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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
Titel
Radical Solutions and Open Science
Untertitel
An Open Approach to Boost Higher Education
Herausgeber
Daniel Burgos
Verlag
Springer Open
Datum
2020
Sprache
englisch
Lizenz
CC BY 4.0
ISBN
978-981-15-4276-3
Abmessungen
16.0 x 24.1 cm
Seiten
200
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Radical Solutions and Open Science