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La universitat es mou i allibera el coneixement guia de lectura Seminari de l’Aula Jordi Rubió i Balaguer Facultat de Biblioteconomia i Documentació Novembre de 2013

Daphne Koller What we're learning from online education [Video file]. (2012, August). Retrieved from http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.html

If we could offer a top quality education to everyone around the world for free, what would that do? Three things. First it would establish education as a fundamental human right, where anyone around the world with the ability and the motivation could get the skills that they need to make a better life for themselves, their families and their communities. Second, it would enable lifelong learning. And finally, this would enable a wave of innovation, because amazing talent can be found anywhere.

2000 Antecedents Fathom Project Columbia University All Learn Project Oxford, Stanford and Yale Universities Curs From NAND to Tetris Nand2Tetris.org Curs Introduction to Open Education Utah State University

2008 Esclat Curs EC&I 831: Social Media & Open Education University of Regina Bryan Alexander i Dave Cornier encunyen el terme Massive Open Online Course (MOOC) Primer curs MOOC University of Manitoba Connectivism and connective knowledge El Massachusetts Institute of Technology ofereix 1800 cursos en obert al MIT OpenCourseWare (OCW) Primer MOOC d’èxit global, Introduction to Artificial Intelligence, origen de la plataforma Udacity Andrew Ng i Daphne Koller, professors de la Stanford University, creen Coursera



El New York Times declara el 2012 Any dels MOOC Harvard University i Massachusetts Institute of Technology funden la plataforma EdX Primer MOOC en castellà, El algoritmo RSA del projecte Crypt4you La UNED llança la plataforma UNED Abierta Neix Wedubox, plataforma en espanyol per a docents Miríada X és el projecte de formació en línia de la xarxa Universia

Bibliografia Calderón Amador, J.J.; Eizeiza, A.; Jimeno Badiola, M. “La falsa disrupción de los MOOCS”. 6º Congreso Internacional de Educación Abierta y Tecnología Ikasnabar ’13, Zalla, 9-11 de julio de 2013 . En línia

Epelboin, Yv es. “MOOC: an European view”.Les Technologies de l'Information à l'UPMC, 2013.

En línia

Gaebel, Michael. MOOCs: Massive Open Online Courses. EUA Occasional Papers , 2013.

Glance, David George; Forsey, Martin; Riley, Myles . “The pedagogical foundations of massive open online courses”. First Monday, v. 18, n. 5-6, 2013, p. 5-6.

En línia

En línia

Haggard, S. The maturing of the MOOC. Department for Business, 2013. Innovation and Skills, Research paper number 130.

SCOPEO. MOOC: Estado de la situación actual, posibilidades, retos y futuro. Scopeo Informe, No. 2, 2013.

En línia

En línia

Siemens, George. “Neoliberalism and MOOCs: Amplifying nonsense”. Elearnspace: Learning, Networks, Knowledge, Technology, Community, 2003. En línia

Survey of college plans for MOOCs. [New York]: Primary Research Group, 2013

004.738.5.37 Sur

Vázquez Cano, Esteban; López Meneses, Eloy; Sarasola Sánchez-Serrano, José Luis. La Expansión del conocimiento abierto: los MOOC. Barcelona: Octaedro: ICE-UB, 2013. 004.738.5:37 Vaz

Carr, Nicholas. “The crisis in higher education”. MIT Technology review, 115, n. 6, 2012.

En línia

Yuan, Li; Powell, Stephen. MOOCs and Open Education: Implications for Higher Education. University of Bolton, 2013. En línia

Casey, J. “Taking Care of Business? The political economy of MOOCs and Open Educaction”. ALTO: Arts Learning and Teaching Online, 2012. En línia

Daniel, John. “Making Sense of MOOCs: Musings in a Maze of Myth , Paradox and Possibility”. Journal of Interactive Media in Education, 2012

What Campus leaders need to know about MOOCs. EDUCAUSE Publications, 2012

En línia

En línia

Hill, Phil. “Online Educational Delivery Models: a descriptive view”. EDUCASE review, 47, n. 6, 2012, p, 84-97

Yuan, Li; MacNeill, Sheila; Kraan, Wilbert Open Educational Resources-Oportunities and challenges for higher education. JISC CETIS, 2008.

En línia

En línia


Alguns agregadors de cursos MOOC


Open Education Europa. European MOOCs Scoreboard. Retrieved from http://openeducationeuropa.eu/en european_scoreboard_moocs

Bibliografia MOOC’s i Biblioteques Anglada, Lluís. “Los Moocs: viables, inquietantes y consistentes”. Notas Think EPI 2014

Che v er ie , J o an . MOOCs and Intellectual Property: Ownership and Use Rights. Educause, 2013

En línia

En línia

Kernohan, David. “Content that talks back: what does the MOOC explosion mean for content management?”. The UKSG Journal, v. 26, n. 2, 2013, p. 198-203

Librarians: Your Most Valuable MOOC Supporters. Open Education Database, 2013

En línia

En línia

Lit tle , Geo ffr ey . “Massively open?”. The Journal of Academic Librarianship, v. 39, n. 3, 2013, p. 308-309.

MIchalko, Jim. MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge. OCLC Research, 2013

Xarxa UB

En línia

Bohle, Shannon. Librarians and the Era of the MOOC. SciLogs, 2013

Wright, Forrest. “What do Librarians Need to Know About MOOCs?”. D-Lib Magazine, v. 19, n. 3-4, 2013.

En línia

En línia

Butler, Brandon. Massive Open Online Courses: Legal & Policy Issues for Research Libraries. Association of Research Libraries, 2012 En línia

Mathews, Brian. MOOC Fluency – some advice for future librarians”. The Ubiquitous librarian, 2012

Altres Recursos

En línia

Els MOOCs i les Universitats catalanes

Observatoris MOOC

Tendències de futur Post-MOOC Era

Small private online courses (Spocs) are a competing model to the Mooc (massive open online course). Despite much excitement about how Moocs might transform the education system, they have so far not been able to show how they will fund themselves. In addition, the "open" nature of the Mooc courses encourages large numbers of participants with very varied abilities because anyone with an internet connection can participate. This raises problems with assessment and therefore how much a Mooc can be worth on someone's curriculum vitae as they go on to jobs or further study. Spocs offer some solution in that students are selected, which limits numbers of participants, and ensures they satisfy some entry requirements for the course. Spocs allow educational establishments to use them in a "blended learning" approach that combines classroom teaching wit online learning. Financial Times Lexicon

10 reflections on the SPOC vs MOOC conversation – Is Harvard moving out of the 1990s?

Are We Beginning the PostMOOC ERA? Two SPOCs (Small Private Online Courses) are Underway From Harvard/


Harvard plans to boldly go with 'Spocs'

SPOCs Are MOOC Game Changers

SPOCs may provide what MOOCs can’t

Amb motiu de la celebració del primer seminari de l’Aula Jordi Rubió i Balaguer 2013-2014, “Els MOOC: una oportunitat per a les universitats?”, la Biblioteca us ofereix aquesta guia de lectura.

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MOOC: la universitat es mou i allibera el coneixement  

Guia de lectura elaborada per la Biblioteca de Biblioteconomia amb motiu del primer seminari de l'Aula Jordi Rubió i Balaguer 2013-2014, «El...

MOOC: la universitat es mou i allibera el coneixement  

Guia de lectura elaborada per la Biblioteca de Biblioteconomia amb motiu del primer seminari de l'Aula Jordi Rubió i Balaguer 2013-2014, «El...

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