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Language MOOCs : Providing Learning, Transcending Boundaries.

Yazar:Mart�in-Monje, Elena
Katkıda bulunan(lar):B�arcena, Elena | Mart�in-Monje, Elena | B�arcena, Elena
Materyal türü: KonuKonuYayıncı: Warschau/Berlin : Walter de Gruyter GmbH, 2014Telif hakkı tarihi: {copy}2014Tanım: 1 online resource (185 pages)İçerik türü:text Ortam türü:computer Taşıyıcı türü: online resourceISBN: 9783110422504Konu(lar): Language acquisition | Language and languages | LinguisticsTür/Form:Electronic books.Ek fiziksel biçimler:Print version:: Language MOOCsDDC sınıflandırma: 410.10923478 LOC classification: P121 .M384 2015Çevrimiçi kaynaklar: Click to View
İçindekiler:
Intro -- _ENREF_1 -- _ENREF_2 -- _ENREF_3 -- _ENREF_4 -- _ENREF_5 -- _ENREF_6 -- _ENREF_7 -- _ENREF_8 -- _ENREF_9 -- _ENREF_10 -- _ENREF_11 -- _ENREF_12 -- _ENREF_13 -- _ENREF_14 -- _ENREF_15 -- _ENREF_16 -- _ENREF_17 -- _ENREF_18 -- _ENREF_19 -- _ENREF_20 -- _ENREF_21 -- _ENREF_22 -- _ENREF_23 -- _ENREF_24 -- _ENREF_25 -- _ENREF_26 -- _ENREF_27 -- _ENREF_28 -- _ENREF_29 -- _ENREF_30 -- _ENREF_31 -- _ENREF_32 -- _ENREF_33 -- _ENREF_34 -- _ENREF_37 -- _ENREF_38 -- _ENREF_39 -- _ENREF_40 -- _ENREF_41 -- List of contributing authors -- Elena B�arcena, Elena Mart�in-Monje -- 1 Introduction. Language MOOCs: an Emerging Field -- 1.1 Introduction -- 1.2 The Availability of Language MOOCs -- 1.3 The Contents of this Book -- 1.4 Some Final Remarks -- Appendix -- Maggie Sokolik -- 2 What Constitutes an Effective Language MOOC? -- 2.1 Introduction -- 2.2 cMOOCs, xMOOCs -- 2.2.1 On not Taking a Cue from CALL -- 2.2.2 The Opportunity for an LMOOC -- 2.3 Making the Massive Human(e) -- 2.3.1 Engagement and Interaction -- 2.3.2 Student Self-Organization in LMOOCs -- 2.3.3 Instructor Presence -- 2.3.4 An LMOOC Structure for Engagement -- 2.3.5 Talking Heads - Good Music, Bad Video -- 2.3.6 LMOOC Approach for Video Engagement -- 2.3.7 Forms of Assessment -- 2.3.7.1 Peer-Assessment -- 2.3.7.2 LMOOCs and Assessment -- 2.3.8 My MOOC is Bigger than your MOOC -- 2.3.8.1 Conflating Numbers with Success -- 2.3.8.2 There are No Dropouts Here -- 2.3.9 Defining Success in an LMOOC -- 2.4 Conclusion -- 2.4.1 Summary: Tips for a Successful LMOOC -- Appendix -- Ant�onio Moreira Teixeira, Jos�e Mota -- 3 A Proposal for the Methodological Design of Collaborative Language MOOCs -- 3.1 The Rise of Digital Massive Open Education -- 3.1.1 The MOOC Phenomenon: between Large-Scale Content Distribution and Massive Collaborative Learning.
3.1.2 The iMOOC Approach: a Possible Synthesis? -- 3.2 Massive Language Education -- 3.2.1 The Importance of Competence-Based Learning for Language Education in a 21st Century Setting -- 3.2.2 Some Challenges in Designing Language Learning MOOCs -- 3.2.3 Designing Collaborative Language MOOCs Based on the iMOOC Approach -- 3.2.3.1 Technological Environment -- 3.2.3.2 Course Duration -- 3.2.3.3 Learning Process -- 3.2.3.4 Teacher's Role -- 3.2.3.5 Support Team -- 3.2.3.6 Resources -- 3.2.3.7 Activities/Tasks -- 3.2.3.8 Bank of Challenges -- 3.2.3.9 Oral Practice -- 3.2.3.10 Feedback -- 3.2.3.11 Certificate of Completion -- 3.2.3.12 Formal Accreditation -- 3.3 Final Remarks -- Tita Beaven, Tatiana Codreanu, Alix Creuz�e -- 4 Motivation in a Language MOOC: Issues for Course Designers -- 4.1 Introduction -- 4.2 Context: the MOOC Travailler en Fran�cais -- 4.3 Research Methods -- 4.4 Profile of the Travailler En Fran�cais MOOC Participant -- 4.5 Analytics: Platform Use and Social Media Metrics -- 4.6 Regular Student Self-Evaluation -- 4.7 Intrinsic Motivation -- 4.8 Conclusion -- Mª Dolores Castrillo de Larreta-Azelain -- 5 Language Teaching in MOOCs: the Integral Role of the Instructor -- 5.1 Introduction -- 5.2 Background: Online Language Teaching -- 5.3 Redefining the Teacher's Role in Language MOOCs -- 5.3.1 Criticism of G. Salmon's 5-Step Model: Why it is not Valid for MOOCs -- 5.4 A Proposed Framework for MOOC Language Teaching -- 5.4.1 Before the MOOC: the Teacher as Structure Designer and Content Generator -- 5.4.1.1 MOOC Structure Designer -- 5.4.1.2 Content Expert/ Content Creator/ Content Facilitator -- 5.4.1.3 Assessment Designer/Evaluator -- 5.4.1.4 Designing and Structuring Communication Tools -- 5.4.2 Throughout the MOOC: New Forum Curator and Facilitator Roles.
5.4.2.1 The Role of the Teacher as Course Manager and Administrator -- 5.4.3 Before, during, and after the MOOC: the Teacher's Role as Researcher -- 5.5 Conclusion -- Bibliography and Webliography -- Timothy Read -- 6 The Architectonics of Language MOOCs -- 6.1 Introduction -- 6.2 Language MOOCs -- 6.3 Language CMOOCS vs. XMOOCS -- 6.4 Conclusion -- Covadonga Rodrigo -- 7 Accessibility in Language MOOCs -- 7.1 Introduction -- 7.2 ICT Access and its Use by People with Disabilities -- 7.2.1 MOOCs Opportunity for Social Inclusion -- 7.3 Demands of Usability and Accessibility in MOOCs Services -- 7.3.1 Accessible Interfaces -- 7.3.2 Learning Resources Accessibility -- 7.3.2.1 Accessible Videolectures -- 7.3.2.2 Accessible PDF Document Considerations -- 7.3.2.3 Accessible Flash Multimedia Restrictions -- 7.4 Strategies for Improving Usability and Accessibility in MOOC Services -- 7.4.1 Learning Resources Metadata to Improve Accessibility -- 7.4.2 Assessment Accessibility -- 7.4.3 Enabling User Adaptable Interfaces -- 7.4.4 Multimodal Adaptive Interfaces -- 7.4.5 Accessibility Standards for Learner Profiling -- 7.4.6 User Experience and User-Centred Design Model -- 7.5 Conclusion -- Inma �Alvarez -- 8 Ethical and Aesthetic Considerations in Language Moocs -- 8.1 Introduction -- 8.2 Ethics and Aesthetics in Language Education -- 8.2.1 The Intercultural Agenda and Beyond -- 8.2.2 Languages and Aesthetic Sensibilities -- 8.3 Challenges and Possibilities in the Digital Era -- 8.3.1 New Ethical and Aesthetic Considerations -- 8.3.2 Languages in ELearning Environments -- 8.4 Openness and Open Initiatives' Ethical Agenda -- 8.4.1 Opening to a Hyperdemocracy -- 8.4.2 Open Initiatives -- 8.4.3 Addressing the Global Masses -- 8.5 Languaging in MOOCS -- 8.6 Conclusions: Researching for the Future -- Fernando Rubio.
9 Teaching Pronunciation and Comprehensibility in a Language MOOC -- 9.1 Introduction -- 9.2 The Role of Feedback -- 9.2.1 Feedback and Pronunciation Instruction -- 9.2.2 Feedback and Online Affordances -- 9.3 Structure of the Courses -- 9.4 Method -- 9.4.1 Participants -- 9.4.2 Procedures -- 9.5 Results -- 9.6 Discussion -- 9.7 Conclusions -- Appendix -- Jozef Colpaert -- 10 Conclusion. Reflections on Present and Future: towards an Ontological Approach to LMOOCs -- 10.1 Introduction -- 10.2 To MOOC or not to MOOC, that's the Question -- 10.3 Ontology of the LMOOC -- 10.3.1 Blurred Ontologies: Pervasive but Persuasive -- 10.3.2 The LMOOC as Ontology -- 10.4 LMOOCs from an Educational Engineering Point of View -- 10.5 LMOOCs from a CALL Research Point of View -- 10.6 The Suggested Path for LMOOCs -- 10.7 Conclusion -- Index.
Özet: This pioneering book presents initial analysis of the theoretical and methodological issues underlying LMOOCs and gives empirical evidence of their potential for the development of language communicative competences. It offers a broad view of LMOOC research with respect to the geographical and institutional origin of its authors and on the heterogeneous nature of their academic backgrounds, as well as suggesting directions for future development.
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Intro -- _ENREF_1 -- _ENREF_2 -- _ENREF_3 -- _ENREF_4 -- _ENREF_5 -- _ENREF_6 -- _ENREF_7 -- _ENREF_8 -- _ENREF_9 -- _ENREF_10 -- _ENREF_11 -- _ENREF_12 -- _ENREF_13 -- _ENREF_14 -- _ENREF_15 -- _ENREF_16 -- _ENREF_17 -- _ENREF_18 -- _ENREF_19 -- _ENREF_20 -- _ENREF_21 -- _ENREF_22 -- _ENREF_23 -- _ENREF_24 -- _ENREF_25 -- _ENREF_26 -- _ENREF_27 -- _ENREF_28 -- _ENREF_29 -- _ENREF_30 -- _ENREF_31 -- _ENREF_32 -- _ENREF_33 -- _ENREF_34 -- _ENREF_37 -- _ENREF_38 -- _ENREF_39 -- _ENREF_40 -- _ENREF_41 -- List of contributing authors -- Elena B�arcena, Elena Mart�in-Monje -- 1 Introduction. Language MOOCs: an Emerging Field -- 1.1 Introduction -- 1.2 The Availability of Language MOOCs -- 1.3 The Contents of this Book -- 1.4 Some Final Remarks -- Appendix -- Maggie Sokolik -- 2 What Constitutes an Effective Language MOOC? -- 2.1 Introduction -- 2.2 cMOOCs, xMOOCs -- 2.2.1 On not Taking a Cue from CALL -- 2.2.2 The Opportunity for an LMOOC -- 2.3 Making the Massive Human(e) -- 2.3.1 Engagement and Interaction -- 2.3.2 Student Self-Organization in LMOOCs -- 2.3.3 Instructor Presence -- 2.3.4 An LMOOC Structure for Engagement -- 2.3.5 Talking Heads - Good Music, Bad Video -- 2.3.6 LMOOC Approach for Video Engagement -- 2.3.7 Forms of Assessment -- 2.3.7.1 Peer-Assessment -- 2.3.7.2 LMOOCs and Assessment -- 2.3.8 My MOOC is Bigger than your MOOC -- 2.3.8.1 Conflating Numbers with Success -- 2.3.8.2 There are No Dropouts Here -- 2.3.9 Defining Success in an LMOOC -- 2.4 Conclusion -- 2.4.1 Summary: Tips for a Successful LMOOC -- Appendix -- Ant�onio Moreira Teixeira, Jos�e Mota -- 3 A Proposal for the Methodological Design of Collaborative Language MOOCs -- 3.1 The Rise of Digital Massive Open Education -- 3.1.1 The MOOC Phenomenon: between Large-Scale Content Distribution and Massive Collaborative Learning.

3.1.2 The iMOOC Approach: a Possible Synthesis? -- 3.2 Massive Language Education -- 3.2.1 The Importance of Competence-Based Learning for Language Education in a 21st Century Setting -- 3.2.2 Some Challenges in Designing Language Learning MOOCs -- 3.2.3 Designing Collaborative Language MOOCs Based on the iMOOC Approach -- 3.2.3.1 Technological Environment -- 3.2.3.2 Course Duration -- 3.2.3.3 Learning Process -- 3.2.3.4 Teacher's Role -- 3.2.3.5 Support Team -- 3.2.3.6 Resources -- 3.2.3.7 Activities/Tasks -- 3.2.3.8 Bank of Challenges -- 3.2.3.9 Oral Practice -- 3.2.3.10 Feedback -- 3.2.3.11 Certificate of Completion -- 3.2.3.12 Formal Accreditation -- 3.3 Final Remarks -- Tita Beaven, Tatiana Codreanu, Alix Creuz�e -- 4 Motivation in a Language MOOC: Issues for Course Designers -- 4.1 Introduction -- 4.2 Context: the MOOC Travailler en Fran�cais -- 4.3 Research Methods -- 4.4 Profile of the Travailler En Fran�cais MOOC Participant -- 4.5 Analytics: Platform Use and Social Media Metrics -- 4.6 Regular Student Self-Evaluation -- 4.7 Intrinsic Motivation -- 4.8 Conclusion -- Mª Dolores Castrillo de Larreta-Azelain -- 5 Language Teaching in MOOCs: the Integral Role of the Instructor -- 5.1 Introduction -- 5.2 Background: Online Language Teaching -- 5.3 Redefining the Teacher's Role in Language MOOCs -- 5.3.1 Criticism of G. Salmon's 5-Step Model: Why it is not Valid for MOOCs -- 5.4 A Proposed Framework for MOOC Language Teaching -- 5.4.1 Before the MOOC: the Teacher as Structure Designer and Content Generator -- 5.4.1.1 MOOC Structure Designer -- 5.4.1.2 Content Expert/ Content Creator/ Content Facilitator -- 5.4.1.3 Assessment Designer/Evaluator -- 5.4.1.4 Designing and Structuring Communication Tools -- 5.4.2 Throughout the MOOC: New Forum Curator and Facilitator Roles.

5.4.2.1 The Role of the Teacher as Course Manager and Administrator -- 5.4.3 Before, during, and after the MOOC: the Teacher's Role as Researcher -- 5.5 Conclusion -- Bibliography and Webliography -- Timothy Read -- 6 The Architectonics of Language MOOCs -- 6.1 Introduction -- 6.2 Language MOOCs -- 6.3 Language CMOOCS vs. XMOOCS -- 6.4 Conclusion -- Covadonga Rodrigo -- 7 Accessibility in Language MOOCs -- 7.1 Introduction -- 7.2 ICT Access and its Use by People with Disabilities -- 7.2.1 MOOCs Opportunity for Social Inclusion -- 7.3 Demands of Usability and Accessibility in MOOCs Services -- 7.3.1 Accessible Interfaces -- 7.3.2 Learning Resources Accessibility -- 7.3.2.1 Accessible Videolectures -- 7.3.2.2 Accessible PDF Document Considerations -- 7.3.2.3 Accessible Flash Multimedia Restrictions -- 7.4 Strategies for Improving Usability and Accessibility in MOOC Services -- 7.4.1 Learning Resources Metadata to Improve Accessibility -- 7.4.2 Assessment Accessibility -- 7.4.3 Enabling User Adaptable Interfaces -- 7.4.4 Multimodal Adaptive Interfaces -- 7.4.5 Accessibility Standards for Learner Profiling -- 7.4.6 User Experience and User-Centred Design Model -- 7.5 Conclusion -- Inma �Alvarez -- 8 Ethical and Aesthetic Considerations in Language Moocs -- 8.1 Introduction -- 8.2 Ethics and Aesthetics in Language Education -- 8.2.1 The Intercultural Agenda and Beyond -- 8.2.2 Languages and Aesthetic Sensibilities -- 8.3 Challenges and Possibilities in the Digital Era -- 8.3.1 New Ethical and Aesthetic Considerations -- 8.3.2 Languages in ELearning Environments -- 8.4 Openness and Open Initiatives' Ethical Agenda -- 8.4.1 Opening to a Hyperdemocracy -- 8.4.2 Open Initiatives -- 8.4.3 Addressing the Global Masses -- 8.5 Languaging in MOOCS -- 8.6 Conclusions: Researching for the Future -- Fernando Rubio.

9 Teaching Pronunciation and Comprehensibility in a Language MOOC -- 9.1 Introduction -- 9.2 The Role of Feedback -- 9.2.1 Feedback and Pronunciation Instruction -- 9.2.2 Feedback and Online Affordances -- 9.3 Structure of the Courses -- 9.4 Method -- 9.4.1 Participants -- 9.4.2 Procedures -- 9.5 Results -- 9.6 Discussion -- 9.7 Conclusions -- Appendix -- Jozef Colpaert -- 10 Conclusion. Reflections on Present and Future: towards an Ontological Approach to LMOOCs -- 10.1 Introduction -- 10.2 To MOOC or not to MOOC, that's the Question -- 10.3 Ontology of the LMOOC -- 10.3.1 Blurred Ontologies: Pervasive but Persuasive -- 10.3.2 The LMOOC as Ontology -- 10.4 LMOOCs from an Educational Engineering Point of View -- 10.5 LMOOCs from a CALL Research Point of View -- 10.6 The Suggested Path for LMOOCs -- 10.7 Conclusion -- Index.

This pioneering book presents initial analysis of the theoretical and methodological issues underlying LMOOCs and gives empirical evidence of their potential for the development of language communicative competences. It offers a broad view of LMOOC research with respect to the geographical and institutional origin of its authors and on the heterogeneous nature of their academic backgrounds, as well as suggesting directions for future development.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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