Mooc Teaching Methodology

Purpose- The purpose of this article is to understand the outcomes of MOOCs in the light of COVID-19 concerning the students of Higher Educational Institutions in India. The COVID-19 has disrupted the normal teaching-learning role across the world and has put everyone in a nightmare. HEIs are now requesting students to take up MOOCs to explore and attain knowledge and the same is even followed by the corporate institutions. MOOCs are one of the crisis management solutions to ensure that education is continuous and not disrupted.
Design/methodology/approach – The data included in this research has been collected from students of Higher Education Institutions across India using a convenient sampling method. The collected data was exposed to a factor analysis using a PCA technique to reduce multiple dimensions.
Research limitations/implications – From the research it is well understood that MOOCs are useful to keep oneself updated with the market and industry trends especially when the world is focussing on Business Analytics, Artificial Intelligence and other technologically driven topics and concepts.
Practical implications – The present study contributes to the growing body of evidence that MOOCs play an important role in providing flexibility in learning. In future, if there are similar crisis, which will disrupt education, then the best alternative will be MOOC through which many stakeholders will benefit. Education should be free to boost up the learning motivation and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate to enrolment and student participation.
Originality/value – This study has explored the perception of MOOCs amongst the students of Higher Educational Institutions in India in the COVID-19 pandemic. The fresh data collected from the students is a reflection of their experiences during the COVID-19 lockdown. Indeed, it is quite surprising to know that majority of the respondents have arranged to learn during the pandemic, which shows the thirst and urge to learn. Digital technology and tools are welcomed and accepted by the student community.

Keywords COVID-19, Massive Open Online Courses MOOCs, Student community, Higher Education Institutions, Flexibility in learning, Expensive courses

Learning happens for human being mostly through physical, cognitive, and emotional interactions with the external envi-
ronment. With the aid of information technology, interactions have gone beyond the limit of working on a desktop
computer, usinga mouse and keyboardto interactwith windows,icons, menus,and pointers,in whichtangibleuser interface
(TUI) is gaining increasing attention. This article will provide an overview of TUI, discuss its functional characteristics, present
some application cases, and discuss design and application issues for TUI in education.

In 2011 the phenomenon of Massive Open Online Courses (MOOC) emerged with great
visibility and promises of access to state-of-the-art knowledge at low cost and in a
flexible format. In a society with increasingly higher educational needs, MOOCs seem to
provide a solution which disregards financial, geographical and academic requirements,
having the student’s willingness to learn as their only prerequisite. Today MOOCs are
increasing in size and number, unveiling a new educational paradigm for the time-
conscious information era. As their stark difference with high-cost, comparatively
inflexible university education becomes more evident, the question of the future of
universities and the effect of this newfound model to their curriculum becomes more
pressing.
In my presentation I aim to demonstrate that university education is recognised as
being more than solely a collection of modules and that the new horizons presented by
MOOCs demonstrate an effective and very efficient model to achieve student
engagement and information retention that must not be neglected. I will argue that
MOOCs will not replace universities and that the discussions they raise go beyond that
of distance versus in presence education, addressing the learning and engagement
patterns of a constantly connected generation. The insights provided by MOOCs
cannot be ignored and will inevitably permeate the latter’s modus operandi as it in fact
already have with certain aspects of these courses such as anytime, anywhere access to
courseware already gaining space within UWL, being emulated by tools such as
Blackboard, UWL Replay and access to Lynda.com. It will be shown that this
phenomenon should not be translated into a worry that loosely trained professionals
may erode academic relevance, but that the future of academia will not be threatened
by these courses, on the contrary, it will be enhanced through the appropriation of their
insights. Once more education institutions are called to rethink their methods to best
serve society’s needs in both the transmission and furtherance of knowledge.

Massive Open Online Courses (MOOCs) are (re)shaping, (re)configuring, and (re)defining the landscape of teaching and learning across the globe. Anchored on TPACK (Koehler & Mishra, 2009) and Connectivism (Siemens, 2004), this study explored the pedagogical viability of integrating MOOCs into an English language classroom using the flex model of Horn and Staker’s (2014) Blended Learning Framework. Research participants were 39 senior students in a private university in Manila, Philippines, who were enrolled in a Business Communication class during the first semester of the academic year 2015 – 2016. Using Coursera (www.coursera.org) as the MOOC platform, the student participants took University of California Irvine’s MOOC on High-Impact Business Writing in conjunction with the face-to-face classes for a duration of five weeks. Research data from students’ reflections, survey, and focus group discussions reveal that MOOCs are viewed by students as an innovative, dynamic, and practical way of facilitating learning and enriching subject matter knowledge in today’s digital era. MOOCs are also seen by the students not only as a significant ‘add-on’ to the curriculum but also as a platform in promoting learner autonomy despite some technological limitations and attitudinal issues. Implications for teachers and researchers are provided in the light of these findings.

Los MOOC (cursos abiertos masivos en línea) han irrumpido dentro de la educación online, convirtiéndose en un elemento estratégico para gran número de universidades de prestigio. Existen diferentes propuestas dentro de este tipo de formación, siendo los más extendidos los xMOOC, con un enfoque más conductista, y los cMOOC, cuyo enfoque es más conectivista. En ambos casos están estrechamente ligados con la formación a lo largo de la vida (lifelong learning) basada en un aprendizaje a partir de los pares. Los primeros se basan en aprendizajes no formales frente a los segundos donde prima un aprendizaje más informal. Esta tesis doctoral estudia e introduce nuevos métodos para la generación de procesos de aprendizaje masivos en línea, a través de un modelo propuesto basado en el aprendizaje colaborativo. Este modelo descansa sobre una comunidad virtual de aprendizaje, derivada de un MOOC. Esta comunidad está integrada por los estudiantes del MOOC que voluntariamente se unen y les permite compartir conocimiento, promover iniciativas, formular dudas e interactuar entre ellos. El resultado es una comunidad virtual sostenible en el tiempo e independiente de la impartición de docencia o no del MOOC. Se basa por lo tanto en un aprendizaje informal, resultado de la colaboración entre sus miembros. El modelo propuesto, denominado gcMOOC, se basa en tres pilares: MOOC, comunidades virtuales de aprendizaje y gamificación. Para obtener una comunidad sostenible e independiente al MOOC es necesario motivar, inculcar o comprometer al estudiante. Para ello se propone, como auténtica novedad de esta tesis, el uso de técnicas de gamificación, es decir, de técnicas y elementos propios del diseño de juegos pero aplicados a la enseñanza masiva en línea. De esta manera se desarrollan nuevas conductas que llevan a un uso continuo de la comunidad. El resultado es la generación y aportación de recursos educativos en abierto que pueden ser útiles para los miembros de la comunidad y reutilizables para futuras ediciones del MOOC. Existe una laguna científica a la hora de evaluar y estudiar las comunidades de aprendizaje en MOOC, y sobre todo en el análisis de éstas una vez finalizado el periodo de docencia. La presente investigación desarrolla un estudio exhaustivo de la comunidad de aprendizaje durante diferentes periodos de su vida, a lo largo de diferentes ediciones de un MOOC, a partir del análisis de los hashtags utilizados por sus miembros. Los resultados muestran los tipos de aprendizaje que se han detectado en el modelo para obtener una comunidad funcional que genere recursos. Una de las características de las comunidades es su autonomía respecto del MOOC mediante el uso de plataformas de redes sociales que favorecen la sostenibilidad y vigencia del proceso formativo iniciado más allá de la docencia del MOOC. En conclusión, el modelo propuesto en la tesis hace uso de métodos de análisis, para conocer las percepciones de los participantes y medir su participación, permitiendo generar una comunidad que perdure en el tiempo más allá de la docencia en el MOOC. Donde se generen recursos educativos en abierto, sin ningún tipo de guía o dinamización de un equipo docente, a partir del desarrollo de actitudes propias del aprendizaje informal dentro de la comunidad.

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ABSTRACT

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MOOC (massive online open courses) have broken out into online education and become a strategic element of a number of prestigious universities. There are different options within this type of training, the most widespread being xMOOC, which has a behavioural approach, and cMOOC, the approach of which is more connectivist. In both cases, they are closely linked to lifelong learning based on peer learning. The first type is based on non-formal learning, while the second type is characterised by more informal learning. This doctoral thesis introduces new methods for generating online mass learning processes through a proposed model based on collaborative learning. The model is based on a virtual learning community that was derived from a MOOC. This community consists of MOOC students who voluntarily come together and share knowledge, promote initiatives, formulate questions and interact with each other. The result is a virtual community that is sustainable over time and independent of teaching within the MOOC. It is therefore based on informal learning, the result of collaboration among its members. The proposed model, called gcMOOC, is based on three pillars: MOOC, virtual learning communities and gamification. In order for a sustainable and independent community to form a MOOC it is necessary to motivate and engage the student. For this, it is proposed, as the novelty of this thesis, the use of gamification approach, that is, the use of techniques and elements proper to the design of games, be applied to massive online education. In this way new behaviours can be developed that lead to a continuous use of the community. The result is the generation and delivery of open educational resources that can be useful to members of the community and reusable for future editions of the MOOC. There is a scientific gap in the evaluation and study of MOOC learning communities, especially in the analysis of these after the end of the teaching period. In this research an exhaustive study of the learning community during different periods of its life, along different editions of a MOOC, was conducted from the analysis of the hashtags used by its members. The results show the types of learning that were detected in the model that facilitates the formation of a functional community that generates resources. One of the characteristics of such communities is their autonomy from the MOOC using social networking platforms that promote sustainability and effectiveness of the training process beyond the MOOC. In conclusion, the model proposed in this thesis makes use of methods of analysis that enable one to determine the perceptions of the participants and to measure their participation, allowing one to generate a community that lasts in time beyond teaching in the MOOC, in which educational resources are generated in the open, without any guidance or dynamisation of a teaching team, through the development of attitudes to informal learning within the community.

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Tesis con sobresaliente CUM LAUDE Y mención Internacional.

Cet article vise à questionner la démarche de pratique réflexive qui a précédé et accompagné la conception du MOOC, Paroles de FLE, lors des deux sessions de novembre 2015 et 2016. Notre intention est d'expliciter le choix du scénario pédagogique et de montrer l'intérêt d'adopter une posture réflexive adaptée à notre contexte. Notre approche se situe dans une vision ergonomique, didactique et pédagogique qui convoque plusieurs champs théoriques. L'article propose de questionner et d'évaluer la mise à disposition des MOOC de formations en langues dans le paysage de l'autoformation en langues en contexte institutionnel, puis il relève les concepts clés de l'approche théorique adoptée dans la conception du MOOC Paroles de FLE. La dernière partie propose une analyse de la validité de cette approche puis fournit des concepts complémentaires pour l'ajustement de celle-ci dans notre dispositif. Abstract The goal of this article is to examine theoretical and pedagogical dimensions through the reflective practice which contributed to the design of the MOOC Paroles de FLE in November, 2015 and 2016. Our intention is to clarify our choice for the design and to underline how a reflective practice positively contributed to the specificity of the context. Our approach is situated in a didactic, ergonomic, and pedagogical vision which involves a multi-reference approach to langage learning in this context. The article suggests that it is important for research in applied linguistics to question the design of LMOOCs, then it addresses the key concepts of the theoretical framework underlying the design of the MOOC Paroles de FLE. In the last part, we analyze the validity of the theoretical approach and eventually supply additional conceptual concepts to adjust the design of the MOOC.

Since 2010, Massive Open Online Courses (MOOCs) have been one of the most discussed and researched issue in the area of educational technology. Due to their nature to be open such courses attract thousands of learners worldwide and more and more higher education institutions begin to produce their own MOOCs. Even the (interna-tional) press is full of reports and articles of how MOOCs can revolutionize education. In this chapter, we will take a look from a meta-level. After years of experiences with different MOOCs, we recognize that many MOOCs are used in different ways by teachers, lecturers, trainers or learnings. So, there are different learning and teaching scenarios in the background often not visible to broad public. Therefore, we like to address the following research question: "How can MOOCs be used in Higher Education learning and teaching scenarios and beyond?". In the study, the authors will focus on the seven identified different scenarios how particular MOOCs were used for teaching and learning and therefore illustrate, that MOOC can be "more than a MOOC".

Alors que l'Université tunisienne commence à peine à fournir des programmes d'enseignement en ligne pour les études supérieures via l'Université virtuelle de Tunis (UVT), une nouvelle révolution numérique est en cours de préparation : les MOOCs (massive open online courses), également appelés CLOM (cours en ligne ouverts et massifs). L'expérience des MOOCs a fait, récemment, son apparition en Tunisie. En mai 2014, le projet « MOOC FOFLE : l'apprentissage en ligne du français » a vu le jour en associant l'Université de Sfax, l'UVT et Orange Tunisie en partenariat avec des structures universitaires françaises et belges. En formant des enseignants « tuteurs référents » et des « tuteurs de terrain », grâce à des cours en ligne accessibles à travers la plateforme Claroline Connect, le projet ambitionne, dans une deuxième phase, à partir d'octobre 2014, de remédier aux lacunes linguistiques des étudiants dans une double visée, l'accompagnement des apprenants dans la poursuite des cursus universitaires en vue de l'insertion dans le marché du travail.

The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students’ experience and perceptions. The course named “Internet and Distance Education” was taught in Winter Semester, 2013 at the Zhejiang University in Hangzhou, China to 15 undergraduate students majoring in education. E-learner satisfaction surveys found that students were generally satisfied with many aspects of the redesigned course, including instructor response timeliness, instructor attitude toward the technology, e-learning course flexibility, technology quality, Internet quality, perceived usefulness, perceived ease of use, and perceived e-learner satisfaction, while learner perceived interaction with others was not so satisfactory. Based on the findings, several suggestions to improve the course design are offered.

Every day, people need to be trained, either to complement their professional skills or because of personal interests that lead to their well-being. Online education, especially MOOC and SPOC are good alternatives for carrying out continuing educational processes, but are not enough when it comes to learning motor skills. This paper shows a research approach on how MOOC can expand its functionalities so that it can be applied to learning motor skills. It also proposes the development of a project to integrate three components: the integration component, the wearable component and the Open edX component for the future development of a "salsa" course. Finally, it proposes an architecture based on the 4+1 view model to show the functionality in different areas of the design.

During the 2013-14 academic year, Harvard University piloted the use of Massive Open Online Courses (MOOCs) as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek Hero, combined for–credit (Harvard College and Harvard Extension School) and open online (HarvardX) groups into a single online unit, marking the first time a MOOC was used simultaneously by both tuition– paying, credit–seeking students and non–paying, non–credit students enrolled exclusively online.

In this article, we analyze and compare the online behavior of students and participants in three groups that simultaneously participated in The Ancient Greek Hero via the edX platform. We find that, in similar fashion to a traditional learning setting, students enrolled in all three versions of the course engaged the online content in a transactional way, spending their time and effort on activities and exercises in ways that would optimize their desired outcomes. While user behavior was diverse, HarvardX participant engagement tended to be either very deep or virtually nonexistent, while College and Extension School students displayed relatively homogenous patterns of participation, viewing most of the content but interacting mostly with that which affected their overall course grades.

Ultimately, educators who intend to utilize MOOC content in an effort to apply blended learning techniques to their classrooms should carefully consider how best to incorporate each online element into their overall pedagogical strategy, including how to incentivize interaction with those elements. Further, for MOOCs to have maximum impact, they must address multiple learner motivations and provide participants with multiple modes of interaction with the content and with their peers.

Comment éduquer au numérique ? En France notamment, les acteurs du monde éducatif se sont massivement saisis de cette question. Pour autant, la réponse éducative à la « révolution numérique » est encore loin d’être univoque. Elle a même suscité durant les dernières années des débats passionnés.
Deux grands courants s’affrontent. D’une part, le paradigme français, qui repose sur la construction d’une distance critique aux technologies et sur une intégration de ces questions dans des programmes planifiés. En face, le paradigme anglo-saxon des EdTech, se voulant « disruptif », affiche un rapport décomplexé à des technologies considérées en elles-mêmes comme éducatives.
Entre ces deux pôles, des alternatives multiples peuvent être inventées. Mais il ne faut pas se tromper : la place croissante occupée par le numérique dans les écoles et les universités ne doit pas seulement être envisagée comme un simple changement de support (papier Vs numérique). Il s’agit d’un changement profond dans le fonctionnement même du système éducatif. Enseignants, chercheurs, formateurs, apprenants, mais aussi parents d’élèves doivent en saisir les enjeux, afin d’élaborer leur propre positionnement et leurs propres stratégies. C’est ce à quoi nous invite à réfléchir Laurent Tessier.

Massive Open Online Courses (MOOCs) are a phenomenon of these days. Therefore it seems just a consequent step to carry out research studies how MOOCs can be integrated best in our daily life. This work aims to describe first experiences from the implementation of two MOOCs on a new developed platform. Both courses are related to engineering education: one to physics and one to mechanics. First the concept as well as the development and then also the evaluation is pointed out. It can be concluded that there is potential for educational institutions, but also barriers which must be taken into account.

We have arrived at the last chapters of the greatest novel of all time. Any serious student of the early modern novel, or of the history of the novel form generally, must account for the final passages of Cervantes's masterpiece. Race and the Morisco problem are again present, but the definitive cure of Don Quijote's insanity is fundamental as well.

Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many academics have taken interest in MOOCs recognising the potential to deliver education around the globe on an unprecedented scale; some of these academics are taking a research-oriented perspective and academic papers describing their research are starting to appear in the traditional media of peer reviewed publications. This paper presents a systematic review of the published MOOC literature (2008-2012): Forty-five peer reviewed papers are identified through journals, database searches, searching the Web, and chaining from known sources to form the base for this review. We believe this is the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach. The review categorises the literature into eight different areas of interest, introductory, concept, case studies, educational theory, technology, participant focussed, provider focussed, and other, while also providing quantitative analysis of publications according to publication type, year of publication, and contributors. Future research directions guided by gaps in the literature are explored.

Breve resumen
Nuestra asignatura se ha reducido a 60 horas de clase presenciales y 90 de trabajo autónomo, con el plan Bolonia pasa de ser anual a semetral.  Durante esas horas, tenemos que capacitar a los estudiantes que no han dibujado a mano alzada durante mucho tiempo o quizás nunca.

Nuestro objetivo es que los estudiantes adquieran la mayor habilidad posible en ese tiempo para que puedan hacer frente bien tanto en otras materias que requieran dibujo arquitectónico a mano alzada como también en sus futuras carreras.

Para agilizar este proceso de aprendizaje, en la UIB (Universidad de las Illes Balears) hemos elaborado un MOOC (Massive Online Open Course) como CURSO DE PREPARACIÓN. Esto asegura que nuestros estudiantes puedan llegar bien preparados y así logremos nuestros objetivos y competencias en el poco tiempo que disponemos en esta asignatura (14 semanas).

En este artículo explico la estrategia que sigo, incluye el estudio que realizo de casos similares frente al enfoque que finalmente le doy, también se conoce por qué y cómo estructuramos los contenidos de apoyo a la experiencia de aprendizaje de nuestros y nuestras estudiantes: el vídeo y sus métodos de seguimiento, los ejercicios adicionales, el método de evaluación del curso y también la relación con otras materias, como la fisioterapia a la hora de enseñar ergonomía aplicada al desarrollo del dibujo.

Abstract
How to prepare a student of Graphic Expression in advance by means of a MOOC course.

Our subject has been reduced to 60 classroom hours. During those hours, we have to train studentsthat have not drawn freehand for a long time or perhaps ever.

Our aim is for students to acquire as much skill as possible in that time so they will be able to cope well both in other subjects requiring freehand architectural drawing and also in their future careers.

To speed up this learning process, at the UIB (University of the Balearic Islands) we have produced a MOOC (Massive Online Open Course) as a PREP COURSE. This will ensure that our students are well prepared and that we reach our above-mentioned objective in the short time available to us.

In this paper I will explain the strategy we followed, which includes the study we conducted of similar cases and our approach at the UIB: why we structured the contents the way we did, the video recording method, the additional exercises, the course evaluation method and also how it ties in with other subjects, such as physiotherapy when teaching ergonomics in drawing.

Higher institutions are being reshaped to include technology-based syllabus in
their curriculum design. It is worth to note that the emerging of Massive Open Online
Courses (MOOCs) has triggered the university’s curriculum reviewers to include the
platform in the syllabus contents. An English MOOC for Pre-Diploma was developed.
To evaluate the course developed, the study aims to determine students’ perceptions
on the MOOC course. The data were collected via survey and there were 186
respondents involved. Three main areas of the course evaluation were evaluated:
1) Content Evaluation, 2) Instructional Evaluation and 3) Technical Evaluation.
The study revealed that content evaluation has the mean value of 4.25 (SD=0.68),
technical evaluation with the mean value of 4.24 (SD=0.71) and instructional
evaluation with the mean value of 4.14 (SD=0.70). The average mean value reported
for three different types of evaluations is 4.21 (SD=0.70). The finding indicates that
the respondents are most likely strongly agreed with the course content, instructional
and technical part, thus, has effectively helped the users to learn the English language
by using MOOC platform.

Chapters fifty-one through fifty-three of part two of _Don Quijote_ conclude Sancho’s rule over Barataria, i.e., the climax of the novel’s political allegory. Note that the novel is decidedly epistolary here. Cervantes was clearly meditating on politics circa 1614, and this meant the Morisco Question.

How is a “just war” defined? Don Quijote appeals to reason, saying that none of the five reasons for taking up arms apply in this case. He goes even further, appealing to Christian morality, in particular, Matthew 5.44, which Cervantes cited in Latin in the prologue to part one: “taking unjust revenge, for there’s no such thing as just revenge, goes directly against the holy law that we profess, according to which we are commanded to do good to our enemies and to love those who hate us.”

D’où vient le MOOC GdP, à quoi sert-il ?
Le dispositif expérimental : GdP2, 5 devoirs, double correction

L’évaluation par les pairs : un objet statistique à identifier
… dont on peut objectiver la fiabilité..
.. optimiser les résultats..
.. et améliorer le processus

Partie atelier :
Trouvez les failles du système présenté + proposez des parades
Quelles prochaine(s) étapes pour progresser ?

The novel the two gentlemen are reading is Avellaneda’s apocryphal continuation of 1614, which makes this an amazing moment in _Don Quijote_ as well as the entire history of the novel form. One of the two men actually places the book in Don Quijote’s hands. We have read about characters who have read part one, but this is the first time that characters have read the other part two.

In 2013-14, Harvard University piloted the use of MOOCs as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek Hero, combined for–credit (Harvard College and Harvard Extension School) and open online (HarvardX) groups into a single online unit, marking the first time the same instance of a MOOC was used simultaneously by both tuition–paying, credit–seeking students and non–paying, non–credit students enrolled exclusively online. In this article, we analyze and compare the online behavior of students and participants in the three groups that simultaneously participated in The Ancient Greek Hero via the edX platform. We find that, in similar fashion to a traditional learning setting, students enrolled in all three versions of the course engaged the online content in a transactional way, spending their time and effort on activities and exercises in ways that would optimize their desired outcomes. While user behavior was diverse, HarvardX participant engagement tended to be either very deep or virtually nonexistent, while College and Extension School students displayed relatively homogenous patterns of participation, viewing most of the content but interacting mostly with that which affected their overall course grades. Ultimately, we conclude that educators who intend to utilize MOOC content in an effort to apply blended learning techniques to their classrooms should carefully consider how best to incorporate each online element into their overall pedagogical strategy, including how to incentivize interaction with those elements. Further, for MOOCs to have maximum impact, they must address multiple learner motivations and provide participants with multiple modes of interaction with the content and with their peers.

En la actualidad, los Massive Open Online Courses (MOOCs) se constituyen claramente como un recurso educativo que acerca y difunde el conocimiento entre una cantidad innumerable de personas, especialmente próximas al ámbito de la educación superior. Aunque estos cursos son afamados en el contexto estadounidense, en los países iberoamericanos suponen una innovación y revolución en las universidades que cada vez involucra a más personas, instituciones y mueve más dinero. En este sentido, los objetivos del libro se centran en plantear una aproximación y fundamentación de los MOOCs, analizar los retos actuales a los que se enfrentan y mostrar una serie de propuestas para la innovación a través de estos cursos.

This autoethnography is an account of how I negotiated the challenges of undertaking the MOOC. I acknowledge that even though I was a student member of a MOOC, this status conferred “only a partial vantage point for observation of the social world under study” (Anderson 2006, p. 381). In spite of this, I anticipate that my work will provide insights for academics and policy makers, and by presenting this research it will also add to the body of knowledge about autoethnography. I will firstly present my autoethnography, secondly I will discuss the analytic autoethnographic research approach (Anderson, 2006) and finally will apply Anderson’s five requirements of an analytic autoethnography in the discussion section.

Chapter forty-eight of part two of _Don Quijote_ relates an absurd, but intense, nocturnal encounter between two of the novel’s oldest characters: Don Quijote and Doña Rodríguez. As in the Sierra Morena of part one, women’s actions and desires predominate in Aragón, serving as preludes to the roles of Teresa, Altisidora, Ana Félix, and Claudia Jerónima. On another level, the chaos that ensues and hints of an ethnic clash between Christians and Moors recall Don Quijote’s violent encounter with Maritornes in part one.

A MOOC is a model for delivering learning content online to any person who wants to take a course with no limit to attendance. A MOOC in Educational Technology was developed by the researchers and was implemented on student teachers in order to understand their views about the same. This article discusses the findings of this study. The methodology used was mixed methods, aimed at understanding the perception of student teachers with respect to MOOCs, through its qualitative phase. The study made use of the phenomenological approach. The sample of the study were student teachers undertaking the Bachelor of Education (B.Ed.) programme in teacher training institutions affiliated to the University of Mumbai and located in Mumbai and Navi Mumbai. Participant experiences were collected in two phases. In Phase I, participants were asked to write down their experiences after they completed a module of the MOOC while in Phase II, they were interviewed face-to-face by the researchers. The data collected was, then, analyzed using the technique of coding. Findings revealed that the use of a MOOC, as an instructional technique, had a positive impact on learning.

Chapters fifty-four and fifty-five of part two of _Don Quijote_ are crucial to understanding Cervantes’s art of the novel. Here, more than anywhere else, our author combines two symbols: 1) the ass as the mistreated human beings of Apuleius’s anti-slavery picaresque _The Golden Ass_; and 2) the cave as the state of unenlightened philosophical ignorance in the political allegory of Plato’s _Republic_.

In this study, how the innovative career counselling at the career offices of the different universities affects the university students in their career path was critically analysed by studying the different cases of the world universities in the US and in Turkey. The changing atmosphere in the higher education and job environment had critically changed the university students' decision-making processes. Today, the new career counselling approach is needed and called "talent management" in search of alternative perspectives (Capelli, 2008). As Berger and his friends (2011) mention that even though the current talent management literatüre has a too narrow and one-dimensional approach, the innovative career counselling offices develop talent management in order to decrease career conflicts by helping the students in their career decisions. İn the new talent management, the three dimensions are taken into considerations which are namely, majors, talents, and skills. The new perspectives in the career counselling are not only valuable for the development of the students in their fields in general but also essential for the success and reputation of the universities in different contexts. İn order to understand the real effects of innovative career counselling in decision making process of the university students while decreasing their conflicts, the data were collected by using a phenomenological analysis (Moustakas, 1994, p. 2). Hence, the original data were gathered from "naive" descriptions by asking open-ended questions and dialogue. The researcher described the experiences based on reflection and interpretation of the research participant's story. İn this study, the university students (n=48), who studied from seven different universities in the US and in Turkey had participated and answered semi structured interview and focus group questions. Since a few universities had been using talent management, there were some limitations in sampling. Additionally, ali the students were Turkish due to the limitation in reaching ali the students in the US. Furthermore, the results were finalised by processing Atlas.ti 6 in order to understand deeply the complex structure of the role of the career counselling offices on career decisions and career conflicts among the students. As a result, the data show that the new career counselling called in general as talent management had inevitably affected decision making process of the university students in many ways. Even though most (83%) students were happy to contact and to work with the career counselling offices since they had become good in adapting quickly in the changing conditions of the market. The large number (98%) clarified that they had conflicts in choosing right career path, and they tried to choose majors to earn money rather than learn. Hence, in this career decision process only (96%) agreed that career counseling
offices were very well structured in helping to integrate and penetrate into the market. The data showed that the career counselling offices in the US were significantly different than those in Turkey, particularly in understanding the needs and the talents of the students by giving different assessments and in developing the social network with the business world. Even though the students in Turkey had same kind of interests, skills, and talents, they had been living significant conflicts due to the lack of proper career counselling at their universities called "talent management." İn this context, ali the students who study in Turkey were not happy and satisfied and that mentioned that they were living deep career conflicts in the 3rd and 4th grade. However, those students, who studied in the best universities in the US where career-counseling offices were active and well organized, had better self-confidence. In one of these universities, new approach of the career counselling had been using innovatively by taking holisticaily the concept of the career conselling so that all the students clearly mentioned that they did not have negative experience or conflicts in their decisions. They had been involved in their career decision activities while they were studying at the universities by attending actively in workshops, counselling sessions, assessment process, and mentoring.  Berger, L A., & Berger, D. R. (Eds.). (2011).
The Talent Management Handbook: Creating a Sustainable Competitive Advantage by Selecting, Developing, and Promoting the Best People. McGraw-Hill. Cappelli, P. (2008). Talent management for the twenty-first century. harvard business review, 36(3), 74. Moustakas, C. (1994). Phenomenological research methods. SAGE Publications, Incorporated.
Key Words: Talent Management, Innovative Career Counselling, Career Counselling Offices, Career Conflicts, and Career Decisions

As festivities prior to the ceremony begin, Don Quijote overhears praise for Quiteria: “the most beautiful woman in the world.” He is, of course, offended, but he wisely keeps his objection to himself: “It would seem that these people have never seen my Dulcinea of Toboso.”

Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers) and students. On this subject, patterns involve everyone in the learning scenario, transferring best practices in the pattern language. Applying triangulation as a methodology, we are focused on two aims: analyzing the documentation of pedagogical patterns as a technology of relation (O.1), and synthesizing the information according to tMOOC (O.2). Eleven documents are worked on, including scientific articles, research reports, and a conference paper. As a result, patterns are explored and described according to their processes, structures, modalities, methods, and resources. Finally, it is concluded that patterns underline collaborative tasks where the methodology based on design (IBL) is beneficial for the digital competence of educators. However, evaluative research directed to platforms in real contexts is necessary, attending to group management, metrics, and modeling.

Chapter fifty-seven of _Don Quijote_, part two, narrates the hidalgo and squire's departure from the ducal palace. Its humor centers on Altisidora's complaint via a ballad she sings in front of everyone present. The narrator opens by underscoring DQ's intense desire to depart: "he imagined that allowing his person to be enclosed and idle was a great error." He twice repeats the term "ociosidad," meaning "leisure" or "idleness" and alluding to the abstract Latin concept of "otium." The significance of this term in _Don Quijote_ is the stuff of a doctoral dissertation.

Princely advice dominates these chapters. Multiple sources inform Don Quijote's speech, among them Isocrates, Aesop, and Erasmus. But notice that the main theme is that Sancho Panza should remain humble by remembering his base origins. The hidalgo wants to repress the squire’s ethnic pride.

In chapter thirty our heroes meet the Duke and Duchess, two major characters who will remain unnamed throughout the remainder of part two. This brief but highly symbolic chapter has serious implications for feminist readings of _Don Quijote_. It also develops further the links between the text of 1605 and that of 1615. The Duke and Duchess state clearly that they have read the first part and the narrator informs us that they plan on having fun with knight and squire.

As evening approaches, Don Quijote worries that Clavileño's absence indicates that he might not be the knight designated for this adventure. But the wooden horse is finally deposited in the garden by four savages, recalling the theatrical representations at Camacho’s wedding.

Problem Statement: The resiliency is seen as one of the most imports skills in 21st century since the meaning of resiliency is solving problems, being aware of strengths and assets, while managing emotions.
Research Questions: For that reason, how improving the resiliency skills of the youth by empowering Emotional Intelligence (EI) is investigated by making the comparative study at different Turkish universities.
Purpose of the Study: In this research, the effects of developing EI, particularly the leadership and empathy as interpersonal and intrapersonal skills, on improving resiliency were seriously examined. Since the skills of resilience were solving problems, being aware of strengths and assets while managing emotions, empowering the youth’s EI was directly affecting their achievements habits. Research Methods: In the research, a phenomenological analysis was preferred by collecting the data of the perceptions of the young researchers (43), who were involved in innovation-based activities. After collecting the data according to the concepts of EI, the skills in resiliency were analyzed in NVivo 10. The results were also studied in terms of gender differences and STEM fields. Findings: The results showed the women were more successful in developing the skills of resiliency than those of men since they were much better in empowering EI, particularly in their leadership skills and empathy. Since most of the innovation and research-based activities were directly related to need analyzes of the problems, the EI skills helped the participants in the skills of resiliency. Conclusions: In conclusion, EI played important and crucial roles in developing the skills of resiliency, particularly in controlling emotions and solving any kind of problems. Additionally, while the participants’ interpersonal and intrapersonal intelligence levels had significantly increased, one of the resiliency skills, being aware of strengths and assets, had improved as well. So, the achievement habits of the participants had empowered.

Massive open online courses (MOOCs) offer the possibility of entirely virtual learning environments, with lectures, discussions, and assignments all distributed via the internet. The virtual nature of MOOCs presents considerable advantages to students in terms of flexibility to learn what they want, when they want. Yet despite their virtual focus, some MOOC users also seek to create face-to-face communities with students taking similar courses or using similar platforms. This paper aims to assess the learner motivations behind creation of these offline communities. Do these face-to-face meetings represent an added extra to the learning experience, with students taking advantage of the context of the MOOCs to create new personal and professional connections? Or, are offline meetups filling a gap for students who feel that not all learning can take place online? We also assess the extent to which these patterns vary between developing and industrialised regions, thus testing the claim that MOOCs are helping to democratise access to education around the world. Our research is based on a unique source of socially generated big data, drawn from the website ‘meetup.com’, which gives us a data set of over 4000 MOOC related events taking place in over 140 countries around the world over a two year period. We apply a mixed methods approach to this data, combining large-scale analysis with more in-depth thematic hand coding, to more fully explore the reasons why some learners add a ‘real’ component to their virtual learning experience.

Given that the actions in hosting Massive Open Online Courses are limited in Greece, the Hellenic Open University and, specifically, the Laboratory of Educational Material and Educational Methodology implements the project "MOOC.HOU". The current project aims to design high-quality MOOCs that promotes research, blended learning, and Distance Education's pedagogical principles. In this vein, the recent case study aims to present the specifications and the selection process of the most suitable LMS platform for HOU's MOOCs. To achieve this, the Department of Creating and Managing Electronic Courses of HOU set the specifications of a Learning Management System as a MOOC provider via a complete prototype table. The specific table was formed based on a comparative study that took place in two phases. The first is a quantitative process of the essential features that the selection platform must-have. The second qualitative Phase evaluates the different capabilities of the two most suitable platforms, Moodle and Open edX. Finally, the particular characteristics of each platform were checked following the specific pedagogical goals set by HOU. All the criteria for selecting an LMS suitable for MOOCs have been established. As a result, all the technical and pedagogical features where Moodle and Open edX show capabilities and weaknesses have emerged compared to each other. Furthermore, the disadvantages of each platform have been assessed, and solutions have been explored. Finally, factors have emerged that need to be considered due to the unique nature of the ΗΟU. Conclusively, the research results highlight the pedagogical and technical aspects that must be matched with the specific nature of HOU's goals. Based on this, the specific case study can be used as a guideline framework to define the specification of the above platforms as a MOOC provider. The platform that HOU selected was Moodle.

Massive Open Online Courses (MOOCs) has been hinted and painted by its providers as an educational innovation with an unprecedented potential to bridge knowledge gap especially for the developing countries that continually struggle to catch up with the rest of the world. This study investigated the present state of MOOCs among Nigerian postgraduate students. Descriptive survey research design was adopted for the study and purposive random sampling technique was adopted to select three federal universities approved to run postgraduate programme by the National University Commission in the Southwest, Nigeria. A self-structured questionnaire with reliability coefficient of 0.70 was used for data collection. The findings revealed that there is prevalence of digital internet-enabled devices among Nigerian postgraduate students; however, their interest and involvement towards MOOCs is still very low. In addition, the level of awareness of MOOCs among Nigerian postgraduate students is still shallow. Furthermore, the few that enrolled in MOOCs is basically for employment or job advancement.