Journal of Universal Computer Science
Special Issue on
Massive Open Online Courses: Combining Methodologies and Architectures for a Success Learning
CALL FOR PAPERS
Al Essa, Vice President, Analytics, Research and Development, McGraw-Hill Education, USA.
Francisco J. García-Peñalvo, Director GRIAL, University of Salamanca, SPAIN.
Rocael Hernandez-Rizzardini, Director GES, Galileo Univeristy, GUATEMALA.
The Massive Open Online Courses or MOOC are a trending topic in ICT based education areas, including both technical and pedagogical issues. There are hundreds of opinions both for and against the MOOC. Higher education institutions are currently involved in not justified or strategically planned tendencies to have the widest possible number of MOOCs available on the Web. New economic models, as well as educational ones, are emerging all over the world. Controversial discussions about the MOOC nature fill the educative blogs, analysing the original idea behind the cMOOC, the connectivism and collaboration among a group of individuals, against the xMOOC trend, more related to content-based approach supported by one or many institutions usually with a renewed and updated version of the old-fashion ePublishing model of the first eLearning generations.
Regardless of personal opinions and positions, it is a fact that MOOCs have contributed to a rich and open dialogue on trends and open educational models, in informal and formal ways. Thus, of the special issue target is to gather well-founded theories, methodologies, studies, architectures, etc. that allow us to know how and when to opt for a MOOC approach.
Through this special issue we would like to promote a formal and research-sustained dialogue about what MOOCs mean in ICT-based education, with special emphasis in Technological Frameworks / Architectures, Assessment, Gamification, Analytics, Cloud Services and Resources, Universal Design and Accessibility.
Some suggested, but not limited, topics are:
- Technological models and frameworks to support MOOCs.
- Assessment (different types of assessment approaches and technologies).
- MOOCs scalability and quality assurance models at the pedagogical and technical level, supported by innovative technology.
- Cloud Services and Resources (the use of innovative Web 2.0 applications and resources that can be orchestrated through interoperable API’s to the MOOC learning environment).
- Learning Analytics.
- Gamification and Social Learning artefacts.
- Standardisation efforts.
- Universal Design and Accessibility issues in MOOCs contents and platforms.
- Adaptive policies for managing different participant profiles.
- Pedagogical issues, tutoring roles and human interaction in MOOCs development.
- Security and accreditation models.
||6th July 2014|
|Paper Reviewed by:
||28th September 2014|
||19th October 2014|
|Submission of Revised Papers:
||16th November 2014|
INSTRUCTIONS FOR AUTHORS
All submissions have to be related and present technological advances for MOOCs with a pedagogical sound foundation. Pedagogical and theoretical only papers are out of the scope of the Journal. Submissions that present among the technical advances real test beds use cases are encouraged and will have higher qualification.
Manuscripts should not exceed 18 double-spaced pages. Papers should be prepared according to the JUCS's guidelines for authors, and should be submitted to email@example.com. Illustrations must be provided in separate .jpg or .gif files. The guidelines for authors are available at http://www.jucs.org/jucs_info/submissions. All papers will be blind reviewed.
The CfP is related (but not closed) to the following events TEEM 2013 (University of Salamanca, Spain) and an International Workshop on Massive Open Online Courses to be hosted by Galileo University, in Guatemala (May 2014).
For all potential authors who have received an invitation for an extended version of their conference paper, please bear in mind that we only can consider submissions that are significantly extended (at least 50% new material and the title of the extended version must clearly and unmistakably differ from the title of the article presented at the conference).
Each paper will be blind reviewed by at least 3 reviewers. According to the covered main subjects already listed.
Potential authors should contact firstname.lastname@example.org with any questions about the special issue.
- José Ramón Hilera (UAH, Spain)
- Eliana Feasley (Khan Academy)
- Carlos Delgado Kloos (UC3M, Spain)
- Victor Garcia-Barrios (CUAS, Austria)
- Andreas Pester (CUAS, Austria)
- Ralf Klamma (RWTH, Germany)
- Hans-Christian Schmitz (Institut für Deutsche Sprache, Germany)
- Ulrich Hoppe (Universität Duisburg-Essen)
- Felix Mödritscher (WU, Austria)
- Xavier Ochoa (Centro de Tecnologías de Información, Ecuador)
- Maren Scheffel (Fraunhofer FIT, Germany)
- Abelardo Pardo (Sydney University, Australia)
- Peter Sloep (OUNL, The Netherlands)
- Ángel Fidalgo Blanco (Polytechnic University of Madrid, Spain)
- Miguel Ángel Conde González (University of León, Spain)
- Grainne Conole (University of Leicester, UK)
- Marisa Sein-Echaluce (University of Zaragoza, Spain)
- Charles Severance (University of Michigan, USA)
- Marc Alier (Polytechnic University of Barcelona, Spain)
- Miguel Morales (Galileo University, Guatemala)
- Denis Gillet (EPFL, Switzerland)
- Regina Motz (UDELAR, Uruguay)
- Nelson Piedra (UTPL, Ecuador)
- Antonio Mińan (UGR, Spain) 25. Carmen Varela (UNA, Paraguay)
- Antonio Moreira (ULI, Portugal)
- Markku Karhu (Metropolia, Finland)
- Vanessa Chang (Curtin University, Australia)