MARC 主機 00000nam a2200565 i 4500 
001    978-3-319-59044-8 
003    DE-He213 
005    20170519160138.0 
006    m     o  d         
007    cr nn 008maaau 
008    170519s2017    gw      s         0 eng d 
020    9783319590448|q(electronic bk.) 
020    9783319590431|q(paper) 
024 7  10.1007/978-3-319-59044-8|2doi 
040    GP|cGP|erda 
041 0  eng 
050  4 LB1044.87 
082 04 371.358|223 
111 2  European MOOCs Stakeholders Symposia|n(5th :|d2017 :
       |cMadrid, Spain) 
245 10 Digital education :|bout to the world and back to the 
       campus : 5th European MOOCs Stakeholders Summit, EMOOCs 
       2017, Madrid, Spain, May 22-26, 2017 : proceedings /
       |cedited by Carlos Delgado Kloos, Patrick Jermann, Mar 
       Perez-Sanagustin, Daniel T. Seaton, Su White 
246 3  EMOOCs 2017 
264  1 Cham :|bSpringer International Publishing :|bImprint: 
300    1 online resource (xii, 292 pages) :|billustrations, 
       digital ;|c24 cm 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
347    text file|bPDF|2rda 
490 1  Lecture notes in computer science,|x0302-9743 ;|v10254 
505 0  From a Small Liberal Arts College to the World: Our 
       Blended Courses, SPOC, and MOOCs in Italian Studies -- 
       Giving Exible Learners a Head Start on Higher Education: 
       Designing and Implementing a Pre-induction Socialization 
       MOOC -- The E.M.M.A. Experience: Emerging Patterns and 
       Factors for Success -- Mentoring Learners in MOOCs: a New 
       Way to Improve Completion Rates -- Towards e-Presence at 
       Distance as a Way to Reach and Share e-Quality: the Case 
       of the ECO sMOOCs -- Additional Functionalities to Convert
       an xMOOC into an xLMOOC -- A Principled Approach to the 
       Design of Collaborative MOOC Curricula -- Towards Full 
       Engagement for Open Online Education. A Practical 
       Experience for a MicroMaster -- From Low-Scale to 
       Collaborative, Gamified and Massive-Scale Courses: 
       Redesigning a MOOC -- Innovation in EU Communication: 
       MOOCs from the European Committee of the Regions -- Does 
       Gamification in MOOC Discussion Forums Work -- A MOOC-
       based Flipped Class: Lessons Learned from the 
       Orchestration Perspective -- An International 
       Collaboration in the Design Experience of a MOOC Series --
       Measuring the Degree of Innovation in Education through 
       the Implementation of an Indicator Based on Analyzing MOOC
       -related Activities -- Towards a Typology of MOOC Activity
       Patterns: Learners Who never Rest -- Improving MOOC 
       Student Learning through Enhanced Peer-to-Peer Tasks -- 
       Who Wants to Chat on a MOOC? Lessons from a Peer 
       Recommender System -- Weekly Predicting the At-risk MOOC 
       Learners Using Dominance-based Rough Set Approach -- MOOC 
       Friends and Followers: An Analysis of Twitter Hashtag 
       Networks -- Understanding Learning and Teaching in MOOCs 
       from the Perspectives of Students and Instructors: a 
       Review of Literature from 2014 to 2016 -- Effect of Free 
       Certificate Discontinuation in Completion Rates of MOOC --
       Challenges of Identifying Second Language English Speakers
       in MOOCs -- MOOC Quality Evaluation System: Tomsk State 
       University Experience -- The Drivers of Employer Support 
       for Professional Skill Development in MOOCs -- To Change 
       or not to Change? That's the Question on MOOC-Success, 
       Barriers and Their Implications -- Follow-up of Learning 
       Activities in Open edX: a Case Study at the University of 
       Cauca -- Increasing Educational Value: the Transformation 
       of MOOCs into Open Educational Resources -- Implementation
       Intention and How it Affects Goal Achievement in MOOCs -- 
       A Social Learning Grid for MOOCs: Exploring a FutureLearn 
       Case -- The Double Classroom: Design Patterns Using MOOCs 
       in Teacher Education -- Early Prediction and Variable 
       Importance of Certificate Accomplishment -- Types of 
       Dropout in Adaptive Open Online Courses -- Exploring the 
       Role of Assessment in Developing Learners' Critical 
       Thinking in Massive Open Online Courses 
520    This book constitutes the proceedings of the 5th European 
       Conference, EMOOCs 2017, held in Leganes, Madrid, Spain, 
       in May 2017. The 23 full and 10 short papers presented in 
       this volume were carefully reviewed and selected from 53 
       submissions. Massive Open Online Courses (MOOCs) have 
       marked a milestone in the use of technology for education.
       The reach, potential, and possibilities of EMOOCs are 
       immense. But they are not only restricted to global 
       outreach: the same technology can be used to improve 
       teaching on campus and training inside companies and 
650  0 MOOCs (Web-based instruction)|vCongresses 
650 14 Computer Science 
650 24 Computers and Education 
650 24 Information Systems and Communication Service 
650 24 Artificial Intelligence (incl. Robotics) 
650 24 Education, general 
700 1  Delgado Kloos, Carlos,|eeditor 
700 1  Jermann, Patrick,|eeditor 
700 1  Perez-Sanagustin, Mar,|eeditor 
700 1  Seaton, Daniel T.,|eeditor 
700 1  White, Su,|eeditor 
710 2  SpringerLink (Online service) 
773 0  |tSpringer eBooks 
830  0 Lecture notes in computer science ;|v10254 
856 40 |u