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Table of Contents
Intro
Introduction: MOOCs: Learning from Disruption
Contents
About the Editors
Part I: Fundamentals Revisited
Chapter 1: MOOCs as Creative Industries and Vectors of Transliteracy
1.1 MOOCs as Experiential and Relational Goods Within Creative Industries
1.1.1 Relational and Experiential Goods
1.1.2 MOOCs from the Corporate Perspective
1.1.3 MOOCs from the User/Learner Perspective
1.2 MOOCs as they Affect Institutions of Knowledge
1.2.1 Social Entrepreneurship
1.2.2 MOOCs as Facilitators of Transliteracy
1.2.2.1 Transliteracy Vectors
1.2.2.2 Digital Mediation and Pedagogical Design
1.3 ECO, A Step Further for Creative Industries of Knowledge
1.3.1 Epistemic Maturity
1.3.2 E-presence
1.3.3 Transfer and Replication
1.4 Conclusion
References
Chapter 2: Communication and Dissemination Strategies for MOOCs
2.1 The New Educational Context
2.2 From ICT to ICRT
2.3 Social Networks in MOOCs as a Space for the Relational (r) Factor
2.4 The Importance of Communication Management in MOOCs
2.5 Communication About MOOCs and Their Platforms: Case Studies
References
Chapter 3: Digital Platforms, Participation, and Learning Environments Within MOOCs
3.1 MOOCs: A New Paradigm for Learning
3.1.1 A Virtual Learning Community
3.1.2 Culture of Participation and Learning in MOOCs
3.2 MOOCs: An Evolving Educational Model, Subject to the Technological Impact and Dynamism of Social Media
3.2.1 MOOC Actors and Main Characters
3.2.1.1 The New Role of the Teacher in MOOCs
3.2.2 MOOC as a Personal Learning Environment
3.2.3 A new Student-School Relationship
3.3 Open Source Pedagogical Platforms
3.3.1 The Virtual Environment as an Added Value for Learning
3.4 Collective Knowledge and ICT
3.4.1 Tools and Formats for Interaction, Participation, and Collaboration in the MOOC Learning Community
3.4.2 The Relevant Role of Social Networks in MOOCs
3.5 The Path of Transmediality, Virtuality, and Gamification in MOOCs
3.6 Some Considerations for Improving MOOC Participation Procedures
References
Part II: Strengths and Weaknesses of Participatory Social MOOCs
Chapter 4: Relational Factor and Intermethodology in the ECO Project
4.1 Review of Learning Models Tthrough MOOC Turning into tMOOC
4.2 Relational Pedagogy in Environments E-Learning sMOOC
4.3 The Relational Factor of the TRICs in ECO sMOOC element
4.4 Intermethodology at the Service of Collaborative Learning Collaborative
4.5 By Way of Conclusion
References
Chapter 5: Interculturality and Agility in MOOC Design: The MOOC Step by Step Project
5.1 Interculturality and Agility as Major Online Management Stakes
5.2 The Unit of Analysis: The MOOC Step by Step
5.3 Methodology
5.4 Results
5.4.1 Designing Interculturality
5.4.2 Limitations.
Introduction: MOOCs: Learning from Disruption
Contents
About the Editors
Part I: Fundamentals Revisited
Chapter 1: MOOCs as Creative Industries and Vectors of Transliteracy
1.1 MOOCs as Experiential and Relational Goods Within Creative Industries
1.1.1 Relational and Experiential Goods
1.1.2 MOOCs from the Corporate Perspective
1.1.3 MOOCs from the User/Learner Perspective
1.2 MOOCs as they Affect Institutions of Knowledge
1.2.1 Social Entrepreneurship
1.2.2 MOOCs as Facilitators of Transliteracy
1.2.2.1 Transliteracy Vectors
1.2.2.2 Digital Mediation and Pedagogical Design
1.3 ECO, A Step Further for Creative Industries of Knowledge
1.3.1 Epistemic Maturity
1.3.2 E-presence
1.3.3 Transfer and Replication
1.4 Conclusion
References
Chapter 2: Communication and Dissemination Strategies for MOOCs
2.1 The New Educational Context
2.2 From ICT to ICRT
2.3 Social Networks in MOOCs as a Space for the Relational (r) Factor
2.4 The Importance of Communication Management in MOOCs
2.5 Communication About MOOCs and Their Platforms: Case Studies
References
Chapter 3: Digital Platforms, Participation, and Learning Environments Within MOOCs
3.1 MOOCs: A New Paradigm for Learning
3.1.1 A Virtual Learning Community
3.1.2 Culture of Participation and Learning in MOOCs
3.2 MOOCs: An Evolving Educational Model, Subject to the Technological Impact and Dynamism of Social Media
3.2.1 MOOC Actors and Main Characters
3.2.1.1 The New Role of the Teacher in MOOCs
3.2.2 MOOC as a Personal Learning Environment
3.2.3 A new Student-School Relationship
3.3 Open Source Pedagogical Platforms
3.3.1 The Virtual Environment as an Added Value for Learning
3.4 Collective Knowledge and ICT
3.4.1 Tools and Formats for Interaction, Participation, and Collaboration in the MOOC Learning Community
3.4.2 The Relevant Role of Social Networks in MOOCs
3.5 The Path of Transmediality, Virtuality, and Gamification in MOOCs
3.6 Some Considerations for Improving MOOC Participation Procedures
References
Part II: Strengths and Weaknesses of Participatory Social MOOCs
Chapter 4: Relational Factor and Intermethodology in the ECO Project
4.1 Review of Learning Models Tthrough MOOC Turning into tMOOC
4.2 Relational Pedagogy in Environments E-Learning sMOOC
4.3 The Relational Factor of the TRICs in ECO sMOOC element
4.4 Intermethodology at the Service of Collaborative Learning Collaborative
4.5 By Way of Conclusion
References
Chapter 5: Interculturality and Agility in MOOC Design: The MOOC Step by Step Project
5.1 Interculturality and Agility as Major Online Management Stakes
5.2 The Unit of Analysis: The MOOC Step by Step
5.3 Methodology
5.4 Results
5.4.1 Designing Interculturality
5.4.2 Limitations.