CopyofMOOC Guia Profesorado(1)

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Design and realization of MOOC at theUniversitat Jaume I. Guide for teachers.

CENT Center of Education and New Technologies of the Universitat Jaume I CastelloVersion 1.1 . July of 2014.

Diseo y realizacin de MOOC en la Universitat Jaume I. Gua para el profesorado. Diferencias entre la formacin reglada a distancia y los MOOC Plataforma tecnolgica

Ayuda y apoyo Funciones del equipo docente

Disear el curso y crear los contenidos Facilitar el desarrollo del curso

Diseo del curso Una seccin cero informativa Una seccin para cada tema del curso

Los materiales de estudio Formatos Propiedad intelectual y licencias Creative Commons

Opciones para la creacin de vdeos Las actividades de aprendizaje

Foros de debate Ejercicios autocorrectivos Talleres de evaluacin entre iguales

Secuenciacin de actividades Recomendaciones sobre el proceso de diseo y construccin del curso MOOC para desarrollo profesional Emisin de certificados

Emisin de certificados al profesorado del MOOC

Difusin del curso Ms informacin Iniciacin a la educacin a distancia y en lnea Pedagoga de los MOOC Distincin entre cMOOC y xMOOC

Anlisis de la literatura sobre MOOC Creative Commons

The MOOC (Massive Open Online Courses , online courses open and massive) are a formof open education. The term MOOC was invented by Dave Cormier in 2008 on theoccasion of the course "Connectivism and Connective Knowledge", led by professorsGeorge Siemens and Stephen Downes, which was attended by more than 2,200 participantsfrom a distance over the Internet. From 2012 onwards the MOOC were popularized by some
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universities and consortia of USA (MIT, Harvard, Udacity, Coursera). In 2013, theUniversitat Jaume I of Castello (UJI) addressed a convocatoria to its faculty to promote therealization of MOOC.

This document is a basic guide for the faculty of the UJI you want to participate in this call, orthe continue in successive years, and perform a MOOC.

To develop this document have been taken some fragments and some ideas of the Guametodolgica para la Planificacin, diseo e imparticin de MOOC (PDF) of the Unit ofEducational Technology and Innovation in teaching (UTEID) at the University Carlos III ofMadrid.

Differences between formal training to distance and the MOOC

A MOOC necessarily must submit the following features: Must be a course must have the structure of a course, designed to facilitate

learning, communication activities and tools that accompany the study materials. Notonly can consist of a collection of materials.

You must be an online course is a distance learning course and all communicationis carried out via the Internet. You may not require classroom activities.

Must be open, not only free: enrollment in the course must be open to anyone whowants to participate and the study materials must also be open access for all. (Thecall of MOOC of the UJI specifies that the materials must be published at a laterstage in the institutional repository, with a Creative Commons license, preferably CC-BY-SA.)

Must be potentially massive. The number of possible inscriptions must be, in

principle, unlimited, or at least must have a limit to the very top that could beaccepted in a traditional classroom course. The potential audience of the course isglobal. Hundreds or thousands of participants are normal figures.

These features involve some differences compared to other elearning initiatives that aresummarized in the table below.

Elearning MOOC

Closed environment. Open Environment.

Enrolment rates. Free access.

Limited Group . Unlimited participation.

Direct support of the faculty. Support of the community of learners.

Generally focused on the evaluation andaccreditation.

Focused mainly on learning.

Technology Platform

Although the original notice referred to other options, finally the UJI decided to implement a

MOOC platform based on Moodle, the same free software with which it operates our AulaVirtual . The most important advantage of using Moodle is that both our teachers, that you
http://ujiapps.uji.es/perfils/pdipas/pdi/moocs/conv1314/http://ujiapps.uji.es/perfils/pdipas/pdi/moocs/conv1314/http://ujiapps.uji.es/perfils/pdipas/pdi/moocs/conv1314/http://portal.uc3m.es/portal/page/portal/UC3M_Digital/convocatoria_edX/MOOCs_GuiaMetodologica_ver6_Marzo2014_0.pdfhttp://portal.uc3m.es/portal/page/portal/UC3M_Digital/convocatoria_edX/MOOCs_GuiaMetodologica_ver6_Marzo2014_0.pdfhttp://portal.uc3m.es/portal/page/portal/UC3M_Digital/convocatoria_edX/MOOCs_GuiaMetodologica_ver6_Marzo2014_0.pdfhttp://portal.uc3m.es/portal/page/portal/UC3M_Digital/convocatoria_edX/MOOCs_GuiaMetodologica_ver6_Marzo2014_0.pdfhttp://moodle.org/http://moodle.org/http://moodle.org/http://aulavirtual.uji.es/http://aulavirtual.uji.es/http://aulavirtual.uji.es/http://aulavirtual.uji.es/http://aulavirtual.uji.es/http://aulavirtual.uji.es/http://moodle.org/http://portal.uc3m.es/portal/page/portal/UC3M_Digital/convocatoria_edX/MOOCs_GuiaMetodologica_ver6_Marzo2014_0.pdfhttp://portal.uc3m.es/portal/page/portal/UC3M_Digital/convocatoria_edX/MOOCs_GuiaMetodologica_ver6_Marzo2014_0.pdfhttp://ujiapps.uji.es/perfils/pdipas/pdi/moocs/conv1314/


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must develop the courses, as a good portion of students potentially interested inparticipating, already familiar with the tool, since it is one of the platforms on-line educationmore widespread across the world, in all educational levels.

As regards the comparison with the Virtual Classroom of the UJI, the differences are few: wehave used a version of the slightly more recent software (Moodle 2.6 ), a design visuallysimplified and a template of course adapted to the strict requirements of the MOOC.

Help and Support

The CENT, commissioned by the Vice President for Campus, new technologies and PAS,manages the platform of MOOC of the UJI. In addition, it also advises the teaching teamsthat perform the MOOC. You can go to the CENT in the mailbox [email protected] to resolve anyquestion concerning the MOOC, whether technical or methodological and pedagogical.

Functions of the teaching team

The members of the teaching team of a MOOC have to carry out different functions,basically of two types. Nails and other functions can be performed by the same people, orthe members of the team we can allocate the tasks.

Course Design and create the content

The basic content of a MOOC are materials and learning activities, organized as a sequenceor itinerary of subjects.

Designing the itinerary of the course. Create the course materials (and other video formats). Design learning activities.

Facilitate the development of the course

Despite the importance of content, and the fact that the dimension of a MOOC does notallow the personalized advising of the participants, it is essential the presence of theteaching team in the course, so that this will indeed be a course and not just a simplerepository of materials. This presence must be vehicular primarily through the forums. 1

Resolve questions about the operation of the platform. Resolve questions about the contents of the course. Boost the participation of students in the course. Ensure the correct operation and the quality (digital reputation) of the course.

Design of the courseFrom a teaching point of view, the MOOC can be placed on a continuum in one end of whichwould be those courses focusing on the student, based in the debate, the communicationand interaction, aimed at achieving that participants develop new skills or concepts andapplying them to their personal contexts. At the other extreme, we'd have coursesexclusively focused on the learning materials and designed to convey to the participants asystematic set of knowledge and preset. In the first case, you can use typically peerevaluation. In the second case is more widespread the use of exercises selfcorrecting.

1 The mode, p. e., the OpenCourseWare.
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Between these two extremes, what exact design is more suitable for their MOOC? Thatdepends on the objectives that may arise in the course, of the type of material in questionand from the previous level of knowledge that it is assumed in the participants. The standardtemplate that offers the CENT is sufficiently flexible and adaptable. Consists of the parts andelements following.

A informative section zero

At the beginning of the course home page, with the following minimum contents:

1. Video presentation of the course ( 2-3 minutes).2. Forum News : a forum for notices of the faculty, where the student does not havepermission to intervene.

3. Consultation Forum : a forum open to the participation of all, for which the studentscan ask their questions, problems, etc. , and receive responses from teachers or theirpeers.

4. Course Guide : a page or set of pages that explain the basics of the course (goals,agenda, calendar methodology and conditions for obtaining the certificate).

5. Glossary of frequently asked questions : based on the questions on the courseraised by the students.

A section for each theme of the course

We recommend that you keep hidden these sections and go by opening them up to measurethat elapse the timing of the course, in accordance with a pre-planning. Each of thesesections must consist of study materials and learning activities. A typical theme wouldinclude these items:


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1. Videoleccion brief (3-7 minutes) that explain the main ideas of the subject.2. Other study materials , in the convenient formats: text, animations, graphic

diagrams, etc.3. Discussion Forum on the topic.4. Self-learning and / or 5. Workshop peer evaluation .

We advise you have prepared all the sections of the course before it begins, including allstudy materials and learning activities. During the completion of the course, it is better tohave all the time as possible to monitor its operation, meet incidents, etc.

The study materialsThe curriculum materials included in the topics can be videos, texts and other types ofmedia. In any case, given the open nature of the mass and MOOC, is very important toalways use open formats and make sure you have the rights ofexploitation (reproduction, dissemination and communication to the public).

Formats

It is not reasonable to use formats which may require the use of software to pay. P. eformats of word processor, or presentations, that they may only be displayedcorrectly with Microsoft Office 2. In these cases, it is best export the document in PDFformat and hang it up in this format.

If it will be essential distribute files that require a specific software, this softwareshould be free, or at least free and should provide the link and the instructions todownload and install it.

Type of media Recommended Formats Not recommendedFormats

2 Price of Microsoft Office for students: 119 . License valid for a single PC. Does not include allapplications. Full Version 539 (prices April 2014).


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Texts Web pages createdwith Moodle.

PDF ODT (OpenOffice)

.DOC (Word)

Presentations PDF Insert code using or(SlideShare, Prezi,etc. )

ODP (OpenOffice)

.PPT (PowerPoint)

Videos Insert through thestandard editor ofMoodle by enteringthe Youtube link or

be seen at VIMEOwebsite.

MP4

WMV AVI

Audio MP3 MP4

WMA WAV

Intellectual Property and Creative Commons licenses

In accordance with the Law of Intellectual Property and international conventions, theexercise of the rights of exploitation of a work corresponds to the person or persons authorsof the work, provided that they have not given these rights, in writing, e.g. in a publishingcontract (for publication in book form, or in a magazine, etc. ). Therefore, in the MOOC canbe used legally all those materials created by the teaching team, whose exploitationrights have not been given exclusively to third parties (p. e to a publisher).

On the other hand, the convening of the UJI for the realization of MOOC determines that thematerials are developed for the course will be disseminated in open with a CreativeCommons license (preferably CC-BY-SA).

With regard to materials not created by the teaching team of MOOC, there are two options: You can include in your course material for which count with explicit authorization of

the authors or owners of the rights. This includes all those materials published withCreative Commons licenses. Note that if you want to make some modifications inmaterials of this type, the license must allow: that is to say, should not include thecondition "without derivative work" (ND). Q. and when you want to translate adocument, modify or combine parts of texts, retouching a graphic image, etc.

You can include in your course links to any of the materials available in otherwebsites, provided that the publication in these sites has been done with respect forthe Law of Intellectual Property.

Options for the creation of videos


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In accordance with point 8 of the notice of UJI, you have three choices for the creation ofvideos for their MOOC:

Recording videoclases in classrooms through the media table, with the advice of theComputing Service.

Recording of video lessons in the LABCOM (Laboratory of AudiovisualCommunication), with the support of the laboratory personnel.

Recording videos on any other means at their disposal. After you create the videos using any of these options, the teaching team of MOOCmust upload to YouTube or Vimeo and insert them into the course by using its URL. Theuse of these platforms increases the potential spread of the videos and leverages itsinfrastructure storage and playback of streaming.

Learning ActivitiesThe activity modules of Moodle that we recommend to use, in accordance with the character

in line and mass of the MOOC, are the following: Discussion Forums Questionnaires Workshops

Discussion Forums

In the MOOC, and in online education in general, the forums are not only a way ofcommunication between faculty and students, but also a space for dialog and a powerfullearning tool. In the MOOC, in fact, they are essential if we are to create connectionsbetween the apprentices, so that they are mutually supportive and make it possible the

collaborative construction of knowledge with a minimal support of the faculty. For thatreason, we recommend creating a discussion forum associated with each theme of thecourse . The role of teachers in this type of forum is the facilitator. You can send initialquestions to provoke discussion, encourage the flow of ideas and to take care of the rhythmof the interventions, which tend to self-regulate as the course progresses. You can alsoanswer any questions or misunderstandings not resolved by the participants, when it deemsappropriate.On the other hand, it is important to ensure that only the forum for announcements andnews of the course is compulsory subscription . In the other forums that use, it is best toconfigure the subscription as optional (each participant can subscribe if you want to) or, in

any case, automatic (all participants signed initially, but each one can cancel thesubscription at any time). Note that the subscription involves receiving by email eachintervention of the forum.

Exercises selfcorrecting

The questionnaires provide an automated system of assessment appropriate to theMOOC serve both to evaluate the previous ideas of the students at the beginning of thecourse or a topic (initial assessment), as so that each student can check their level ofunderstanding of the materials during the course (formative assessment) and also to assessthe results at the end of each module or course (summative assessment).

Moodle has a wide range of formats of question: true or false, multiple choice, numeric,matching, fill-in-the-blank, etc. In addition, questions can be based on text and in all kinds of
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multimedia materials: images, video, audio, etc.

Evaluation workshops between equal

The workshops of peer evaluations are the best way to include the realization ofindividual jobs as part of the evaluation system of the MOOC. The work of each studentcan be reviewed by several peers (heteroevaluation) or even by the same (self). The finalgrade for this activity you can take into account both the note received by the student's workas the adequacy of the assessment that the student has made the work of their peers. Themeasurement of this adaptation is based on a comparison of the different skills that studentshave been awarded to the same job. Therefore, they are required at least three evaluationsof a job for the comparison sufficiently accurate (two heteroevaluaciones more a self-assessment, or three heteroevaluaciones).With regard to the evaluation criteria, the use of headings in rating facilitates the studentscarrying out the work and self-evaluation or heteroavaluacions post.The faculty also may be able to correct these jobs, but we advise you to do so only in casesof conflicting or when nobody has evaluated the work of any person.

Time limits (date and time) for the realization of activitiesWhen you set a date for the completion of an activity, e.g. a workshop or a questionnaire, itshould be borne in mind that many participants of the course can be found in different timezones. Provided that they have correctly defined its time zone in their profiles, visualize eachone in your local time zone date i hour limit for the completion of the activity. If you have notdefined their time zone in the profile, they will be displayed by default in the peninsularSpanish time (time zone of the server).

Sequencing of activities All the resources and activities of Moodle have in its configuration page a section of "accessrestrictions". Through these restrictions can be programd itineraries of realization ofactivities, by chaining them in a way that in order to access an activity is there has to bedone before another. Also can be done, for example, that according to the score in anactivity, some students may have to perform another reinforcement, while others mayproceed directly with the following activity, or even some may perform a follow-up activity ofenlargement of knowledge.

Recommendations on the design process and construction of thecourseTo design and build the course, we recommend that you follow the phases and the followingsteps:

1. Reflect on the objectives of the course. What do you expect that they havelearned the participants at the end and how they may demonstrate what they havelearned?

2. Structure The course topics. Note the logical order of topics, the difficulty of thecontent and the time commitment they will bring to the participants. Generally eachitem equals one week of the course. The ideal duration of a MOOC, in order to

facilitate the concentration and the work of the estudiantates, would be four to sixweeks.


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3. Outline the contents of each item in a document: Title of the topic and dates and the title should clearly reflect the contents

of the item. The objectives of the topic : what you will learn the participants in this topic? The list of study materials :

What kind of video will be suitable for this topic? Will It Be convenient accompany the video with a presentation ? What other materials will be suitable? Keep in mind the question of

intellectual property . You will need to create their materials and/or usematerials with open licenses.

The list of learning activities appropriate to the topic: "discussion forum,selfcorrecting exercises and/or workshop of peer evaluation?

4. Create or collect the study materials and learning activities for eachtopic. Make sure that hours of work that each topic will give participants are adjustedweekly to the dedication of the course.

Importance of the user profile or user.In an online course of the characteristics of the MOOC, the user profile or user configuresthe identity of each participant before their peers, teachers and the management system.There is to impress upon the participants, therefore, the importance of some basic fields ofthe profile:

The image . You must use a current picture. The full name . It will also be used for the issuance of the certificate. The time zone . If is defined correctly, will allow you to view in the local time for each

participant the deadlines for the completion of activities, so that there is nounnecessary confusion.

Professional development for MOOCIn the event that your course is middle to professional development, whenever possible it isimportant to try to:

To train participants to connect the theory that they learn in the MOOC withprofessional practice, through the definition of personal goals or the customization ofthe objectives of the course.

Help participants, during the course, to reflect on the knowledge gained and how

these should be integrated into professional practice. To encourage participants to discuss the ideas of the course between them and with

their coworkers and professional networks. Use the knowledge and professional experiences that could contribute to the

participants. Take advantage of the diversity of motivations, expectations and previous knowledge

and experience, inherent in a massive group of apprentices.

Issuance of certificates

If you have chosen to offer a certificate for participants that complete the MOOC, theteaching team of the course should contact the CENT, before you begin the course , to


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define the criteria for completion and enable a item of certification within the course. Thisitem will allow participants to meet the criteria are downloaded a certificate, which will begenerated automatically in PDF formatIt is very important, therefore, that the criteria or conditions pear obtain the certificate havebeen established and have been made explicit at the beginning of the course.The certificate must contain the following information:

The date of completion of the course. The legend "Certificate of exploitation". The name of the student, as contained in your user profile. The title of the course. The list of teachers of the course (first and last names). The estimated workload to complete the course in hours (x number of weeks weekly

hours of dedication). A notice in which consist the conditions under which grants the certificate:

a. It is not an official title.

b. Does not the registration as a student at the Universitat Jaume I.c. Has not been verified the identity of the student.

Issuance of certificates to the teachers of the MOOC

At the end of each MOOC, the Universitat Jaume I will reach out to all the members of theteaching team of the course a certificate from the work done.

Dissemination of the courseThe dissemination of the course is a task prior to its start , which is fundamental to know

the course and achieve an optimal number of inscriptions. We advise you that this broadcastis made from at least one month before the start of the course and continue until the end ofthe registration deadline.The two basic requirements to start the broadcast of the course are the following:

1. Have a page of course information, created by the datacentre, in theportal mooc.uji.es, for which should have provided the CENT all the necessaryinformation. This page will have an URL short and meaningful (e.g. mooc.Uji.es/title-of-course), which is the one that can be used as reference for making advertising.

2. Have ready the zero section of the course, with the appropriate content (see thesection "course design" ). In this way you can open the course to the public and

allow entries from the first day in advertising. Otherwise, we would be losing potentialinscriptions.The Servicio de Comunicacin y Publicaciones UJI can help you spread the course throughthe media and the official accounts of the University in the social networks of Internet, but itis also very important that you use channels of dissemination more specific to your scope,such as virtual communities, professional associations, faculty and departments of otheruniversities, etc. , that may be interested on the issue of your MOOC. You can also prove tobe especially effective dissemination through social networks (Facebook, Twitter, LinkedIn)focused on communities of users of these networks potentially interested in the topic. 3

3 http://www.uji.es/social
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More information

Initiation to the distance and online education

Anderson, T. , & drone, J. (2012). Technology for learning through three generations of

pedagogy to distance mediated by technology. Revista Mexicana de Baccalaureate from adistance, (6). Retrievedfrom http://bdistancia.ecoesad.org.mx/contenido/numeros/numero6/visionInter_01.html Hill, P. (2012). Online educational delivery models: A descriptive view. Educause Review,(November/December 2012), 85-97. Retrievedfrom http://net.educause.edu/ir/library/pdf/ERM1263.pdf Romiszowski, A. (2013). What's really new about MOOCS? Educational Technology: TheMagazine for managers of Change in Education , 53.48 -51.

Pedagogy of the MOOC

Stacey, P. (2013). The pedagogy of moocs. Musings on the EdtechFrontier . http://edtechfrontier.com/2013/05/11/the-pedagogy-of-moocs/ Zapata Ros, M. (2013). The instructional design of moocs and of the new custom opencourses (I). http://red.hypotheses.org/10 Guard, L. , Maina, M. , & bleeds, A. (n.d. ). MOOC design principles. A pedagogicalapproach from the learner perspective. ELearningPapers', 33. http://www.openeducationeuropa.eu/en/node/124321

Distinction between cMOOC and xMOOC

Bates, T. (2012). What's right and what's wrong about coursera-style moocs.

[Blogpost]. http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/ Versions in Castella: http://www.americalearningmedia.com/edicion-017/195-analisis/2380-que-esta-bien-y-que-esta-mal-en-el-estilo-mooc-coursera Smith, B. , & Eng, M. (2013). MOOCs: A learning journey. In Hybrid learning and continuingeducation (pp. 244-255). Springer Verlag Berlin Heidelberg; doi:10.1007 / 978-3 -642-39750-9_2. http://link.springer.com/chapter/10.1007%2F978-3-642-39750-9_23 Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like courses: Two successful anddistinct course formats for massive open online courses. European Journal of open, distanceand e-learning . http://www.eurodl.org/?article=51

Analysis of the literature on MOOCEbben, M. , & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: A review ofnascent MOOC scholarship. Learning, Media and Technology , 1-18. doi:10.1080/17439884.2013.87835 http://www.tandfonline.com/doi/abs/10.1080/17439884.2013.878352 Haggard, S. (2013). The maturing of the MOOC: Literature review of massive open onlinecourses and other forms of online distance learning. London, UK: Department for businessinnovation &skills . https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf 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 Openand Distance Learning , 14 (3), 202-
http://bdistancia.ecoesad.org.mx/contenido/numeros/numero6/visionInter_01.htmlhttp://bdistancia.ecoesad.org.mx/contenido/numeros/numero6/visionInter_01.htmlhttp://bdistancia.ecoesad.org.mx/contenido/numeros/numero6/visionInter_01.htmlhttp://net.educause.edu/ir/library/pdf/ERM1263.pdfhttp://net.educause.edu/ir/library/pdf/ERM1263.pdfhttp://net.educause.edu/ir/library/pdf/ERM1263.pdfhttp://edtechfrontier.com/2013/05/11/the-pedagogy-of-moocs/http://edtechfrontier.com/2013/05/11/the-pedagogy-of-moocs/http://edtechfrontier.com/2013/05/11/the-pedagogy-of-moocs/http://red.hypotheses.org/10http://red.hypotheses.org/10http://red.hypotheses.org/10http://www.openeducationeuropa.eu/en/node/124321http://www.openeducationeuropa.eu/en/node/124321http://www.openeducationeuropa.eu/en/node/124321http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/http://www.americalearningmedia.com/edicion-017/195-analisis/2380-que-esta-bien-y-que-esta-mal-en-el-estilo-mooc-courserahttp://www.americalearningmedia.com/edicion-017/195-analisis/2380-que-esta-bien-y-que-esta-mal-en-el-estilo-mooc-courserahttp://www.americalearningmedia.com/edicion-017/195-analisis/2380-que-esta-bien-y-que-esta-mal-en-el-estilo-mooc-courserahttp://www.americalearningmedia.com/edicion-017/195-analisis/2380-que-esta-bien-y-que-esta-mal-en-el-estilo-mooc-courserahttp://link.springer.com/chapter/10.1007%2F978-3-642-39750-9_23http://link.springer.com/chapter/10.1007%2F978-3-642-39750-9_23http://link.springer.com/chapter/10.1007%2F978-3-642-39750-9_23http://www.eurodl.org/?article=51http://www.eurodl.org/?article=51http://www.eurodl.org/?article=51http://www.tandfonline.com/doi/abs/10.1080/17439884.2013.878352http://www.tandfonline.com/doi/abs/10.1080/17439884.2013.878352http://www.tandfonline.com/doi/abs/10.1080/17439884.2013.878352https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdfhttp://www.tandfonline.com/doi/abs/10.1080/17439884.2013.878352http://www.eurodl.org/?article=51http://link.springer.com/chapter/10.1007%2F978-3-642-39750-9_23http://www.americalearningmedia.com/edicion-017/195-analisis/2380-que-esta-bien-y-que-esta-mal-en-el-estilo-mooc-courserahttp://www.americalearningmedia.com/edicion-017/195-analisis/2380-que-esta-bien-y-que-esta-mal-en-el-estilo-mooc-courserahttp://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/http://www.openeducationeuropa.eu/en/node/124321http://red.hypotheses.org/10http://edtechfrontier.com/2013/05/11/the-pedagogy-of-moocs/http://net.educause.edu/ir/library/pdf/ERM1263.pdfhttp://bdistancia.ecoesad.org.mx/contenido/numeros/numero6/visionInter_01.html


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Creative Commons

Vera Palencia, Alejandro. "Security Implementation Guide CreativeCommons". Sideleft [blog]: Intellectual Property and digital content . April 12013. http://www.sideleft.com/guia-creative-commons/
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