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Improving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO project

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dc.contributor.authorCastrillo de Larreta-Azelain, María Dolores
dc.contributor.authorMartín Monje, Elena María
dc.coverage.spatialBarcelona
dc.coverage.temporal2015-07-06
dc.date.accessioned2025-03-07T17:28:46Z
dc.date.available2025-03-07T17:28:46Z
dc.date.issued2015-07-06
dc.description.abstractThe 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.en
dc.description.versionversión publicada
dc.identifier.citationCastrillo de Larreta-Azelain, M. D., & Martín-Monje, E. (2015). Improving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO project. En EDULEARN15 Proceedings: 7th International Conference on Education and New Learning Technologies (pp. 133–141). IATED
dc.identifier.isbn978-84-606-8243-1
dc.identifier.issn2340-1117
dc.identifier.urihttps://hdl.handle.net/20.500.14468/26144
dc.language.isoen
dc.publisherIATED
dc.relation.centerFacultad de Filología
dc.relation.congress7th International Conference on Education and New Learning Technologies
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject57 Lingüística
dc.subject.keywordsMOOCsen
dc.subject.keywordssMOOCsen
dc.subject.keywordsinstructor roleen
dc.subject.keywordsECO projecten
dc.titleImproving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO projecten
dc.typeactas de congresoes
dc.typeconference proceedingsen
dspace.entity.typePublication
person.familyNameCastrillo de Larreta-Azelain
person.familyNameMartín Monje
person.givenNameMaría Dolores
person.givenNameElena María
person.identifier.orcid0000-0002-0713-2351
person.identifier.orcid0000-0002-0134-7263
relation.isAuthorOfPublicationead0dee6-34ed-4f16-b853-2897ec0e6b17
relation.isAuthorOfPublication06ac9e8d-9c20-4362-a965-c6de202e1070
relation.isAuthorOfPublication.latestForDiscoveryead0dee6-34ed-4f16-b853-2897ec0e6b17
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