{"id":3034,"date":"2013-07-21T10:39:29","date_gmt":"2013-07-21T09:39:29","guid":{"rendered":"http:\/\/elbonia.cent.uji.es\/jordi\/?p=3034"},"modified":"2014-07-23T19:21:11","modified_gmt":"2014-07-23T18:21:11","slug":"mooc-el-abismo-de-la-desilusion","status":"publish","type":"post","link":"https:\/\/elbonia.cent.uji.es\/jordi\/2013\/07\/21\/mooc-el-abismo-de-la-desilusion\/","title":{"rendered":"MOOC: \u00bfel abismo de la desilusi\u00f3n?"},"content":{"rendered":"

\"mooc_origins\"No hace mucho, el 19 de marzo, publiqu\u00e9 en este blog una entrada titulada\u00a0Los MOOC, en la cresta de la ola<\/a>.\u00a0En ella reproduc\u00eda el conocido gr\u00e1fico<\/a> en el que Les Schmidt \u00absituaba\u00bb acontecimientos relacionados con los MOOC en la curva del \u00abhype cycle\u00bb de las tecnolog\u00edas emergentes de Gartner. La curva se deten\u00eda, en noviembre de 2012, cerca de la \u00abcresta de la ola\u00bb.<\/p>\n

 <\/p>\n

 <\/p>\n

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

\u00bfD\u00f3nde estamos en julio de 2013? \u00bfSigue el \u00abciclo de sobreexpectaci\u00f3n\u00bb sobre los MOOC? O, si se cumple el modelo de Gartner<\/a>, \u00a0\u00bfya nos adentramos en el \u00ababismo de desilusi\u00f3n\u00bb? (Wikipedia<\/a>: \u00abLas tecnolog\u00edas entran en el abismo de desilusi\u00f3n porque no se cumplen las expectativas. Estas tecnolog\u00edas dejan de estar de moda y en consecuencia, por lo general la prensa abandona el tema.).<\/p>\n

\"Gartner_Hype_Cycle.svg\"<\/a><\/p>\n

 <\/p>\n

Esta semana se publicaban un par de art\u00edculos interesantes sobre los resultados de algunos MOOC.<\/p>\n

En el primero, de Inside Higher Ed<\/em>, titulado\u00a0\u00abUdacity Project on ‘Pause’<\/a>\u00ab, se analiza la decisi\u00f3n de la San Jose State University<\/em> de \u00abpausar\u00bb su experimento con Udacity<\/a>. \u00bfLa raz\u00f3n? Los resultados de aprendizaje de los estudiantes MOOC no son similares a los presenciales:<\/p>\n

\n

Preliminary findings from the spring semester suggest students in the online Udacity courses, which were developed jointly with San Jose State faculty, do not fare as well as students who attended normal classes — though [San Jose State Provost Ellen] Junn\u00a0cautioned against reading too much into the comparison, given the significant differences in the student populations.<\/p>\n<\/blockquote>\n

Las razones de tales resultados son complejas (conviene leer cuidadosamente todo el art\u00edculo de Insider Higher Ed<\/em>) porque en el experimento se mezclan diferentes tipos de estudiantes, cursos preparados \u00aba la carrera\u00bb por los profesores (por cuesti\u00f3n de plazos en el contrato con Udacity), anuncios el d\u00eda antes de empezar el curso, financiaci\u00f3n de la Fundaci\u00f3n Bill y Melinda Gates, etc. Quiz\u00e1 la receta de un cocktel explosivo.<\/p>\n

Pero no todo ha funcionado mal en la experiencia con MOOC de la SJSU. Sus flipped classrooms<\/em> con edX parece que han obtenido buenos resultados:<\/p>\n

\n

Unlike the Udacity partnership, which is designed to replace the classroom experience, San Jose State is using edX material only to supplement the classroom experience. Enrolled students are expected to review edX material before they come to class. Faculty, in turn, have more class time to work with students and are able to devote less time to lecturing, the faculty members have said in interviews.
In fact, San Jose State students using edX are outperforming students who do not. Junn said the university is preparing a paper on that project and hopes to have it published in a peer-reviewed journal.
Student performance data from the San Jose State\/Udacity courses are expected to be released in coming weeks.<\/p>\n<\/blockquote>\n

El segundo art\u00edculo interesante publicado esta semana es el de la web de la Universidad de Stanford titulado How widely used are MOOC forums? A first look<\/a>. <\/em>Presenta la relaci\u00f3n entre participaci\u00f3n en los foros y los resultados de aprendizaje de los estudiantes en 23 cursos de Stanford alojados en Coursera. En total, menos del 10% de los estudiantes participaron en los foros. Pero hay muchos estudiantes que se matriculan en los MOOC por curiosidad, sin intenci\u00f3n de completar las actividades del curso. Si se excluye a los estudiantes que no llegaron al 10% de la calificaci\u00f3n final, la participaci\u00f3n media en los foros de los 23 cursos sube al… 12.3% \u00a0(aunque en un curso concreto participar en los foros contribu\u00eda a la calificaci\u00f3n final).<\/p>\n

M\u00e1s datos: entre los estudiantes que obtuvieron un 60% o m\u00e1s de la calificaci\u00f3n final, la participaci\u00f3n se cifra en un 19,3%. Y entre los que obtuvieron una nota de 90% o superior, participaron en foros el 21,7%.<\/p>\n

Los autores concluyen:<\/p>\n

\n

We were somewhat surprised to discover how few students posted in the forums. Considering only students who posted more than once, so that we weren\u2019t counting those who only introduced themselves, it looks as though for most courses, fewer than 20% of even quite engaged students (scoring 60% or above in the course) were active forum participants, and numbers weren\u2019t much different even for students scoring 90% and above.<\/p>\n

This initial look at the data points to more questions than answers, and we look forward to also considering the forum view data. Are there large numbers of \u201clurkers\u201d who view forums but don\u2019t post, or are there simply fewer students using forums than we had expected?<\/p>\n<\/blockquote>\n

\u00bfNo tendr\u00e1 algo que ver el dise\u00f1o \u00abinstruccional\u00bb de los cursos? \u00bfY si los ingenieros inform\u00e1ticos\u00a0ide\u00f3logos<\/em> de los MOOC leyeran algo de pedagog\u00eda posterior a 1970? \u00bfO simplemente algo de pedagog\u00eda?<\/p>\n","protected":false},"excerpt":{"rendered":"

No hace mucho, el 19 de marzo, publiqu\u00e9 en este blog una entrada titulada\u00a0Los MOOC, en la cresta de la ola.\u00a0En ella reproduc\u00eda el conocido gr\u00e1fico en el que Les Schmidt \u00absituaba\u00bb acontecimientos relacionados con los MOOC en la curva del \u00abhype cycle\u00bb de las tecnolog\u00edas emergentes de Gartner. La curva se deten\u00eda, en noviembre […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[280,285],"tags":[],"class_list":["post-3034","post","type-post","status-publish","format-standard","hentry","category-blog","category-moocs"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p74JOR-MW","_links":{"self":[{"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/posts\/3034","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/comments?post=3034"}],"version-history":[{"count":17,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/posts\/3034\/revisions"}],"predecessor-version":[{"id":3170,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/posts\/3034\/revisions\/3170"}],"wp:attachment":[{"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/media?parent=3034"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/categories?post=3034"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/tags?post=3034"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}