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Il s’intéresse plus particulièrement à deux événements qui ont suscité à peu près le même genre de réactions que les MOOC actuellement : l’apparition des studia particularia et des studia generalia au Moyen Âge en Europe et celle de l’enseignement mutuel au début du XIX^e siècle. Les auteurs ont également examiné plusieurs autres innovations qui sont considérées comme ayant contribué à de profonds changements dans l’éducation, notamment les land-grant institutions aux États-Unis et l’University Without Walls (UMass Amherst) et les mouvements en faveur de l’enseignement ouvert des années 1960 et 1970. Ces exemples très instructifs pourront être très utiles aux défenseurs des MOOC désireux de mener des actions visant à les promouvoir et à leur donner une résonance durable à l’ère numérique.

Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model. 

The emergence of MOOCs poses a set of challenges to the educational community. This new special issue of eLearning Papers aims to shed light on the way these online courses affect both education institutions and learners, and tries to find answers to some of the questions confronted by teachers and researchers.

Among other topics, eLearning Papers 33 explores whether MOOCs may be a viable solution for education in developing countries and analyses the role of these emerging courses in the education system, especially in higher education. Furthermore, valuable examples from the field are presented, such as the quad-blogging concept and a game-based MOOC developed to promote entrepreneurship education.

This issue includes 4 In-Depth articles and 6 From the Field ones:

In-depth articles

• The Impact and Reach of MOOCs: A Developing Countries’ Perspective by Tharindu Liyanagunawardena, Shirley Williams and Andrew Adams
• MOOCs and disruptive innovation: Implications for higher education by Li Yuan and Stephen Powell
• The Next Game Changer: The Historical Antecedents of the MOOC Movement in Education by David T. Boven
• MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective by Lourdes Guàrdia, Marcelo Maina and Albert Sangrà

From the field articles

• MOOCs are More Social than You Believe by Jan Blom, Himanshu Verma, Nan Li, Afroditi Skevi and Pierre Dillenbourg
• Realising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social Media by Emily Purser, Angela Towndrow and Ary Aranguiz
• Learning from Open Design: Running a Learning Design MOOC by Patrick McAndrew
• Quad-blogging: Promoting Peer-to- Peer Learning in a MOOC by Angela Towndrow, Ary Aranguiz, Emily Purser and Madhura Pradhan
• Game Based Learning MOOC. Promoting Entrepreneurship Education by Margarida Romero
• The AlphaMOOC: Building a Massive Open Online Course One Graduate Student at a Time by Carmen McCallum, Stephen Thomas and Julie C. Libarkin

This year, the day will be celebrated throughout Spain with conferences, training sessions, competitions, online games and many other activities.

Universities will invite middle and high school students to virtually visit their premises and ask questions about their academic future.

The main event of the day will be held in the Spanish Senate in Madrid, where a high level panel debate will discuss about sustainable creativity and several awards will be handed.

All activities will be promoted and commented in Twitter with the hashtag #DiadeInternet


 

TEL-Map is a Coordination and Support Action focussing on roadmapping activities for innovative forms of learning. A roadmap can be understood as a ‘strategic lens’, through which future developments in a domain or an organisation are analysed for the purpose of channelling available resources wisely.

The aim of this new survey is to collect the views of teaching professionals to inform future roadmapping activities by probing certain statements with regards to their likelihood, desirability and – when it comes to policy measures – their feasibility.

There is no need to be an expert in all areas addressed to answer the survey, as the objective of TEL-Map is to get feedback from people with as diverse backgrounds as possible.

Question blocks have been created for each of the following innovative practices:

• Gamification: using game mechanics and elements of game design in non-game contexts in order to motivate learning. Controversial issues evolve around 'hunting for points as a distraction of learning', neglect of demographic particularities, availability of gamification strategies.
• Free Massive Open Online Course: bringing existing courses to an extended audience by driving technological and economical innovation. Controversial issues evolve around funding models, accreditation, high attrition rates and possible ways of highly automated learner support.  
• Flipped classroom: inverting classroom situations so that the lecture part is moved from school to home and the exercise part takes place at school. Controversial issues evolve around managing differences between learners being more or less successful doing their homework, which requires fundamentally new types of in-class activities.
• Seamless Learning (Ubiquitous Learning): obliterating borders between different technologies and learning formats such as formal and informal learning or individual and social learning. Controversial issues evolve around the ownership of learning tools and data generated by learners' activities, or the potentially invasive character of learning technologies to the detriment of a balanced life style.