Persona:
Castrillo de Larreta-Azelain, María Dolores

Foto de perfil
Dirección de correo electrónico
ORCID
0000-0002-0713-2351
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Castrillo de Larreta-Azelain
Nombre de pila
María Dolores
Nombre

Filtros

2007 - 200912010 - 2019172020 - 20239
Restablecer filtros

Ajustes

Resultados de la búsqueda

Mostrando 1 - 10 de 27
  • Miniatura
    Publicación
    Joining forces towards social inclusion: Language MOOC design for refugees and migrants through the lens of Maker culture.
    (Equinox Publishing, 2021-02-02) Castrillo de Larreta-Azelain, María Dolores; Sedano Cuevas, Beatriz
    The expansion of MOOCs (massive open online courses) is very much associated with instructors interested in the craft of teaching, innovating, and experimenting with different methods to improve and expand students’ learning experience. The Erasmus+ project MOONLITE has worked to create cross-institutional scenarios and new educational pathways for migrants and refugees, devising, among other things, two Spanish language MOOCs (LMOOCs). They are the product of the joint efforts of university academics, non-governmental organizations (NGOs), and refugee support groups (RSGs), together with volunteers, refugees, and migrants, who formed a community in order to design courses that effectively addressed the needs of refugees and migrants arriving in Spain. Using a design thinking process, all parties involved attempted to collaboratively identify strategies and solutions to a given problem that might not be obvious upon first inspection; in this case, the specific linguistic needs of migrants and refugees arriving in a new country. Results show that this continuum of academics— NGOs/RSGs—volunteers—refugees/migrants was highly effective for the learners, with an overall completion rate in both MOOCs of 96%. The participants’ perception is that these MOOCs helped them in their goal of integrating into life in Spain in key situations, such as communicating in a job interview or understanding the process of looking for accommodation and completing bureaucratic procedures.
  • Miniatura
    Publicación
    Language MOOCs: Providing Learning, Transcending Boundaries
    (De Gruyter, 2014) Castrillo de Larreta-Azelain, María Dolores
    Following the outbreak of Massive Open Online Courses (MOOCs) in 2012, the roles, competences and methodological strategies of online language teachers are once again called into question, mainly because of the “massive” nature of these courses in which tens of thousands of students may enrol. This work analyses the new teacher profile from a theoretical and practical standpoint, identifying its main roles and competences.
  • Miniatura
    Publicación
    Joining Forces Toward Social Inclusion: Language MOOC Design for Refugees and Migrants through the Lens of Maker Culture
    (University of Toronto Press, 2021) Castrillo de Larreta-Azelain, María Dolores; Beatriz Sedano
    The expansion of MOOCs (massive open online courses) is very much associated with instructors interested in the craft of teaching, innovating, and experimenting with different methods to improve and expand students’ learning experience. The Erasmus+ project MOONLITE has worked to create cross-institutional scenarios and new educational pathways for migrants and refugees, devising, among other things, two Spanish language MOOCs (LMOOCs). They are the product of the joint efforts of university academics, non-governmental organizations (NGOs), and refugee support groups (RSGs), together with volunteers, refugees, and migrants, who formed a community in order to design courses that effectively addressed the needs of refugees and migrants arriving in Spain. Using a design thinking process, all parties involved attempted to collaboratively identify strategies and solutions to a given problem that might not be obvious upon first inspection; in this case, the specific linguistic needs of migrants and refugees arriving in a new country. Results show that this continuum of academics—NGOs/RSGs—volunteers—refugees/migrants was highly effective for the learners, with an overall completion rate in both MOOCs of 96%. The participants’ perception is that these MOOCs helped them in their goal of integrating into life in Spain in key situations, such as communicating in a job interview or understanding the process of looking for accommodation and completing bureaucratic procedures.
  • Miniatura
    Publicación
    Evolución del perfil sociodemográfico del participante en MOOC (2013-2016): estudio de un caso en lenguas extranjeras
    (CEUR-WS, 2017) Castrillo de Larreta-Azelain, María Dolores; Mañana Rodríguez, Jorge
    En este artículo se presentan los resultados preliminares de un estudio evolutivo (2013-2016) sobre el perfil sociodemográfico de los participantes en un MOOC de lenguas extranjeras de éxito de la Universidad Nacional de Educación a Distancia (UNED, en el que han participado hasta la fecha más de 70.000 estudiantes. En la investigación se han comparado las variables de los 18.199 cuestionarios iniciales cumplimentados voluntariamente por participantes de las diferentes ediciones del curso, excluyéndose la utilización de técnicas estadísticas inferenciales al existir la posibilidad de un sesgo de autoselección. Algunos de los resultados preliminares constatan el aumento de los partipantes pertenecientes a tramos de edad superiores, así como un descenso de participantes con estudios universitarios. Sin perder de vista las limitaciones de la investigación, parecen confirmarse con este estudio de caso, algunas de las expectativas iniciales en torno a los MOOC relacionadas con un probable aumento progresivo de participantes con perfiles más desfavorecidos desde el punto de vista social y educativo.
  • Miniatura
    Publicación
    El aprendizaje de lenguas extranjeras mediante tecnología móvil en el contexto de la educación a distancia y combinada
    (AIESAD (Asociación Iberoamericana de Educación Superior a Distancia), 2016-01-03) Jordano de la Torre, María; Castrillo de Larreta-Azelain, María Dolores; Pareja Lora, Antonio
    Desde la publicación de Shield y Kukulska-Hulme (2008), primer monográfico sobre aprendizaje de lenguas mediante tecnología móvil (conocido en inglés con el acrónimo MALL: Mobile Assisted Language Learning), son muchos los cambios que han afectado a esta modalidad de aprendizaje de idiomas. Poco a poco, los dispositivos móviles se han ido convirtiendo en uno de los mejores aliados del alumno en el aprendizaje de lenguas extranjeras, pues le permiten estudiarlas en cualquier momento y en cualquier lugar. En este número especial de la revista se detallan los avances más recientes en el área de MALL, ejemplificados mediante la evolución de los resultados presentados sobre esta área de investigación (1) en las últimas reuniones del Special Interest Group on MALL de la asociación EuroCALL; y (2) en los propios congresos de esta misma asociación celebrados en los últimos tres años. En él se mencionan asimismo las tendencias actuales en el desarrollo de esta incipiente disciplina y sus recursos (aplicaciones para dispositivos móviles o apps, principalmente) y las principales dudas y objeciones que plantea en el ámbito más general de CALL (del inglés,Computer Assisted Language Learning). En conjunto, este monográfico muestra que, en determinadas condiciones, el aprendizaje de lenguas mediante aplicaciones móviles puede ser tan eficaz o más como otros métodos y técnicas de enseñanza, tanto en la modalidad de aprendizaje a distancia o autónoma como en las modalidades presencial y combinada. También muestra algunas de las pequeñas sombras de MALL en la actualidad, que tendrán que ser despejadas en posibles trabajos futuros.
  • Miniatura
    Publicación
    Empowering teachers in LMOOC design by using a taxonomy of participants’ temporal patterns
    (Shahid Chamran University of Ahvaz (Iran), 2023-09) del Peral Pérez, Juan José; Castrillo de Larreta-Azelain, María Dolores
    A decade of research into MOOCs (massive online open courses) for language learning (LMOOCs) shows that they seem to have consolidated their position as a subfield of computer-assisted language learning (CALL). Since the appearance of LMOOCs in 2013, 3 key systematic reviews have been carried out; these confirm that research into student profiles is a recurring trend, with the focus on avoiding dropout rates by creating personalized learning pathways. One of the challenges for teachers and LMOOC developers is that they are not cognizant of their students or their study habits. If we could learn how students organize their study in LMOOCs, a taxonomy could be established according to their profiles. This would enable teachers and LMOOC developers to improve their course design and so create personalized learning pathways, making the courses better suited to students’ specific learning preferences. In this study, we use techniques of learning analytics (LA) to explore the temporal patterns of LMOOC participants in order to understand the way they manage and invest their time during their online courses. As a result of this study, we propose a new taxonomy of LMOOC participant profiles based on temporal patterns—one which would provide teachers with a tool to support them when personalizing the design and development of LMOOCs and which would, therefore, help them adapt their courses to the specific learning preferences of each profile.
  • Miniatura
    Publicación
    Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia
    (Universidad de Barcelona, 2016-06) Vázquez Cano, Esteban; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
    This paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master’s Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.
  • Miniatura
    Publicación
    Diseño de un recurso TIC como refuerzo del francés lengua extranjera para alumnado con dificultades de aprendizaje.
    (Universidad de Zaragoza, 2023-09-07) Baquedano Morales, Teresa; Castrillo de Larreta-Azelain, María Dolores
    El presente trabajo es un estudio preliminar cuyo principal objetivo es el diseño de un recurso tecnológico creado especialmente para alumnado con dificultades de aprendizaje que está adquiriendo el francés como lengua extranjera, mediante un modelo de trabajo con un enfoque multimodal. El estudio se contextualiza en un colegio bilingüe español-francés de Educación Primaria en Aragón que es, asimismo, centro de atención preferente para el trastorno del espectro autista. Tras la intervención se concluye que la combinación de texto, pictogramas y realidad aumentada podría contribuir a la mejora de algunos aspectos de lectoescritura de la lengua extranjera en alumnado con dificultades o necesidades educativas, sirviendo igualmente de refuerzo en este proceso para el resto del alumnado.
  • Miniatura
    Publicación
    Understanding online interaction in language MOOCs through learning analytics
    (Taylor and Francis Group; Routledge, 2017-10-06) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Jorge Mañana-Rodríguez
    Data mining is increasing its popularity in the research of Technology-Enhanced Language Learning and Applied Linguistics in general. It enables a better understanding of progress, performance and possible pitfalls, which would be useful for language learners, teachers and researchers. Until recently it was an unexplored field, but it is expected to grow exponentially in the following years. This article attempts to be a relevant contribution as an instance of empirical research, showing the application of Learning Analytics to the Language MOOC (LMOOC) ‘How to succeed in the English B1 Level Exam.’ The focus or the research was threefold, trying to find out: (1) what types of learning objects students engage with most, (2) what aspects of online interaction relate more strongly to course completion and success, and (3) which are the most prominent student profiles in an LMOOC. Results show that short video-pills are the most powerful learning objects in this type of online courses, the regular submission of automated grading activities is a robust indicator towards course success, and the most prominent student profile in LMOOCs is ‘viewers’, those who access the learning materials but do not submit tasks or engage in online interaction actively, which would explain why the completion rate in LMOOCs is so low. This novel perspective into students’ language learning, which big data has assisted us in, should guide course creators to re-design the LMOOC for the enhancement of the audio-visual content. LMOOC instructors and facilitators should also encourage participants to increase the submission of activities –acknowledging these small achievements through micro-credentialing and badges-, and special attention ought to be paid to the most prominent LMOOC profile, those ‘viewers’ who should be lured into becoming ‘solvers’ or, even better, ‘all-rounders’.
  • Miniatura
    Publicación
    Analysing student participation in Foreign Language MOOCs: a case study
    (P.A.U. Education, 2014) Bárcena Madera, María Elena; Read, Timothy Martin; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
    This article discusses the theoretical aspects and practical applications of foreign language massive open online courses (henceforth, LMOOCs). Firstly, LMOOCs are presented as a fairly recent didactic modality that has emerged with an enormous potential for rich, flexible, and attractive collaborative learning and social interaction, in a world where huge economic unbalance gives rise to people with very different access opportunities to both formal language training and the diverse communicative scenarios that enhance the development of language competences. Secondly, the article also analyses the opposing views of LMOOCs presented by skeptical experts. While the practicality of this educational model is generally accepted as providing ‘useful experiences’ with more or less epistemological value, there is still some fundamental doubt that this educational model will actually be useful in helping students gain a command of a foreign language. Thirdly and finally, some of the conventional course quality factors are questioned, namely student participation, dropout and satisfaction. This will be illustrated with data from a sample course undertaken by Bárcena and Martín-Monje: “Professional English”, the first LMOOC in Spain, with over 40,000 students.