User-Centered Design Strategies for Massive Open Online Courses (MOOCs)

User-Centered Design Strategies for Massive Open Online Courses (MOOCs)

Ricardo Mendoza-Gonzalez
Indexed In: SCOPUS View 1 More Indices
Release Date: January, 2016|Copyright: © 2016 |Pages: 323
DOI: 10.4018/978-1-4666-9743-0
ISBN13: 9781466697430|ISBN10: 1466697431|EISBN13: 9781466697447
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Description & Coverage
Description:

In today’s society, educational opportunities have evolved beyond the traditional classroom setting. Most universities have implemented virtual learning environments in an effort to provide more opportunities for potential or current students seeking alternative and more affordable learning solutions.

User-Centered Design Strategies for Massive Open Online Courses (MOOCs) focuses on the best practices and effective design of student interaction within virtual learning environments. Highlighting strategies from human-computer interaction experiences and user-centered models, as well as emergent approaches and implementation techniques, this reference publication is designed for computer science students, academics, researchers, instructional designers, IT professionals, software developers, and educators interested in mobile technologies, social learning, and educational inclusion.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Design Interfaces
  • Digital Competence
  • Gamification
  • Security Requirements
  • Social Learning
  • Student Interaction
  • Virtual Worlds
Reviews & Statements

In 16 chapters, computer science, learning, and other researchers from South America, the US, Australia, and Europe describe user-centered design strategies for massive open online courses (MOOCs), based on principles and approaches from human-computer interaction and user-centered design. They address fostering social learning with MOOCs, including facilitating student interaction and collaboration, analyzing users' digital competences for the design of MOOCs for digital literacy, and focusing on multiple learning styles; designing interactions for MOOCs, including identifying parents' security requirements for web filtering for courses for children, and more.

– ProtoView Reviews
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Editor/Author Biographies
Dr. Ricardo Mendoza-González is a Researcher/Professor at the Instituto Tecnológico de Aguascalientes (Mexico). He holds a Ph.D. in Computer Science (Universidad Autónoma de Aguascalientes, México, 2009), a Master’s degree in Computer Science (Universidad Autónoma de Aguascalientes, México, 2007), and a Bachelor of Computer Science (Instituto Tecnológico de Aguascalientes, México, 2004). Dr. Mendoza-González has reported his work in journals such as Advances in Engineering Software, and prestigious international conferences such as IEEE-CCECE, CADUI, ICIMP, and IASTED-CNIS. He collaborates with researchers of the University of Ontario Institute of Technology (UOIT, Canada), and Universidad Autónoma de Aguascalientes (Mexico). His current research interests include several topics on: human-computer interaction, information security, usability, artificial intelligence, and software engineering.
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