Ángel Fidalgo Blanco

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Massive Open Online Courses or MOOCs, both in their major approaches xMOOC and cMOOC, are attracting a very interesting debate about their influence in the higher education future. MOOC have both great defenders and detractors. As an emerging trend, MOOCs have a hype repercussion in technological and pedagogical areas, but they should demonstrate their real(More)
This paper present a research project that tries to extend the MOOC ecosystems by integrating external tools like social networks. This integration is developed by using a software architecture that mediate between the different systems and platforms establishing communication workflows and analyzing the information retrieved. This kind of system is applied(More)
A methodological approach and technological framework are proposed to improve learning outcomes in Massive Open Online Courses (MOOCs), taking into account the distinguishing features of this kind of massive courses over traditional online courses. The proposed methodology integrates the learning strategies of xMOOCs and cMOOCs with adaptivity and knowledge(More)
The phenomenon of MOOC (Massive Online Open Courses) is increasingly experienced and is challenged by very low completion rates. There are a large number of students who drop out of the course, so it is necessary to find new ways to motivate these students and get them to complete the course. This paper proposes a model to motivate MOOC's students based on(More)
The Massive Open Online Courses (hereafter referred to as MOOC) were born as a space where the university could offer training outside of the boundaries of the classroom and based on informal and social learning. The characteristics of the MOOC: massification, heterogeneity of profiles, professions, educational levels and origin, to encourage informal(More)
The gap between technology and learning methods has two important implications: on the one hand, we should not expect the integration of technological advances into teaching to be an easy task; and there is a danger that mature educational technologies and methods might not give an adequate answer to the demands and needs of society, underusing their(More)
This work describes obtaining indicators to meet two objectives: first, classifying and measuring the educational innovation degree in experiences and practices carried out at the University; and second, using them in order to manage new innovation experiences throughout a knowledge management system.