Blog de Fernando Santamaría

Reflexiones sobre ecologías y espacios del aprendizaje, análisis del aprendizaje y análisis de redes sociales, visualización de datos, Big Data y otros temas emergentes

Etiqueta: MOOCs

II Encuentro Nacional e Internacional de Comunidades Académicas Rumbo. Bibliografía

Bibliografía usada para realizar la Mesa Temática de MOOCs en la II Encuentro Nacional e Internacional  de Comunidades Académicas Rumbo:


105245, & Gillet, D. (2013). Personal Learning Environments as Enablers for Connectivist MOOCs. Proceedings of the 12th International Conference on Information Technology Based Higher Education and Training. Retrieved from
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Anderson, T. (2013). Promise and/or Peril: MOOCs and Open and Distance Education. Commonwealth of Learning. Retrieved from
Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80–97.
Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. Revista Mexicana de Bachillerato a Distancia; No 6 (3). Retrieved from
Baker III, F. W., III, F. W. B., & Surry, D. (20130325). Open Education Designs: A Taxonomy for Differentiating and Classifying Open Learning Environments. Society for Information Technology & Teacher Education International Conference 2013, 2013(1), 189–194.
Baker, T. J. (2012). Connectivism and Connected Knowledge: Participating in a MOOC.
Barry, W. (2013, March 12). Comparing the MOOC dot com #h817open. the accidental technologist. Blog. Retrieved from
Bates, T. (2006). Promesas y mitos del aprendizaje virtual en la educación post-secundaria. In La sociedad red: una visión global. Madrid: Alianza Editorial.
Bell, F. (2011). Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning. International Review of Research in Open and Distance Learning, 12(3), 98–118.
Blanes, Casas, F., Oteo, J. A., & Ros, J. (2010). A pedagogical approach to the Magnus expansion. European Journal of Physics, 31(4), 907–918. doi:10.1088/0143-0807/31/4/020
Bond, P. (2013). Masive Open Online Courses (MOOCs) for Professional Development and Growth. In Continuing education for librarians: Essays on career improvement through classes, workshops, conferences and more (pp. 28–34). Jefferson, North Caroloina: McFarland & Company, Inc., Publishers. Retrieved from
Boullier, D. (2013). Les Moocs: de qui se moque-t-on? Documentaliste. Sciences de l’information, 50(1), 15–16.
Bowen, W. G. (2013). Higher education in the digital age. Princeton, New Jersey: Princeton University Press.
Brault, J. (2013, May 30). Les cours gratuits en ligne transforment les universités. les Retrieved from
Buche-Pinchard, S. (2013). Moving towards Collaborative Learning Education for the 21st century (Master de espcialización). Ensci-les ateliers, Paris. Retrieved from
Burke, W. (2013, May 14). Connected Learning: A Learning Approach Designed for Our Times. Huffington Post. Retrieved from
Butcher, N. (n.d.). Open Educational Resources and Higher Education. Commonwealth of Learning. Retrieved from
Butcher, N., Kanwar, A., & Uvalic-Trumbic, S. (2011). A basic guide to open educational resources (OER). Vancouver; Paris: Commonwealth of Learning ; UNESCO. Retrieved from
Cain, G. (2013, June 14). Brainstorm in Progress: MOOCs: Disruption is the Mother of Invention. Brainstorm in Progress. Retrieved from
Chamberlin, L., & Parish, T. (2011). MOOCs: Massive Open Online Courses or Massive and Often Obtuse Courses? eLearn, 2011(8). doi:10.1145/2016016.2016017
Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Plan B. Blog. Retrieved from
Clow, D. (2013). MOOCs and the funnel of participation. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 185–189). New York, NY, USA: ACM. doi:10.1145/2460296.2460332
Community College Consortium for Open Educational Resources. (2008). Open textbooks, free and open. Retrieved May 7, 2013, from
Connectivism: its place in theory-informed research and innovation in technology-enabled learning. (2011). Retrieved May 15, 2013, from
Conole, G. (2013). Week 5: A new classification for MOOCs. MOOC Quality Project. Retrieved June 15, 2013, from
Curriculum Models for the 21st Century – Using Learning Technologies in Higher Education. (n.d.). Retrieved from
D.Ed, R. P. (2013). Learning With MOOCs: Massive Open Online Courses. CreateSpace Independent Publishing Platform.
D’Antoni, S., Savage, C., & Unesco. (2009). Open educational resources: conversations in cyberspace. Paris: United Nations Educational, Scientific and Cultural Organization.
Davidson, C. N. (2012, December 10). Size Isn’t Everything. The Chronicle of Higher Education. Retrieved from
De Waard, I., Waard, I. de, Abajian, S., Gallagher, M., Hogue, R., Keskin, N., … Rodriguez, O. (20111122). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. International Review of Research in Open and Distance Learning, 12(7), 94–115.
Deimann, M. (2013). Open Education and Bildung as Kindred Spirits. E-Learning and Digital Media, 10(2), 190. doi:10.2304/elea.2013.10.2.190
Deimann, M., & Friesen, N. (2013). Introduction. Exploring the Educational Potential of Open Educational Resources. E-Learning and Digital Media, 10(2), 112. doi:10.2304/elea.2013.10.2.112
Dellarocas, C., & Van Alstyne, M. (2013). Money models for MOOCs. Communications of the ACM, 56(8), 25. doi:10.1145/2492007.2492017
Dennis, M. (2012). The Impact of MOOCs on Higher Education. College and University, 88(2), 24–30.
Dennis, M. (2013). The Impact of MOOCs on Higher Education. College and University.
Depoister, C. (2013). An Education Revolution: How o Get A Degree with Little or No Debt [versión Kindle]. CreateSpace Independent Publishing Platform. Retrieved from
Dinevski, D., Fosnaric, S., & Arh, T. (2010). Open educational resources in e-learning. Organizacija, 43(1), 4–8.
Donaldson, J., Agra, E., Alshammari, M., Bailey, A., Bowdoin, D., Kendle, M., … Wressell, L. (2013). Massively Open:: How Massive Open Online Courses Changed the World. CreateSpace Independent Publishing Platform.
Downes, S. (2012, September 28). Half an Hour: The “Course” in MOOC. Half an Hour. Retrieved from
Downes, S. (2013, May 13). The Quality of Massive Open Online Courses. Efquel. Retrieved May 15, 2013, from
El próximo factor de cambio: Antecedentes históricos de los MOOC en educación. (2013, May 8). Retrieved May 15, 2013, from
Fairman, F. W. (1990). A pedagogical approach to minimal order observers. IEEE Transactions on Education, 33(3). doi:10.1109/13.57071
Game Based Learning MOOC. Promoting Entrepreneurship Education. (2013, May 8). Retrieved May 15, 2013, from
Glance, D. G., Forsey, M., & Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18(5). doi:10.5210/fm.v18i5.4350
Glennie, J., Harley, K., Butcher, N., & Van Wyk, T. (2012). Open educational resources and change in higher education: reflections from practice. Vancouver: Commonwealth of Learning. Retrieved from
Haider, T. (2013, abril). A Comprehensive List of MOOC (Massive Open Online Courses) Providers. TechnoDuet. Blog. Retrieved from
Hernández López, A., Gil, E. P., & Peña López, I. (2013, February 27). MOOCs Platforms. Graph. Retrieved July 22, 2013, from
Horn, M. B., & Christensen, C. M. (2013, February 20). Beyond the Buzz, Where Are MOOCs Really Going? Wired Opinion. Retrieved June 16, 2013, from
Iiyoshi, T., Kumar, M. S. V., & Carnegie Foundation for the Advancement of Teaching. (2008). Opening up education: the collective advancement of education through open technology, open content, and open knowledge. Cambridge, Mass.: MIT Press.
Impacto y alcance de los MOOC: Perspectiva de los países en desarrollo. (2013, May 8). Retrieved May 15, 2013, from
John Mak, S. F. (n.d.). Pedagogy of MOOC. Learner Weblog. weblog. Retrieved from
Kernohan, D. (2013a). Making sense of MOOCs. JISC Inform. Retrieved from
Kernohan, D. (2013b, March 13). MOOCs and Open Courses – what’s the difference? : JISC. Blog. Retrieved from
Khalil, H., & Ebner, M. (20130624). “How satisfied are you with your MOOC?” – A Research Study on Interaction in Huge Online Courses. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013, 2013(1), 830–839.
Kiener, R., & CQ Press. (2013). Future of public universities: can they compete with new educational models? Washington, D.C.: CQ Press.
Ko, S., & Rossen, S. (2010). Teaching Online: A Practical Guide (3rd ed.). Routledge.
Kop, R., Fournier, H., & Mak, J. (20111122). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research in Open and Distance Learning, 12(7), 74–93.
Kop, R., Fournier, H., & Mak, J. S. F. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant support on Massive Open Online Courses. The International Review of Research in Open and Distance Learning, 12(7), 74–93.
Learning from Open Design: Running a Learning Design MOOC. (2013, May 8). Retrieved May 15, 2013, from
Lewis, B., & Rush, D. (2013). Experience of developing Twitter-based communities of practice in higher education. Research in Learning Technology, 21(0). doi:10.3402/rlt.v21i0.18598
Li, Y., & Powell, S. (2013). MOOCs and disruptive innovation: Implications for higher education. eLearning Papers, 33. Retrieved from
Little, G. (2013). Massively Open? The Journal of Academic Librarianship, 39(3), 308–309. doi:10.1016/j.acalib.2013.03.004
Mackay, R. F. (2013, April 11). Learning analytics at Stanford takes huge leap forward with MOOCs. Stanford University. Retrieved June 10, 2013, from
Managing and Learning in MOOCs (massive open online courses). (, uuuu). Retrieved April 3, 2013, from
Marian Petre, & Proceedings of the 12th Koli Calling International Conference / Computing Education Research (Koli Calling  ’12). (2012). MOOCs. ACM, 2 Penn Plaza, Suite 701, New York, NY 10121-0701, USA.
Marshall, S. (2012, November 15). A taxonomy of MOOCs. Stephen’s Blog. Blog. Retrieved from
Masterman, L., & Wild, J. (2011). OER Impact Study: research Report (p. 88). Bolton: University of Oxford y JISC. Retrieved from
McCluskey, F. B., & Winter, M. L. (2012). The idea of the digital university: ancient traditions, disruptive technologies and the battle for the soul of higher education. Washington, D.C.: Westphalia Press.
McLoughlin, C. E. (20130624). The pedagogy of personalised learning: exemplars, MOOCS and related learning theories. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013, 2013(1), 266–270.
MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective. (2013, May 8). Retrieved May 15, 2013, from
MOOC y más allá. (2013, May 9). Retrieved May 15, 2013, from
MOOCology. (n.d.). Viplav Baxi’s Meanderings. Retrieved November 5, 2012, from
MOOCs are More Social than You Believe. (2013, May 7). Retrieved May 15, 2013, from
Moore, M. G., & Kearsley, G. (2012). Distance education: a systems view of online learning (3a ed.). Belmont, CA: Wadsworth Cengage Learning.
More on MOOCs and Being Awesome Instead. (n.d.). iterating toward openness. Retrieved May 26, 2013, from
NESTA. (2009). Soft innovation: Towards a more complete picture of innovation change [Report]. London: NESTA. Retrieved from
Newton, J. M., McKenna, L. G., Gilmour, C., & Fawcett, J. (2010). Exploring a pedagogical approach to integrating research, practice and teaching. International Journal of Nursing Education Scholarship, 7(1), Article3.
Odom, L. (20130624). A SWOT Analysis of The Potential Impact of MOOCs. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013, 2013(1), 611–621.
OER commons open educational resources. (2007). Retrieved May 7, 2013, from
Okada, A., Connolly, T., & Scott, P. J. (2012). Collaborative learning 2.0: open educational resources. Hershey PA: Information Science Reference.
Online learning: MOOC madness, an inside look. (2012). [Washington, D.C.]: Chronicle of Higher Education.
Open Educational Resources. (2012). Retrieved May 7, 2013, from
Open Learning Cultures – A Guide to Quality, Evaluation, and Assessment for Future Learning. (n.d.). Retrieved from
Organisation for Economic Co-operation and Development. (2009). El conocimiento libre y los recursos educativos abiertos. Mérida: OCDE – Junta de Extremadura. Retrieved from
Organisation for Economic Co-operation and Development, & Centre for Educational Research and Innovation. (2007). Giving knowledge for free: the emergence of open educational resources. [Paris, France?]: Organisation for Economic Co-operation and Development.
Outsell, I. (2013). MOOCs: cutting through the hype. [Burlingame, Calif.]: Outsell.
Panke, S., & Seufert, T. (2013). What’s Educational about Open Educational Resources? Different Theoretical Lenses for Conceptualizing Learning with OER. E-Learning and Digital Media, 10(2), 116. doi:10.2304/elea.2013.10.2.116
Pegler, C. (2013). The influence of open resources on design practice. In H. Beetham & R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.) (p. (In Press)). New York; London: Routledge. Retrieved from
Peter, S., & Deimann, M. (2013). On the role of openness in education: A historical reconstruction. Open Praxis, 5(1), 7–14. doi:10.5944/openpraxis.5.1.23
Peters, O., & Carl von Ossietzky Universität Oldenburg. Bibliotheks- und Informationssystem. (2002). Distance education in transition: new trends and challenges (5a ed revised.). Oldenburg, Germany: Bibliotheks- und Informationssystem der Universität Oldenburg.
Popenici, S. (2013). What Undermines Higher Education: and How This Impacts Employment, Economies and Our Democracies. CreateSpace Independent Publishing Platform.
Principios para diseñar los MOOC. Enfoque pedagógico desde la perspectiva del estudiante. (2013, May 8). Retrieved May 15, 2013, from
Pritchard S.M. (2013). MOOCs: An opportunity for innovation and research. Portal Portal, 13(2), 127–129.
Rathemacher, A. J. (2013). Developing Issues in Licensing: Text Mining, MOOCs, and More. Serials Review, 39(3), 205–210. doi:10.1016/j.serrev.2013.07.016
Realising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social Media. (2013, May 7). Retrieved May 15, 2013, from
Reich, J. (n.d.). Is a MOOC a Textbook or a Course? Education Week – EdTech Researcher. Blog. Retrieved from
Richardson, W., & Mancabelli, R. (2011). Personal Learning Networks: Using the Power of Connections to Transform Education. Solution Tree.
Rizzardini, R. H., Chang, V., Gütl, C., & Amado-Salvatierra, H. (20130624). An Open Online Course with Accessibility Features. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013, 2013(1), 635–643.
Rodriguez, O. (2013). The concept of openness behind c and x-MOOCs (Massive Open Online Courses). Open Praxis, 5(1), 67–73. doi:10.5944/openpraxis.5.1.42
Rossi, R., & Mustaro, P. (20130325). Perspectives of Quality and Accreditation of MOOC. Society for Information Technology & Teacher Education International Conference 2013, 2013(1), 983–990.
Russomanno, D. J., & Bonnell, R. D. (1999). A pedagogical approach to database design via Karnaugh maps. IEEE Transactions on Education, 42(4), 261–270. doi:10.1109/13.804530
s.a. (2012, November 21). 11 plataformas MOOC para masificar el aprendizaje y transformar la formación en línea. Retrieved from
Santamaría, F. (2013, February). LOS MOOCs: un cambio de estrategia más que un hecho disruptivo. Relpe: red latinoamericana de portales educativos. Retrieved from
Selingo, J. J. (2013). College (un)bound: the future of higher education and what it means for students.
Smallwood, C., Harrod, K., & Gubnitskaia, V. (2013). Continuing education for librarians essays on career improvement through classes, workshops, conferences and more. Jefferson, North Caroloina: McFarland & Company, Inc., Publishers. Retrieved from
Stacey, P. (2013, May 11). The pedagogy of MOOCs. Paul Stacey, Musing on the edtech frontier. Blog. Retrieved from
Stoneman, P. (2010). Soft Innovation: Economics, Design, and the Creative Industries. Oxford, UK: Oxford University Press.
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Terras, M. M., Ramsay, J., & Boyle, E. (2013). Learning and Open Educational Resources: a psychological perspective. E-Learning and Digital Media, 10(2), 161. doi:10.2304/elea.2013.10.2.161
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Vardi, M. Y. (2012). Will MOOCs destroy academia? Communications of the ACM, (11), 5.
Vázquez Cano, E. (2013). El videoartículo: nuevo formato de divulgación en revistas científicas y su integración en MOOCs. Comunicar: Revista científica iberoamericana de comunicación y educación, (41).
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Propuestas y modelos de negocio para la sostenibilidad de los MOOCs

En el artículo que escribí sobre MOOCs para Relpe/OEI no hablé del modelo de negocio que supone este tipo de cursos.

Hay por parte de muchas universidad anglosajonas y americanas más concretamente un modelo de negocio sostenible para los xMOOCs. Se habla de pérdidas de muchos cursos de xMOOCs. Algunos autores como comenta Martin Weller describe un escenario muy deprimente y que se convierten en insostenibles y que sólo se pueden permitir universidades de élite, y además son conservadores estos cursos, ya que no pueden arriesgar mucho o casi nada debido a que producirían más pérdidas. Esto comenta en un post el Sr. Weller. Desde mi humilde opinión creo que hay soluciones, habiendo soluciones y formas para todos los «gustos» universitarios.

En cuanto a su sostenibilidad podemos nombrar ciertas formas de recuperación monetaria o ROI para este tipo de cursos:

  • Al finalizar el curso se ofrece un examen final que te dará créditos y dependiendo de los acuerdos  con otras universidades. Suelen ser costosos.
  • Trás la capa analítica se puede percibir e incluso preveer los alumnos que son muy buenos o tienen unas determinadas competencias y habilidades ajustables a determinadas empresas. O sea, venta de estudiantes con unos requisitos específicos (en el argot anglosajón los headhunting) con venta a empresas.
  • Otro modelo es el utilizar la estrategia MOOC para reclutar estudiantes.
Uno de los modelos de negocio para universidades. El MOOC2degree

Uno de los modelos de negocio para universidades. El MOOC2degree

Nos extendemos en este último punto con la iniciativa MOOC2degree. Este proyecto de un consorcio de siete universidades de Estados Unidos ofrece el primer curso de una titulación como un MOOC con la esperanza de reclutar estudiantes en el programa completo. Los MOOCs será gratuita, abierta a todos y en realidad le dará créditos si se inscribe en el programa de estudios completo. Esto no está claro y no hay acuerdos con el resto de universidades para el tema de créditos, pero justificada si puede ayudar a la universidad a reclutar más estudiantes. Este vídeo no dice nada al respecto de forma clara.

En un post se comenta al respecto al vídeo linkeado «con MOOC2Degree, las asociaciones académicas ha colaborado con las universidades públicas para ofrecer créditos MOOCs como un primer paso y una salida libre hacia la obtención de un título. A través de esta nueva iniciativa, el curso inicial en determinados programas de grado en línea se convertirá en un MOOC. Cada MOOC será el mismo curso con el mismo contenido académico, impartido por los mismos instructores, ya que actualmente ofrecen programas de grado en las universidades participantes. Los estudiantes que completen con éxito un curso de MOOC2Degree obtendrán créditos académicos para obtener un título, en base a los criterios establecidos por las universidades participantes. »
Esto es muy general y no es más que una forma de reclutar estudiantes a los programas regulares de titulaciones universitarias y eso es exactamente por lo que creo que será de interés para muchas universidades de corte tradicional (la mayoría). En realidad no es nuevo, ya sea porque universidades como la Open University del Reino Unido han ofrecido de forma abierta sus cursos a través de OpenLearn desde hace varios años y muchos estudiantes se han inspirado en los cursos gratuitos para inscribirse en las versiones de pago de estos cursos. Muchos estudiantes en MOOC2degree también deciden inscribirse en el grado de manera completa, pero al mismo tiempo aquellos que simplemente quería aprender sin necesidad de los créditos también pueden beneficiarse de esta experiencia.

Esta es una razón por las que creo que las universidades deben cambiar de estrategia en el diseño instruccional de los cursos, tanto en formación virtual como en la formación mixta o blended learning. Por eso las universidades (y ya más allá de MOOC2degree) se verán obligados a revisar a fondo su estrategia online y blended, para prestar atención a la pedagogía de los cursos en línea y asegurarse de que la experiencia MOOC sea más dinámica y estimulante suficiente para hacer estrategias de monetarización y en escala de los cursos.