This theoretical presentation aims to contribute to a conceptual description about online distance education territories and especially the MOOCs. We propose some references to describe Open Education in digital society and its most relevant current movement, such as Massive Open Online Courses (MOOC). We highlight a new learning ecology, as well as we enhance the importance of reconceptualizing traditional concepts, such as enrollment, participation, attendance, students’ achievement, according to DeBoer, Ho, Stump e Breslow (2014). Finally, we reiterate the positive outcomes of the MOOC “Climate Changes in Educational Media” (Clima@EduMedia Project), coordinated by José Azevedo (University of Porto).

1. Clima@
EduMedia
MOOC:
A (re)invenção de práticas
educativas
Luísa Aires
Universidade Aberta

2. Massive. Elevado número de participantes.
Open. Aberto a todos, com acesso à
Internet. Gratuito.
Online. Todas as vertentes acessíveis
online.
Course. Oferta educativa estruturada, não-
formal (1 a 4 créditos).
Acrónimo

3. .
Curso Online desenhado para um elevado número de
participantes que tenham acesso e saibam aceder à
Internet; aberto a qualquer indivíduo
independentemente do seu nível académico; oferece a
possibilidade de frequência do curso completamente
online e gratuito.
(OpenUpEdu, 2015)
MOOC

4. .
Fonte: Delta Initiative ( http://www.deltainitiative.com/)
TIPOS DE MOOC

5. .
Fonte: Class Central (2014)
Cursos por Provedor/Consórcio

6. .
http://monitor.icef.com/2015/01/global-review-maps-state-moocs-2014/
Provider # of Students
Coursera 11+ million
edX 3+ million
Udacity 1.5+ million
MiriadaX 1+ million
FutureLearn 800,000+
2014

7. .
Fonte: Class Central
MOOC programados ou iniciados
2011-2015

8. .
Fonte: http://www.onlinelearningsurvey.com/reports/gradechange.pdf
Motivos da Oferta

9. .
Educação Aberta Educação Online
Educação Aberta Online
Movimento MOOC
Nova Ecologia Educativa

10. .
• Matrícula/inscrição/
calendário académico
• Participação
• Aproveitamento/Avaliação
• Estudante/Utilizador (DeBoer, Ho,
Stump & Breslow, 2014).
https://www.mozillaignite.org/apps/477
MOOC
Novas Formas de Aprender
MOOC- Não é um curso online formal!

11. Paradigma Educativo Aberto
Equilíbrio de novas forças

12. 32%
MOOC
Alterações climáticas nos media escolares

13. Fontes
Allen, E.; Seaman, J. (2014). Grade Change. Tracking Online Education in the United States. Babson Survey
Research Group and Quahog Research Group, LLC. Recuperado de:
http://www.onlinelearningsurvey.com/reports/gradechange.pdf
Bates, T. (2011). OERs: The Good, the Bad and the Ugly. Recuperado de:
http://www.tonybates.ca/2011/02/06/oers-the-good-the-bad-and-the-ugly
Class Central, https://www.class-central.com/
DeBoer, J.; Ho, A.; Stump, G.; Breslow, L. (2014). Changing ‘Course': Reconceptualizing Educational Variables for
Massive Open Online Courses. Educational Researcher, vol. XX, 1-11. DOI: 10.3102/0013189X14523038.
Deimann, M.; Farrow, R. (2013). Rethinking OER and their Use : Open Education as Bildung. International Review
of Research in Open and Distributed Learning, vol. 14, nº3, July, 344-360. Recuperado de:
http://www.irrodl.org/index.php/irrodl/article/view/1370/2542
Downes, S. (2013). The Resurgence of Community in Online Learning. Recuperado de:
http://halfanhour.blogspot.co.uk/2013/05/mooc-resurgence-of-community-in-online.html
Gil-Jaurena, I (2013). Openness in higher education. Open Praxis, vol. 5 issue 1, January–March 2013, 3–5.
Peters, M. (2009. The History and Emergent Paradigm of Open Education. In M. Peters & R. Britez (eds). (2008),
Open Education and Education for Openness (3-16). Rotterdam: Sense Publishers
Zawacki-Richter, O.; Anderson, T. (eds.) (2014). Online Distance Education. Towards a research agenda.
Athabasca University: AU Press.

14. Obrigada.
laires@uab.pt