Publicación: Los MOOC, una oportunidad de cambio para los equipos de docentes
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2014-09-01
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En el marco de la nueva plataforma de cursos online masivos abiertos (MOOC) MiriadaX Telefónica / Universia), los autores han participado en la organización de dos cursos durante los primeros meses de 2013: "Investigación científica 2.0.1: procesos clave en una sociedad digital", y “Descubriendo la química: la alquimia a las partículas subatómicas ". Se trata de la primera experiencia de este equipo en este nuevo tipo de docencia, lo que ha permitido comprender las dificultades que supone, pero también darse cuenta de sus aspectos positivos. Los MOOC permiten a un profesor o equipo docente salir de dos fronteras: por un lado, pueden montar un curso de cualquier tema, sin limitarse al área clásica de su conocimiento. Por otro lado, se abren al mundo: sólo el interés, relevancia y atractivo del curso (y su promoción, por supuesto!) conllevarán más o menos alumnos. De alguna forma se puede decir que los profesores, hasta ahora emprendedores de la investigación, pasan también a ser emprendedores en temas de docencia. Más aún, sobre todo si se utiliza la web 2.0 activamente, se conoce gente nueva, se hacen nuevas conexiones y se construyen nuevas redes de relaciones. Esto permite nuevas oportunidades en todos los campos académicos y profesionales. En cuanto a los estudiantes, es obvio que los MOOC, al igual que todo e-learning, es más fácil para las personas que están habituadas a moverse por la red. Estudiantes que ya tienen bastante conocimiento y que quieren ampliar, personas que buscan nuevos horizontes, y sobre todo, alumnos que sean capaces de concentrarse unas horas en el curso. En general, personas bien motivadas. Hacer que sigan los MOOC estudiantes poco motivados será todo otro asunto! Sobre la sostenibilidad de los MOOC para una universidad pequeña, la primera respuesta es negativa, pero quizás la relevancia que le da a la Universidad supera de largo el esfuerzo de que sea sostenible. Ahora hay un montón de doctorandos que conocen la Universidad de Girona, además la conocen como una Universidad implicada activamente en el mundo de la Comunicación Científica. Esto puede abrir puertas a nuevos doctorandos / estudiantes de máster. Seguramente se consigue una buena reputación que compensa la insostenibilidad, y por tanto que la Universidad debería hacer un esfuerzo para seguir teniendo cursos como estos. El mercado latinoamericano es uno de los principales a inspeccionar en cuanto al tema de los Masters, y esto responde perfectamente a que los MOOC tienen un papel muy importante en la singularización y en la internacionalización. Esta comunicación hace una reflexión sobre la impartición de estos dos cursos, sobretodo analizando el papel de los profesores, estudiantes y universidad.
As part of the new platform massive open online course(MOOC) from MiriadaX Telefónica / Universia, the authors have participated in the organization of two courses during the first months of 2013: "Scientific Research 2.0.1: key processes in a society digital"and "Discovering chemistry: alchemy to subatomic particles". This is the first experience of this team in this new type of teaching,which has allowed to understand the difficulties, but also realize theirs trengths. This communication wants to be a reflexion on the teaching of these two courses. The MOOC allows a teacher or teaching team out of two borders: on one hand a course can be mounted on any subject, but not limited to classical area of knowledge. On the other hand, is open to the world: only the interest, relevance and attractiveness of the course (and its promotion, of course!) will help to get more or fewer students. In a way one can say that teachers, up to now research entrepreneurs, become also entrepreneurs on teaching issues. Moreover, especially if using web 2.0 actively, they know new people, made new connections and build new networks of relationships. This allows new opportunities in all academic and professional fields. As for students, it is obvious that MOOC, like all e-learning, is easier for people who are used to move around the network. Students who already have enough knowledge and want to expand, people seeking new horizons, and above all, students who are able to concentrate a few hours on the course. In general, well-motivated people. Another thing is making unmotivated students follow a MOOC! On the sustainability of the MOOC to a small university, the first response is negative, but perhaps the relevance given to the University far exceeds the effort that it was sustainable. Now there are plenty of PhD students who know the University of Girona, also UdG is known as a university actively involved in the world of scientific communication. This can open doors to new PhD students / master students. Surely you get a good reputation that compensates unsustainable, and therefore the University should make an effort to continue taking courses like these. The Latin American market is one of the principal to inspect on the issue of the Masters, and this perfectly meets the MOOC have a very important role in singling and internationalization. This paper reflects on the teaching of these two courses, particularly looking at the role of teachers, students and universities!
As part of the new platform massive open online course(MOOC) from MiriadaX Telefónica / Universia, the authors have participated in the organization of two courses during the first months of 2013: "Scientific Research 2.0.1: key processes in a society digital"and "Discovering chemistry: alchemy to subatomic particles". This is the first experience of this team in this new type of teaching,which has allowed to understand the difficulties, but also realize theirs trengths. This communication wants to be a reflexion on the teaching of these two courses. The MOOC allows a teacher or teaching team out of two borders: on one hand a course can be mounted on any subject, but not limited to classical area of knowledge. On the other hand, is open to the world: only the interest, relevance and attractiveness of the course (and its promotion, of course!) will help to get more or fewer students. In a way one can say that teachers, up to now research entrepreneurs, become also entrepreneurs on teaching issues. Moreover, especially if using web 2.0 actively, they know new people, made new connections and build new networks of relationships. This allows new opportunities in all academic and professional fields. As for students, it is obvious that MOOC, like all e-learning, is easier for people who are used to move around the network. Students who already have enough knowledge and want to expand, people seeking new horizons, and above all, students who are able to concentrate a few hours on the course. In general, well-motivated people. Another thing is making unmotivated students follow a MOOC! On the sustainability of the MOOC to a small university, the first response is negative, but perhaps the relevance given to the University far exceeds the effort that it was sustainable. Now there are plenty of PhD students who know the University of Girona, also UdG is known as a university actively involved in the world of scientific communication. This can open doors to new PhD students / master students. Surely you get a good reputation that compensates unsustainable, and therefore the University should make an effort to continue taking courses like these. The Latin American market is one of the principal to inspect on the issue of the Masters, and this perfectly meets the MOOC have a very important role in singling and internationalization. This paper reflects on the teaching of these two courses, particularly looking at the role of teachers, students and universities!
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UNED, IUED, Aprendizaje Colaborativo, Redes Sociales, Educación, Aprendizaje Social
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