_ENREF_1
_ENREF_2
_ENREF_3
_ENREF_4
_ENREF_5
_ENREF_6
_ENREF_7
_ENREF_8
_ENREF_9
_ENREF_10
_ENREF_11
_ENREF_12
_ENREF_13
_ENREF_14
_ENREF_15
_ENREF_16
_ENREF_17
_ENREF_18
_ENREF_19
_ENREF_20
_ENREF_21
_ENREF_22
_ENREF_23
_ENREF_24
_ENREF_25
_ENREF_26
_ENREF_27
_ENREF_28
_ENREF_29
_ENREF_30
_ENREF_31
_ENREF_32
_ENREF_33
_ENREF_34
_ENREF_37
_ENREF_38
_ENREF_39
_ENREF_40
_ENREF_41
List of contributing authors
Elena Bárcena, Elena Martín-Monje
1 Introduction. Language MOOCs: an Emerging Field
1.1 Introduction
1.2 The Availability of Language MOOCs
1.3 The Contents of this Book
1.4 Some Final Remarks
Appendix
Maggie Sokolik
2 What Constitutes an Effective Language MOOC?
2.1 Introduction
2.2 cMOOCs, xMOOCs
2.2.1 On not Taking a Cue from CALL
2.2.2 The Opportunity for an LMOOC
2.3 Making the Massive Human(e)
2.3.1 Engagement and Interaction
2.3.2 Student Self-Organization in LMOOCs
2.3.3 Instructor Presence
2.3.4 An LMOOC Structure for Engagement
2.3.5 Talking Heads — Good Music, Bad Video
2.3.6 LMOOC Approach for Video Engagement
2.3.7 Forms of Assessment
2.3.7.1 Peer-Assessment
2.3.7.2 LMOOCs and Assessment
2.3.8 My MOOC is Bigger than your MOOC
2.3.8.1 Conflating Numbers with Success
2.3.8.2 There are No Dropouts Here
2.3.9 Defining Success in an LMOOC
2.4 Conclusion
2.4.1 Summary: Tips for a Successful LMOOC
Appendix
António Moreira Teixeira, José Mota
3 A Proposal for the Methodological Design of Collaborative Language MOOCs
3.1 The Rise of Digital Massive Open Education
3.1.1 The MOOC Phenomenon: between Large-Scale Content Distribution and Massive Collaborative Learning
3.1.2 The iMOOC Approach: a Possible Synthesis?
3.2 Massive Language Education
3.2.1 The Importance of Competence-Based Learning for Language Education in a 21st Century Setting
3.2.2 Some Challenges in Designing Language Learning MOOCs
3.2.3 Designing Collaborative Language MOOCs Based on the iMOOC Approach
3.2.3.1 Technological Environment
3.2.3.2 Course Duration
3.2.3.3 Learning Process
3.2.3.4 Teacher’s Role
3.2.3.5 Support Team
3.2.3.6 Resources
3.2.3.7 Activities/Tasks
3.2.3.8 Bank of Challenges
3.2.3.9 Oral Practice
3.2.3.10 Feedback
3.2.3.11 Certificate of Completion
3.2.3.12 Formal Accreditation
3.3 Final Remarks
Tita Beaven, Tatiana Codreanu, Alix Creuzé
4 Motivation in a Language MOOC: Issues for Course Designers
4.1 Introduction
4.2 Context: the MOOC Travailler en Français
4.3 Research Methods
4.4 Profile of the Travailler En Français MOOC Participant
4.5 Analytics: Platform Use and Social Media Metrics
4.6 Regular Student Self-Evaluation
4.7 Intrinsic Motivation
4.8 Conclusion
Mª Dolores Castrillo de Larreta-Azelain
5 Language Teaching in MOOCs: the Integral Role of the Instructor
5.1 Introduction
5.2 Background: Online Language Teaching
5.3 Redefining the Teacher’s Role in Language MOOCs
5.3.1 Criticism of G. Salmon’s 5-Step Model: Why it is not Valid for MOOCs
5.4 A Proposed Framework for MOOC Language Teaching
5.4.1 Before the MOOC: the Teacher as Structure Designer and Content Generator
5.4.1.1 MOOC Structure Designer
5.4.1.2 Content Expert/ Content Creator/ Content Facilitator
5.4.1.3 Assessment Designer/Evaluator
5.4.1.4 Designing and Structuring Communication Tools
5.4.2 Throughout the MOOC: New Forum Curator and Facilitator Roles
5.4.2.1 The Role of the Teacher as Course Manager and Administrator
5.4.3 Before, during, and after the MOOC: the Teacher’s Role as Researcher
5.5 Conclusion
Bibliography and Webliography
Timothy Read
6 The Architectonics of Language MOOCs
6.1 Introduction
6.2 Language MOOCs
6.3 Language CMOOCS vs. XMOOCS
6.4 Conclusion
Covadonga Rodrigo
7 Accessibility in Language MOOCs
7.1 Introduction
7.2 ICT Access and its Use by People with Disabilities
7.2.1 MOOCs Opportunity for Social Inclusion
7.3 Demands of Usability and Accessibility in MOOCs Services
7.3.1 Accessible Interfaces
7.3.2 Learning Resources Accessibility
7.3.2.1 Accessible Videolectures
7.3.2.2 Accessible PDF Document Considerations
7.3.2.3 Accessible Flash Multimedia Restrictions
7.4 Strategies for Improving Usability and Accessibility in MOOC Services
7.4.1 Learning Resources Metadata to Improve Accessibility
7.4.2 Assessment Accessibility
7.4.3 Enabling User Adaptable Interfaces
7.4.4 Multimodal Adaptive Interfaces
7.4.5 Accessibility Standards for Learner Profiling
7.4.6 User Experience and User-Centred Design Model
7.5 Conclusion
Inma Álvarez
8 Ethical and Aesthetic Considerations in Language Moocs
8.1 Introduction
8.2 Ethics and Aesthetics in Language Education
8.2.1 The Intercultural Agenda and Beyond
8.2.2 Languages and Aesthetic Sensibilities
8.3 Challenges and Possibilities in the Digital Era
8.3.1 New Ethical and Aesthetic Considerations
8.3.2 Languages in ELearning Environments
8.4 Openness and Open Initiatives’ Ethical Agenda
8.4.1 Opening to a Hyperdemocracy
8.4.2 Open Initiatives
8.4.3 Addressing the Global Masses
8.5 Languaging in MOOCS
8.6 Conclusions: Researching for the Future
Fernando Rubio
9 Teaching Pronunciation and Comprehensibility in a Language MOOC
9.1 Introduction
9.2 The Role of Feedback
9.2.1 Feedback and Pronunciation Instruction
9.2.2 Feedback and Online Affordances
9.3 Structure of the Courses
9.4 Method
9.4.1 Participants
9.4.2 Procedures
9.5 Results
9.6 Discussion
9.7 Conclusions
Appendix
Jozef Colpaert
10 Conclusion. Reflections on Present and Future: towards an Ontological Approach to LMOOCs
10.1 Introduction
10.2 To MOOC or not to MOOC, that’s the Question
10.3 Ontology of the LMOOC
10.3.1 Blurred Ontologies: Pervasive but Persuasive
10.3.2 The LMOOC as Ontology
10.4 LMOOCs from an Educational Engineering Point of View
10.5 LMOOCs from a CALL Research Point of View
10.6 The Suggested Path for LMOOCs
10.7 Conclusion
Index