Elements of the pedagogical design of MOOC «Statistics for researchers»
Abstract
We present the constituent elements of the pedagogical design of MOOC «Statistics to researchers» from the University of Salamanca to the goal of detailing its pedagogical design and the results obtained. We start from four themes: (I) type of statistical learning, features and the propositional network for its representation; (II) capabilities of the virtual environment to enhance the transfer of knowledge; (III) materials as resources to learning; (IV) the analysis of the technological tools. A case study-based research methodology is adopted and used the questionnaire as an instrument. We present the results of implementation proving its success with a 30% completion rate.
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Aguaded, I.; Vázquez, E. y Sevillano, M. L. (2013) ¿Turbocapitalismo de redes o altruismo educativo? SCOPEO INFORME, n.º 2. MOOC: Estado de la situación actual, posibilidades, retos y Futuro, 74-92. Salamanca: Universidad de Salamanca-Centro Internacional de Tecnologías Avanzadas.
Blumenfeld, P. C.; Soloway, E.; Marx, R. W. et al. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398. Davis, B. y Sumara, D. (2008) Complexity as a theory of education. Transnational Curriculum Inquiry, 5 (2), 33-44. Recuperado el 3 de julio de 2016, de http://nitinat.library.ubc.ca/ojs/index.php/tci.
De Waard, I.; Abajian, S.; Gallagher, M. S.; Hogue, R.; Keskin, N.; Koutropoulos, A. y Rodríguez, O. C. (2011) Using mLearning and MOOCS to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12 (7), 94-115. Recuperado el 1 de julio de 2016, de http://www.irrodl.org/index. php/irrodl/article/view/1046/2043.
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Downes, S. (2012) Connectivism and connective knowledge. Essays on meaning and learning networks (pp. 493-557). Recuperado el 15 de abril de 2014, de http://goo.gl/c5psuP.
Gagné, R. M. (1985) The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart & Winston.
Greeno, J. G. (1991) Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22, 170-218.
Jordan, K. (2013) MOOC completion rates: The data. Recuperado el 13 de julio de http://www. katyjordan.com/MOOCproject.html.
Kop, R. (2011) The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, Special Issue-Connectivism: Design and Delivery of Social Networked Learning, 12 (3). Recuperado el 6 de julio de 2016, de http://nparc.cisti-icist. nrc-cnrc.gc.ca/npsi/ctrl?action=rtdoc&an=18150443.
Kop, R.; Fournier, H. y Mak, J. S. F. (2011) A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research in Open and Distance Learning, Special Issue Emergent Learning, Connections, Design for Learning, 12 (7), 74-93. Recuperado el 13 de julio de 2016, de http:// nparc.cisti-icist.nrc-cnrc.gc.ca/npsi/ctrl?action=rtdoc&an=19040607.
Rodríguez, C. O. (2012) MOOCS and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning. Recuperado el 13 de julio de 2016, de http://www.eurodl.org/?p=Spe- cial&sp=init2&article=516.
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age. Recuperado el 8 de abril de 2008 de http://Goo.gl/0YRWiw.
Siemens, G. (2005) Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2 (1). Recuperado el 14 de febrero de 2012, de http://goo.gl/tfEVrZ.
Siemens, G. (2007) Connectivism: creating a learning ecology in distributed environments. En Th. Hug (ed.) Didactics of microlearning. Concepts, discourses and examples (pp. 53-68). Múnster: Waxmann.
Siemens, G. (2008) What is the unique idea in Connectivism. Recuperado el 23 de abril de 2014, de http://Goo.gl/VAl9Wa.
Valverde, J. (2014) MOOCS: una visión crítica desde las ciencias de la educación. Profesorado. Revista de Currículum y Formación del Profesorado, 18 (1), 93-111.
Vázquez, E.; López, E. y Sarasola, J. L. (2013) La expansión del conocimiento abierto: los MOOC. Barcelona: Octaedro.
Weiner, B. (1992) Human motivation: Metaphors, theories, and research. Newbury Park, CA: SAGE Publications.
Zapata-Ros, M. (2012) ¿Conectivismo, conocimiento conectivo, conocimiento conectado…?: Aprendizaje elaborativo en entornos conectados. Blog de la Cátedra UNESCO de Educación a Distancia (CUED). Recuperado el 25 de septiembre de 2012, de http://Goo.gl/bn2BVU.
Zapata-Ros, M. (2013) MOOCS, una visión crítica y una alternativa complementaria: la individualización del aprendizaje y de la ayuda pedagógica. Recuperado el 14 de marzo de 2014, de http://Goo.gl/gVKgFN.
Aguaded, I.; Vázquez, E. y Sevillano, M. L. (2013) ¿Turbocapitalismo de redes o altruismo educativo? SCOPEO INFORME, n.º 2. MOOC: Estado de la situación actual, posibilidades, retos y Futuro, 74-92. Salamanca: Universidad de Salamanca-Centro Internacional de Tecnologías Avanzadas.
Blumenfeld, P. C.; Soloway, E.; Marx, R. W. et al. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398. Davis, B. y Sumara, D. (2008) Complexity as a theory of education. Transnational Curriculum Inquiry, 5 (2), 33-44. Recuperado el 3 de julio de 2016, de http://nitinat.library.ubc.ca/ojs/index.php/tci.
De Waard, I.; Abajian, S.; Gallagher, M. S.; Hogue, R.; Keskin, N.; Koutropoulos, A. y Rodríguez, O. C. (2011) Using mLearning and MOOCS to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12 (7), 94-115. Recuperado el 1 de julio de 2016, de http://www.irrodl.org/index. php/irrodl/article/view/1046/2043.
Downes, S. (2007) What connectivism is. Recuperado el 24 de abril de 2014, de http://goo.gl/ rqRilz.
Downes, S. (2012) Connectivism and connective knowledge. Essays on meaning and learning networks (pp. 493-557). Recuperado el 15 de abril de 2014, de http://goo.gl/c5psuP.
Gagné, R. M. (1985) The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart & Winston.
Greeno, J. G. (1991) Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22, 170-218.
Jordan, K. (2013) MOOC completion rates: The data. Recuperado el 13 de julio de http://www. katyjordan.com/MOOCproject.html.
Kop, R. (2011) The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, Special Issue-Connectivism: Design and Delivery of Social Networked Learning, 12 (3). Recuperado el 6 de julio de 2016, de http://nparc.cisti-icist. nrc-cnrc.gc.ca/npsi/ctrl?action=rtdoc&an=18150443.
Kop, R.; Fournier, H. y Mak, J. S. F. (2011) A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research in Open and Distance Learning, Special Issue Emergent Learning, Connections, Design for Learning, 12 (7), 74-93. Recuperado el 13 de julio de 2016, de http:// nparc.cisti-icist.nrc-cnrc.gc.ca/npsi/ctrl?action=rtdoc&an=19040607.
Rodríguez, C. O. (2012) MOOCS and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning. Recuperado el 13 de julio de 2016, de http://www.eurodl.org/?p=Spe- cial&sp=init2&article=516.
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age. Recuperado el 8 de abril de 2008 de http://Goo.gl/0YRWiw.
Siemens, G. (2005) Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2 (1). Recuperado el 14 de febrero de 2012, de http://goo.gl/tfEVrZ.
Siemens, G. (2007) Connectivism: creating a learning ecology in distributed environments. En Th. Hug (ed.) Didactics of microlearning. Concepts, discourses and examples (pp. 53-68). Múnster: Waxmann.
Siemens, G. (2008) What is the unique idea in Connectivism. Recuperado el 23 de abril de 2014, de http://Goo.gl/VAl9Wa.
Valverde, J. (2014) MOOCS: una visión crítica desde las ciencias de la educación. Profesorado. Revista de Currículum y Formación del Profesorado, 18 (1), 93-111.
Vázquez, E.; López, E. y Sarasola, J. L. (2013) La expansión del conocimiento abierto: los MOOC. Barcelona: Octaedro.
Weiner, B. (1992) Human motivation: Metaphors, theories, and research. Newbury Park, CA: SAGE Publications.
Zapata-Ros, M. (2012) ¿Conectivismo, conocimiento conectivo, conocimiento conectado…?: Aprendizaje elaborativo en entornos conectados. Blog de la Cátedra UNESCO de Educación a Distancia (CUED). Recuperado el 25 de septiembre de 2012, de http://Goo.gl/bn2BVU.
Zapata-Ros, M. (2013) MOOCS, una visión crítica y una alternativa complementaria: la individualización del aprendizaje y de la ayuda pedagógica. Recuperado el 14 de marzo de 2014, de http://Goo.gl/gVKgFN.
Galindo Villardón, P., Vicente Galindo, M. P., & Sánchez García, A. B. . (2017). Elements of the pedagogical design of MOOC «Statistics for researchers». Aula, 23, 287–301. https://doi.org/10.14201/aula201723287301
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