Esteban Vázquez Cano

The Future of MOOCs: Adaptive Learning or Business Model?

Currently, many MOOCs are designed as a collection of videos with a forum using some traditional distance learning models, but they do not promote adaptive and personalized learning. These features, together with the quality of the training process, must be the main challenges for the coming years.These types of courses can have a formative role in higher education, not only in countries where MOOCs are already offered but also in less economically developed countries. To make this possible MOOCs must adopt different teaching strategies to promote personalized learning and offer some form of accreditation and certification.The future of MOOCs can be understood if we approach it from five dimensions: the teaching model, monetization, certification, adaptive learning and MOOCs for developing countries.ResumenEn la actualidad, muchos cursos MOOC se diseñan como si fueran una colección de vídeos a los que se añade un foro, lo que implica seguir un modelo de enseñanza a distancia traditional sin promover un aprendizaje adaptado o personalizado. Aspectos como estos, junto con la calidad del proceso formativo, deben constituir uno de los principales retos de los MOOC en los próximos años.Este tipo de cursos pueden desempeñar un importante papel formativo en la educación superior, no solo en países donde ya se está ofreciendo este tipo de formación sino en países en vías de desarrollo. Para hacerlo posible, los MOOC deben adoptar diferentes estrategias de enseñanza para promover un aprendizaje más personalizado que conlleve también algún tipo de certificación y acreditación de las enseñanzas.El futuro de los MOOC debe pasar por afrontar cinco dimensiones prioritarias: el modelo pedagógico, los procesos de monetización, la certificación, el aprendizaje adaptado y los MOOC en países en vías de desarrollo.

Analysis of the didactic use of tablets in the European Higher Education Area

This article presents a study in which we analyse the didactic use of tablets in the European Higher Education Area (EHEA). The competential and didactic use of mobile devices is a challenge for lecturers, students and universities alike. In the current university system, mobile devices play a key role that requires rigorous analysis to open up new channels of participation and didactic design in accordance with the EHEA. The research is contextualised in a sample of 419 students from three Spanish public universities: Complutense University of Madrid (UCM), University of Oviedo and National University of Distance Education (UNED), Spain. Through a quantitative and qualitative methodological approach, we proceeded to analyse the life stories of students who are familiar with tablets and use them in both their personal lives and for their university studies. The results show that this mobile device can be a useful resource in information processing, content access and creation, and generic competency development in line with the Dublin Descriptors and the main recommendations of the Tuning, Reflex and EUConverge European projects. Este artículo presenta una investigación en la que se analiza la funcionalidad didáctica de las tabletas digitales en el espacio europeo de educación superior. El uso didáctico y competencial de los dispositivos móviles es un reto al que se enfrentan profesores, alumnos y las propias instituciones universitarias. En el actual sistema universitario, los dispositivos móviles desempeñan un papel esencial que precisa de análisis rigurosos que abran nuevas vías de participación y arquitectura didáctica acordes con el espacio europeo de educación superior. La investigación se ha contextualizado en una muestra de 419 estudiantes de tres universidades públicas españolas: Universidad Complutense de Madrid, Universidad de Oviedo y Universidad Nacional de Educación a Distancia (UNED). A través de una metodología cuantitativa y cualitativa, se ha procedido a analizar historias de vida de estudiantes que conocen y usan las tabletas digitales de forma personal y en sus estudios universitarios. Los resultados muestran cómo este dispositivo móvil puede llegar a ser un recurso muy útil en el tratamiento de la información, en el acceso y creación de contenidos y en el desarrollo de competencias genéricas conforme con los descriptores de Dublín y con las principales recomendaciones de los proyectos europeos Tunning, Reflex y UEConverge.This article presents a study in which we analyse the didactic use of tablets in the European Higher Education Area (EHEA). The competential and didactic use of mobile devices is a challenge for lecturers, students and universities alike. In the current university system, mobile devices play a key role that requires rigorous analysis to open up new channels of participation and didactic design in accordance with the EHEA. The research is contextualised in a sample of 419 students from three Spanish public universities: Complutense University of Madrid (UCM), University of Oviedo and National University of Distance Education (UNED), Spain. Through a quantitative and qualitative methodological approach, we proceeded to analyse the life stories of students who are familiar with tablets and use them in both their personal lives and for their university studies. The results show that this mobile device can be a useful resource in information processing, content access and creation, and generic competency development in line with the Dublin Descriptors and the main recommendations of the Tuning, Reflex and EUConverge European projects.ResumenEste artículo presenta una investigación en la que se analiza la funcionalidad didáctica de las tabletas digitales en el espacio europeo de educación superior. El uso didáctico y competencial de los dispositivos móviles es un reto al que se enfrentan profesores, alumnos y las propias instituciones universitarias. En el actual sistema universitario, los dispositivos móviles desempeñan un papel esencial que precisa de análisis rigurosos que abran nuevas vías de participación y arquitectura didáctica acordes con el espacio europeo de educación superior. La investigación se ha contextualizado en una muestra de 419 estudiantes de tres universidades públicas españolas: Universidad Complutense de Madrid, Universidad de Oviedo y Universidad Nacional de Educación a Distancia (UNED). A través de una metodología cuantitativa y cualitativa, se ha procedido a analizar historias de vida de estudiantes que conocen y usan las tabletas digitales de forma personal y en sus estudios universitarios. Los resultados muestran cómo este dispositivo móvil puede llegar a ser un recurso muy útil en el tratamiento de la información, en el acceso y creación de contenidos y en el desarrollo de competencias genéricas conforme con los descriptores de Dublín y con las principales recomendaciones de los proyectos europeos Tunning, Reflex y UEConverge.

Virtual Tutoring and Counseling in Schools

This paper is a report on the findings of a study conducted on ten primary and secondary schools in Spain where we evaluated how digital tools can contribute to reinforce and develop new ways of tutoring and counseling. The research shows how many counseling functions can be highly enhanced with the use of virtual tools, that is, academic planning, career postsecondary planning, tutoring, counseling, and personal-social development. One of the most important school counselor’s roles is to coordinate resources and services to best assist students and families in fulfilling their needs. Virtual tutoring and counseling through the development of virtual communities are key strategies to better connect with groups—students, parents, administrators, teachers, and others—as part of comprehensive developmental tutoring and counseling programs. Indeed, effective school counseling programs are a collaborative effort among many important groups of people whom digital tools help significantly.

El futuro de los MOOC: ¿aprendizaje adaptativo o modelo de negocio?

Currently, many MOOCs are designed as a collection of videos with a forum using some traditional distance learning models, but they do not promote adaptive and personalized learning. These features, together with the quality of the training process, must be the main challenges for the coming years.These types of courses can have a formative role in higher education, not only in countries where MOOCs are already offered but also in less economically developed countries. To make this possible MOOCs must adopt different teaching strategies to promote personalized learning and offer some form of accreditation and certification.The future of MOOCs can be understood if we approach it from five dimensions: the teaching model, monetization, certification, adaptive learning and MOOCs for developing countries.ResumenEn la actualidad, muchos cursos MOOC se diseñan como si fueran una colección de vídeos a los que se añade un foro, lo que implica seguir un modelo de enseñanza a distancia traditional sin promover un aprendizaje adaptado o personalizado. Aspectos como estos, junto con la calidad del proceso formativo, deben constituir uno de los principales retos de los MOOC en los próximos años.Este tipo de cursos pueden desempeñar un importante papel formativo en la educación superior, no solo en países donde ya se está ofreciendo este tipo de formación sino en países en vías de desarrollo. Para hacerlo posible, los MOOC deben adoptar diferentes estrategias de enseñanza para promover un aprendizaje más personalizado que conlleve también algún tipo de certificación y acreditación de las enseñanzas.El futuro de los MOOC debe pasar por afrontar cinco dimensiones prioritarias: el modelo pedagógico, los procesos de monetización, la certificación, el aprendizaje adaptado y los MOOC en países en vías de desarrollo.

Docencia y formación de los entrenadores de rugby en Cádiz [Teaching and Training of Rugby Coaches in Cadiz]

espanolLa practica deportiva ha venido incrementandose durante las ultimas decadas, lo que ha propiciado que el deporte sea un fenomeno de gran trascendencia social, educativa y politica. Un deporte conocido por su capacidad de transmision de valores y fomento de las capacidades individuales es el rugby. Algunos estudios indican que este deporte no esta siendo ensenado adecuadamente, tanto a nivel federativo como en los espacios escolares. Por esta razon, se considera necesario estudiar y saber mas acerca de la persona encargada de ensenar rugby, el entrenador o entrenadora. En el presente estudio se pretendio conocer mejor la realidad de la ensenanza de esta modalidad deportiva a traves de su estudio de formacion en la provincia de Cadiz. Para este fin, se llevo a cabo una investigacion usando una metodologia cuantitativa, a traves de un cuestionario para obtener datos relativos a diferentes dimensiones: experiencia docente y formacion inicial. Una vez finalizado el proceso de elaboracion del instrumento, este fue aplicado a 50 entrenadores y entrenadoras de la provincia de Cadiz a traves de un muestreo no probabilistico. Tras un analisis descriptivo y de correlacion, los resultados mas destacados permiten deducir, entre otros, que los entrenadores de rugby de la provincia de Cadiz participantes no disponen de la experiencia ni de la formacion inicial suficiente para llevar a cabo su labor EnglishDoing sport has increased over recent decades and as a result sport now has great social, educational and political significance. Rugby is a sport known for its ability to convey values and promote individual abilities. Some studies suggest that this sport is not being taught appropriately by federations and in schools. Accordingly, there is a need to examine and find out more about the people in charge of teaching rugby, namely coaches. This study is designed to provide greater understanding of the situation on the ground in coaching this sport by studying training in Cadiz province. To that end research was carried out using a quantitative methodology by means of a questionnaire to obtain data concerning two dimensions: teaching experience and initial training. Once the process of developing the instrument had been completed, it was administered to 50 male and female coaches in Cadiz province using non-probabilistic sampling. Following descriptive and correlation analysis, the main results enable us among other things to conclude that the participating rugby coaches in Cadiz province do not have sufficient experience or initial training to perform their work.

Los ámbitos de intervención de los profesionales de la Educación Social. Un estudio con mapas conceptuales multimedia

This article presents a diachronic study in which the conceptions of university students on the specific areas of Social Education through the elaboration of collaborative multimedia concept maps are analyzed. The sample consists of 321 students belonging to the Social Education and Dual Degree Social Education and Social Work Degree courses of the Universidad Pablo de Olavide, during the academic years 2014/15, 2015/16 and 2016/17. Through a qualitative methodology, through virtual ethnography and quantitative techniques with the use of questionnaires, we analyzed the intervention areas in Social Education and the most significant results were the following: drug addiction (16%), people with disabilities and mental health problems (13%), elderly (13%), and childhood (9%). Other areas that students have identified as being specific to Social Education are: immigration and adults (7%), adolescence (6%), gender violence (5%), socio-community care (4%), sociocultural animation and labor integration 3%), as well as judicial measures, social integration and exclusion (2%), homelessness, child violence, family mediation, education, street education, interculturality, or child violence (1%). In order to point out these concepts, multimedia conceptual maps have been elaborated which show fundamentaly through a vertical hierarchical arrangement.

El futur dels MOOC: aprenentatge adaptat o model de negoci?

Currently, many MOOCs are designed as a collection of videos with a forum using some traditional distance learning models, but they do not promote adaptive and personalized learning. These features, together with the quality of the training process, must be the main challenges for the coming years.These types of courses can have a formative role in higher education, not only in countries where MOOCs are already offered but also in less economically developed countries. To make this possible MOOCs must adopt different teaching strategies to promote personalized learning and offer some form of accreditation and certification.The future of MOOCs can be understood if we approach it from five dimensions: the teaching model, monetization, certification, adaptive learning and MOOCs for developing countries.ResumenEn la actualidad, muchos cursos MOOC se diseñan como si fueran una colección de vídeos a los que se añade un foro, lo que implica seguir un modelo de enseñanza a distancia traditional sin promover un aprendizaje adaptado o personalizado. Aspectos como estos, junto con la calidad del proceso formativo, deben constituir uno de los principales retos de los MOOC en los próximos años.Este tipo de cursos pueden desempeñar un importante papel formativo en la educación superior, no solo en países donde ya se está ofreciendo este tipo de formación sino en países en vías de desarrollo. Para hacerlo posible, los MOOC deben adoptar diferentes estrategias de enseñanza para promover un aprendizaje más personalizado que conlleve también algún tipo de certificación y acreditación de las enseñanzas.El futuro de los MOOC debe pasar por afrontar cinco dimensiones prioritarias: el modelo pedagógico, los procesos de monetización, la certificación, el aprendizaje adaptado y los MOOC en países en vías de desarrollo.

Análisis e implicaciones del impacto del movimiento MOOC en la comunidad científica : JCR y Scopus (2010-13)

The emergence of massive open online course (MOOCs) has been a turning point for the academic world and, especially, in the design and provision of training courses in Higher Education. Now that the first moments of the information explosion have passed, a rigorous analysis of the effect of the movement in high-impact scientific world is needed in order to assess the state of the art and future lines of research. This study analyzes the impact of the MOOC movement in the form of scientific article during the birth and explosion period (2010-2013) in two of the most relevant databases: Journal Citation Reports (WoS) and Scopus (Scimago). We present, through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index and database impact. Furthermore, with the use of a methodology based on social network analysis (SNA), an analysis of the article’s keyword co-occurrence is presented through graphs to determine the fields of study and research. The results show that both the number of articles published and the citations received in both databases present a medium-low significant impact, and the conceptual network of relationships in the abstracts and keywords does not reflect the current analysis developed in general educational media.La irrupcion de los MOOC (Massive Online Open Courses) ha supuesto un punto de inflexion en el mundo academico y, especialmente, en el diseno y oferta de cursos formativos en la Educacion Superior. Una vez superado el primer momento de explosion informativa, se precisan analisis rigurosos sobre la repercusion del movimiento en el mundo cientifico con mas alto impacto para valorar el estado de la cuestion y las lineas de investigacion futuras. El presente estudio analiza el impacto del movimiento MOOC en forma de articulo cientifico durante el periodo de nacimiento y explosion (2010-2013) en dos de las bases de datos de revistas cientificas mas relevantes, Journal Citation Reports (WoS) y Scopus (Scimago). A traves de una metodologia descriptiva y cuantitativa se presentan los datos bibliometricos mas significativos por su indice de cita y repercusion. Asimismo, mediante la metodologia de Analisis de Redes Sociales (ARS) se realiza un analisis de co-ocurrencia con representacion en grafo de las palabras clave de los articulos para la determinacion de los campos de estudio e investigacion. Los resultados muestran que tanto el numero de articulos publicados en ambas bases de datos como las citas que reciben presentan un indice medio-bajo de impacto y la red tematica de interrelaciones en los resumenes y palabras clave de los articulos publicados no reflejan la critica actual de los medios divulgativos generales.The emergence of massive open online course (MOOCs) has been a turning point for the academic world and, especially, in the design and provision of training courses in Higher Education. Now that the first moments of the information explosion have passed, a rigorous analysis of the effect of the movement in high-impact scientific world is needed in order to assess the state of the art and future lines of research. This study analyzes the impact of the MOOC movement in the form of scientific article during the birth and explosion period (2010-2013) in two of the most relevant databases: Journal Citation Reports (WoS) and Scopus (Scimago). We present, through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index and database impact. Furthermore, with the use of a methodology based on social network analysis (SNA), an analysis of the article’s keyword co-occurrence is presented through graphs to determine the fields of study and research. The results show that both the number of articles published and the citations received in both databases present a medium-low significant impact, and the conceptual network of relationships in the abstracts and keywords does not reflect the current analysis developed in general educational media.

Expectativas, obstáculos y hábitos de estudio de los internos que cursan enseñanzas universitarias en la UNED : un estudio de caso : centro penitenciario Madrid VII

This paper presents an investigation developed in Prison Madrid VII (Estremera) during the academic year 2011/12, in which we analyze the expectations of prisoners, the obstacles they have to face and the study conditions in prison during the performance of university studies at the National University for Distance Education. The results are part of the research entitled: “Analysis and impact of the studies at UNED in penitentiaries”. The case study has sought to reflect the reality of daily inmate in his approach to the study. For its development, we have used questionnaires and individual and group interviews to both internal and people responsible for training and we have analyzed facilities and the study sites in prison. The data analysis has been approached from a dual quantitative and qualitative perspective, which has given us valuable information that highlights the importance of these studies in the processes of social and professional reintegration of prisoners. We also analyze and describe the obstacles and difficulties that must serve as a reflection for those people responsible for teaching and we also propose measures to address them that are directed to provide an opening with Information and Communication Technology in the evolution of the university distance studies in prison. The uniqueness of this case study is that presents the reality of a microcommunity of prisoners where you can see in more detail both social and academic aspects that conditioning its development, which certainly provides relevant information to people involved to encourage improvement.

El videoartículo: nuevo formato de divulgación en revistas científicas y su integración en MOOCs

The new training context in higher education is moving toward a new model of massive, open and free education through a methodology based on video simulation and students’ collaborative work. Using a descriptive methodology, we analyze the formats and Web content presentation of 72 journals indexed in the Journal Citation Reports® (2013) in the field of communication, and their presence in the development of massive open online courses (MOOCs) at the leading global platform, «Coursera». The findings show that the vast majority of scientific journals in the field of communication offer few disclosure formats and are difficult to embed in new massive, ubiquitous and collaborative movements which use the selfcreated «audiovisual pill». Therefore, the integration of articles of international scientific journals in MOOCs is almost nonexistent. Journals are not taking advantage of the great potential of these courses for scientific divulgation, probably because its unique disclosure format is written text. Thus, we propose a new model for scientific publication which shares writing text format with the video article, social media outreach and new formats supported by mobile digital devices to foster greater international visibility of scientific development and social progress in an everyday, more interconnected and visual society..The new training context in higher education is moving toward a new model of massive, open and free education through a methodology based on video simulation and students’ collaborative work. Using a descriptive methodology, we analyze the formats and Web content presentation of 72 journals indexed in the Journal Citation Reports® (2013) in the field of communication, and their presence in the development of massive open online courses (MOOCs) at the leading global platform, «Coursera». The findings show that the vast majority of scientific journals in the field of communication offer few disclosure formats and are difficult to embed in new massive, ubiquitous and collaborative movements which use the selfcreated «audiovisual pill». Therefore, the integration of articles of international scientific journals in MOOCs is almost nonexistent. Journals are not taking advantage of the great potential of these courses for scientific divulgation, probably because its unique disclosure format is written text. Thus, we propose a new model for scientific publication which shares writing text format with the video article, social media outreach and new formats supported by mobile digital devices to foster greater international visibility of scientific development and social progress in an everyday, more interconnected and visual society.Los nuevos escenarios formativos en la educacion superior se estan orientando hacia un nuevo modelo de formacion masiva, abierta y gratuita por medio de una metodologia basada en la videosimulacion y el trabajo colaborativo del estudiante. En este articulo analizamos a traves de un estudio descriptivo los formatos de divulgacion y presentacion de contenidos de las 72 revistas indexadas del campo de la Comunicacion en el Journal Citation Reports® (2013) y su presencia en el desarrollo de cursos online masivos en abierto (MOOCs) en la principal plataforma mundial «Coursera». Las conclusiones muestran que la gran mayoria de revistas cientificas del campo de la Comunicacion ofrecen pocos formatos de divulgacion y poco integrables en los nuevos movimientos masivos, ubicuos y colaborativos que utiliza como recurso principal, la «pildora audiovisual» de creacion propia. El posicionamiento de las revistas de reconocido prestigio internacional es casi nulo y no se esta aprovechando el gran potencial que estos cursos suponen para la divulgacion cientifica; probablemente debido a que su unico formato de divulgacion es el texto escrito. Como consecuencia de esta situacion, proponemos un nuevo modelo de divulgacion cientifica que comparta el soporte escrito con el videoarticulo, la divulgacion en redes sociales y la difusion en formatos soportados por dispositivos digitales moviles que favorezcan una mayor visibilidad internacional del avance cientifico y social de manera mas integrada en la sociedad interconectada y visual en la que vivimos.The new training context in higher education is moving toward a new model of massive, open and free education through a methodology based on video simulation and students’ collaborative work. Using a descriptive methodology, we analyze the formats and Web content presentation of 72 journals indexed in the Journal Citation Reports® (2013) in the field of communication, and their presence in the development of massive open online courses (MOOCs) at the leading global platform, «Coursera». The findings show that the vast majority of scientific journals in the field of communication offer few disclosure formats and are difficult to embed in new massive, ubiquitous and collaborative movements which use the self-created «audiovisual pill». Therefore, the integration of articles of international scientific journals in MOOCs is almost nonexistent. Journals are not taking advantage of the great potential of these courses for scientific divulgation, probably because its unique disclosure format is written text. Thus, we propose a new model for scientific publication which shares writing text format with the video article, social media outreach and new formats supported by mobile digital devices to foster greater international visibility of scientific development and social progress in an everyday, more interconnected and visual society. RESUMEN Los nuevos escenarios formativos en la educacion superior se estan orientando hacia un nuevo modelo de formacion masiva, abierta y gratuita por medio de una metodologia basada en la videosimulacion y el trabajo colaborativo del estudiante. En este articulo analizamos a traves de un estudio descriptivo los formatos de divulgacion y presentacion de contenidos de las 72 revistas indexadas del campo de la Comunicacion en el Journal Citation Reports® (2013) y su presencia en el desarrollo de cursos online masivos en abierto (MOOCs) en la principal plataforma mundial «Cour sera». Las conclusiones muestran que la gran mayoria de revistas cientificas del campo de la Comunicacion ofrecen pocos formatos de divulgacion y poco integrables en los nuevos movimientos masivos, ubicuos y colaborativos que utilizan, como recurso principal, la «pildora audiovisual» de creacion propia. El posicionamiento de las revistas de reconocido prestigio internacional es casi nulo y no se esta aprovechando el gran potencial que estos cursos suponen para la divulgacion cientifica; probablemente debido a que su unico formato de divulgacion es el texto escrito. Como consecuencia de esta situacion, proponemos un nuevo modelo de divulgacion cientifica que comparta el soporte escrito con el videoarticulo, la divulgacion en redes sociales y la difusion en formatos soportados por dispositivos digitales moviles que favorezcan una mayor visibilidad internacional del avance cientifico y social de manera mas integrada en la sociedad interconectada y visual en la que vivimos.The new training context in higher education is moving toward a new model of massive, open and free education through a methodology based on video simulation and students’ collaborative work. Using a descriptive methodology, we analyze the formats and Web content presentation of 72 journals indexed in the Journal Citation Reports® (2013) in the field of communication, and their presence in the development of massive open online courses (MOOCs) at the leading global platform, «Coursera». The findings show that the vast majority of scientific journals in the field of communication offer few disclosure formats and are difficult to embed in new massive, ubiquitous and collaborative movements which use the self-created «audiovisual pill». Therefore, the integration of articles of international scientific journals in MOOCs is almost nonexistent. Journals are not taking advantage of the great potential of these courses for scientific divulgation, probably because its unique disclosure format is written text. Thus, we propose a new model for scientific publication which shares writing text format with the video article, social media outreach and new formats supported by mobile digital devices to foster greater international visibility of scientific development and social progress in an everyday, more interconnected and visual society.