Persona: Castrillo de Larreta-Azelain, María Dolores
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0000-0002-0713-2351
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Castrillo de Larreta-Azelain
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María Dolores
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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, JorgeEn 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.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 DoloresThis 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.Publicación Improving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO project(IATED, 2015-07-06) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena MaríaThe disruptive emergence of Massive Open Online Courses (MOOCs) in 2011 has led to a redefinition of the educational landscape in online instruction. MOOCs constitute a natural evolution of former learning models –based on social networks-, and premises put forward by the OER (Open Educational Resources) movement. Consequently, the need has arisen to investigate the role and competences of the educator in these new virtual environments. Such is the interest in the field, that it has become an emerging area of enquiry, putting it in relation with the two original types of MOOCs: cMOOCs (connectivist, network based MOOCs), and xMOOCs (content based MOOCs, much closer to formal models of Higher Education) (Beaven 2014, Castrillo 2014, Sokolik 2014). It is in this context that the ECO Project* has been devised. It proposes an innovative MOOC model that aims to improve quality, access and equity in education: the sMOOC, a social and seamless MOOC typology. It is ‘social’ because it is based on network learning practices and ‘seamless’ because it intends to transcend both real-life and conceptual boundaries, enabling a wide spectrum of approaches and contexts related to the different languages, cultures, settings, pedagogies and technologies. Thus, this paper will provide a practical analysis of the new instructor role and competences in this innovative sMOOC model, which combines the content based typology with the participation and debate through social networks.Publicación State of the art of language learning design using mobile technology: sample apps and some critical reflection(Research-publishing.net, 2015-12-02) Bárcena Madera, María Elena; Read, Timothy Martin; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez Arancón, Pilar; Castrillo de Larreta-Azelain, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, AgnesIn this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further onPublicación Exploring Engagement in Online Videos for Language Learning through YouTube’s Learning Analytics(European Distance and E-Learning Network (EDEN), 2021) Castrillo de Larreta-Azelain, María Dolores; Mañana Rodríguez, JorgeUntil a few years ago, video analytics were not accessible to learning stakeholders,mainly because online video platforms did not share the users’ interactions on the systemwith stakeholders. However, this scenario has changed, and currently YouTube, the world's largest media sharing site,offers these data.YouTube is also the main tool for transmitting audio-visual content in Language MOOCs (massive open online courses), and its video engagement data can be monitored through the YouTube Studio channel, which provides free and open access to video analytics.In this paper we present our research based on the analysis of viewers’ engagement with 35 videos of the Language MOOC entitled ‘Alemán para hispanohablantes: basic principles’(German for Spanish-speakers). The data provided by the YouTube Studio Learning Analytics platform has enabled new insights related to participants’ watching of these videos in Language MOOCs (LMOOCs).The results of our study provide pedagogical implications for Foreign Language instructors concerning the use of videos in language learning.Publicación A redefinition of the teacher and student roles in Language MOOCs: The example of 'How to succeed in the English-B1 Level Exam(2016-01-22) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores• Introduction • Teacher & student roles in Language MOOCs • Method: Participants & procedures • Research questions & data analysis • Discussion & conclusions • References