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MOOCs (Massive Open Online Courses) have been around since 2008, when 2,300 students took part in a course called "Connectivism and Connective Knowledge" organized by University of Manitoba, Canada. The year 2012 was widely recognized as "The year of the MOOC", because several MOOC initiatives gained a world-wide popularity. Nowadays, many experts consider MOOCs a "revolution in education". However, other experts think is too soon to make such a claim since MOOCs still have to prove they are here to stay. With the spread of MOOCs, different providers have appeared, such as Coursera, Udacity and edX. In addition, some popular LMS (Learning Management Systems), such as Moodle or Sakai, have also been used to provide MOOCs. Besides, a new breed of LMS has appeared in recent months with the aim of providing specific tools to create MOOCs: OpenMOOC and Google CourseBuilder being two of them. The growing interest of MOOCs has led to the emergence of different forms of use. In some cases, such as xMOOCs, the initial concept has been distorted. In other cases, such as SPOCs (Small Private Online Courses), it has become possible to use MOOCs in alternative contexts which they were originally created. The aim of this paper is to clarify the enormous confusion that currently exists around the MOOCs. On one hand, in this paper we present different MOOC taxonomies that currently exist. On the other hand, we present several barriers for deploying MOOCs promises: language, cost, internet access, and web accessibility. ; This work has been partially supported by the Prometeo Project by SENESCYT, Ecuadorian Government.

A MOOC is a Massively Online Open Course. It is massive because there are many students (sometimes hundreds of thousands). It is online because it uses the Internet for course delivery. It is open because it is publically available to anyone without selection barriers or payment. And it is a course, teaching a particular subject, often in engineering and science, but increasingly in all domains of human knowledge including the arts. MOOCs burst on the scene of online distance learning in the fall of 2011 and caused a wave of excitement followed rather quickly by a wave of scepticism and resistance. What are MOOCs? Will they help to deal with the 'crisis in education'? How do they fit within the earlier developments in distance-education and the use of computers and telecommunication for supporting learning processes? What are the limitations of MOOCs? How can we strengthen them and fully profit from their potential? This paper addresses these questions from my personal viewpoint as an educator involved for decades in teaching and online distance-education. It looks at MOOCs, bringing in a European perspective, and suggests avenues for further research and practice. ; This research was supported by the FP7 Technology Enhanced Learning Program Project: Practice and Performance Analysis Inspiring Social Education (PRAISE) and by an ICREA research fellowship from the Catalan government supporting the author at the Institut de Biologia Evolutiva (UPF-CSIC) Barcelona. ; Peer reviewed

Education has undergone an unprecedented change since ancient times. As a latest development Massive Open Online Courses (MOOCs) are emerging all over the globe. Embracing students from diverse geographical areas, academic backgrounds, and professional pursuits is the essence of open learning. India is in fact second largest user country of MOOCs, following US being at number one. Recognising the same, MOOCs gained momentum in India too. While some are run by private business houses, others are introduced by the Government so as to reach the unreachable target group, achieve desired literacy level, and sharpen the skills of youth in order to deal with unemployment and promote various other projects of India viz. Make in India etc. India has still a long way to go;they are likely to be operational like a storm only by year 2020.

Los avances tecnológicos han modificado sustancialmente las formas de comunicar y relacionar a la humanidad. También los modos de acceder y extender el conocimiento, abriendo los procesos de enseñanza-aprendizaje a nuevos significados e interacciones. La educación superior participa plenamente de sus realidades, tratando de conciliar su tradición secular con la mirada a un futuro de cambios e innovaciones constantes. Los Massive Open on Line Courses (MOOCs), una modalidad de educación abierta, basada en la liberación del conocimiento para que pueda llegar a públicos diversos, representan una de las opciones más novedosas y sugerentes para proyectar el quehacer universitario a la sociedad. De ellos se suele destacar, como virtud, el hecho de que constituyen una oportunidad para la educación permanente, flexible y adaptable a las motivaciones de cada "alumno", prácticamente sin límites en el tiempo y en el espacio. También que son un modo complementario o alternativo de expandir las Universidades más allá de las aulas y sus programas académicos reglados, de grado y postgrado. Es en esta perspectiva en la que asociaremos sus iniciativas a la extensión universitaria, a la que podrán renovar en su misión pedagógica, social y cultural. Sin obviar sus controversias, ni los riesgos y dificultades que los MOOCs incorporan al quehacer universitario, el texto que presentamos articula sus contenidos en cuatro argumentos principales: las Universidades en el diálogo local-global; la democratización de las Universidades ante el acceso abierto al conocimiento; la extensión universitaria como una tarea de amplias avenidas pedagógicas y sociales; y los MOOCs como formación universitaria en una sociedad de redes. ; The technological advances have modified substantially the ways of reporting and relating the humanity. Also the manners of agreeing and extending the knowledge, opening the processes of education-learning for new meanings and interactions. The top education takes part fully of his realities, trying to harmonize his secular tradition with looking of a future of changes and constant innovations. Massive Open Online Courses (MOOCs) constitute a form of open education built upon idea of unlocking knowledge in order to make it accessible to multiple audiences. MOOCs represent one of the most innovative and suggestive options for universities to reach the larger society. One of MOOCs' oft-cited strengths is the provision of life-long and flexible learning, adaptable to each student's motivations without limits in the time and in the space. In addition, MOOCs are a complementary or alternative way to expand universities' influence beyond their classrooms and their official undergraduate and graduate programs. It is from this perspective that we will link such initiatives to universities' outreach efforts, contributing to update universities' pedagogical, social and cultural missions. Without obviating either his controversies, or the risks and difficulties that the MOOCs incorporate into the university occupation, we organized the text presented here around four major points: the role of universities within the local-global dialogue, universities' democratization through open access to knowledge, universities' outreach as a pedagogical and social responsibility and MOOCs as a form of higher education in the context of a network society. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada.

Since 2012, the vision of MOOCs in universities has been evolving rapidly. Universities that have decided to place a serious bet for including this kind of courses in their portfolio have involved a diverse set of staff roles within the institution. In most cases, with the exception of fully dedicated staff members hired for the sole purpose of MOOC development, MOOC related tasks are assigned to staff that already performs other roles in the institution. This is the case, among others, for lecturers, learning designers, multimedia producers, and PhD students who have dedicated part of their professional time to this new form of online education delivery. This study aims to capture the reflection of such professionals in two European universities, around their involvement in MOOC production and implementation. A series of interviews, both individual and in group, have been conducted to determine how MOOCs have influenced their practice, and what their vision is with regards of the role of MOOCs within their institutions. A preliminary analysis of the results suggests that those engaged in the production of MOOCs see these courses as beneficial to the institution, and more support and incentives to this end would be desirable ; Work partially funded by the Madrid Regional Government with grant No. S2013/ICE- 2715, the Spanish Ministry of Economy and Competitiveness project Flexor (TIN2014- 52129-R). Special thanks are due to the Universidad Autónoma de Madrid and the University of Southampton for their support in this cross-institutional collaboration, and to their staff for their participation in this study

MOOCs are disrupting educational technology by democratizing access to high quality courses offered by some of the most prestigious universities. However, due to low entry cost and multiple other factors, MOOCs suffer from low retention rates: making MOOCs more interactive and engaging is therefore an important goal. Educational games provide environments that mix both immersion and quick feedback cycles, and we consider that games also have the potential to improve interaction and assessment in MOOCs environments; indeed, many game-like simulations have already been successfully applied within MOOCs in domains such as electronic circuits (schematic circuit simulator) and biology (foldit, eyewire). In this work, we analyze multiple such experiences and propose a catalogue of best practices that could contribute to the successful integration of educational games into MOOC platforms.

The technological advances have modified substantially the ways of reporting and relating the humanity. Also the manners of agreeing and extending the knowledge, opening the processes of education-learning for new meanings and interactions. The top education takes part fully of his realities, trying to harmonize his secular tradition with looking of a future of changes andconstant innovations. Massive Open Online Courses (MOOCs) constitute a form of open education built upon idea of unlocking knowledge in order to make it accessibl e to multiple audiences. MOOCs represent one ofthe most innovative and suggestive options for universities to reach the larger society. One of MOOCs' oft-cited strengths is the provision of li fe-long and flexible learning, adaptable to each student's motivations without limits in the time and in the space. In addition, MOOCs are a complementary or alternative way to expand universities' influence beyond their classrooms andtheir official undergraduate and graduate programs. It is from this perspective that we will link such initiatives to universities' outreach efforts, contributing to update universities' pedagogical, social and cultural missions.Without obviating either his controversies, or the risks and difficulties that the MOOCs incorporate into the university occupation, we organized the text presented here around four major points: the role of universities within the local-global dialogue, universities' democratization through open access to knowledge, universities' outreach as a pedagogical and social responsibility and MOOCs as a form of higher education in the context of a network society.

The authors of this article conducted analyses of some methodological aspects of MOOCs developing, such as microlearning, subscription learning, peer assessment as well as presenting and analysing the research outcomes, research results of a survey conducted among students of several countries within the framework of the European Union project IRNet (www.irnet.us.edu.pl), limitations and future research.

Proceeding of: 6th European MOOCs Stakeholders Summit, EMOOCs 2019 Naples, Italy, May 20–22, 2019. ; Massive Open Online Courses (MOOCs) have gained popularity over the last years, offering a learning environment with new opportunities and challenges. These courses attract a heterogeneous set of participants who, due to the impossibility of personal tutorship in MOOCs, are required to create their own learning path and manage one's own learning to achieve their goals. In other words, they should be able to self-regulate their learning. Self-regulated learning (SRL) has been widely explored in settings such as face-to-face or blended learning environments. Nevertheless, research on SRL in MOOCs is still scarce, especially on supporting interventions. In this sense, this document presents MOOCnager, a Chrome plug-in to help learners improve their SRL skills. Specifically, this work focuses on 3 areas: goal setting, time management and selfevaluation. Each area is included in one of the 3 phases composing Zimmerman's SRL Cyclical Model. In this way, the plug-in aims to support enrolees' self-regulation throughout their complete learning process. Finally, MOOCnager was uploaded to the Chrome Web Store, in order to get a preliminary evaluation with real participants from 6 edX Java MOOCs designed by the Universidad Carlos III de Madrid (UC3M). Results were not conclusive as the use of the plug-in by the participants was very low. However, learners seem to prefer a seamless tool, integrated in the MOOC platform, which is able to assist them without any learner-tool interaction. ; The authors acknowledge the eMadrid Network, funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. P2018/TCS-4307. This work also received partial support from the Spanish Ministry of Economy and Competitiveness/Ministry of Science, Innovation, and Universities, Projects RESET (TIN2014-53199-C3-1-R) and Smartlet (TIN2017- 85179-C3-1-R), and from the European Commission through Erasmus+ projects COMPETENSEA (574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP), LALA (586120-EPP-1-2017-1-ESEPPKA2- CBHE-JP), and InnovaT (598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP). ; Publicado

While evidence shows that there are only few reliable differences between boys' and girls' brains relevant to learning or education , society takes these small differences and makes them much bigger, supporting boys' ability in math and science, and discouraging girls who study these subjects. In view of this situation, the EU Parliament encourages all State Members to invest consistently in information, awareness-raising and educational campaigns addressing stereotyped perceptions of gender roles, as well as gender stereotypes in vocational and professional orientation, notably in science and new technologies. UNESCO, in its turn, highlight the urgent need to combat those stereotypes by training teachers to encourage girls to pursue STEM careers and developing curricula that are gender-sensitive. With this context in mind, FOSTWOM intend to use the inclusive potential of Massive Open Online Courses (MOOCs) to propose STEM subjects free of stereotyping assumptions on gender abilities. This document makes a benchmark on gender balance in STEM education and a diagnosis on STEM barriers implemented with secondary schools and higher education institutions, as a first step in the FOSTWOM project. ; Funded by the Erasmus+ program. Grant number 2019-1-ES01-KA203-065924

Im Sinne von Lernangeboten für alle, jederzeit und an jedem Ort kommen MOOCs (Massive Open Online Courses) den öffentlich kursierenden und von den Anbietern forcierten Common-Sense-Vorstellungen von Universität 4.0 vielleicht am nächsten. Angesehene Universitäten wie Harvard oder Stanford bieten weltweit MOOCs kostenlos an, was angesichts von üblicherweise erhobenen Studiengebühren von 40.000 $ und mehr pro Jahr in diesen Einrichtungen Fragen aufwirft: Haben wir es hier wirklich mit einer Öffnung dieser Institutionen "für alle" zu tun? Stellen diese Eliteuniversitäten mit der Bereitstellung von MOOCs also freiwillig ihren exklusiven Status zur Disposition? Diese Fragen geht die Autorin in ihrem Beitrag nach und arbeitet mit Pierre Bourdieus Kapital- und Feldtheorie heraus, dass das Gegenteil der Fall ist. Ihre These lautet, dass Universitäten wie Harvard oder das MIT mit MOOCs ihren exklusiven Status im Feld sogar noch zusätzlich absichern. (DIPF/Orig.)