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Advisor(s)
Abstract(s)
The word MOOC (Massive Open Online Courses) has its origins in an experience carried out by
George Siemens and Stephen Downes in 2008 based on the theory of connectivism and social
constructivism. This worldwide phenomenon appeared as an evolution of the Open Educational
Resources (OER) movement. They are a new style of online classes that allow any person with web
access, anywhere, usually free of charge, to participate through video lectures, computer graded tests
and discussion forums which have been taking the attention of many higher education institutions
around the world. The purpose of this paper is to give us an overview of how MOOCs and Blended
Learning can be used with as an educational strategy in a Mathematics Course of “non Mathematic”
degree programs. The pedagogical strategy embraced in this venture, was to combine the
potentialities of some, already available, “good” OER, with a blended working scheme established side
by side with the course development, regarding fundamental issues considered as prerequisites to it.
We will explain the specific contents involved, as well as the general and specific objectives and
outcomes, the evaluation procedures established for the course support and development, finishing
with a summary of the complete results. We did not want to discover the “wheel”, it is from common
knowledge for decades, but to present alternative ways to make a good use of it.
Description
Keywords
Online learning Massive open online courses Higher education Blended learning