Abstract

This article focuses on a review of both literature and practical experiences concerning MOOCs. The literature analyzed was published in peer-reviewed journals between 2007 and 2013. 268 items were selected for this study, of which 100 were analyzed in detail. The issues raised by this analysis were used as the criteria for the analysis of 10 current empirical MOOC experiences. The literature study highlighted the rapid growth in interest in understanding MOOCs and seeking to understand the pedagogic frameworks most relevant to their adoption and the importance of the concept of openness embodied within them. More recently a new emphasis has been emerging where institutional factors, particularly those concerned with financial viability, certification and retention have been highlighted. The analysis of current practice showed that many of the concerns in the academic literature were absent from not only the practices embodied in current MOOC-based learning experiences but seem to have been ignored in the conceptual phase of implementing a MOOC-based teaching model. In practice therefore, most of the current MOOC offer is only a pale reflection of the conceptualization that gave them rise and has been shown to be significant in the literature. In particular the true essence encapsulated in the concept described as Openness has been largely lost in practice.

Abstract

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.

Abstract

Audiovisual formats are essential for virtual learning. Videos in MOOC courses exercise an informative, educational, and advertising function in the course program and in social networks. In this article, videos for courses are reviewed critically and include proposals for improvement. Videos of 50 courses of the edX platform are analyzed from the point-of-view of the narrative design of their content and audiovisual components. The results show that MOOC videos have a master lesson structure, with the visual and sound codes of classroom lectures. Solutions that incorporate creative languages and audiovisual technologies used in film and television are proposed.

Abstract

The massive online open course (mooc) has had a great impact in the landscape of higher education. Analysts say the MOOCs will have a disruptive effect on universities and teaching practice. Universitieswill be forced to change. The psychopedagogical substrate of the moocs is the “flipped education” model in which learning takes place from discussions with fellow students and teachers. We analyze the impact of moocs in university libraries.

Abstract

Moocs (massive open online courses) are a powerful innovation within the global knowledge system. This report describes and presents their key features, challenges that must be overcome for their implementation and good outcomes, and opportunities posed to information and communication professionals and scholars. A selection of existing courses of potential interest to librarians and information specialists is offered.