Proceedings Article10.1109/EDUCON.2016.7474695
From software engineering to courseware engineering
Carlos Delgado Kloos,Ma Blanca Ibanez,Carlos Alario-Hoyos,Pedro J. Muñoz-Merino,Iria Manuela Estévez Ayres,Carmen Fernández Panadero,Julio Villena +6 more
- 10 Apr 2016
- pp 1122-1128
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TL;DR: The main thesis at this paper is that the authors are facing a "courseware crisis" in the same way as there was a "software crisis" 50 years ago, and that the way out is to identify good engineering discipline to aid in the development of courseware.
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Abstract: The appearance of MOOCs has contributed to the use of educational technology in new contexts. As a consequence, many teachers face the challenge of creating educational content (courseware) to be offered in MOOCs. Although some best practices exist, it is true that most of the content is being developed without much thought about adequacy, reusability, maintainability, composability, etc. The main thesis at this paper is that we are facing a "courseware crisis" in the same way as there was a "software crisis" 50 years ago, and that the way out is to identify good engineering discipline to aid in the development of courseware. We need Courseware Engineering in the same way as at those times we needed Software Engineering. Therefore, the challenge is now to define and develop fundamentals, tools, and methods of Courseware Engineering, as an analogy to the fundamentals, tools, and methods that were developed in Software Engineering.
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TL;DR: Four case studies from the authors' teaching experiences highlight major challenges in maintaining and updating technical courses and design ideas for instructor-oriented tools that can reduce the logistical complexities of teaching at scale, thus letting instructors focus on the substance of teaching rather than on mundane logistics.
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The Challenges of Evolving Technical Courses at Scale: Four Case Studies of Updating Large Data Science Courses
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4
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MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs
TL;DR: The 7Cs of Learning Design framework is described, which can be used to design more pedagogically informed MOOCs, which enhances the learner experience and ensure quality assurance.
MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs Los MOOC como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOC.
Gráinne Conole
- 01 Jan 2016
TL;DR: In this article, the authors consider the pedagogies associated with different types of Massive Open Online Courses (MOOCs) and introduce an alternative means of categorising MOOCs, based on their key characteristics.
Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs
TL;DR: The MOOC Canvas defines eleven interrelated issues that are addressed through a set of questions, offering a visual and understandable guidance for educators during the MOOC design process, and shows how it captures the description and design of a real 9-week MOOC.