Adaptive	and	cooperative	model	of	
knowledge	management	in	MOOCs
María Luisa Sein-Echaluce
mlsein@unizar.es
Ángel Fidalgo
...
ahMOOC
cMOOC xMOOC
aMOOChMOOC
Massive	Open	Online	Courses	(MOOC)	:	
massive,	heterogeneous,	with	low	completion	rate....
R
R
P R
R
R
P R
R
R
P R
R
R
P R
R
R
P
R
R
R
P
R
R
R
P
R
R
R
P
R
INTERNET
cMOOC (the beginning)	
Cooperative MOOC-cMOOC,	Do...
xMOOC (the most popular)
TEACHERS
PARTICIPANTS
PLATFORM
R R PR
R R PR
R R PR
xMOOCs based	on	formal	e-training
MOOC	Evolution.	hMOOC=	cMOOC +	xMOOC
TEACHERS
PARTICIPANTS
PLATFORM SOCIAL	NETWORK
R R PR
R R PR
R R PR
P
P
P
R
R
R
R
R
R ...
MOOC	Evolution: aMOOC
Adaptive	MOOC- aMOOC offers	different	learning	strategies	adapted	to	different	
learning	objectives,...
Proposed model:	ahMOOC
TEACHERS
PLATFORM
LEARNING	COMMUNITY
aMOOC
P
R R
P P
R
P
R
P
R R
P
P
R
P
R
P
R R
P P
R
P
R
R
PROFIL...
iMOOC
CAMPUS CAMPUS
CAMPUS
aMOOC
aMOOC	“A”
aMOOC	“B”
aMOOC	“C”
RESOURCE
ACTIVITY
ahMOOC experience- iMOOC Campus
“iMOOC”	c...
4	aMOOCs interconnected	throughout	the	virtual	campus	
iMOOC on	“Educational	Innovation”:	
PFEI	- Practical	Fundamentals	o...
ahMOOC
 Role Participants
Ending	rate	
(%) Evaluation	activity
LC 203 27.09
Project	making	and	
community
TWCD 87 55.17
Fo...
ahMOOCLikert 1 2 3 4
LC 1.75 1.75 31.58 64.71
TWCD 0 2.17 21.74 76.09
FT 0 0 25.58 74.42
PFEI 0 1.75 29.82 68.42
Q1:	“In	t...
ahMOOCLikert 1 2 3 4
LC 5.26 24.56 35.09 35.09
TWCD 6.52 26.09 29.13 28.26
FT 4.65 18.6 32.56 44.19
PFEI 3.51 22.81 52.63 ...
ahMOOCLikert 1 2 3 4
LC 0 12.28 36.84 50.68
TWCD 0 10.87 30.43 58.7
FT 0 4.65 18.6 76.74
PFEI 0 10.53 43.86 45.61
Q3:	“The...
Q4:	“The	generation	of	a	course	that	fits	the	participant’s	interests	has	been	well	designed”,	for	
adaptivity.
ahMOOCLike...
ahMOOCLikert 1 2 3 4
LC 0 5.26 31.58 63.16
TWCD 0 2.17 39.13 58.7
FT 0 2.33 25.58 72.09
PFEI 0 7.02 26.32 66.67
Q5:	“Makin...
Q6:	“The	proposed	activities	generate	material	that	is	useful	after	the	course	ends”,	which	is	
about	the	usefulness of	th...
Conclusions
1- ahMOOCs continues	having	a	lower	dropout	rate	(such	as	
hMOOC)	than	xMOOCs.
2- ahMOOCs enables	heterogeneou...
… MOOC can adapt the contents and navigation to the
diversity of participants and participants can increase and
improve th...
Thank you very much
Adaptive	and	cooperative	model	of	
knowledge	management	in	MOOCs
María Luisa Sein-Echaluce
mlsein@unizar.es
Ángel Fidalgo
...
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Presentation of the paper “Adaptive and cooperative model of knowledge management in MOOCs” in HCII 2017

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This is the presentation of the paper entitled “Adaptive and cooperative model of knowledge management in MOOCs” in the Emerging interactive systems for education session at the HCI International 2017 Conference, held in Vancouver, Canada, 9 - 14 July 2017.

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Presentation of the paper “Adaptive and cooperative model of knowledge management in MOOCs” in HCII 2017

  1. 1. Adaptive and cooperative model of knowledge management in MOOCs María Luisa Sein-Echaluce mlsein@unizar.es Ángel Fidalgo angel.fidalgo@upm.es Francisco José García-Peñalvo fgarcia@usal.es
  2. 2. ahMOOC cMOOC xMOOC aMOOChMOOC Massive Open Online Courses (MOOC) : massive, heterogeneous, with low completion rate....
  3. 3. R R P R R R P R R R P R R R P R R R P R R R P R R R P R R R P R INTERNET cMOOC (the beginning) Cooperative MOOC-cMOOC, Downes & Siemens
  4. 4. xMOOC (the most popular) TEACHERS PARTICIPANTS PLATFORM R R PR R R PR R R PR xMOOCs based on formal e-training
  5. 5. MOOC Evolution. hMOOC= cMOOC + xMOOC TEACHERS PARTICIPANTS PLATFORM SOCIAL NETWORK R R PR R R PR R R PR P P P R R R R R R R R R R Hybrid MOOC (hMOOC) allows integrating xMOOCs (formal e-training) and cMOOCs (based on informal and cooperative e-training). TESTED: MiriadaX platform throughout 7 MOOCs (20,000 participants).
  6. 6. MOOC Evolution: aMOOC Adaptive MOOC- aMOOC offers different learning strategies adapted to different learning objectives, profiles, learning styles, etc. of participants.
  7. 7. Proposed model: ahMOOC TEACHERS PLATFORM LEARNING COMMUNITY aMOOC P R R P P R P R P R R P P R P R P R R P P R P R R PROFILE 1 PROFILE N PROFILE 2 P P P R R R R R R R R R RS2 S1 S3 S4 Proposed model ahMOOC by combining two already validated models : hybrid-MOOC (hMOOC) and adaptive MOOC (aMOOC).
  8. 8. iMOOC CAMPUS CAMPUS CAMPUS aMOOC aMOOC “A” aMOOC “B” aMOOC “C” RESOURCE ACTIVITY ahMOOC experience- iMOOC Campus “iMOOC” campus “Educational Innovation”, last quarter of 2015 and the first of 2016.
  9. 9. 4 aMOOCs interconnected throughout the virtual campus iMOOC on “Educational Innovation”: PFEI - Practical Fundamentals of Educational Innovation FT - Flip Teaching LC - Learning Communities TWCD - TeamWork Competence Development
  10. 10. ahMOOC Role Participants Ending rate (%) Evaluation activity LC 203 27.09 Project making and community TWCD 87 55.17 Forums of opinion and content sharing FT 162 25.93 Video tuning and project making PFEI 209 26.32 Project making Global 661 30.26 Number of participants, completed and surpassed in each aMOOC
  11. 11. ahMOOCLikert 1 2 3 4 LC 1.75 1.75 31.58 64.71 TWCD 0 2.17 21.74 76.09 FT 0 0 25.58 74.42 PFEI 0 1.75 29.82 68.42 Q1: “In this course, I have learned things that I consider valuable”, which is representative of the Learning dimension. Satisfaction survey
  12. 12. ahMOOCLikert 1 2 3 4 LC 5.26 24.56 35.09 35.09 TWCD 6.52 26.09 29.13 28.26 FT 4.65 18.6 32.56 44.19 PFEI 3.51 22.81 52.63 21.05 Q2: “The way of presenting the contents keeps my attention” that represents the Enthusiasm dimension.
  13. 13. ahMOOCLikert 1 2 3 4 LC 0 12.28 36.84 50.68 TWCD 0 10.87 30.43 58.7 FT 0 4.65 18.6 76.74 PFEI 0 10.53 43.86 45.61 Q3: “The provided information by the participants in the forums has been useful to assimilate concepts” representative of the Content dimension
  14. 14. Q4: “The generation of a course that fits the participant’s interests has been well designed”, for adaptivity. ahMOOCLikert 1 2 3 4 LC 0 8.77 24.56 66.67 TWCD 2.17 2.17 17.39 78.26 FT 0 2.33 25.58 72.09 PFEI 3.51 3.51 29.82 63.16
  15. 15. ahMOOCLikert 1 2 3 4 LC 0 5.26 31.58 63.16 TWCD 0 2.17 39.13 58.7 FT 0 2.33 25.58 72.09 PFEI 0 7.02 26.32 66.67 Q5: “Making the resources visible according to my learning pace has helped me”, which are related to adaptivity.
  16. 16. Q6: “The proposed activities generate material that is useful after the course ends”, which is about the usefulness of the application of the proposed tasks. ahMOOCLikert 1 2 3 4 LC 0 8.77 29.82 61.4 TWCD 4.35 10.87 34.78 50 FT 4.65 0 25.58 69.77 PFEI 0 8.77 29.82 61.4
  17. 17. Conclusions 1- ahMOOCs continues having a lower dropout rate (such as hMOOC) than xMOOCs. 2- ahMOOCs enables heterogeneous participants to produce useful resources ( to apply in their work context and to improve the learning resources of the ahMOOCs itself). 3- The need of a knowledge management system to classify and organize those resources has been justified. 4- Diversity may be considered as a positive value for MOOCs. 5-Adaptivity in MOOCs opens a new field of research in the technological and conceptual models.
  18. 18. … MOOC can adapt the contents and navigation to the diversity of participants and participants can increase and improve the contents of the MOOC, through heterogeneous cooperation, to encourage massive learning.
  19. 19. Thank you very much
  20. 20. Adaptive and cooperative model of knowledge management in MOOCs María Luisa Sein-Echaluce mlsein@unizar.es Ángel Fidalgo angel.fidalgo@upm.es Francisco José García-Peñalvo fgarcia@usal.es

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