Smart and
collaborative learning

Taking advantage of present technology
to boost the education of tomorrow.

Play video

What is colMOOC?

The main priority tackled in the colMOOC project identifies that there is a need to make MOOCs more collaborative to support teachers and engage and motivate students.

Conversational pedagogical agents guide and support student dialogue using natural language both in individual and collaborative settings. Conversational agents have been produced to meet a wide variety of applications and studies exploring the usage of such agents have led to positive results.

Integrating this type of conversational agents into MOOCs to trigger peer interaction in discussion groups is expected to considerably increase the engagement and the commitment of online students (and, consequently, reduce MOOCs dropout rate).

With the usage of learning analytics more meaningful assessment may be achieved, since educators can evaluate the work's progress during each step and adapt the following steps accordingly.

Main Objetive

The ‘colMOOC' project objective is to promote learners' interaction in prototype MOOC courses by integrating in MOOC platforms a kind of conversational agent that triggers learners' constructive dialogue by posing challenging questions.

Lastest News

Learning with MOOCS 2018 MOOCs for All – A Social and International Approach

20 sep 2018 | Spain

MOOCs for All – A Social and International Approach

The development of massive open online courses (MOOCs) is reaching a level of maturity in the Higher Education area as well as inside the recognition of professional activities, after a few years of experimentation that have served to realize some of the great challenges that foreshadowed its appearance.

In parallel, LWMOOCs, already in its fifth edition, continues to grow, and now, from a different education area, the European one, it intends to contribute with the regional point of view as well as to attract a global participation, following the motto of "MOOCs for all – a social and international approach".

The discussion continues in trends already detected in recent years as the increase in the need for continuing education to meet new digital professional profiles and the role of MOOCs to support professional development and career advancement, the new opportunities by the sheer volume of data produced by MOOCs to be explored by learning analytics researchers to identify early signals of drop out, among other issues.

But although the offer of MOOCs is growing, it is still not widespread. Only a small part of Higher Education Institutions (HEIs) offer at least one MOOC although many HEIs that are not offering MOOCs at the moment intend to do so in the future. That is why the theme and guiding focus for LWMOOCs V in internationalization of initiatives to facilitate synergies and focus in joint strategies. One of the reasons lies in that there is little awareness and trust in providing recognition mechanisms of learning through MOOCs.

On the other hand, the growth of digital learning communities has been strongly stimulated with the emergence of educational models associated with MOOCs. These models need to adopt and reintroduce social connections in learning. We call for submissions to LWMOOCs V that build on the main theme of the conference and highlight the strength of the core MOOC research community on international and social issues. But not only: submissions, in general, related to research, practice, and theory related to MOOCs are also welcome.

Topics

We call for submissions to LWMOOCV from a diversity of disciplines and topics. In particular, we invite submissions that build on the main theme of the conference and highlight the strength of the core MOOC research community, with the important input from the other related research domains. We invite submissions related to research, practice, and theory related to MOOCs.

Specific topics, though not limited to these, include:

  • Social implications of MOOCs
  • International activities regarding MOOCs and synergies
  • MOOCs used in the workforce
  • Problem-based learning and authentic/contextual learning environment
  • Open content / open licensing and MOOCs
  • Creating and teaching with MOOCs
  • New pedagogical processes with MOOCs, particularly around social and peer pedagogies
  • New and emerging models of instructional design
  • Learning research based on MOOCs
  • Best practices
  • Expanding the learner community with MOOCs
  • Learning analytics and MOOCs
  • Learning sciences and new research models based on digital learning and MOOCs
  • Tools for collaboration, feedback, testing and content delivery
  • Metrics of success for learners and instructors of MOOCs/Evaluation of MOOCs
  • MOOCs and collaborative support
  • Development of multiple pathways for learner
  • Machine learning, AI, and MOOCs

Read more: http://learningwithmoocs2018.org/


Lastest Results

Document

Conversational Agents Improve Peer Learning through Building on Prior Knowledge

24 sep 2018 1.02 Mb Download

Document

Dissemination Material: Leaflet

24 sep 2018 267 Kb Download

Document

The colMOOC Project Agenda: Towards Integrating Conversational Agents and Learning Analytics in MOOCs

24 sep 2018 342 Kb Download