abiertaUGR: modelling online learni
Page 221 and 222:
abiertaUGR: modelling online learni
Page 223 and 224:
University of London International
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
The EPFL MOOC Factory Patrick Jerma
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Open Online Courses in the context
Page 237 and 238:
Open Online Courses in the context
Page 239 and 240:
Page 241 and 242:
Friendly Handmade Explanation Video
Page 243 and 244:
Friendly Handmade Explanation Video
Page 245 and 246:
Designing for the Unknown Learner H
Page 247 and 248:
Designing for the Unknown Learner H
Page 249 and 250:
MOOC Experience in the University o
Page 251 and 252:
MOOC Experience in the University o
Page 253 and 254:
Mathematics Courses: Fostering indi
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
First time MOOC provider: reflectio
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
An Academic Online Resource at Téc
Page 267 and 268:
An Academic Online Resource at Téc
Page 269 and 270:
Opening up higher education through
Page 271 and 272:
SPOCs for Remedial Education: Exper
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Experiments with connectivism from
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Towards a quality model for UNED MO
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Project-based MOOCs. A Field Report
Page 291 and 292:
Project-based MOOCs. A Field Report
Page 293:
Reviewers of Experience Track: Carl
show all

zmWmQs

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?