medigraphic.com
ISSN 2007-5057 (Impreso)
Investigación en Educación Médica

2018, Número 26

<< Anterior Siguiente >>

Inv Ed Med 2018; 7 (26)


Un MOOC, muchos MOOC: diseño multinivel en cursos masivos del área de la salud

Vadillo G, Bucio J

Idioma: Español
Referencias bibliográficas: 24
Paginas: 92-98
Archivo PDF: 301.94 Kb.


RESUMEN

Los cursos masivos abiertos en línea (MOOC) han tenido un desarrollo vertiginoso en muy pocos años y son causa de polémica y discusión sobre su efectividad. Por su potencial como innovación en la formación de interesados y profesionales en el área de la salud, en este artículo se revisan aspectos, como el diseño multinivel y el modelo invertido para potenciar el impacto de este tipo de cursos


REFERENCIAS (EN ESTE ARTÍCULO)

  1. Sharrock G. Making sense of the MOOCs debate. J High Educ Policy Manag. 2015;37(5):597–609. Recuperado a partir de: http://www.tandfonline.com/ doi/full/10.1080/1360080X.2015.1079399

  2. Vázquez Cano E, López Meneses E. Los MOOC y la educación superior: la expansión del conocimiento. Profesorado Rev Currículum y Form Profr. 2014;18(1):3–12. Recuperado a partir de: http:// www.redalyc.org/resumen.oa?id=56730662001

  3. Vadillo G. Entrevista a George Siemens, Desarrollador del Conectivismo. Rev Mex Bachill a Dist. 2011;(6). Recuperado a partir de: http://bdistancia.ecoesad. org.mx/?articulo=entrevista-a-goerge-siemens-desarrollador- del-conectivismo

  4. Ospina-Delgado JE, Zorio-Grima A, García-Benau MA. Massive open online courses in higher education: A data analysis of the MOOC supply. Intang Cap. 2016;12(5):1401–50. Recuperado a partir de: http://www.redalyc.org/comocitar. oa?id=54948501006

  5. Emmons SR, Light RP, Börner K. MOOC visual analytics: Empowering students, teachers, researchers, and platform developers of massively open online courses. J Assoc Inf Sci Technol. 2017;68(10):2350–63. Recuperado a partir de: http://doi.wiley.com/10.1002/ asi.23852

  6. Crosslin M, Wakefield JS. What’s Cooking in the MOOC Kitchen: Layered MOOCs. TechTrends. 2016;60(2):98–101. Recuperado a partir de: http:// link.springer.com/10.1007/s11528-016-0036-5

  7. Siemens G. Multiple pathways: Blending xMOOCs & cMOOCs [Entrada de blog]. Elearnspace. 2014. Recuperado a partir de: http:// www.elearnspace.org/blog/2014/05/06/ multiple-pathways-blending-xmoocs-cmoocs/

  8. Pomerol J-C, Epelboin Y, Thoury C. MOOCs : design, use and business models. 2015. Recuperado a partir de: https://www.wiley.com/en-us/ MOOCs%3A+Design%2C+Use+and+Business+- Models-p-9781848218017

  9. Mohamed MH, Hammond M. MOOCs: a differentiation by pedagogy, content and assessment. Int J Inf Learn Technol. 2017;35(1):2–11. Recuperado a partir de: http://www.emeraldinsight.com/ doi/10.1108/IJILT-07-2017-0062

  10. Schwartz J. Learning to Learn: You, Too, Can Rewire Your Brain. The New York Times. 4 de agosto de 2017; Recuperado a partir de: https://www.nytimes. com/2017/08/04/education/edlife/learninghow- to-learn-barbara-oakley.html

  11. Li X, Men C, Du Z, Liu J, Li M, Zhang X. Investigating the Statistical Distribution of Learning Coverage in MOOCs. Information. Multidisciplinary Digital Publishing Institute; 2017;8(4):150. Recuperado a partir de: http://www.mdpi.com/2078-2489/8/4/150

  12. Shah D. Monetization over Massiveness: A Review of MOOC Stats and Trends in 2016 — Class Central. 2016. Recuperado a partir de: https://www.class-central. com/report/moocs-stats-and-trends-2016/

  13. Department for Business Innovation and Skills. The maturing of the MOOC: literature review of massive open online courses and other forms of online distance learning. Research paper number 130. 2013. Recuperado a partir de: www.gov.uk/bis

  14. Macleod H, Haywood J, Woodgate A, Alkhatnai M. Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends. Springer US;59(1):56–63. Recuperado a partir de: http:// link.springer.com/10.1007/s11528-014-0821-y

  15. Sharrock G. Making sense of the MOOCs debate. J High Educ Policy Manag. Routledge;37(5):597–609. Recuperado a partir de: http://www.tandfonline. com/doi/full/10.1080/1360080X.2015.1079399

  16. Drake JR, O ’hara M, Seeman E. Five Principles for MOOC Design: With a Case Study. J Inf Technol Educ Innov Pract. 2015;14(14):125–43. Recuperado a partir de: http://www.jite.org/documents/Vol14/ JITEv14IIPp125-143Drake0888.pdf

  17. Maniu I, Maniu GC, Neamtu B. Learners satisfaction factors in neurology related MOOCs. SEA - Pract Appl Sci. Fundația Română pentru Inteligența Afacerii, Editorial Department; 2017;(15):463–9. Recuperado a partir de: https://econpapers.repec.org/article/cmjseapas/ y_3a2017_3ai_3a15_3ap_3a463-469.htm

  18. Manallack DT, Yuriev E. Ten Simple Rules for Developing a MOOC. Lewitter F, editor. PLOS Comput Biol.;12(10):e1005061. Recuperado a partir de: http://dx.plos.org/10.1371/journal.pcbi.1005061

  19. Pickering JD, Henningsohn L, DeRuiter MC, de Jong PGM, Reinders MEJ. Twelve tips for developing and delivering a massive open online course in medical education. Med Teach.;39(7):691–6. Recuperado a partir de: https://www.tandfonline.com/doi/full/1 0.1080/0142159X.2017.1322189

  20. Bayeck RY. Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups. Open Prax. 2016;8(3):223–33. Recuperado a partir de: http://dx.doi.org/10.5944/ openpraxis.8.3.282

  21. Shaw T, McGregor D, Brunner M, Keep M, Janssen A, Barnet S. What is eHealth (6)? Development of a Conceptual Model for eHealth: Qualitative Study with Key Informants. J Med Internet Res. 2017;19(10):e324. Recuperado a partir de: http://www.ncbi.nlm.nih. gov/pubmed/29066429

  22. Goldberg L, Crocombe L. Advances in medical education and practice: role of massive open online courses. Adv Med Educ Pract [Internet]. agosto de 2017;Volume 8:603–9. Recuperado a partir de: https:// www.dovepress.com/advances-in-medical-education- and-practice-role-of-massive-open-online- peer-reviewed-article-AMEP

  23. Yu H, Miao C, Leung C, White TJ. Towards AI-powered personalization in MOOC learning. npj Sci Learn. 2017;2(1):15. Recuperado a partir de: http://www. nature.com/articles/s41539-017-0016-3

  24. Loeser J. Differentiated Instruction. Research Starters: Education. 2013.




2020     |     www.medigraphic.com