{"id":2923,"date":"2013-03-19T12:08:17","date_gmt":"2013-03-19T11:08:17","guid":{"rendered":"http:\/\/elbonia.cent.uji.es\/jordi\/?p=2923"},"modified":"2013-07-21T08:01:34","modified_gmt":"2013-07-21T07:01:34","slug":"los-moocs-en-la-cresta-de-la-ola","status":"publish","type":"post","link":"https:\/\/elbonia.cent.uji.es\/jordi\/2013\/03\/19\/los-moocs-en-la-cresta-de-la-ola\/","title":{"rendered":"Los MOOC, en la cresta de la ola"},"content":{"rendered":"
\"Mooc<\/a>
Mooc Hysteria. CowDogBlog.<\/figcaption><\/figure>\n

Hablar de MOOC<\/a>\u00a0(Cursos Masivos Abiertos Online) (me refiero a los xMOOC, no a los cMOOC (diferencias<\/a>)) est\u00e1 tan de moda que empieza a ser un fen\u00f3meno digno de estudio. Me refiero a estudiar por qu\u00e9 est\u00e1n de moda, no a los MOOCs en s\u00ed (los cMOOC originales), que me parecen muy interesantes para la pedagog\u00eda desde hace varios a\u00f1os. Unos meses atr\u00e1s, en novienbre de 2012, Les Schmidt public\u00f3\u00a0una entrada en Uncharted Waters<\/em>\u00a0titulada MOOCs Near the Peak of Inflated Expectations<\/a>\u00a0<\/em>(est\u00e1\u00a0traducida al castellano en America, Learning & Media<\/em> con el t\u00edtulo\u00a0MOOCs: cerca del pico m\u00e1ximo de expectativas infladas<\/a><\/em>) en la que incluy\u00f3 la figura de abajo en la que situaba el presente (noviembre de 2012) cerca de la cumbre de las expectativas infladas. Tras el ascenso, si el modelo de Gartner<\/a> en el que se basa la figura se cumple, asistiremos a su ca\u00edda en la\u00a0\u00abfosa de la desilusi\u00f3n\u00bb.<\/p>\n

\"MOOC_HypeCycle_12111\"<\/a><\/p>\n

Las razones por las que Les Schmidt afirmaba que los xMOOC est\u00e1n tan cerca de la \u00abcumbre de expectativas infladas\u00bb eras diversas y pueden verse en el art\u00edculo citado. Lo que no suele ser evidente es qui\u00e9n infla<\/strong> las expectativas y a qu\u00e9 intereses<\/strong> responde dicho comportamiento. Veamos un ejemplo reciente.<\/p>\n

En las \u00faltimas semanas hemos asistido a la publicaci\u00f3n de diversos informes sobre \u00abel fen\u00f3meno xMOOC\u00bb. Es decir, \u00abposicionamientos\u00bb. Es muy interesante ver sus conclusiones en funci\u00f3n de qu\u00e9 tipo de instituci\u00f3n\/entidad lo publica. Un primer ejemplo es el informe del JISC\/CETIS<\/a>\u00a0del Reino Unido titulado\u00a0MOOCs and Open Education: Implications for Higher Education.A white paper<\/a>,\u00a0<\/em>firmado por\u00a0Li Yuan<\/a> y Stephen Powell<\/a>.\u00a0En el apartado 7, Implicaciones para las instituciones de educaci\u00f3n superior<\/em>, leemos:<\/p>\n

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The emergence of new educational delivery models including the rapid development of MOOCs is another source pressure on conventional HE institutions, but also offers opportunities for those institutions able to change and develop new provision. Foremost this requires institutions to address strategic questions about online learning and where the different innovations such as MOOCs fit within their activities. It is a mistake to see MOOCs as an isolated issue on which policy and strategic decisions need to be taken, as they are part of a broader landscape of changes in HE that includes the development of open education. It can be argued that MOOCs have the potential to impact on higher education in two ways: improving teaching; and encouraging institutions to develop distinctive missions that will include considerations about openness and access for different groups of students. MOOCs also provide institutions with a vehicle to think creatively and innovatively and to explore new pedagogical practices, business models and flexible learning paths in their provision.<\/p>\n

…<\/p>\n

With the popularity of MOOCs, universities and colleges will need to rethink how to make their curriculum delivery models and courses truly flexible and accessible. Many HEI have sought to make learning more flexible with course modular design and bankable credits to encourage learners to study at a time and peace that suits their own needs. Open courses based on new structures, ways or working and use of technology can make higher education more cost effective and accessible and may also contribute to balancing work, family and social life. Learners have access to a variety of non-traditional learning models including access to courses and materials to self-direct their own learning beyond their classes and institutions.<\/p>\n<\/blockquote>\n

Otro informe reciente del que se ha hablado en la red es el publicado por el\u00a0IPPR<\/a>, el Institute for Public Policy Research (<\/em>que se define a s\u00ed mismo como the UK\u2019s leading progressive thinktank. We produce rigorous research and innovative policy ideas for a fair, democratic and sustainable world) titulado\u00a0<\/em>An Avalanche is Comming<\/a>\u00a0y firmado por\u00a0Michael Barber, Katelyn Donnelly y Saad Rizvi. En el resumen ejecutivo se afirma:<\/p>\n

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An \u00abAvalanche is Coming\u00bb argues that the next 50 years could see a golden age for higher education, but only if all the players in the system, from students to governments, seize the initiative and act ambitiously. If not, an avalanche of change will sweep the system away.<\/p>\n

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Deep, radical and urgent transformation is required in higher education. The biggest risk is that as a result of complacency, caution or anxiety the pace of change is too slow and the nature of change is too incremental. The models of higher education that marched triumphantly across the globe in the second half of the 20th century are broken.<\/p>\n

This report challenges every player in the system to act boldly.<\/p>\n

Citizens<\/strong> need to seize the opportunity to learn and re-learn throughout their lives. They need to be ready to take personal responsibility both for themselves and the world around them. Every citizen is a potential student and a potential creator of employment.<\/p>\n

University leaders<\/strong> need to take control of their own destiny and seize the opportunities open to them through technology \u2013 Massive Open Online Courses (MOOCs) for example \u2013 to provide broader, deeper and more exciting education. Leaders will need to have a keen eye toward creating value for their students.<\/p>\n

Each university<\/strong> needs to be clear which niches or market segments it wants to serve and how. The traditional multipurpose university with a combination of a range of degrees and a modestly effective research programme has had its day.<\/p>\n

The traditional university is being unbundled.<\/p>\n

Some will need to specialise in teaching alone \u2013 and move away from the traditional lecture to the multi-faced teaching possibilities now available:<\/p>\n