Palavras chave

MOOC, ensino virtual, facilitação, tecnologia, universidade, curso, Web Science, recursos

Resumo

O caráter intensivo é uma das peculiaridades dos MOOCs, que os diferenciam de outros tipos de experiências de aprendizagem em rede. Este feito configura uma série de possibilidades, mas também uma série de objetivos que têm que levar em conta a hora de planejar e implementar um curso intensivo em rede, com relação, por exemplo, aos conteúdos, ao processo de trabalho, às atividades, à avaliação e ao feedback. Este trabalho apresenta uma análise das vantagens e desvantagens do caráter intensivo dos MOOCs e descreve de forma concreta a experiência de criação de um MOOC sobre Web Science desenvolvida na Universidade de Southampton (Reino Unido) na plataforma FutureLearn durante o outono de 2013. Analisa a importância do estudo do ramo de Web Science e como se originou esta experiência. Também descrevem as decisões e o processo de trabalho desenvolvido para a criação e implementação do MOOC de forma consistente. O trabalho termina com a análise de alguns dos dados que foram obtidos, como o índice de participação (ligeiramente elevado com respeito à media dos MOOCs), os comentários dos participantes, a maneira de gerenciar a facilitação do curso e alguns dos objetivos que são encontrados na hora de gerenciar um MOOC, que se relacionam com o projeto do curso, a plataforma que se utiliza e como se organiza a facilitação do curso.

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Technical information

Recebido: 01-05-2014

Revisado: 16-06-2014

Aceite: 21-06-2014

OnlineFirst: 15-11-2014

Data de publicação: 01-01-2015

Tempo de revisão do artigo: 46 dias | Tempo médio de revisão do número 44: 37 dias

Tempo de aceitação do artigo: 51 dias | Tempo médio de aceitação do número 44: 68 dias

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Sánchez-Vera, M., León-Urrutia, M., & Davis, H. (2015). Challenges in the creation, development and implementation of MOOCs: Web Science course at the university of Southampton. [Desafíos en la creación, desarrollo e implementación de los MOOC: El curso de Web Science en la universidad de Southampton]. Comunicar, 44, 37-44. https://doi.org/10.3916/C44-2015-04

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