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Radical Solutions and Open Science - An Open Approach to Boost Higher Education
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10 MOOCsandOER:DevelopmentsandContributions… 173 chapterisaninvitationtocontinueanalyzingthepossibilities,impactsandchallenges ofintegratingOERandMOOCs,aswellasemergingtechnologies,especiallyinareas of thecommongoodsuchasenergy. Acknowledgments Wethankthemultidisciplinaryteamthathasworkedonthisproject, theircol- laboration has been substantial in the transcendence of the achievements. Funding: This chapter is a product of theProject 266632 “LaboratorioBinacional para laGestión Inteligente de la Sus- tentabilidadEnergéticay laFormaciónTecnológica” [“Bi-NationalLaboratoryonSmartSustain- ableEnergyManagementandTechnologyTraining”], fundedbytheCONACYTSENERFundfor EnergySustainability (Agreement:S0019¬2014¬01). Conflictsof Interest Theauthordeclaresnoconflictof interest. References Aleixandre-Benavent,R.,FerrerSapena,A.,Alonso-Arroyo,A.,VidalInfer,A.,LucasDomínguez, R., & González de Dios, J. (2015). Comunicación científica (XXVI). Cómo aumentar la difusión y el impacto de los trabajos pediátricos participando en la ciencia abierta.Acta Pedi- atr Esp, 73(8), 203–210. Retrieved from http://www.actapediatrica.com/images/pdf/Volumen- 73—Numero-8—Septiembre-2015.pdf#page=33. Apostol, S., Zaharescu, L.,&Alexe, I. (2013). Gamification of learning and educational games. Elearning& SoftwareFor Education, 2,67–72. Atkins,D.,Seely,J.,&Hammond,A.(2007).Report totheWilliamandFloraHewlettFoundation. Retrieved fromhttp://www.hewlett.org/oer. Baggaley,J.(2013).MOOCrampant.DistanceEducation,34(3),368–378.https://doi.org/10.1080/ 01587919.2013.835768. Bartolomé,A.R.,&Steffens,K.(2015).¿SonlosMOOCunaalternativadeaprendizaje?Comunicar, 22(44), 91–99.https://doi.org/10.3916/c44-2015-10. Brull, S., & Finlayson, S. (2016). Importance of gamification in increasing learning. The Journal of Continuing Education in Nursing, 47(8), 372–375. https://doi.org/10.3928/ 0022012410160715-09. Cabero, J. C. (2015). Visiones educativas sobre losMOOC. RIED. Revista Iberoamericana de Educación a Distancia,18(2), 39–60.https://doi.org/10.5944/ried.18.2.13718. Castaño,C.,Maiz, I.,&Garay,U. (2015).Diseño,motivacióny rendimiento enuncursoMOOC cooperativo.Comunicar, 22(44), 19–26.https://doi.org/10.3916/c44-2015-02. Chang, J.W.,&Wei,H.Y. (2016).Exploringengaginggamificationmechanics inmassiveonline open courses. Journal of Educational Technology & Society, 19(2), 177–203. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.177. Chesbrough, H. (2012). Open innovation:Wherewe’ve been andwherewe’re going.Research- Technology Management, 55(4), 20–27.https://doi.org/10.5437/08956308x5504085. Fidalgo-Blanco,Á., Sein-Echaluce,M. L.,&García-Peñalvo, F. J. (2016). Frommassive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOCpedagogical approach toMOOCs. International Journal of Educational Technology in Higher Education, 13(1), 24.https://doi.org/10.1186/s41239-016-0024-z. Gallego-Durán,F.J.,Villagrá-Arnedo,C.J.,SatorreCuerda,R.,Compañ,P.,Molina-Carmona,R., &LlorensLargo, F. (2014). Panorámica: serious games, gamification ymuchomás.ReVisión, 7(2), 13–23.Retrieved fromhttp://hdl.handle.net/10045/37972. Gassmann, O., Enkel, E., & Chesbrough, H. (2010). The future of open innovation. R&d Management, 40(3), 213–221.https://doi.org/10.1111/j.1467-9310.2010.00605.x.
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Radical Solutions and Open Science An Open Approach to Boost Higher Education
Title
Radical Solutions and Open Science
Subtitle
An Open Approach to Boost Higher Education
Editor
Daniel Burgos
Publisher
Springer Open
Date
2020
Language
English
License
CC BY 4.0
ISBN
978-981-15-4276-3
Size
16.0 x 24.1 cm
Pages
200
Category
Informatik
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