Presentation paper at the Twelfth LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2014) in Guayaqui, Ecuador, July 22 - 24, 2014
Internationalization & Globalization of Engineering Manuel Castro, Mohamed Tawfik, Edmundo Tovar Electrical & Computer Engineering Department (DIEEC) Spanish University for Distance Education (UNED) Twelfth LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2014) ”Excellence in Engineering To Enhance a Country’s Productivity” July 22 - 24, 2014 Guayaquil, Ecuador. Manuel Castro, Ph.D. Catedrático de Tecnología Electrónica UNED, Madrid, España http://www.slideshare.net/mmmca stro/
Transcript
Internationalization & Globalization of EngineeringManuel Castro, Mohamed Tawfik, Edmundo Tovar
Electrical & Computer Engineering Department (DIEEC)Spanish University for Distance Education (UNED)
Twelfth LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2014)”Excellence in Engineering To Enhance a Country’s Productivity” July 22 - 24, 2014 Guayaquil, Ecuador.
Manuel Castro, Ph.D. Catedrático de Tecnología Electrónica
INTER-INSTITUTIONAL ONLINE MASTER’S DEGREE PROGRAM
MASSIVE OPEN ONLINE COURSE (MOOC)
INTERNATIONAL ACTIVITIES
DIEEC / UNED
Spanish University for Distance Education (UNED) DISTANCE EDUCATION >> Universidad Nacional de Educación a Distancia 240,000 students – 8 Faculties – 2 Engineering Schools
No health 27 bachelors degrees adapted to the European Higher Education Area
(EHEA) 6 in Engineering
45 official university master's degrees adapted to the EHEA 39 doctoral programs adapted to the EHEA
Electrical & Computer Engineering Department (DIEEC) Departamento de Ingeniería Eléctrica, Electrónica y de Control
Electrical Engineering Electronics Technology Systems and Control Engineering Telematics Engineering Computer Engineering
INTERNATIONAL ACTIVITIES
UNED (99% activities in Spanish)
DIEEC (first English Master / first Remote Lab MOOC)
Extending the concepts of OCW, Massive Open Online Courses (MOOCs) was originated in 2008 within the OER movement. MOOCs are open online courses that are more structured formal and aiming at large-scale interactive participation. Only a few percent of the tens of thousands of students who may sign up complete the course. Typically they do not offer academic credit or charge tuition fees but in some cases they offer the possibility of earning academic credit or certificates based on supervised examinations
Subsequently, several providers by elite universities have emerged such as edX, which was founded by MIT and Harvard University. New commercial start-ups such as Coursera and Udacity have also been launched in collaboration with prestigious universities, offering online courses either for free, charging or only charging a small fee for the final certification. Other open education initiatives have been around such as Udemy, P2PU and Khan Academy
Massive Open Online Courses (MOOCs)
Different methodologies have driven MOOCs in two different pedagogical directions:
1. The earlier connectivist-based MOOCs (cMOOC), which was based on exploring new pedagogies beyond traditional classroom and emphasizing that learning and knowledge emerge from interaction, creativity, autonomy and informal social networking learning relatively free from institutional constraints
2. And the later content-based MOOCs (xMOOCs) such as those offered by Coursera and edX, which emphasize a more traditional and behaviorist learning approach through instructional methods with video presentations, short quizzes and testing
Massive Open Online Courses (MOOCs)
World’s first MOOC
based on remote
laboratories!!
Massive Open Online Courses (MOOCs)
Massive Open Online Courses (MOOCs)
Massive Open Online Courses (MOOCs)
Massive Open Online Courses (MOOCs)
Organization1st edition course: May 2013 – September 2013 (5 months)
2nd edition course: November 2013 – January 2014 (3 months)
8 modules of 10 hours. The first module introduces circuit simulation with tools such as SPICE and
Micro-Cap and the subsequent modules involves real-time practicing with VISIR.
35 years old students or older 43%
Active workers 50%
Undergraduate students in a related field 18%
Graduate or postgraduate students in a related field 19%
Students with a non-university degree in a related field 23%
Students enrolled in this MOOC especially because of the use of a remote laboratory 81%
