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- Designing a massive open learning processes: the sMOOC pedagogical frameworkPublication . Brouns, Francis; Teixeira, António; Morgado, Lina; Fano, Santiago; Gutiérrez, Aquilina Fueyo; Jansen, DarcoMassive Open Online Courses (MOOCs) as provision of open and online education have become phenomena in higher education that cannot be dismissed. While MOOCs have orginated in Canada and the United States, the cMOOC and the xMOOC model used there does not fit entirely with the European take on education. This chapter describes an alternative, collaborative approach of MOOC design. This approach is based on a model already tested in practice and has been further elaborated and evaluated in the Elearning, Communication and Open-data (ECO) project. The pedagogical framework is based on the notion that MOOCs should be designed to accommodate the specific context of open online education with its heterogeneity of learner needs. It differs very much from a traditional classroom approach and needs to put the learner center-stage in a social networked learning environment. The characteristics of such a pedagogical framework are described and it is explained how digital inclusion, ubiquitous learning, and gamification can provide affordances for active participation of learners that meet the learners’ needs. Examples are given of implementation of these aspects in ECO MOOCs and initial reports of user evaluations indicate that learners liked this approach.
- A networked learning framework for effective MOOC design: the ECO Project approachPublication . Brouns, Frances; Mota, José; Morgado, Lina; Jansen, Darco; Fano, Santiago; Silva, Alexandre; Teixeira, AntónioIn the past two years a lot of attention has been given by the European Commission, as well as the European open, distance and digital education community, to the development of an alternative, more collaborative approach to MOOC design that has the potential to represent a solid qualitative alternative to the most commonly used models today. These models, which basically follow a trend originated at the top US universities that is broadly identified in the literature as xMOOCs, are proving to be inconsistent with the European standards for formal higher education due to their low-level of learner support and lack of an enriched pedagogical approach. Within the framework of the EU-funded project Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning (ECO) a research team from a pool of institutions with experience in MOOC design conceived a model that attempts to meet the above-referred challenge. In this paper we present a description of the model and its most innovative features, its theoretical foundations and context of development, as well as scenarios of implementation. Through our definition of MOOCs and assumptions, principles and characteristics of the pedagogical framework it should become clear why a networked learning framework for effective MOOC design will be able to meet the ambition of European higher education institutions to develop an alternative, more quality-oriented and effective approach to a massive open online form of education delivery