Automatic Item Generation for Elementary Logic Quizzes via Markov Logic Networks

The aim of this chapter is to present an exam preparation system designed to generate exams for propositional logic. The main challenge was to determine a filter to single out relevant problems. An expert assessment was used to generate initial learning data for Markov Logic Network and then the result was analyzed in terms of evaluation conducted on students. The results point out that there is no significant difference (p-value of 0.2708) between problems prepared by a human examiner and problems generated.

Therapy Reports through a Supervision Model using MOOCs

This chapter has the purpose of analyzing the PIBA supervision on the MOOC by a group of clinical psychologists of UNEME- CAPA, by sending reports to counselors' sessions in moodle platform. 95 participating clinical psychologists who applied for the adolescents program were advised on a case of an alcohol users and other drugs. Qualitative methodology was used to collect the information techniques and instruments. Each of the reports was analyzed and the dimension regrouped to classify them into four: This process allowed them to know the four aspects considered as essential for the PIBA implementation which are 1) Users approximation, 2) Session Development, 3) Therapist strategies, and 4) Contradictory speeches. It was found that they mainly describe how users are, which mainly are sent by schools. And how well the session and developing therapeutic channeling strategies worked over the users. This is important because therapists seemed to have used, as main MOOC strategies, technology techniques to promote readiness to change among adolescents.

Use of Augmented Reality a New Vision on the Massive Open Online Courses

This study explains the importance of use Augmented Reality in education and how it can be used on the Massive Open Online Courses (MOOCs) in order to improve specific advantages. Augmented reality (AR) is an area that mixes real-world images, whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. This study further shows the development tools, application areas, and results obtained through augmented reality in the education, as a support tool to achieve the primary objective of education, which is learning through the use of MOOCs, making it a more attractive with the use of information and communication technologies. Currently there is a great variety of applications that use the augmented reality in areas such as medicine, military, education, among others.

The Role of Virtual Worlds for Enhancing Student-Student Interaction in MOOCs

This theoretical chapter attempts to clarify interaction role in Massive Open Online Courses (MOOCS) and increased emphasis on utilization the virtual worlds, as tools to a constructive process where the learner should be actively involved. An overview of the core concepts of the MOOCs and Virtual Worlds is provided and an explanation of how these environments can be used for helping in creation more authentic learning activities. The chapter presents an interaction model based on collaboration, so as to elucidate the major design differences. In conclusion, we want explore the changing role of formal learning in an era open education, where the Massive Open Online Courses can allow access, in many cases completely free of cost to the learner.

Enabling MOOCs' Usage to Mild and Moderate Intellectual Disabled Users

The intention of Massive Open Online Courses (MOOCs) is to extend online learning worldwide and to the most users as possible. Nowadays MOOCs have been used not only by undergraduate and hig-school students, but also by the elderly and the children. MOOCs have the potential to change the education in a better way to all people, including off course, the cognitive disabled people. From basic mathematics to specialized technical courses, MOOCs may enhance the opportunity to have better educational programs for cognitive disabled users, nevertheless, there are many things to do, about accessibility to guarantee a delightful user experience. This chapter introduces a new perspective to design inclusive MOOCs' interfaces.

Addressing Accessibility of MOOCs for Blind Users

The concept of universal access to information society stands for the guaranteed access for all people in the world to internet services, online learning including. Blind users have been benefited by accessible tools such as screen readers, auditory interfaces, etc., nevertheless this kind of external software would not be required if the blind user's requirements were taking into account since the design process. This chapter presents a set of guidelines for designing hearing messages that help blind students to navigate in a MOOC's interface.

Users' Digital Competences Study to Design MOOCs for Digital Literacy in Mexico

Several government programs oriented to contribute in reducing digital divide gaps have emerge in Mexico, particularly in States like Jalisco, Nayarit, Nuevo Leon, Veracruz, and Aguascalientes. However, current alternatives have certain weaknesses and issues that should be solved in order to provide appropriate literacy. To contribute in achievement of this goal, here is proposed an alternative to conform a strategy based on Massive Open Online Courses (MOOCs). First, a study was performed to establish the actual level of digital competences of current program users, and then obtained feedback was considered to structure the contents to offer through the MOOCs. This study was performed in the Aguascalientes state government program Vagones de Ciencia.

Facilitating Student Interaction and Collaboration in a MOOC Environment

Collaborative learning facilitates the clarification of ideas, provides access to peer-feedback and promotes the sharing of diverse and alternate perspectives (Stacey, 2007). Guardia, Maina and Sangra (2013) identified collaborative learning as a key design principle for MOOCs and the interactions facilitated through this kind of learning are often considered to be as valuable as the direct instruction provided by the teacher (Stewart, 2013). This chapter explores a variety of technologies and pedagogical approaches that can be employed in a MOOC environment to promote collaboration and student interaction. Benefits and drawbacks of these strategies are considered in order to help guide decisions about the instructional design of MOOCs.

Towards a Gamification Design Process for Building Engaging MOOCs

MOOCs offer a model of massive, free and personalized education and they are consider by many educators and researchers as a potential alternative to global education and providing massive open lifelong learning, indispensable in the “Information Society” we live in today. Nevertheless research conducted have observed a large dropout rate among MOOCs, mainly because courses are massively open and centered around learners with different ages, experiences, skills and motivations. The author believes that it is vital to introduce Gamification elements in order to commitment the learners for completing the courses, with willingness and pleasure. In this chapter will be presented the theoretical background of Gamification elements that can be combined with the principles of UX, guidelines for the design interface of MOOCs and their involvement of learning theories and game-based theory. It will also include a design proposal for the interface of MOOCs that will engaged UX with elements of Gamification.

Using Design Patterns to Incorporate Usability in Notifications from MOOCs

Feedback provided by interactive systems is crucial to ensure a good user experience. In this vein, notifications represent the most common kind of feedback from interactive systems, such as MOOCs. In this scenario, notifications from system to users require a special look from designers since three basic types of interaction/communication converge in MOOCs: User-User; User-Platform (content); User-group. Every kind of interaction may require a specific mode of notifications, nevertheless it is possible to extract the basic types of notifications from MOOCs and then specify them into a pattern-based structure which could be easily incorporated into the systems life cycle. This strategy may contribute both to facilitate designers to create well designed notifications for MOOCs and to enhance user experience through its final application.