16 SES 06 A, Instructional Design and Technology Use
In post-industrial society, distance learning accompanied us through the evolution of various technologies of information and communication - postal services, radio, television, video - and, from the second half of the last century, through the Open University and the idea that people could be linked through computers in order to learn and discuss about a particular topic. Nevertheless, these formats have never reached a massive number of participants.
The latest digital technological innovations have opened numerous possibilities in the era of lifelong learning and anywhere anytime learning. The massive distance teaching has reference to the OCW project (OpenCourseWare) at the Massachusetts Institute of Technology (MIT), launched in 1999, which consisted of the replication of the actual classes through video recording of some MIT courses and providing some tasks, but without the possibility of interaction with the teacher or other participants.
Following the experiences of the OCW project, MOOC (Massive Open Online Courses) full emerged in online education, in 2012, rapidly changing the way we view the access to learning, particular, in areas such as higher education and specialized training. In recent past, it is possible to highlight the creation of OER (Open Educational Resources), the OCW as a driver of open and massive courses, the creation of Khan Academy and the birth of MOOC aggregation platforms, such as Coursera, Udacity, EDX, Khan Academy, iversity or FutureLearn.
The MOOC offer quality online courses devised by teachers of the most prestigious universities worldwide in a diverse range of topics allowing participants to learn through interactions they establish with other participants enrolled in the same course and the teacher himself through various social tools, reaching to vast audiences at relatively low cost, rapid becoming a very popular choice in online learning, allowing students, lifelong learners and professionals to acquire new skills and greater employability (as a promise).
At a time of unfolding global initiatives in providing Massive Open Online Courses (MOOC) and the proliferation of such teaching, requires an urgent study as sustained in the goals of the Bill & Melinda Gates Foundation MRI (MRI, 2013): "The MOOC Research Initiative (MRI) will begin to address this research gap by Evaluating MOOCs and how they impact teaching, learning, and education in general. "This form of learning in a networked world by information and communication technology still lacks much depth in instructional design: "Especially disturbing is that none of the major MOOC providers have hired anyone trained in instructional design, the learning sciences, educational technology, course design, or other educational specialties to help with the design of Their courses. They are hiring a lot of programmers ... "(Holton, 2012)
Our work focuses on the development of a MOOC, analyzing the conception, implementation and evaluation process (the complete design process), taking into account the Portuguese reality.
It aims to analyze the complet design process of a MOOC in a K-12 curricular context. We will seek to answer the following questions:
— How to design, produce and implement a MOOC?
— What platform to deliver the MOOC;?
— Which tools and technologies to use for the management of the course?
To try to answer these questions we will pursue the following objectives:
• Analysis of platforms, tools and technologies to develop and implement a course.
• Design and produce a MOOC;
• Critical discussion of the all process, clarifying constraints and potentialities.
Bardin, L. (1994). Análise de Conteúdo. Lisboa: Edições 70. Holton, D. (2012). What’s the “problem” with MOOCs? Disponível em http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with-moocs/ (22 de junho de 2013). MOOC Research Initiative (2013). MOOC Research. Disponível em http://www.moocresearch.com (19 de junho de 2013). Oliveira, L. R. et al (2008). Creating free educational content for the web : the project POAW. AAACS Annual Conference. New York http://hdl.handle.net/1822/10178 Oliveira, L. R. M. (2004). A Comunicação Educativa em Ambientes Virtuais: um modelo de design de dispositivos para o ensino-aprendizagem na universidade. Universidade do Minho. http://hdl.handle.net/1822/7672 Oliveira, Lia Raquel (2003) Fostering Self-Direction and Autonomy Trough the Use of Web Technologies. In Proceedings of Iched2003-International Conference on Higher Education. Teaching and Learning in Higher Education: New Trends and Innovations. Aveiro: University of Aveiro. http://hdl.handle.net/1822/8598 Oliveira, Lia Raquel & Blanco, Elías (2002) A Model for an Open, Flexible Website to Aid Classes at University: the Student Interface. In Proceedings of E-Learn2002. Montréal, Canadá. Available at http://editlib.org/noaccess/9408 Prensky, M (2001). Digital Natives, Digital Immigrants. On the Horizon, volume 9 (N.º 5), p. 1. Richey, R.C. & Nelson, W.A. (1996). Developmental Research. In Jonassen, D.H. (Ed.) Handbook of Research for Educational Communications and Technology. New York, NY: Simon & Schuster Macmillan. 1213-1245. Van Der Maren, J.–M. (1996), Méthodes de Recherche pour l’Education. 2ª ed. Bruxeles: DeBoeck Université.
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