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iMOOC Platform: Adaptive MOOCs

HCI International 2016,
Toronto, Canadá, 17-22 July 2016

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iMOOC Platform: Adaptive MOOCs

  1. 1. iMOOC Platform: Adaptive MOOCs María Luisa Sein-Echaluce mlsein@unizar.es Miguel Ángel Conde miguel.conde@unileon.es Francisco José García-Peñalvo fgarcia@usal.es Ángel Fidalgo angel.fidalgo@upm.es
  2. 2. • Describing a logistic, methodological and technological proposal based on a platform that allows adaptive MOOCs • Identifying the adaptive processes that can be associated to a MOOC • Measuring the perception of the participants in a MOOC about the adaptive characteristics thereof The main goals of this paper
  3. 3. • Against a classic MOOC, with fixed starting and ending dates and specific week timetable (all is oriented to users adapt themselves to the MOOC), this proposal has a wide period of learning that supports different schedules and plans. During this period the enrolment process is open and every participant decides, from an individual point view, the number of aMOOCs that wants to do, also the intensity and the working schedule • Virtual campus definition, each one composed by many aMOOCs sharing a common topic or knowledge field. Each specific aMOOC is independent from the others, but it can be joined with other aMOOCs in order to create a greater pedagogical unit and optimize common resources • The interconnection is based on sharing resources, activities and itineraries (learning paths) • The training from other aMOOCs is recognized. Common parts to others aMOOCs made are identified, this way the shared part is validated. For example, if in the “A” aMOOC a student develops an activity to acquire a specific skill, this student will not to do the activities related to the same skill in the same virtual campus The adaptive characteristics of iMOOC Campus
  4. 4. iMOOC CAMPUS CAMPUS CAMPUS aMOOC aMOOC “A” aMOOC “B” aMOOC “C” RESOURCE ACTIVITIE iMOOC Campus
  5. 5. HETEROGENEITYMASSIFICATION ADAPTIVE PILLS OBJECTIVES PROFILES COUNTRIES AGE TIME AVAILABILITY aMOOC Approach
  6. 6. Adaptive pills aMOOC P1. Self-assessment training P2. Adapted advance to the student’s learning speed P3. Adaptation of learning to different profiles/skills/interests P4. Contributing and sharing resources among a set of users with a common interest/profile P5. Adapted learning to the acquired knowledge (the results of the activities to be carried on) P6. Monitoring student’s progress
  7. 7. S1 (P1) Quizzes with feedback and hints S2 (P2) Activity completion and Restrict access options S3 (P3) Groups and groupings. Group Choice plugin S4 (P4) Forums (grouping mode) S5 (P5) Activity completion and Restrict access options. Lesson S6 (P6) Table of Activity completion Moodle tools (S)/ Pills (P)
  8. 8. aMOOC Practical fundamentals of educational innovation (15 hours) aMOOC Flip Teaching (20 hours) aMOOC Learning communities (15 hours) aMOOC Teamwork competence development (30 hours) 19.02.2016 -28.02.2016 870 enrolled people 500 people began the course Context
  9. 9. Table 1. Professional profile Table 2. Educational innovation previous experience Results (I)
  10. 10. Table 3. Motivation for enrolling in the MOOC Campus Results (II)
  11. 11. Table 4. Perception about adaptivity aspects Results (III)
  12. 12. It has been shown that the logistic, methodological and technological models offer new options to the previous frameworks; it may be implemented in a particular product and the campus users of this experience accept adaptivity on eLearning platforms, in MOOCs and in cooperative activities General conclusion
  13. 13. iMOOC Platform: Adaptive MOOCs María Luisa Sein-Echaluce mlsein@unizar.es Miguel Ángel Conde miguel.conde@unileon.es Francisco José García-Peñalvo fgarcia@usal.es Ángel Fidalgo angel.fidalgo@upm.es

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