WSEAS Transactions on Computers


Print ISSN: 1109-2750
E-ISSN: 2224-2872

Volume 18, 2019

Notice: As of 2014 and for the forthcoming years, the publication frequency/periodicity of WSEAS Journals is adapted to the 'continuously updated' model. What this means is that instead of being separated into issues, new papers will be added on a continuous basis, allowing a more regular flow and shorter publication times. The papers will appear in reverse order, therefore the most recent one will be on top.


Designing Moocs and OERs in a Virtual Mobility Experience

AUTHORS: Antonella Poce, Francesco Agrusti, Maria Rosaria Re, Francesca Amenduni

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ABSTRACT: The present paper is part of the Erasmus + project “openVM: Opening Education for Developing, Assessing and Recognising Virtual Mobility Skills in Higher Education”. The aim of this paper is sharing good practices related with the implementation of Virtual Mobility - VM that we have been developing through out the project. There will be presented guidelines for designing and choosing OERs for our VM MOOC and which design principles we have been following for the MOOC design and delivery. The guidelines are inspired by previous experiences of VM and literature analysis and they can be useful to design future VM experiences.

KEYWORDS: Open Virtual Mobility, OERs, MOOCs,

REFERENCES:

[ 1]Bates, T. (2015). What do we mean by ‘open’ in education? Retrieved from: http://www.tonybates.ca/2015/02/16/whatdo-we-mean-by-open-ineducation/#sthash.7wk8lvjE.dpuf

[3]Brown, M. (2016). MOOCs as social practice: a kaleidoscope of perspectives. Emerging models of learning and teaching in higher education: From books to MOOCs.

[3]Downes, S. (2012). The rise of MOOCs. Recuperado el, 1.

[4]EuroPACE . (2010). Retrieved November 15, 2010, from Interests – Virtual mobility: http://www.europace.org/interest3.php Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International Journal of Educational Technology in Higher Education, 13(1), 24.

[5]OECD (2017). Giving Knowledge for Free: The Emergence of Open Educational Resources. ISBN-978-92-64-03174-6 © OECD 2007

[6]Poce, A., Agrusti, F., Re, M. R. (2015). Sviluppo di uno strumento di valutazione delle risorse aperte (OERs) – Analisi dei dati raccolti: abitudini nell’uso della tecnologia e di scrittura. CADMO, Giornale Italiano di Pedagogia sperimentale. An International Journal of Educational Research, XXIII, 2, Milano, FrancoAngeli, 2015, pp. 86-92.

[7]MOOC Canvas https://www.it.uc3m.es/calario/MOOCCan vas/documents/MOOCCanvasReport_EN.pdf van Mourik Broekman, P., Hall, G., Byfield, T., Hides, S., & Worthington, S. (2015). Open education: A study in disruption. London: Rowman & Littlefield International.

[8]Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. A white paper. Retrieved March (p. 21). Bolton, UK. Retrieved from http://publications.cetis.ac.uk/2013/667

WSEAS Transactions on Computers, ISSN / E-ISSN: 1109-2750 / 2224-2872, Volume 18, 2019, Art. #19, pp. 141-149


Copyright © 2018 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0

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