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Research Article
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Year 2022, Volume: 8 Issue: 23, 424 - 432, 04.09.2022

Teresa Gouveia , Sónia Almeida Ferreira , Filomena antunes Sobral , Salomé Morais

https://doi.org/10.18769/ijasos.1142658

Abstract

References

  • ABELINE. (2022). Sobre a Abeline. Retrieved from https://www.cursosabeline.com.br/pagina/sobre-a-abeline
  • Admiraal, W., Huisman, B. & Pilli, O. (2015). Assessment in Massive Open Online Courses. The Electronic Journal of e-Learning, Vol. 13 Issue 4, 207-216.
  • Barrére, E., Coelho, J., & Camponez, L. (2017). Methodological aspects and of gamification in a MOOC about digital technologies to the mathematics teaching. Educação Matemática Debate, 1(2), 173-196. DOI: https://doi.org/10.24116/emd25266136v1n22017a04
  • Coelho, J., Teixeira, A., Nicolau, P., Caeiro, S. & Rocio, V. (2015). iMOOC on Climate Change: Evaluation of a Massive Open Online Learning Pilot Experience. International Review of Research in Open and Distributed Learning, 16(6), 152–173. https://doi.org/10.19173/irrodl.v16i6.2160
  • Downes, S. (2015). The quality of Massive Open Online Courses. In Badrul H. Khan, Mohamed Ally (eds.), International Handbook of E-Learning Volume 1: Theoretical Perspectives and Research. New York: Routledge, 65-78.
  • European Commission (2014). Report on Web Skills Survey: Support Services to Foster Web Talent in Europe by Encouraging the use of MOOCs Focused on web Talent—First Interim Report. https://docplayer.net/16172204-Report-on-web-skills-survey.html
  • Gaebel, M. (2013). MOOCs – Massive Open Online Courses. Occasional papers. Brussels: European University Association, 1-17. Kim, P. (ed.) (2015). Massive Open Online Courses. New York: Routledge.
  • Liyanagunawardena, T. R. (2015). Massive Open Online Courses. Humanities, 4, 35-41. https://doi.org/10.3390/h4010035
  • Mesquita, A. & Peres, P. (eds.) (2015). Furthering Higher Education Possibilities through Massive Open Online Courses. Hershey, PA: IGI Global.
  • Pedro, N. & Baeta, P. (2016). MOOC desenvolvidos no ensino superior português: um estudo descritivo em torno de modelos pedagógicos, estratégias de funcionamento, mecanismos de avaliação e taxas de sucesso. Indagatio Didactica, vol. 8 (5), dezembro 2016. ISSN: 1647-3582
  • Riel, J. & Lawless, K. (2015). Massive Open Online Courses (MOOCs) and the Technologies That Support Learning with Them. Encyclopedia of Information Science and Technology, 3, 7529-1537. DOI: 10.4018/978-1-4666-5888-2.ch741
  • Siemens, G. (2013). Massive Open Online Courses: Innovation in Education? In R. McGreal, R. Kinuthia, W. Marshall, S., & McNamara, T. (Eds.), Open Educational Resources: Innovation, Research and Practice (pp. 5-15). Athabasca, Canada: Athabasca University Press. http://oasis.col.org/handle/11599/486
  • Silva, J., Accorsi, M. & Munhoz, E. (2020). O impacto do distanciamento social nos cursos abertos e massivos sob a perspectiva da procura e oferta. In Atas do XVII Congresso Brasileiro de Ensino Superior a Distância (ESUD 2020) e VI Congresso Internacional de Educação Superior a Distância (CIESUD 2020), Online (9 a 13 de novembro), 1-12. https://esud2020.ciar.ufg.br/wp-content/anais-esud/210262.pdf
  • Wahid, R., Ahmi, A. & Alam, A. (2020). Growth and Collaboration in Massive Open Online Courses: A Bibliometric Analysis. International Review of Research in Open and Distributed Learning, 21(4), 292–322. https://doi.org/10.19173/irrodl.v21i4.4693

ONLINE COURSE "FROM IDEA TO FINAL PRODUCT": ORGANIZATIONAL, CONTENT, AND METHODOLOGICAL ASPECTS

Year 2022, Volume: 8 Issue: 23, 424 - 432, 04.09.2022

Teresa Gouveia , Sónia Almeida Ferreira , Filomena antunes Sobral , Salomé Morais

https://doi.org/10.18769/ijasos.1142658

Abstract

The COVID-19 pandemic has imposed unprecedented changes and challenges to the ways of learning, teaching, and communicating within educational institutions. Prophylactic isolation measures, adopted globally, have discontinued face-to-face teaching and precipitated distance learning. This reality highlighted the importance of online courses as creative initiatives to overcome space and time constraints in a limited pedagogical context.
It was in this scope that the Project "Exploration of online methodologies in the development of competencies in the audiovisual area" emerged, proposing the creation of a Massive Open Online Course (MOOC) in the audiovisual area (from the idea to the final product) and the development of the online platform LOOP for the implementation and availability of this and other courses held afterward.
The project involves three Portuguese higher education institutions and one Spanish one, motivated to develop innovative proposals, both in research and education. Moreover, this network presents a diversity of training in degree courses, master's, and technological specialization programs, which allows us privileged contact with the students and helps us establish priorities and needs.
This paper focuses on the survey and analysis, at the national and international level, of MOOCs dedicated to the themes of audiovisual production to expose parameters of both organizational and content scope. The methodological approach will be divided into two phases: a) identification of the criteria for analyzing courses through the literature review; b) and selection of the courses to be analyzed. This selection will be conducted through a database search, identifying the keywords in Portuguese, English, and Spanish: audiovisual online course; audiovisual free course; filmmaking course; scriptwriting course; video editing course; and other derivations. It is hoped to present a set of guidelines for developing the course related to the organization and the content.

Keywords

Education MOOCs Audiovisual Production Research Project

References

  • ABELINE. (2022). Sobre a Abeline. Retrieved from https://www.cursosabeline.com.br/pagina/sobre-a-abeline
  • Admiraal, W., Huisman, B. & Pilli, O. (2015). Assessment in Massive Open Online Courses. The Electronic Journal of e-Learning, Vol. 13 Issue 4, 207-216.
  • Barrére, E., Coelho, J., & Camponez, L. (2017). Methodological aspects and of gamification in a MOOC about digital technologies to the mathematics teaching. Educação Matemática Debate, 1(2), 173-196. DOI: https://doi.org/10.24116/emd25266136v1n22017a04
  • Coelho, J., Teixeira, A., Nicolau, P., Caeiro, S. & Rocio, V. (2015). iMOOC on Climate Change: Evaluation of a Massive Open Online Learning Pilot Experience. International Review of Research in Open and Distributed Learning, 16(6), 152–173. https://doi.org/10.19173/irrodl.v16i6.2160
  • Downes, S. (2015). The quality of Massive Open Online Courses. In Badrul H. Khan, Mohamed Ally (eds.), International Handbook of E-Learning Volume 1: Theoretical Perspectives and Research. New York: Routledge, 65-78.
  • European Commission (2014). Report on Web Skills Survey: Support Services to Foster Web Talent in Europe by Encouraging the use of MOOCs Focused on web Talent—First Interim Report. https://docplayer.net/16172204-Report-on-web-skills-survey.html
  • Gaebel, M. (2013). MOOCs – Massive Open Online Courses. Occasional papers. Brussels: European University Association, 1-17. Kim, P. (ed.) (2015). Massive Open Online Courses. New York: Routledge.
  • Liyanagunawardena, T. R. (2015). Massive Open Online Courses. Humanities, 4, 35-41. https://doi.org/10.3390/h4010035
  • Mesquita, A. & Peres, P. (eds.) (2015). Furthering Higher Education Possibilities through Massive Open Online Courses. Hershey, PA: IGI Global.
  • Pedro, N. & Baeta, P. (2016). MOOC desenvolvidos no ensino superior português: um estudo descritivo em torno de modelos pedagógicos, estratégias de funcionamento, mecanismos de avaliação e taxas de sucesso. Indagatio Didactica, vol. 8 (5), dezembro 2016. ISSN: 1647-3582
  • Riel, J. & Lawless, K. (2015). Massive Open Online Courses (MOOCs) and the Technologies That Support Learning with Them. Encyclopedia of Information Science and Technology, 3, 7529-1537. DOI: 10.4018/978-1-4666-5888-2.ch741
  • Siemens, G. (2013). Massive Open Online Courses: Innovation in Education? In R. McGreal, R. Kinuthia, W. Marshall, S., & McNamara, T. (Eds.), Open Educational Resources: Innovation, Research and Practice (pp. 5-15). Athabasca, Canada: Athabasca University Press. http://oasis.col.org/handle/11599/486
  • Silva, J., Accorsi, M. & Munhoz, E. (2020). O impacto do distanciamento social nos cursos abertos e massivos sob a perspectiva da procura e oferta. In Atas do XVII Congresso Brasileiro de Ensino Superior a Distância (ESUD 2020) e VI Congresso Internacional de Educação Superior a Distância (CIESUD 2020), Online (9 a 13 de novembro), 1-12. https://esud2020.ciar.ufg.br/wp-content/anais-esud/210262.pdf
  • Wahid, R., Ahmi, A. & Alam, A. (2020). Growth and Collaboration in Massive Open Online Courses: A Bibliometric Analysis. International Review of Research in Open and Distributed Learning, 21(4), 292–322. https://doi.org/10.19173/irrodl.v21i4.4693
There are 14 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Teresa Gouveia

Sónia Almeida Ferreira

Filomena antunes Sobral

Salomé Morais

Publication Date September 4, 2022
Submission Date July 14, 2022
Published in Issue Year 2022 Volume: 8 Issue: 23

Cite

EndNote Gouveia T, Ferreira SA, Sobral F, Morais S (September 1, 2022) ONLINE COURSE "FROM IDEA TO FINAL PRODUCT": ORGANIZATIONAL, CONTENT, AND METHODOLOGICAL ASPECTS. IJASOS- International E-journal of Advances in Social Sciences 8 23 424–432.
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