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User-Centered Design Strategies for Massive Open Online Courses (MOOCs)

Book Description

In today’s society, educational opportunities have evolved beyond the traditional classroom setting. Most universities have implemented virtual learning environments in an effort to provide more opportunities for potential or current students seeking alternative and more affordable learning solutions. User-Centered Design Strategies for Massive Open Online Courses (MOOCs) focuses on the best practices and effective design of student interaction within virtual learning environments. Highlighting strategies from human-computer interaction experiences and user-centered models, as well as emergent approaches and implementation techniques, this reference publication is designed for computer science students, academics, researchers, instructional designers, IT professionals, software developers, and educators interested in mobile technologies, social learning, and educational inclusion.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board Members
    1. Editorial Advisory Board Members
    2. List of Reviewers
  6. Preface
    1. WHAT ABOUT THIS BOOK?
    2. REFERENCES
  7. Acknowledgment
  8. Section 1: Fostering Social Learning with MOOCs: Perspectives and MOOCs Applications Oriented to Promote Social Learning Among People
    1. Chapter 1: Facilitating Student Interaction and Collaboration in a MOOC Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Users' Digital Competences Study to Design MOOCs for Digital Literacy in Mexico
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 3: MOOCs and Multiple Learning Styles
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
  9. Section 2: Designing Interactions for MOOCs: Strategies, Studies and Methods to Define Starting Points for Well Designed MOOCs' Interactions
    1. Chapter 4: Identifying Parent's Security Requirements for Web Filtering in MOOCs for Kids
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 5: Finding the Design Basic for MOOCs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 6: Online Community-Based Practices for Massive Open Online Courses (MOOCs) at Open Universities Australia
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 7: Using Design Patterns to Incorporate Usability in Notifications from MOOCs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
  10. Section 3: Inclusive MOOCs: Exploring Some Alternatives to Design Inclusive MOOCs for Diverse Users
    1. Chapter 8: Design, Implementation and Evaluation of MOOCs to Improve Inclusion of Diverse Learners
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DESIGN, IMPLEMENTATION, AND EVALUATION OF ACCESSIBLE MOOCS
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 9: Addressing Accessibility of MOOCs for Blind Users
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATION
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 10: Enabling MOOCs' Usage to Mild and Moderate Intellectual Disabled Users
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
  11. Section 4: Evaluation Strategies for MOOCs: Describing Some Proposals for Students Evaluation in MOOCs
    1. Chapter 11: Automatic Item Generation for Elementary Logic Quizzes via Markov Logic Networks
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SOLUTION AND RECOMENDATIONS
      5. CONCLUSION AND FURTHER RESEARCH
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 12: An Elastic Platform for Large-scale Assessment of Software Assignments for MOOCs (EPLASAM)
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
  12. Section 5: Future Trends and Applications: Analyzing Some Future Venues to Enhance Interaction and Applications of MOOCs
    1. Chapter 13: The Role of Virtual Worlds for Enhancing Student-Student Interaction in MOOCs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 14: Towards a Gamification Design Process for Building Engaging MOOCs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
      11. APPENDIX
    3. Chapter 15: Use of Augmented Reality a New Vision on the Massive Open Online Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 16: Therapy Reports through a Supervision Model using MOOCs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SOLUTIONS AND RECOMMENDATIONS
      5. CONCLUSION AND FUTURE WORK
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
  13. Compilation of References
  14. About the Contributors