La valutazione dell’esperienza degli utenti di un MOOC in un progetto di mobilità virtuale: risultati preliminari per la promozione della qualità
Barra laterale dell'articolo
Pubblicato:
Jan 31, 2020
Parole chiave:
Mobilità Virtuale, Fase Pilota, Qualità, MOOC, OERs, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
La mobilità virtuale (VM) è definita come l’insieme di attività supportate da ITC, organizzate a livello istituzionale, che realizzano o facilitano esperienze collaborative internazionali, in un contesto di insegnamento e apprendimento. Alcune esperienze di ricerca segnalano la necessità di sostenere la mobilità virtuale seguendo i principi dell’Educazione Aperta. L’Educazione Aperta è un approccio educativo che valorizza l’uso di tecnologie digitali, quali OER e MOOC. L'obiettivo del presente lavoro è duplice: in primo luogo, descrivere l’approccio teorico alla qualità adottato all’interno del progetto Erasmus+ Open Virtual Mobility per OER e MOOC; in secondo luogo, presentare un’applicazione dell’approccio alla qualità attraverso uno studio di caso nel quale sono stati raccolti e analizzati i dati sull’esperienza di 11 utenti di un MOOC al fine di implementarne la qualità.
Dettagli dell'articolo
Fascicolo
Sezione
Articoli - Argomenti vari
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Riferimenti bibliografici
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Camilleri, A. F., Ehlers, U. D., & Pawlowski, J. (2014). State of the art review of quality issues related to open educational resources (OER). Luxembourg, LU: Publications Office of the EU. doi: 10.2791/80171
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Conole, G. (2016). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 50 (edición especial), 1-18. Retrieved from https://www.um.es/ead/red/50/
Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in Education, 2012(3). doi: 10.5334/2012-18
Dietze, S., Sanchez-Alonso, S., Ebner, H., Qing Yu, H., Giordano, D., Marenzi, I., & Pereira Nunes, B. (2013). Interlinking educational resources and the web of data: A survey of challenges and approaches. Program, 47(1), 60- 91. doi: 10.1108/00330331211296312
Easterday, M. W., Rees Lewis, D. G., & Gerber, E. M. (2018). The logic of design research. Learning Research and Practice, 4(2), 131-160. doi: 10.1080/23735082.2017.1286367
European Commission (2019). Erasmus+ Programm Guide. Retrieved from https://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus2/files/erasmus-plus-programme-guide-2019_en_0.pdf
Firssova, O., & Rajagopal, K. (2018). Open VM Competence Framework. Retrieved from https://www.openvirtualmobility.eu/topics/outputs
Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-Learning in European higher education institutions. Brussels, BE. Retrieved from http://www.eua.be/Libraries/publication/e-learning_survey.pdf?sfvrsn=2
Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016). Opening up education: A support framework for higher education institutions. JRC Science for Policy Report. doi: 10.2791/293408
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227. doi: 10.19173/irrodl.v14i3.1455
Lowenhal, P. R., & Hodges, C. B. (2015). In search of quality: Using quality matters to analyze the quality of massive, open, online courses (MOOCs). International Review of Research in Open and Distributed Learning, 16(5), 83-101. doi: 10.19173/irrodl.v16i5.2348
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. doi: 10.1016/j.compedu.2014.08.005
McKenney, S., & Reeves, T. C. (2013). Educational design research. In Handbook of research on educational communications and technology (pp. 131-140). Springer, New York, NY. doi: 10.1007/978-1-4614-3185-5_11
McKenney, S., & Visscher-Voerman, I. (2013). Formal education of curriculum and instructional designers. Educational Designer, 2(6), 1-20. Retrieved from https://www.educationaldesigner.org/ed/volume2/issue6/article20/
OECD (2007). Giving knowledge for free: The emergence of open educational resources. Retrieved from: http://www.oecd.org/education/ceri/givingknowledgeforfreetheemergenceofopeneducationalresources.htm
OECD. (2010). Learning Our Lesson: Review of Quality Teaching in Higher Education. Retrieved from: http://www.oecd.org/education/imhe/learningourlessonreviewofqualityteachinginhighereducation.htm
Op de Beeck, I., & Van Petegem, W. (2013). Virtual mobility: An alternative or complement to physical mobility ERACON 2011 & 2012 Dual Year Proceedings, Cluj-Napoca, Romania (pp. 151-160). Nicosia, CY EAEC. Retrieved from http://www.eracon.info/index.php?id=257
Parker, N. K. (2008). The quality dilemma in online education revisited. In T. Andreson (Ed.), The theory and practice of online learning (pp. 305-340). Retrieved from http://www.aupress.ca/index.php/books/120146
Pawlowski, J. M. (2007). The quality adaptation model: adaptation and adoption of the quality standard ISO/IEC 19796-1 for learning, education, and training. Journal of Educational Technology & Society, 10(2), 3-16. Retrieved from https://eric.ed.gov/?id=EJ814031
Poce, A., Agrusti, F., & Re, M. R. (2015). Sviluppo di uno strumento di valutazione delle risorse aperte (Oers). Cadmo, 2, 81-98. doi: 10.3280/CAD2015-002008
Pond, W. K. (2002). Distributed education in the 21st century: Implications for quality assurance. Online Journal of Distance Learning Administration, 5(2), 1-8. Retrieved from https://pdfs.semanticscholar.org/206d/977f29e595cff68e208d4b1dfcea5722d77a.pdf
Reeves, T. (2006). Design research from a technology perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research (pp. 64-78). London, UK: Routledge. doi: 10.4324/9780203088364
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. London, UK: Routledge.
St. Lifer, E. (2018, January 11). Five Ed-Tech Elephants: From OER to equitable access, challenges to the digital revolution persist [School Library Journal Post]. Retrieved from https://www.slj.com/?detailStory=the-five-ed-tech-elephants-in-the-prek-12-classroom-opinion
Tovar Caro, E., & Lesko, I. (2014). Analysis of successful modes for the implementation and use of Open Course Ware (OCW) & Open Educational Resources (OER) in higher education. the virtual mobility case. RIED. Revista Iberoamericana de Educación a Distancia, 17(1), 131-148. doi: 10.5944/ried.17.1.11577
Villar-Onrubia, D., & Rajpal, B. (2016). Online international learning: Internationalising the curriculum through virtual mobility at Coventry University. Perspectives: Policy and Practice in Higher Education, 20(2-3), 75-82. doi: 10.1080/13603108.2015.1067652
Weller, M. (2017). The development of new disciplines in Education – the Open Education example. In G. M. dos Santos Ferreira, L. A. da Silva Rosado, & J. de Sà Carvalho (Eds.), Education and technology: critical approaches Sa (pp. 464–486). Rio de Janeiro, BRA: Universidade Estacio de Sà. Retrieved from http://oro.open.ac.uk/49737/
Wilson, G., Abbott, D., De Kraker, J., Salgado Perez, P., Scheltinga, C., & Willems, P. (2011). The lived experience of climate change: Creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at masters level. International Journal of Technology Enhanced Learning, 3(2), 111-123. doi: 10.1007/978-3-642-16318-0_59
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. doi: 10.1207/s15326985ep2501_2
Atenas, J., Havemann, L., & Priego, E. (2014). Opening teaching landscapes: The importance of quality assurance in the delivery of open educational resources. Open Praxis, 6(1), 29-43. doi: 10.5944/openpraxis.6.1.81
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141-178.
Buchem, I., Konert, J., Carlino, C., Casanova, G., Rajagopal, K., Firssova, O., & Andone, D. (2018). Designing a collaborative learning hub for virtual mobility skills: insights from the European project open virtual mobility. In P. Zaphiris, & A. Ioannou (Eds.), Learning and Collaboration Technologies. Design, Development and Technological Innovation, 5th International Conference, LCT 2018, Part I (pp. 350-375). Cham, CH: Springer. doi: 10.1007/978-3-319-91743-6_27
Buchem, I., Tur, G. & Urbina, S. (2018). Quality assurance for attainment, assessment and recognition of virtual mobility skills in context of open education. In Proceedings 10th International Conference on Education and New Learning Technologies, Palma, Spain. 2-4 July, 2018 (pp. 945-952). doi: 10.21125/edulearn.2018.0318
Camilleri, A. F., Ehlers, U. D., & Pawlowski, J. (2014). State of the art review of quality issues related to open educational resources (OER). Luxembourg, LU: Publications Office of the EU. doi: 10.2791/80171
Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15-22). Berlin, DE: Springer. doi: 10.1007/978-3-642-77750-9_2
Conole, G. (2016). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 50 (edición especial), 1-18. Retrieved from https://www.um.es/ead/red/50/
Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in Education, 2012(3). doi: 10.5334/2012-18
Dietze, S., Sanchez-Alonso, S., Ebner, H., Qing Yu, H., Giordano, D., Marenzi, I., & Pereira Nunes, B. (2013). Interlinking educational resources and the web of data: A survey of challenges and approaches. Program, 47(1), 60- 91. doi: 10.1108/00330331211296312
Easterday, M. W., Rees Lewis, D. G., & Gerber, E. M. (2018). The logic of design research. Learning Research and Practice, 4(2), 131-160. doi: 10.1080/23735082.2017.1286367
European Commission (2019). Erasmus+ Programm Guide. Retrieved from https://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus2/files/erasmus-plus-programme-guide-2019_en_0.pdf
Firssova, O., & Rajagopal, K. (2018). Open VM Competence Framework. Retrieved from https://www.openvirtualmobility.eu/topics/outputs
Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-Learning in European higher education institutions. Brussels, BE. Retrieved from http://www.eua.be/Libraries/publication/e-learning_survey.pdf?sfvrsn=2
Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016). Opening up education: A support framework for higher education institutions. JRC Science for Policy Report. doi: 10.2791/293408
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227. doi: 10.19173/irrodl.v14i3.1455
Lowenhal, P. R., & Hodges, C. B. (2015). In search of quality: Using quality matters to analyze the quality of massive, open, online courses (MOOCs). International Review of Research in Open and Distributed Learning, 16(5), 83-101. doi: 10.19173/irrodl.v16i5.2348
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. doi: 10.1016/j.compedu.2014.08.005
McKenney, S., & Reeves, T. C. (2013). Educational design research. In Handbook of research on educational communications and technology (pp. 131-140). Springer, New York, NY. doi: 10.1007/978-1-4614-3185-5_11
McKenney, S., & Visscher-Voerman, I. (2013). Formal education of curriculum and instructional designers. Educational Designer, 2(6), 1-20. Retrieved from https://www.educationaldesigner.org/ed/volume2/issue6/article20/
OECD (2007). Giving knowledge for free: The emergence of open educational resources. Retrieved from: http://www.oecd.org/education/ceri/givingknowledgeforfreetheemergenceofopeneducationalresources.htm
OECD. (2010). Learning Our Lesson: Review of Quality Teaching in Higher Education. Retrieved from: http://www.oecd.org/education/imhe/learningourlessonreviewofqualityteachinginhighereducation.htm
Op de Beeck, I., & Van Petegem, W. (2013). Virtual mobility: An alternative or complement to physical mobility ERACON 2011 & 2012 Dual Year Proceedings, Cluj-Napoca, Romania (pp. 151-160). Nicosia, CY EAEC. Retrieved from http://www.eracon.info/index.php?id=257
Parker, N. K. (2008). The quality dilemma in online education revisited. In T. Andreson (Ed.), The theory and practice of online learning (pp. 305-340). Retrieved from http://www.aupress.ca/index.php/books/120146
Pawlowski, J. M. (2007). The quality adaptation model: adaptation and adoption of the quality standard ISO/IEC 19796-1 for learning, education, and training. Journal of Educational Technology & Society, 10(2), 3-16. Retrieved from https://eric.ed.gov/?id=EJ814031
Poce, A., Agrusti, F., & Re, M. R. (2015). Sviluppo di uno strumento di valutazione delle risorse aperte (Oers). Cadmo, 2, 81-98. doi: 10.3280/CAD2015-002008
Pond, W. K. (2002). Distributed education in the 21st century: Implications for quality assurance. Online Journal of Distance Learning Administration, 5(2), 1-8. Retrieved from https://pdfs.semanticscholar.org/206d/977f29e595cff68e208d4b1dfcea5722d77a.pdf
Reeves, T. (2006). Design research from a technology perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research (pp. 64-78). London, UK: Routledge. doi: 10.4324/9780203088364
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. London, UK: Routledge.
St. Lifer, E. (2018, January 11). Five Ed-Tech Elephants: From OER to equitable access, challenges to the digital revolution persist [School Library Journal Post]. Retrieved from https://www.slj.com/?detailStory=the-five-ed-tech-elephants-in-the-prek-12-classroom-opinion
Tovar Caro, E., & Lesko, I. (2014). Analysis of successful modes for the implementation and use of Open Course Ware (OCW) & Open Educational Resources (OER) in higher education. the virtual mobility case. RIED. Revista Iberoamericana de Educación a Distancia, 17(1), 131-148. doi: 10.5944/ried.17.1.11577
Villar-Onrubia, D., & Rajpal, B. (2016). Online international learning: Internationalising the curriculum through virtual mobility at Coventry University. Perspectives: Policy and Practice in Higher Education, 20(2-3), 75-82. doi: 10.1080/13603108.2015.1067652
Weller, M. (2017). The development of new disciplines in Education – the Open Education example. In G. M. dos Santos Ferreira, L. A. da Silva Rosado, & J. de Sà Carvalho (Eds.), Education and technology: critical approaches Sa (pp. 464–486). Rio de Janeiro, BRA: Universidade Estacio de Sà. Retrieved from http://oro.open.ac.uk/49737/
Wilson, G., Abbott, D., De Kraker, J., Salgado Perez, P., Scheltinga, C., & Willems, P. (2011). The lived experience of climate change: Creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at masters level. International Journal of Technology Enhanced Learning, 3(2), 111-123. doi: 10.1007/978-3-642-16318-0_59
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. doi: 10.1207/s15326985ep2501_2