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class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#pulse"></use></svg></div></div><div style="width:fit-content;display:inline"><div class="header_icon__sK_H8" isactive="false" style="user-select:none"><svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#wiki"></use></svg></div></div><div style="width:fit-content;display:inline"><div class="header_icon__sK_H8" isactive="false" style="user-select:none"><svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#share"></use></svg></div></div></article></div></div></header><div class="cover_wrapper__9x5r_"><div class="cover_content__erFTO cover_landscape__aJOI6 cover_fullSize__BC2iG"><a href="#/media/File:MOOC_poster_mathplourde.png" class="cover_cover__7J07g"><picture><source media="(max-width: 30em)" srcSet="https://assets.wikiwand.com/_next/image?url=https://upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/420px-MOOC_poster_mathplourde.png&w=384&q=70 1x, https://assets.wikiwand.com/_next/image?url=https://upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/420px-MOOC_poster_mathplourde.png&w=640&q=70 2x, https://assets.wikiwand.com/_next/image?url=https://upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/420px-MOOC_poster_mathplourde.png&w=828&q=80 3x"/><source media="(min-width: 30em)" srcSet="https://assets.wikiwand.com/_next/image?url=https://upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/1100px-MOOC_poster_mathplourde.png&w=640&q=70 1x, https://assets.wikiwand.com/_next/image?url=https://upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/1100px-MOOC_poster_mathplourde.png&w=828&q=70 2x, https://assets.wikiwand.com/_next/image?url=https://upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/1100px-MOOC_poster_mathplourde.png&w=1200&q=80 3x"/><img class="cover_image__cQwCJ" src="https://upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/1100px-MOOC_poster_mathplourde.png" sizes="50vw" width="1100" height="1100" loading="eager" alt="MOOC"/></picture></a></div></div><aside class="toc_wrapper__hZan0" id="toc"><div class="bg_bg__I_kQC"></div><div class="toc_sticky__wRS0X" style="z-index:1"><div class="list_wrapper__76NG0" style="animation:fade-in 0.3s"><header class="list_header__8dwFx"><div class="list_menu__YkO9j"><svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#menu"></use></svg></div><a href="#" class="list_link__fay9D" title="MOOC">MOOC</a></header><div class="list_scroll__WhKuE scroll_scrollable__HNanQ"><a href="#Características_básicas" level="1" class="list_link__fay9D">Características básicas</a><a href="#História" level="1" class="list_link__fay9D">História</a><a href="#Origem" level="2" class="list_link__fay9D">Origem</a><a href="#Precursores" level="2" class="list_link__fay9D">Precursores</a><a href="#MOOCs_e_sua_evolução" level="2" class="list_link__fay9D">MOOCs e sua evolução</a><a href="#Desenvolvimento_recente" level="2" class="list_link__fay9D">Desenvolvimento recente</a><a href="#Visão_geral_do_mercado_dos_MOOCs" level="1" class="list_link__fay9D">Visão geral do mercado dos MOOCs</a><a href="#Principais_tendência_do_mercado" level="2" class="list_link__fay9D">Principais tendência do mercado</a><a href="#Iniciativas_em_língua_portuguesa" level="1" class="list_link__fay9D">Iniciativas em língua portuguesa</a><a href="#O_MOOC_Tutoria" level="2" class="list_link__fay9D">O MOOC Tutoria</a><a href="#Limitações" level="1" class="list_link__fay9D">Limitações</a><a href="#Práticas_educacionais_e_cursos_relacionados" level="1" class="list_link__fay9D">Práticas educacionais e cursos relacionados</a><a href="#Os_interesses_nos_MOOCs" level="1" class="list_link__fay9D">Os interesses nos MOOCs</a><a href="#Abordagens_de_design_instrucional" level="2" class="list_link__fay9D">Abordagens de design instrucional</a><a href="#Custo_instrucional_da_distribuição" level="2" class="list_link__fay9D">Custo instrucional da distribuição</a><a href="#Ver_também" level="1" class="list_link__fay9D">Ver também</a><a href="#Referências" level="1" class="list_link__fay9D">Referências</a></div></div></div></aside><article style="grid-area:content;container:content / inline-size;margin-top:1em"><div id="ww-content" dir="ltr"><section class="section_wrapper__8dcj4 top-section intro" data-mw-section-id="0"><span><span class="w-content mw-parser-output"><span class="pcs-edit-section-link-container"><a href="https://pt.wikipedia.org/w/index.php?title=MOOC&action=edit&section=0&oldformat=true" data-id="0" data-action="edit_section" aria-labelledby="pcs-edit-section-aria-normal" class="pcs-edit-section-link" target="_blank"></a></span><p><b>Curso Online Aberto e Massivo</b>, do inglês <i>Massive Open Online Course</i> (<b>MOOC</b>), é um tipo de <a href="/pt/articles/Educa%C3%A7%C3%A3o_aberta" title="Educação aberta" class="wl">curso aberto</a> oferecido por meio de ambientes virtuais de aprendizagem, ferramentas da <a href="/pt/articles/Web_2.0" title="Web 2.0" class="wl">Web 2.0</a> ou <a href="/pt/articles/Rede_social" title="Rede social" class="wl">redes sociais</a> que visam oferecer para um grande número de alunos a oportunidade de ampliar seus conhecimentos num processo de co-produção<sup class="mw-ref reference left-touch-area" id="cite_ref-1"><a href="./MOOC#cite_note-1" style="counter-reset: mw-Ref 1;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></span></a></sup>.<sup class="mw-ref reference right-touch-area" id="cite_ref-2"><a href="./MOOC#cite_note-2" style="counter-reset: mw-Ref 2;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></span></a></sup></p> <figure class="mw-default-size pcs-widen-image-ancestor" typeof="mw:File/Thumb"><a href="#/media/Ficheiro:Educação_aberta.jpg" class="mw-file-description pcs-widen-image-ancestor"><img loading="lazy" src=//upload.wikimedia.org/wikipedia/commons/thumb/f/f9/Educa%C3%A7%C3%A3o_aberta.jpg/640px-Educa%C3%A7%C3%A3o_aberta.jpg srcset=//upload.wikimedia.org/wikipedia/commons/thumb/f/f9/Educa%C3%A7%C3%A3o_aberta.jpg/960px-Educa%C3%A7%C3%A3o_aberta.jpg 1.5x alt=Thumb image class=mw-file-element pcs-widen-image-override width=640 height=852 style=width: 640px; ></a><figcaption>IIYOSHI, Toru; KUMAR, M. S. Vijay. <b>Educação aberta</b>: <i>o avanço coletivo da educação pela tecnologia, conteúdo e conhecimento abertos</i>. UNIP Interativa Ensino a distância & ASSOCIAÇÃO BRASILEIRA DE EDUCAÇÃO A DISTÂNCIA (ABED)</figcaption></figure> <figure class="mw-default-size pcs-widen-image-ancestor" typeof="mw:File/Thumb"><a href="#/media/Ficheiro:MOOC_poster_mathplourde.png" class="mw-file-description pcs-widen-image-ancestor is-cover landscape"><img loading="lazy" src=//upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/640px-MOOC_poster_mathplourde.png alt=Thumb image class=mw-file-element pcs-widen-image-override width=640 height=401 style=width: 640px; ></a><figcaption>Lettering de Massive Open Online Course</figcaption></figure> <p>MOOC é um desenvolvimento recente na área de <a href="/pt/articles/Educa%C3%A7%C3%A3o_a_dist%C3%A2ncia" title="Educação a distância" class="wl">educação a distância</a>, e uma progressão dos ideais de <a href="/pt/articles/Educa%C3%A7%C3%A3o_aberta" title="Educação aberta" class="wl">educação aberta</a><sup class="mw-ref reference right-touch-area" id="cite_ref-3"><a href="./MOOC#cite_note-3" style="counter-reset: mw-Ref 3;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></span></a></sup> sugerido pelos REA - <a href="/pt/articles/Recursos_educacionais_abertos" title="Recursos educacionais abertos" class="wl">recursos educacionais abertos</a>.<sup class="mw-ref reference right-touch-area" id="cite_ref-4"><a href="./MOOC#cite_note-4" style="counter-reset: mw-Ref 4;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></span></a></sup> Embora o projeto e participação em um MOOC possa ser semelhante ao de um curso em uma faculdade ou universidade, os MOOC normalmente são gratuitos e não exigem pré-requisitos mas também não oferecem certificados de participação. São ofertados para um grande número de alunos e possuem grande quantidade de material. Os MOOCs são definidos pelo grande volume e heterogeneidade de estudantes participantes. Talvez, no futuro, possa haver validação por uma Universidade através de uma avaliação presencial. </p> <p>O MOOC tem como raízes o movimento dos recursos educacionais abertos e do <a href="/pt/articles/Conectivismo" title="Conectivismo" class="wl">conectivismo</a>. Mais recentemente, uma série de projetos de MOOC têm surgido de forma independente, como <a href="/pt/articles/Coursera" title="Coursera" class="wl">Coursera</a>, <a href="/pt/articles/Udacity" title="Udacity" class="wl">Udacity</a>, <span class="new">OpenClass</span> e <span class="new">edX</span>.<sup class="mw-ref reference right-touch-area" id="cite_ref-5"><a href="./MOOC#cite_note-5" style="counter-reset: mw-Ref 5;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></span></a></sup> O investimento financeiro, de forma significativa em 2012, que as instituições aplicaram nesses projetos ajudou a ganhar a atenção do grande público para o MOOC chegando a ser tema do <a href="/pt/articles/New_York_Times" title="New York Times" class="mw-redirect wl">New York Times</a> em novembro de 2012<sup class="mw-ref reference default-touch-area" id="cite_ref-6"><a href="./MOOC#cite_note-6" style="counter-reset: mw-Ref 6;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></span></a></sup> destinando toda a sua coluna de Educação à temática MOOC. Cogita-se que esses projetos MOOC objetivam fazer experimentos para transformar os atuais cursos do tipo <a href="/pt/articles/E-learning" title="E-learning" class="wl">e-learning</a> mais escaláveis, sustentáveis e rentáveis.</p> <meta property="mw:PageProp/toc" data-mw="{"autoGenerated":true}"></span><div class="skeleton_wrapper__ZPWZp bubble_loading__UF8_g"><i style="width:.875em;height:100%"></i><i style="flex:1;height:80%"></i></div></span></section><h2 id="Características_básicas" data-header-section-id="1" class="header_header__GD8F8"><svg data-header-section-icon-id="1" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>Características básicas</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="1"><span><div class="ai_wrapper__aoslh"><div class="ai_items__xb9HJ"><div class="ai_item__lQC0A" style="animation-delay:0s">Resumir<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#magic"></use></svg></div><div class="ai_item__lQC0A" style="animation-delay:0.1s">Perspectiva<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#globe"></use></svg></div></div></div><span class="w-content mw-parser-output"> <p>Enquanto não há uma definição em comum acerca do que seja um MOOC, duas características básicas merecem ser destacadas:</p> <ul><li><a href="/pt/articles/Acesso_aberto" title="Acesso aberto" class="wl">Acesso aberto</a>: Para participar de um MOOC não precisa ser um aluno efetivamente matriculado em uma escola clássica, e não é obrigado a pagar nenhuma taxa. Embora possa haver custos de manutenção, mas em princípio são totalmente gratuitos e abertos para qualquer tipo de público;</li> <li>Escalabilidade: Muitos cursos tradicionais dependem de um certo número de participantes e alguns professores para serem iniciados. No entanto, pela proposta do MOOC em ser <span class="new">massivo</span> sugere que o curso é projetado para suportar um número indefinido de participantes.</li></ul> <p>Outras características associadas com esses projetos de MOOC's iniciais, são o licenciamento aberto de conteúdo (<a href="/pt/articles/Creative_Commons" title="Creative Commons" class="wl">Creative Commons</a>), estrutura aberta e metas de aprendizagem, <a href="/pt/articles/Comunidade_de_pr%C3%A1tica" title="Comunidade de prática" class="wl">comunidade de prática</a>, etc. Embora possam não estar presente em todos os projetos MOOC's.<sup class="mw-ref reference default-touch-area" id="cite_ref-7"><a href="./MOOC#cite_note-7" style="counter-reset: mw-Ref 7;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></span></a></sup></p> <p>Diferentemente dos cursos tradicionais, que pressupõem a capacidade de acompanhamento dos alunos matriculados por um professor ou tutor, os MOOCs são idealizados para serem acessados por milhares de pessoas. As ferramentas são projetadas de modo que o conhecimento do aluno seja testado a cada módulo aprendido, fazendo uso de questionários, games, avaliações colaborativas e formação de mentores de percursos entre os egressos dos cursos, entre outras estratégias.<sup class="mw-ref reference default-touch-area" id="cite_ref-8"><a href="./MOOC#cite_note-8" style="counter-reset: mw-Ref 8;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></span></a></sup></p> <p>Destaca-se também, conforme o Prof. Figueiredo,<sup class="mw-ref reference default-touch-area" id="cite_ref-9"><a href="./MOOC#cite_note-9" style="counter-reset: mw-Ref 9;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></span></a></sup> que haveria os <b>c</b>MOOC's, com fortes influências <i><b>c</b></i>onectivistas, e os xMOOC's mais tradicionais e estruturados como os do <a href="/pt/articles/MIT" title="MIT" class="mw-redirect wl">MIT</a>. Quanto aos cMOOC's, onde os investimentos estão sendo maiores, Figueiredo destaca:</p> <ul><li>Exploratórios: o desenvolvimento dos cMOOC's segue um percurso exploratório, de ciclos de tentativa-erro-reflexão;</li> <li>Disruptivos: os cMOOC's possuem uma poderosa semente para romper com a clássica forma de ensinar e aprender;</li> <li>Desconstrutivos: na reforma de uma velha casa é mais fácil, e produtivo, destruí-la e criar um novo projeto, estrutura e design;</li> <li>Incubadoras: os cMOOC's são verdadeiros ninhos para explorarmos novas práticas na educação e agregar o potencial da <a href="/pt/articles/Intelig%C3%AAncia_coletiva" title="Inteligência coletiva" class="wl">inteligência coletiva</a> da Web 2.0.</li> <li>Contextuais: como o conhecimento vai sendo co-produzido por todos o mais importante fica sendo o contexto, e não o conteúdo. Conhecimento gerando mais conhecimento.</li></ul> </span><div class="skeleton_wrapper__ZPWZp bubble_loading__UF8_g"><i style="width:.875em;height:100%"></i><i style="flex:1;height:80%"></i></div></span></section><h2 id="História" data-header-section-id="2" class="header_header__GD8F8"><svg data-header-section-icon-id="2" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>História</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="2"><span><div class="ai_wrapper__aoslh"><div class="ai_items__xb9HJ"><div class="ai_item__lQC0A" style="animation-delay:0s">Resumir<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#magic"></use></svg></div><div class="ai_item__lQC0A" style="animation-delay:0.1s">Perspectiva<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#globe"></use></svg></div></div></div><span class="w-content mw-parser-output"> <section data-mw-section-id="3"><h3 id="Origem">Origem</h3> <p>Os criadores do conectivismo como sendo uma nova <a href="/pt/articles/Teorias_da_aprendizagem" title="Teorias da aprendizagem" class="mw-redirect wl">teoria de aprendizagem</a>, <a href="/pt/articles/George_Siemens" title="George Siemens" class="wl">George Siemens</a> e <a href="/pt/articles/Stephen_Downes" title="Stephen Downes" class="wl">Stephen Downes</a>, em 2008 para ampliar a discussão sobre a sua polêmica teoria ofereceram um curso sobre “Connectivism and Connective Knowledge” (Conectivismo e Conhecimento Conectivo) para 25 alunos pagantes da <a href="/pt/articles/Universidade_de_Manitoba" title="Universidade de Manitoba" class="wl">Universidade de Manitoba</a> (Canadá) e para outros 2300 estudantes que puderam participar do curso gratuitamente pela internet ao longo de 12 semanas.</p> <p>Essa iniciativa foi chamada de MOOC – Massive Open Online Course - por <span class="new">Dave Cormier</span>, Gerente de Comunicação na Web e Inovações na <span class="new">Universidade de Prince Edward Island</span>, e pesquisador Senior do Instituto Nacional de Tecnologia na Educação Liberal.<sup class="mw-ref reference default-touch-area" id="cite_ref-10"><a href="./MOOC#cite_note-10" style="counter-reset: mw-Ref 10;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></span></a></sup></p> </section><section data-mw-section-id="4"><h3 id="Precursores">Precursores</h3> <p>Antes do advento da <a href="/pt/articles/Era_da_informa%C3%A7%C3%A3o" title="Era da informação" class="mw-redirect wl">era da informação</a>, a <a href="/pt/articles/Educa%C3%A7%C3%A3o_a_dist%C3%A2ncia" title="Educação a distância" class="wl">educação a distância</a> surgiu através dos cursos por correspondência, via TV e formas primitivas de <a href="/pt/articles/E-learning" title="E-learning" class="wl">e-learning</a>. Por volta do ano de 1890 cursos por correspondência especializados em assuntos como testes para concursos públicos eram promovidos e vendidos porta a porta nos <a href="/pt/articles/Estados_Unidos" title="Estados Unidos" class="wl">Estados Unidos</a>.<sup class="mw-ref reference right-touch-area" id="cite_ref-11"><a href="./MOOC#cite_note-11" style="counter-reset: mw-Ref 11;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></span></a></sup> Em 1920, nos <a href="/pt/articles/Estados_Unidos" title="Estados Unidos" class="wl">Estados Unidos</a>, mais de 4 milhões de americanos — significativamente mais do que a população do ensino superior na época — estiveram matriculados em algum tipo de cursos técnicos a distância, com uma taxa de sucesso inferior a 3%.<sup class="mw-ref reference default-touch-area" id="cite_ref-12"><a href="./MOOC#cite_note-12" style="counter-reset: mw-Ref 12;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></span></a></sup></p> <p>Em 1920, quando o Rádio era considerado a mais avançada tecnologia de comunicação em massa, as Universidades dos Estados Unidos rapidamente definiram concessões relativas às frequências de rádio. Em 1922, a Universidade de Nova York, pôs em operação sua própria estação de Rádio, com planos de difundir através dela os mais diversos conteúdos. Outras universidades acompanharam tal movimento, incluindo Columbia, Harvard, Kansas State, Ohio State, NYU, Purdue, Tufts, e as Universidades de Akron, Arkansas, California, Florida, Hawaii, Iowa, Minnesota, Nebraska, Ohio, Wisconsin, and Utah. Pesquisadores como Antonio Bartolomé e Karl Steffens chegam a defender que estes cursos americanos transmitidos através do rádio foram os primeiros MOOC's da história, retirando o pioneirismo do curso “Connectivism and Connective Knowledge” (Conectivismo e Conhecimento Conectivo) citado anteriormente.<sup class="mw-ref reference default-touch-area" id="cite_ref-13"><a href="./MOOC#cite_note-13" style="counter-reset: mw-Ref 13;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></span></a></sup></p> <p>Ainda em 1920, o jornalista americano Bruce Bliven ponderou em rede nacional: "Estaria o rádio se tornando a espinha dorsal da <a href="/pt/articles/Educa%C3%A7%C3%A3o_a_dist%C3%A2ncia" title="Educação a distância" class="wl">educação a distância</a>? A sala de aula será abolida e as crianças do futuro serão alimentadas com fatos enquanto permanecem sentadas em casa ou, até mesmo, enquanto andam pelas ruas com seus receptores de rádio nos bolsos?".<sup class="mw-ref reference default-touch-area" id="cite_ref-14"><a href="./MOOC#cite_note-14" style="counter-reset: mw-Ref 14;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></span></a></sup> Nesta época, os números de estudantes que liam livros de texto e participavam de aulas a distância, porém a taxa de rejeição de tais cursos eram relativamente altos. Além disso, a tutoria através deste meio era difícil devido a distância. Em 1940, 20 anos depois, os cursos via rádio praticamente sumiram.<sup class="mw-ref reference default-touch-area" id="cite_ref-15"><a href="./MOOC#cite_note-15" style="counter-reset: mw-Ref 15;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></span></a></sup> A instituição australiana conhecida como Escola dos Ares utilizou a tecnologia de rádios bidirecionais para ensinar crianças em locais remotos em 1951.</p> <p>Filmes falados foram a tecnologia do momento entre as décadas de 1930 e 1940. Filmes foram utilizados para treinar milhões de recrutas americanos sobre o uso e operação de diversos equipamentos durante a segunda guerra mundial. Diversas universidades televisaram aulas no fim da década de 1940 na Universidade de Louisville. Na década de 1980, diversas universidades foram conectadas a outros campi através de vídeos de circuito fechado para o ensino de cursos avançados a pequenos grupos de alunos. Em 1994, muitas universidades já ofereciam programas de graduação a distância com mais de 150 cursos superiores.<sup class="mw-ref reference default-touch-area" id="cite_ref-16"><a href="./MOOC#cite_note-16" style="counter-reset: mw-Ref 16;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></span></a></sup></p> </section><section data-mw-section-id="5"><h3 id="MOOCs_e_sua_evolução"><span id="MOOCs_e_sua_evolu.C3.A7.C3.A3o"></span>MOOCs e sua evolução</h3> <p>Atualmente, universidades de renome em todo o mundo adotaram o chamado “Massive Open Online Courses”, isto é, cursos online abertos para todos. Sites como Coursera, Khan Academy, Udacity e edX, reúnem em um mesmo ambiente virtual cursos com aulas gravadas das melhores universidades do mundo, tais como Cambridge, Harvard, MIT e, com professores de excelência. Segundo Allen et al (2014), o conceito de MOOC perpassa pela ideia de “a course of study made available over the Internet without charge to a very large number of people”.</p> <p>Estas universidades revolucionaram a educação superior ao incentivar cada vez mais que seus alunos busquem conhecimentos em outros lugares e, que estudantes de qualquer lugar do mundo tenham acesso ao seu método de ensino e interpretação. Assim, as possiblidades geradas pela internet e o crescimento da qualidade do ensino à distância vai transformando os desafios em novas oportunidades.</p> <p>Verifica-se também o crescimento da qualidade das aulas apresentadas pelos professores, que ao interagirem com o estudantes de diversos países aprimoram seus conhecimentos humanos e, aprendem com a cultura e realidade de outras regiões. Mas, principalmente o incentivo para que outras instituições mergulhem nessa ramificação da internacionalização de universidades.<sup class="mw-ref reference default-touch-area" id="cite_ref-:1_17-0"><a href="./MOOC#cite_note-:1-17" style="counter-reset: mw-Ref 17;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></span></a></sup></p> <p>Em 2007 foi ofertado o primeiro curso on-line com as características do MOOC pela Utah State University, embora cursos online já existissem. O chamado MOOC foi de fato utilizado um ano depois e foi capaz de reunir 2300 estudantes de diversos países. Nesse momento, o objetivo era utilizar as tecnologias emergentes para propiciar a “aprendizagem social distribuída em rede”.</p> <p>Em 2011, professores da Universidade de Stanford também começaram a coordenar cursos na modalidade online para grandes massas, conquistando estudantes de todo o globo e, novamente “reforçando o conceito de cursos abertos e em grande escala em termos de alunos” <sup class="mw-ref reference default-touch-area" id="cite_ref-:0_18-0"><a href="./MOOC#cite_note-:0-18" style="counter-reset: mw-Ref 18;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></span></a></sup>. Deve-se notar, todavia, que os MOOCs possuem duas vertentes distintas: os cMOOCs e os xMOOCs. O primeiro é baseado no Conectivismo que se “desenvolvem de modo mais informal na rede e são relativamente livre das „amarras‟ de uma instituição tradicional de ensino”</p> <p>Deve-se notar, todavia, que os MOOCs possuem duas vertentes distintas: os cMOOCs e os xMOOCs. O primeiro é baseado no Conectivismo que se “desenvolvem de modo mais informal na rede e são relativamente livre das „amarras‟ de uma instituição tradicional de ensino” <sup class="mw-ref reference default-touch-area" id="cite_ref-:0_18-1"><a href="./MOOC#cite_note-:0-18" style="counter-reset: mw-Ref 18;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></span></a></sup> Assim nos cMOOS os estudantes são encorajados a buscar mais conhecimento na rede, evoluindo assim os debates nos cursos. Além de aumentar a interatividade entre os participantes nas diversas plataformas tecnológicas existentes (<a href="/pt/articles/Blog" title="Blog" class="wl">blogs</a>, wikis, websites, redes sociais, etc.). Já os modelos xMOOCs são mais recentes e “correspondem a uma extensão dos modelos pedagógicos utilizados pelas instituições de ensino tradicionais, privilegiando, porém, as práticas instrucionais de ensino, ou seja, fazendo uso do design instrucional” <sup class="mw-ref reference default-touch-area" id="cite_ref-:0_18-2"><a href="./MOOC#cite_note-:0-18" style="counter-reset: mw-Ref 18;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></span></a></sup>. Isto é, os formatos são pré-definidos pelos professores da universidade, onde a figura do professor é central e a interatividades entre os estudantes não é prioridade.</p> </section><section data-mw-section-id="6"><h3 id="Desenvolvimento_recente">Desenvolvimento recente</h3> <p>O ano de 2012 ficou conhecido como o "Ano dos MOOCs" pois diversas iniciativas alavancadas por investimentos e associadas com universidades bem conceituadas sugiram. Exemplos no mundo são <a href="/pt/articles/Coursera" title="Coursera" class="wl">Coursera</a>, <a href="/pt/articles/Udacity" title="Udacity" class="wl">Udacity</a> e <span class="new">edX</span> e, no Brasil, a plataforma <a href="/pt/articles/Veduca" title="Veduca" class="wl">Veduca</a>.<sup class="mw-ref reference right-touch-area" id="cite_ref-19"><a href="./MOOC#cite_note-19" style="counter-reset: mw-Ref 19;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></span></a></sup></p> <p>Em outubro de 2011 a <a href="/pt/articles/Universidade_Stanford" title="Universidade Stanford" class="wl">Universidade Stanford</a> lançou três cursos e, cada um deles, alcançou a marca de 100.000 inscritos.<sup class="mw-ref reference default-touch-area" id="cite_ref-NYT71712_20-0"><a href="./MOOC#cite_note-NYT71712-20" style="counter-reset: mw-Ref 20;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></span></a></sup> Com a grande aceitação de tais cursos Daphne Koller e Andrew Ng deram início ao <a href="/pt/articles/Coursera" title="Coursera" class="wl">Coursera</a>. Alavancados pela tecnologia já desenvolvida em Stanford, o <a href="/pt/articles/Coursera" title="Coursera" class="wl">Coursera</a> tornou público dois cursos: Aprendizagem de máquina, lecionado por Andrew Ng e Banco de dados, lecionado por Jennifer Widom. Posteriormente o Coursera anunciou parcerias com diversas universidades, incluindo a Universidade da Pensilvânia, Universidade de Princeton e Universidade de Michigan.<span style="color:gray"><sup><span>[</span></sup></span><sup class="left-touch-area"><a href="https://pt.wikipedia.org/wiki/Wikipédia:Livro_de_estilo/Cite_as_fontes" title="Wikipédia:Livro de estilo/Cite as fontes" class="reference-link" target="_blank"><span style="color:gray"><i>carece<span> </span>de fontes</i></span></a><span class="printfooter">?</span><span style="color:gray"><span>]</span></span></sup></p> <p>Preocupado com a comercialização da educação online, o MIT lançou a plataforma sem fins lucrativos chamada MITx poucos meses depois como um esforço para desenvolver uma plataforma grátis e livre. A <a href="/pt/articles/Universidade_Harvard" title="Universidade Harvard" class="wl">Universidade Harvard</a> apoiou a iniciativa e se juntou ao projeto, que passou a se chamar <span class="new">edX</span>. Pouco tempo depois a Universidade da Califórnia também adotou a plataforma. Atualmente a iniciativa conta com o apoio também das universidades do Texas, Wesley College e Universidade de Georgetown.</p> <p>Em novembro de 2012, o primeiro MOOC voltado para o ensino médio foi lançado nos <a href="/pt/articles/Estados_Unidos" title="Estados Unidos" class="wl">Estados Unidos</a> pela Universidade de Miami. O curso foi voltado para estudantes de ensino médio em preparação para o exame SAT para Biologia. Nesta época o <span class="new">Wedubox</span>, o primeiro grande MOOC em espanhol, deu início ao seu primeiro curso, contando com mais de 1.000 professores.<sup class="mw-ref reference default-touch-area" id="cite_ref-21"><a href="./MOOC#cite_note-21" style="counter-reset: mw-Ref 21;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></span></a></sup></p> <p>Destaca-se que apesar dos MOOC apresentarem alta taxa de matrículas também apresentam alto índice de abandono. Na Universidade de <i>Duke</i>, por exemplo, menos de 2% dos 180.000 inscritos completaram o curso de Lógica e Argumentação ofertado entre 2011 e 2012.<span style="color:gray"><sup><span>[</span></sup></span><sup class="left-touch-area"><a href="https://pt.wikipedia.org/wiki/Wikipédia:Livro_de_estilo/Cite_as_fontes" title="Wikipédia:Livro de estilo/Cite as fontes" class="reference-link" target="_blank"><span style="color:gray"><i>carece<span> </span>de fontes</i></span></a><span class="printfooter">?</span><span style="color:gray"><span>]</span></span></sup></p> </section></span><div class="skeleton_wrapper__ZPWZp bubble_loading__UF8_g"><i style="width:.875em;height:100%"></i><i style="flex:1;height:80%"></i></div></span></section><h2 id="Visão_geral_do_mercado_dos_MOOCs" data-header-section-id="7" class="header_header__GD8F8"><svg data-header-section-icon-id="7" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>Visão geral do mercado dos MOOCs</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="7"><span><div class="ai_wrapper__aoslh"><div class="ai_items__xb9HJ"><div class="ai_item__lQC0A" style="animation-delay:0s">Resumir<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#magic"></use></svg></div><div class="ai_item__lQC0A" style="animation-delay:0.1s">Perspectiva<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#globe"></use></svg></div></div></div><span class="w-content mw-parser-output"> <p>Os avanços nas tecnologias de informação e comunicação estão levando os educadores e alunos a superar as restrições de tempo, espaço e meio ambiente. Embora uma educação em sala de aula tradicional seja bem conhecida, os sistemas de aprendizagem fora da sala de aula, especialmente aqueles aprimorados por meio da tecnologia, ainda estão sendo discutidos. Os MOOCs representam o estágio final das atuais inovações tecnológicas na educação à distância, uma vez que oferecem recursos educacionais abertos a estudantes de todo o mundo. São projetados para serem escalonáveis a grandes massas on-line com participação gratuita e sem requisitos formais e fornecem a milhões de pessoas, em todo o mundo, a oportunidade de aprender por meio de centenas de universidades ou organizações públicas e privadas em todo o mundo.<sup class="mw-ref reference default-touch-area" id="cite_ref-:2_22-0"><a href="./MOOC#cite_note-:2-22" style="counter-reset: mw-Ref 22;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></span></a></sup></p> <p>Algumas das principais razões por trás dos MOOCs que estão perdendo popularidade são a qualidade do curso questionável, a alta taxa de evasão, créditos de curso indisponíveis, avaliações ineficazes, direitos autorais complexos, hardware limitado,a utilização do inglês como língua global, dificultando o aparecimento de perspectivas de não falantes do idioma, excessivo marketing e o tratamento da educação como “commodity”,aspecto broadcast e à falta de interação entre os pares aluno-aluno e aluno-professor. Com a quantidade necessária de recursos financeiros nos seus balcões, espera-se que as empresas MOOCs reformem e desenvolvam materiais de cursos mais adequados à aprendizagem que possam ser usados num formato online mais combinado, em vez de formatos totalmente online.<sup class="mw-ref reference left-touch-area" id="cite_ref-:2_22-1"><a href="./MOOC#cite_note-:2-22" style="counter-reset: mw-Ref 22;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></span></a></sup><sup class="mw-ref reference right-touch-area" id="cite_ref-23"><a href="./MOOC#cite_note-23" style="counter-reset: mw-Ref 23;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>23<span class="cite-bracket">]</span></span></a></sup></p> <dl><dt>Principais plataformas<span>:</span><sup class="mw-ref reference right-touch-area" id="cite_ref-:2_22-2"><a href="./MOOC#cite_note-:2-22" style="counter-reset: mw-Ref 22;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></span></a></sup></dt></dl> <ul><li><a href="/pt/articles/Coursera" title="Coursera" class="wl">Coursera</a> Inc.</li> <li>edX Inc.</li> <li>Udacity Inc.</li> <li><a href="/pt/articles/FutureLearn" title="FutureLearn" class="wl">FutureLearn</a> Ltd.</li> <li>Canvas Networks Inc.</li> <li>Open2Study (Open Universities Australia Pty Ltd.)</li> <li>Udemy Inc.</li> <li>openSAP (SAP SE)</li> <li>360training.com Inc.</li> <li>Iversity Inc.</li> <li>Miríadax (Telefónica Learning Services S.L.U.)</li> <li>Blackboard Inc.</li></ul> <p>A presença da infraestrutura para suportar alta adoção ajudou o mercado na região da América do Norte. Por exemplo, nos Estados Unidos, para um curso específico na Georgia Tech e no MIT, os alunos puderam escolher. Eles poderiam se inscrever no curso tradicional no campus ou inscrever-se em uma versão paralela da turma que seria totalmente on-line. De acordo com os rankings do US News World Report, cerca de 22 das 25 principais universidades dos EUA estão oferecendo cursos on-line, gratuitamente.<sup class="mw-ref reference default-touch-area" id="cite_ref-:2_22-3"><a href="./MOOC#cite_note-:2-22" style="counter-reset: mw-Ref 22;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></span></a></sup></p> <p>Várias universidades nos EUA permitem que os MOOCs contribuam para a conclusão do curso final, que também está contribuindo para o crescimento do mercado da região. Algumas das universidades renomadas, como a UC San Diego, a Universidade do Arizona e a Universidade da Pensilvânia, oferecem videogames como plataforma de aprendizado on-line com uma interface de jogo multijogador para apoiar habilidades de trabalho em equipe que incluem estratégia compartilhada e de comunicação. Outras universidades, como a Universidade de Illinois e a Georgia Tech, anunciaram cursos adicionais com os cursos on-line existentes<sup class="mw-ref reference default-touch-area" id="cite_ref-:2_22-4"><a href="./MOOC#cite_note-:2-22" style="counter-reset: mw-Ref 22;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></span></a></sup></p> <section data-mw-section-id="8"><h3 id="Principais_tendência_do_mercado"><span id="Principais_tend.C3.AAncia_do_mercado"></span>Principais tendência do mercado</h3> <p>Espera-se que o tipo xMOOC realize uma quota de mercado significativa pois possuem sua experiência na evolução de cursos abertos e recursos educacionais abertos. São geralmente oferecidos por universidades, em colaboração com uma organização comercial ou uma empresa cujo objetivo é obter lucro. Os xMOOCs se apresentam como versões on-line de formatos tradicionais de aprendizagem (por exemplo, palestras, instruções, discussões, entre outros) em plataformas proprietárias de software especializadas de propriedade de empresas independentes. Eles atribuem relações legítimas e monetárias entre universidades que criam conteúdo e provedores de tecnologia, onde X indica os MOOCs que são baseados em conteúdo e seguem uma abordagem mais comportamentalista. O "X" enfatiza uma abordagem de aprendizado mais tradicional por meio de apresentações de vídeo, testes e testes curtos e foco na duplicação de conhecimento. Os xMOOCs estão associados principalmente aos três maiores fornecedores de plataformas: edX, Udacity e Coursera.<sup class="mw-ref reference default-touch-area" id="cite_ref-:2_22-5"><a href="./MOOC#cite_note-:2-22" style="counter-reset: mw-Ref 22;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></span></a></sup></p> </section></span><div class="skeleton_wrapper__ZPWZp bubble_loading__UF8_g"><i style="width:.875em;height:100%"></i><i style="flex:1;height:80%"></i></div></span></section><h2 id="Iniciativas_em_língua_portuguesa" data-header-section-id="9" class="header_header__GD8F8"><svg data-header-section-icon-id="9" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>Iniciativas em língua portuguesa</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="9"><span><div class="ai_wrapper__aoslh"><div class="ai_items__xb9HJ"><div class="ai_item__lQC0A" style="animation-delay:0s">Resumir<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#magic"></use></svg></div><div class="ai_item__lQC0A" style="animation-delay:0.1s">Perspectiva<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#globe"></use></svg></div></div></div><span class="w-content mw-parser-output"> <p>No Brasil, a primeira iniciativa MOOC foi lançada pela Universidade Estadual Paulista “Júlio de Mesquita Filho” (<a href="/pt/articles/Unesp" title="Unesp" class="mw-redirect wl">Unesp</a>) em 14 de junho de 2012 com o nome Unesp Aberta. A plataforma disponibiliza gratuitamente os conteúdos e materiais didáticos dos cursos de graduação, pós-graduação e extensão da Universidade, elaborados em formato digital em parceria com o Núcleo de Educação a Distância da Universidade (NEaD) para qualquer pessoa com acesso a Internet no Brasil e no mundo. Estes materiais são organizados em cursos completos e livres, sem certificação ou assessoria pedagógica, e estão divididos em áreas do conhecimento e temas abordados.</p> <p>O primeiro MOOC em língua portuguesa foi o MOOC EaD,<sup class="mw-ref reference left-touch-area" id="cite_ref-24"><a href="./MOOC#cite_note-24" style="counter-reset: mw-Ref 24;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>24<span class="cite-bracket">]</span></span></a></sup><sup class="mw-ref reference middle-touch-area" id="cite_ref-25"><a href="./MOOC#cite_note-25" style="counter-reset: mw-Ref 25;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>25<span class="cite-bracket">]</span></span></a></sup><sup class="mw-ref reference right-touch-area" id="cite_ref-26"><a href="./MOOC#cite_note-26" style="counter-reset: mw-Ref 26;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>26<span class="cite-bracket">]</span></span></a></sup> sobre Educação a Distância, coordenado pelos professor brasileiro João Mattar e o professor português Paulo Simões, com o apoio do TIDD - Programa de Pós-Graduação em Tecnologias da Inteligência e Design Digital da Pontifícia Universidade Católica de São Paulo (PUC-SP) e da <a href="/pt/articles/ABED" title="ABED" class="mw-redirect wl">Associação Brasileira de Educação a Distância (ABED)</a>, realizado no segundo semestre de 2012, mas que não ofereceu certificação. De Abril a Junho de 2013, <a rel="mw:ExtLink nofollow" href="//www.abed.org.br/site/pt//institucional/composicao/diretoria/" class="external text" target="_blank">João Mattar</a> coordenou o MOOC LP (Língua Portuguesa),<sup class="mw-ref reference left-touch-area" id="cite_ref-27"><a href="./MOOC#cite_note-27" style="counter-reset: mw-Ref 27;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>27<span class="cite-bracket">]</span></span></a></sup><sup class="mw-ref reference right-touch-area" id="cite_ref-28"><a href="./MOOC#cite_note-28" style="counter-reset: mw-Ref 28;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>28<span class="cite-bracket">]</span></span></a></sup> que teve 5.100 inscritos e certificação emitida pela Associação Brasileira de Mantenedoras de Ensino Superior (ABMES).<sup class="mw-ref reference default-touch-area" id="cite_ref-29"><a href="./MOOC#cite_note-29" style="counter-reset: mw-Ref 29;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>29<span class="cite-bracket">]</span></span></a></sup></p> <p>Em seguida, foram lançados MOOCs com certificação pela <a href="/pt/articles/Universidade_de_S%C3%A3o_Paulo" title="Universidade de São Paulo" class="wl">Universidade de São Paulo</a> (USP)<sup class="mw-ref reference left-touch-area" id="cite_ref-30"><a href="./MOOC#cite_note-30" style="counter-reset: mw-Ref 30;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>30<span class="cite-bracket">]</span></span></a></sup><sup class="mw-ref reference right-touch-area" id="cite_ref-31"><a href="./MOOC#cite_note-31" style="counter-reset: mw-Ref 31;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>31<span class="cite-bracket">]</span></span></a></sup> em junho de 2013 em parceria com o portal brasileiro <a href="/pt/articles/Veduca" title="Veduca" class="wl">Veduca</a> com dois cursos MOOC: Física Básica, do professor Vanderlei Salvador Bagnato, e Probabilidade e Estatística, dos professores Melvin Cymbalista e André Leme Fleury.<sup class="mw-ref reference default-touch-area" id="cite_ref-32"><a href="./MOOC#cite_note-32" style="counter-reset: mw-Ref 32;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>32<span class="cite-bracket">]</span></span></a></sup> Nas duas primeiras semanas desde o lançamento, que aconteceu na <a href="/pt/articles/Escola_Polit%C3%A9cnica_da_USP" title="Escola Politécnica da USP" class="mw-redirect wl">Escola Politécnica da USP</a> no dia 12 de junho de 2013, os dois cursos receberam inscrições de mais de 10.000 estudantes.<sup class="mw-ref reference default-touch-area" id="cite_ref-33"><a href="./MOOC#cite_note-33" style="counter-reset: mw-Ref 33;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>33<span class="cite-bracket">]</span></span></a></sup></p> <section data-mw-section-id="10"><h3 id="O_MOOC_Tutoria">O MOOC Tutoria</h3> <p>O MOOC de tutoria foi uma iniciativa desenvolvida por Mattar que, a partir da experiência anterior, criou um curso aberto e gratuito para qualquer interessado. Buscou discutir as funções do tutor em Educação a Distância, só exigindo do aluno noções básicas do uso de computador e da Internet e abordou temas como: Modelos de Educação a Distância, Funções do Tutor, Design Instrucional em Educação a Distância, Avaliação, além de temas mais polêmicos, como o conflito da atuação entre o professor e o tutor. As atividades partiram de ações colaborativas envolvendo leituras, vídeos e debates, normalmente assíncronos, e foram até a criação de novos espaços interativos, buscando implementar algumas correções observadas pelo MOOC EaD.</p> <p>O MOOC Tutoria foi analisado a partir do artigo escrito em 2013, por um grupo de pesquisadores da Universidade Federal do Ceará, que, juntamente com a dissertação que avaliou o MOOC EaD, tornou-se a nossa principal fonte de pesquisa para este artigo. Não priorizamos descrever as experiências, mas destacar os principais pontos comuns, tanto positivos quanto negativos, suficientes para subsidiar a descrição de algumas constatações e limitações que, no caminho das análises, facilmente se evidenciam. Os dois cursos não ocorreram simultaneamente, mas primeiro o MOOC EaD e depois o MOOC Tutoria. Embora o último tenha recebido algumas mudanças, alavancadas pela experiência anterior, percebemos uma padronização e uma repetição tanto nos relatos dos alunos, quanto dos organizadores.<sup class="mw-ref reference default-touch-area" id="cite_ref-34"><a href="./MOOC#cite_note-34" style="counter-reset: mw-Ref 34;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></span></a></sup></p> </section></span><div class="skeleton_wrapper__ZPWZp bubble_loading__UF8_g"><i style="width:.875em;height:100%"></i><i style="flex:1;height:80%"></i></div></span></section><h2 id="Limitações" data-header-section-id="11" class="header_header__GD8F8"><svg data-header-section-icon-id="11" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>Limitações</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="11"><span><div class="ai_wrapper__aoslh"><div class="ai_items__xb9HJ"><div class="ai_item__lQC0A" style="animation-delay:0s">Resumir<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#magic"></use></svg></div><div class="ai_item__lQC0A" style="animation-delay:0.1s">Perspectiva<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#globe"></use></svg></div></div></div><span class="w-content mw-parser-output"> <p>Embora alguns usuários já tenham uma maior habilidade para o uso dos recursos disponibilizados (fóruns, chats) e saibam utilizar recursos externos ao mesmo, outros demonstram insegurança e requeriam atividades mais estruturadas. Frequentemente revelaram que, para muitos usuários, o MOOC é posicionado como um curso que se estabelece segundo os moldes de ensino e de aprendizagem verificados no contexto da realidade escolar, onde há um polo emissor ensinando a um polo receptor. A certa altura do MOOC EaD, os organizadores avaliaram que já havia muito conteúdo. Comentaram, ainda, que até para eles estava complicado gerir tantas informações. Quanto à gestão da informação, não foi desenvolvida.</p> <p>O conceito de Ambiente Pessoal de Aprendizagem (Personal Learning Environment - PLE) não chegou a ser debatido com os participantes, e a intenção dos organizadores foi mantê-los nos espaços criados, evitando, assim, uma maior dispersão, como um dos problemas de cursos abertos. No Conectivismo, a criação de espaços pessoais para gestão de informação é incentivada para que cada aluno possa fazer a gestão do próprio conhecimento. Isso não aconteceu no MOOC EaD necessitando de esclarecimento pelos organizadores durante o curso.<sup class="mw-ref reference default-touch-area" id="cite_ref-:1_17-1"><a href="./MOOC#cite_note-:1-17" style="counter-reset: mw-Ref 17;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></span></a></sup></p> </span><div class="skeleton_wrapper__ZPWZp bubble_loading__UF8_g"><i style="width:.875em;height:100%"></i><i style="flex:1;height:80%"></i></div></span></section><h2 id="Práticas_educacionais_e_cursos_relacionados" data-header-section-id="12" class="header_header__GD8F8"><svg data-header-section-icon-id="12" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>Práticas educacionais e cursos relacionados</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="12"><span><span class="w-content mw-parser-output"> <p>Até o dado momento existem poucas práticas ou definições neste campo. Três organizações, <a href="/pt/articles/Khan_Academy" title="Khan Academy" class="wl">Khan Academy</a>, Universidade Peer-to-Peer (P2PU) e <a href="/pt/articles/Udemy" title="Udemy" class="wl">Udemy</a> também são vistas como iniciativas similares a MOOCs porém diferem por trabalharem de forma independente ao sistema de ensino superior. Estas iniciativas proveem aulas individuais nas quais os alunos estão aptos a seguir o curso no seu próprio ritmo e de forma assíncrona com os demais estudantes.<sup class="mw-ref reference left-touch-area" id="cite_ref-CETIS78_35-0"><a href="./MOOC#cite_note-CETIS78-35" style="counter-reset: mw-Ref 35;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>35<span class="cite-bracket">]</span></span></a></sup><sup class="mw-ref reference right-touch-area" id="cite_ref-Chronicle_36-0"><a href="./MOOC#cite_note-Chronicle-36" style="counter-reset: mw-Ref 36;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>36<span class="cite-bracket">]</span></span></a></sup></p> </span><div class="skeleton_wrapper__ZPWZp bubble_loading__UF8_g"><i style="width:.875em;height:100%"></i><i style="flex:1;height:80%"></i></div></span></section><h2 id="Os_interesses_nos_MOOCs" data-header-section-id="13" class="header_header__GD8F8"><svg data-header-section-icon-id="13" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>Os interesses nos MOOCs</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="13"><span><div class="ai_wrapper__aoslh"><div class="ai_items__xb9HJ"><div class="ai_item__lQC0A" style="animation-delay:0s">Resumir<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#magic"></use></svg></div><div class="ai_item__lQC0A" style="animation-delay:0.1s">Perspectiva<svg class="icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#globe"></use></svg></div></div></div><span class="w-content mw-parser-output"> <p>O mais importante é a ideia de articulação dos meios de comunicação tradicional de massa com os novos espaços sociais oferecidos pela internet. Nota-se com isso, um claro processo de convergência tecnológica interativa. Quando se está na internet o usuário tem mais capacidade de relação, mais interatividade, mais amigos, mais conhecimento, mais atividade, mais informação cultural, mais implicação social e política. Ou seja, todos os meios de comunicação atualmente são interativos, inclusive os meios tradicionais, como a televisão, tem essa interatividade. Essa nova maneira de diálogo permite uma maior articulação entre os meios de comunicação, e implica a renuncia a qualquer controle vertical que ainda resta à comunicação.</p> <p>O contexto em que os MOOCs emergem refere-se à área tecnológica contemporânea e, especificamente, à educação aberta, uma vez que a evolução da internet para a web 2.0 (a web colaborativa) criou o cenário propício às novas formas de tratamento da informação e do conhecimento, com o estabelecimento de ambientes colaborativos na rede por meio das plataformas tecnológicas.<sup class="mw-ref reference default-touch-area" id="cite_ref-:1_17-2"><a href="./MOOC#cite_note-:1-17" style="counter-reset: mw-Ref 17;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></span></a></sup></p> <section data-mw-section-id="14"><h3 id="Abordagens_de_design_instrucional">Abordagens de design instrucional</h3> <p>Devido à escala massiva de estudantes e à alta razão entre estudante-professor, os MOOCs requerem que o <span class="new">Design Instrucional</span> permita interações e feedback em larga escala. Existem duas abordagens principais para atingir este objetvo:</p> <ul><li>Interação e feedback orientados a <a href="/pt/articles/Crowdsourcing" title="Crowdsourcing" class="wl">Crowdsourcing</a></li> <li>Feedbacks automatizados através de definição de objetivos, exames online, etc.</li></ul> <p>MOOCs conectivistas se apoiam na primeira abordagem; MOOCs de broadcast tal qual os oferecidos pelo <a href="/pt/articles/Coursera" title="Coursera" class="wl">Coursera</a> ou <a href="/pt/articles/Udacity" title="Udacity" class="wl">Udacity</a> seguem a segunda.<sup class="mw-ref reference default-touch-area" id="cite_ref-37"><a href="./MOOC#cite_note-37" style="counter-reset: mw-Ref 37;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>37<span class="cite-bracket">]</span></span></a></sup></p> <p>Uma vez que MOOCs criam uma forma de conectar aprendizes e professores de diversas áreas de conhecimento, algumas abordagens de <span class="new">Design Instrucional</span> procuram maximizar as oportunidades de interconexão e pessoas. Tais abordagens podem incluir, por exemplo, a construção do próprio MOOC de forma coletiva.</p> <p>A evolução dos MOOCs também tem causado a inovação dos materiais instrucionais. Uma tendência na área é o uso de livros-texto não tradicionais, tais como graphic novels, para aumentar os níveis de retenção dos alunos.<sup class="mw-ref reference default-touch-area" id="cite_ref-38"><a href="./MOOC#cite_note-38" style="counter-reset: mw-Ref 38;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>38<span class="cite-bracket">]</span></span></a></sup> Alguns veem a possibilidade de utilizar vídeos e outros materiais produzidos para MOOCs se tornarem uma nova forma moderna de livros-texto.<sup class="mw-ref reference default-touch-area" id="cite_ref-39"><a href="./MOOC#cite_note-39" style="counter-reset: mw-Ref 39;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>39<span class="cite-bracket">]</span></span></a></sup></p> </section><section data-mw-section-id="15"><h3 id="Custo_instrucional_da_distribuição"><span id="Custo_instrucional_da_distribui.C3.A7.C3.A3o"></span>Custo instrucional da distribuição</h3> <p>Em 2013 o <span class="new">Jornal da Educação Superior</span> entrevistou 103 professores que ensinaram em MOOCs. "Tipicamente um professor gasta algo em torno de 100 horas no desenvolvimento do MOOC antes mesmo dele começar. Este tempo é gasto na gravação de vídeos e outros tipos preparativos". Os professores, após o início do curso, gastam entre 8 e 10 horas por semana participando de fóruns de discussão e postando materiais.</p> <p>Em média foram: 33.000 alunos matriculados no MOOC; 2.600 concluiram o curso; e um professor assistente ajudando com o desenvolvimento da aula. 74% das aulas utilizaram notas automáticas e 34% utilizaram avaliações par-a-par (peer-to-peer). 97% usam vídeos originais no curso, 75% utilizam recursos educacionais abertos.<sup class="mw-ref reference left-touch-area" id="cite_ref-Chron_survey_40-0"><a href="./MOOC#cite_note-Chron_survey-40" style="counter-reset: mw-Ref 40;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>40<span class="cite-bracket">]</span></span></a></sup><sup class="mw-ref reference right-touch-area" id="cite_ref-additional_results_41-0"><a href="./MOOC#cite_note-additional_results-41" style="counter-reset: mw-Ref 41;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>41<span class="cite-bracket">]</span></span></a></sup></p> <p>Além disso, a maioria dos MOOCs oferecidos nas principais plataformas são em inglês ou espanhol, representando uma barreira significativa para a participação da maioria dos alunos de países em desenvolvimento, que raramente são competentes em outro idioma . Essas características denotam uma redução significativa do potencial disruptivo desses cursos, pois dificultam e não favorecem o acesso de pessoas com menos habilidade para acessar o produto atualmente no mercado.</p> <p>Os MOOCs podem ser caracterizados como educação de qualidade e de baixo custo, pois além de tornarem possível o acesso ao ensino superior de instituições de elite gratuitamente ou a um baixo custo (Chen, 2014), a natureza aberta desses cursos proporciona acesso dos alunos a um número maior de recursos e professores de diversas instituições, bem como aumenta a adaptação e interação com uma rede complexa, favorecendo a qualidade do ensino.<sup class="mw-ref reference default-touch-area" id="cite_ref-42"><a href="./MOOC#cite_note-42" style="counter-reset: mw-Ref 42;" class="reference-link"><span class="mw-reflink-text"><span class="cite-bracket">[</span>42<span class="cite-bracket">]</span></span></a></sup></p> </section></span><div class="skeleton_wrapper__ZPWZp bubble_loading__UF8_g"><i style="width:.875em;height:100%"></i><i style="flex:1;height:80%"></i></div></span></section><h2 id="Ver_também" data-header-section-id="16" class="header_header__GD8F8"><svg data-header-section-icon-id="16" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>Ver também</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="16"><span><span class="w-content mw-parser-output"> <ul><li><a href="/pt/articles/Conectivismo" title="Conectivismo" class="wl">Conectivismo</a></li> <li><a href="/pt/articles/Educa%C3%A7%C3%A3o_a_dist%C3%A2ncia" title="Educação a distância" class="wl">Educação a distância</a></li> <li><a href="/pt/articles/Educa%C3%A7%C3%A3o_aberta" title="Educação aberta" class="wl">Educação aberta</a></li> <li><a href="/pt/articles/Intelig%C3%AAncia_coletiva" title="Inteligência coletiva" class="wl">Inteligência coletiva</a></li> <li><a href="/pt/articles/Recursos_educacionais_abertos" title="Recursos educacionais abertos" class="wl">Recursos educacionais abertos</a></li></ul> </span></span></section><h2 id="Referências" data-header-section-id="-1" class="header_header__GD8F8"><svg data-header-section-icon-id="-1" class="header_icon__yYfwG icon_icon__gyAjs" width="18" height="18" viewBox="0 0 18 18" xmlns="http://www.w3.org/2000/svg"><use href="/icons.svg?cache=0.0.6#down"></use></svg>Referências</h2><section class="section_wrapper__8dcj4 top-section" data-mw-section-id="-1"><span><span class="w-content mw-parser-output"><span class="pcs-edit-section-link-container"><span id="pcs-edit-section-aria-normal" aria-label="Editar secção"></span><span id="pcs-edit-section-aria-protected" aria-label="Editar secção de página protegida"></span><a href="https://pt.wikipedia.org/w/index.php?title=MOOC&action=edit&section=-1&oldformat=true" data-id="-1" data-action="edit_section" aria-labelledby="pcs-edit-section-aria-normal" class="pcs-edit-section-link" target="_blank"></a></span><span> </span><div class="reflist" style=" list-style-type: decimal;" about="#mwt127"><div class="mw-references-wrap mw-references-columns" about="#mwt129"><ol class="mw-references references"><li id="cite_note-1"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-1" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-1" pcs-back-links="["./MOOC#cite_ref-1"]">[1]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-1" class="mw-reference-text reference-text"><cite class="citation journal">Bartolomé-Pina, Antonio Ramón; 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São Paulo: UNIP Interativa; ASSOCIAÇÃO BRASILEIRA DE EDUCAÇÃO À DISTÂNCIA (ABED). 449<span> </span>páginas. <a href="/pt/articles/International_Standard_Book_Number" title="International Standard Book Number" class="wl">ISBN</a><span> </span><a href="https://pt.wikipedia.org/wiki/Especial:Fontes_de_livros/978-0-262-03371-8?oldformat=true" title="Especial:Fontes de livros/978-0-262-03371-8" target="_blank">978-0-262-03371-8</a></cite></span></div></div></li> <li id="cite_note-4"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-4" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-4" pcs-back-links="["./MOOC#cite_ref-4"]">[4]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-4" class="mw-reference-text reference-text"><cite class="citation journal">Chiappe-Laverde, Andrés; Hine, Nicolás; Martínez-Silva, José Andrés (2015). <a rel="mw:ExtLink nofollow" href="http://www.revistacomunicar.com/index.php?contenido=detalles&numero=44&articulo=44-2015-01" class="external text" target="_blank">«Literature and Practice: A Critical Review of MOOCs»</a>. <i>Comunicar</i> (em espanhol). <b>22</b> (44): 09–18. <a href="/pt/articles/International_Standard_Serial_Number" title="International Standard Serial Number" class="wl">ISSN</a><span> </span><a rel="mw:ExtLink nofollow" href="//www.worldcat.org/issn/1134-3478" class="external text" target="_blank">1134-3478</a>. <a href="/pt/articles/Digital_object_identifier" title="Digital object identifier" class="wl">doi</a>:<a rel="mw:ExtLink nofollow" href="//dx.doi.org/10.3916%2Fc44-2015-01" class="external text" target="_blank">10.3916/c44-2015-01</a></cite></span></div></div></li> <li id="cite_note-5"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-5" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-5" pcs-back-links="["./MOOC#cite_ref-5"]">[5]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-5" class="mw-reference-text reference-text">Smith, Lindsey "<a rel="mw:ExtLink nofollow" href="http://www.educationdive.com/news/5-mooc-providers/44506/" class="external text" target="_blank">5 education providers offering MOOCs now or in the future</a>". July 31 2012.</span></div></div></li> <li id="cite_note-6"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-6" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-6" pcs-back-links="["./MOOC#cite_ref-6"]">[6]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-6" class="mw-reference-text reference-text">Laura Pappano. <a rel="mw:ExtLink nofollow" href="http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=1" class="external text" target="_blank">The Year of the MOOC - The New York Times</a>. 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July, 2012</span></div></div></li> <li id="cite_note-8"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-8" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-8" pcs-back-links="["./MOOC#cite_ref-8"]">[8]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-8" class="mw-reference-text reference-text"><cite class="citation web">Psico, Bib (Fevereiro, 2018). <a rel="mw:ExtLink nofollow" href="//www.ufrgs.br/bibpsico/2018/02/o-que-sao-moocs-massive-open-online-courses/" class="external text" target="_blank">«O que são MOOCs (Massive Open Online Courses)?»</a>. 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Clark, "The Correspondence School--Its Relation to Technical Education and Some of Its Results," <i>Science</i> (1906) 24#611 pp.<span> </span>327–334 <a rel="mw:ExtLink nofollow" href="http://www.jstor.org/stable/1633383" class="external text" target="_blank">in JSTOR</a></span></div></div></li> <li id="cite_note-12"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-12" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-12" pcs-back-links="["./MOOC#cite_ref-12"]">[12]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-12" class="mw-reference-text reference-text">Joseph F. Kett, <i>Pursuit of Knowledge Under Difficulties: From Self-Improvement to Adult Education in America</i> (1996) pp 236-8</span></div></div></li> <li id="cite_note-13"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-13" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-13" pcs-back-links="["./MOOC#cite_ref-13"]">[13]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-13" class="mw-reference-text reference-text"><cite class="citation journal">Bartolomé-Pina, Antonio Ramón; Steffens, Karl (2015). <a rel="mw:ExtLink nofollow" href="//doi.org/10.3916/C44-2015-10" class="external text" target="_blank">«Are MOOCs Promising Learning Environments?»</a>. <i>Comunicar</i> (em espanhol). <b>22</b> (44): 91–99. <a href="/pt/articles/International_Standard_Serial_Number" title="International Standard Serial Number" class="wl">ISSN</a><span> </span><a rel="mw:ExtLink nofollow" href="//www.worldcat.org/issn/1134-3478" class="external text" target="_blank">1134-3478</a>. <a href="/pt/articles/Digital_object_identifier" title="Digital object identifier" class="wl">doi</a>:<a rel="mw:ExtLink nofollow" href="//dx.doi.org/10.3916%2Fc44-2015-10" class="external text" target="_blank">10.3916/c44-2015-10</a></cite></span></div></div></li> <li id="cite_note-14"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-14" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-14" pcs-back-links="["./MOOC#cite_ref-14"]">[14]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-14" class="mw-reference-text reference-text">Susan Matt and Luke Fernandez, "Before MOOCs, 'Colleges of the Air,'" <a rel="mw:ExtLink nofollow" href="http://chronicle.com/blogs/conversation/2013/04/23/before-moocs-colleges-of-the-air/?cid=at&utm_source=at&utm_medium=en" class="external text" target="_blank"><i>Chronicle of Higher Education</i> April 23, 2013</a></span></div></div></li> <li id="cite_note-15"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-15" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-15" pcs-back-links="["./MOOC#cite_ref-15"]">[15]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-15" class="mw-reference-text reference-text">Matt and Fernandez, "Before MOOCs"</span></div></div></li> <li id="cite_note-16"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-16" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-16" pcs-back-links="["./MOOC#cite_ref-16"]">[16]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-16" class="mw-reference-text reference-text">James P. 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CartaCapital</cite></span></div></div></li> <li id="cite_note-24"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-24" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-24" pcs-back-links="["./MOOC#cite_ref-24"]">[24]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-24" class="mw-reference-text reference-text"><a rel="mw:ExtLink nofollow" href="http://www.jornaldaciencia.org.br/Detalhe.jsp?id=85111" class="external free" target="_blank">http://www.jornaldaciencia.org.br/Detalhe.jsp?id=85111</a></span></div></div></li> <li id="cite_note-25"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-25" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-25" pcs-back-links="["./MOOC#cite_ref-25"]">[25]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-25" class="mw-reference-text reference-text"><a rel="mw:ExtLink nofollow" 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href="http://pro.poli.usp.br/noticias/professores-pro-primeiro-mooc" class="external free" target="_blank">http://pro.poli.usp.br/noticias/professores-pro-primeiro-mooc</a></span></div></div></li> <li id="cite_note-32"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-32" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-32" pcs-back-links="["./MOOC#cite_ref-32"]">[32]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-32" class="mw-reference-text reference-text"><a rel="mw:ExtLink nofollow" href="http://www.estadao.com.br/noticias/vidae,usp-lanca-primeiro-curso-virtual-gratuito-de-nivel-superior-da-america-latina,1041146,0.htm" class="external free" target="_blank">http://www.estadao.com.br/noticias/vidae,usp-lanca-primeiro-curso-virtual-gratuito-de-nivel-superior-da-america-latina,1041146,0.htm</a></span></div></div></li> <li id="cite_note-33"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a 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class="mw-reference-text reference-text"><cite class="citation web">Almeida, Dione; Marques, Paula (2015). <a rel="mw:ExtLink nofollow" href="http://www.abed.org.br/congresso2015/anais/pdf/BD_215.pdf" class="external text" target="_blank">«MOOCS: uma análise das experiências pioneiras no Brasil e Portugal - constatações e limitações»</a> <span style="font-size:85%;">(PDF)</span>. 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University of Bolton: CETIS, 2013. pp. 7-8.</span></div></div></li> <li id="cite_note-Chronicle-36"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-Chronicle-36" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-Chronicle-36" pcs-back-links="["./MOOC#cite_ref-Chronicle_36-0"]">[36]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-Chronicle-36" class="mw-reference-text reference-text"><cite class="citation news"><a rel="mw:ExtLink nofollow" href="http://chronicle.com/article/What-You-Need-to-Know-About/133475/" class="external text" target="_blank">«What You Need to Know About MOOCs»</a>. <i><span class="new">Chronicle of Higher Education</span></i><span class="reference-accessdate">. Consultado em 14 de março de 2013</span></cite></span></div></div></li> <li id="cite_note-37"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-37" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-37" pcs-back-links="["./MOOC#cite_ref-37"]">[37]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-37" class="mw-reference-text reference-text">Carson, Steve. "<a rel="mw:ExtLink nofollow" href="http://tofp.wordpress.com/2012/07/23/what-we-talk-about-when-we-talk-about-automated-assessment/" class="external text" target="_blank">What we talk about when we talk about automated assessment</a>" July 23, 2012</span></div></div></li> <li id="cite_note-38"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-38" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-38" pcs-back-links="["./MOOC#cite_ref-38"]">[38]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-38" class="mw-reference-text reference-text"><cite class="citation web">Price, Matthew (1 de março de 2013). <a rel="mw:ExtLink nofollow" href="http://newsok.com/first-massive-open-online-course-at-university-of-oklahoma-to-feature-graphic-novel/article/3759503?custom_click=lead_story_title" class="external text" target="_blank">«First massive open online course at University of Oklahoma to feature graphic novel»</a>. The Oklahoman<span class="reference-accessdate">. Consultado em 1 de março de 2013</span></cite></span></div></div></li> <li id="cite_note-39"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-39" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-39" pcs-back-links="["./MOOC#cite_ref-39"]">[39]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-39" class="mw-reference-text reference-text"><cite class="citation web">Young, Jeffrey R. (27 de janeiro de 2013). <a rel="mw:ExtLink nofollow" href="http://chronicle.com/article/Dont-Call-Them-Textbooks/136835/" class="external text" target="_blank">«The Object Formerly Known as the Textbook»</a>. <span class="new">Chronicle of Higher Education</span><span class="reference-accessdate">. Consultado em 14 de março de 2013</span></cite></span></div></div></li> <li id="cite_note-Chron_survey-40"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-Chron_survey-40" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-Chron_survey-40" pcs-back-links="["./MOOC#cite_ref-Chron_survey_40-0"]">[40]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-Chron_survey-40" class="mw-reference-text reference-text"><cite class="citation news">Kolowich, Steven (26 de março de 2013). <a rel="mw:ExtLink nofollow" href="http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview" class="external text" target="_blank">«The Professors Who Make the MOOCs»</a>. <i><span class="new">Chronicle of Higher Education</span></i><span class="reference-accessdate">. Consultado em 26 de março de 2013</span></cite></span></div></div></li> <li id="cite_note-additional_results-41"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-additional_results-41" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-additional_results-41" pcs-back-links="["./MOOC#cite_ref-additional_results_41-0"]">[41]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-additional_results-41" class="mw-reference-text reference-text"><cite class="citation news"><a rel="mw:ExtLink nofollow" href="http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=results" class="external text" target="_blank">«Additional Results From The Chronicle's Survey»</a>. <i><span class="new">Chronicle of Higher Education</span></i>. 26 de março de 2013<span class="reference-accessdate">. Consultado em 26 de março de 2013</span></cite></span></div></div></li> <li id="cite_note-42"><div class="pcs-ref"><div class="pcs-ref-backlink-container"><a id="back_link_cite_note-42" class="pcs-ref-back-link" href="./MOOC#pcs-ref-back-link-cite_note-42" pcs-back-links="["./MOOC#cite_ref-42"]">[42]</a></div><div class="pcs-ref-body"><span id="mw-reference-text-cite_note-42" class="mw-reference-text reference-text"><cite class="citation journal">Moura, Valéria Feitosa (2017). <a rel="mw:ExtLink nofollow" href="http://www.periodicos.ufpb.br/index.php/tpa/article/view/33103/18866" class="external text" target="_blank">«Características Disruptivas dos Massive Open Online Courses (MOOCs): Uma Análise Exploratória no Ensino Superior Brasileiro»</a>. <i>Universidade federal da Paraíba</i></cite></span></div></div></li> </ol></div></div> </span></span></section></div><footer class="footer_footer__Ods1f"><a href="https://pt.wikipedia.org/w/index.php?title=MOOC&action=edit&oldformat=true" 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class=\"pcs-edit-section-link-container\"\u003e\u003ca href=\"https://pt.wikipedia.org/w/index.php?title=MOOC\u0026action=edit\u0026section=0\u0026oldformat=true\" data-id=\"0\" data-action=\"edit_section\" aria-labelledby=\"pcs-edit-section-aria-normal\" class=\"pcs-edit-section-link\" target=\"_blank\"\u003e\u003c/a\u003e\u003c/span\u003e\u003cp\u003e\u003cb\u003eCurso Online Aberto e Massivo\u003c/b\u003e, do inglês \u003ci\u003eMassive Open Online Course\u003c/i\u003e (\u003cb\u003eMOOC\u003c/b\u003e), é um tipo de \u003ca href=\"/pt/articles/Educa%C3%A7%C3%A3o_aberta\" title=\"Educação aberta\" class=\"wl\"\u003ecurso aberto\u003c/a\u003e oferecido por meio de ambientes virtuais de aprendizagem, ferramentas da \u003ca href=\"/pt/articles/Web_2.0\" title=\"Web 2.0\" class=\"wl\"\u003eWeb 2.0\u003c/a\u003e ou \u003ca href=\"/pt/articles/Rede_social\" title=\"Rede social\" class=\"wl\"\u003eredes sociais\u003c/a\u003e que visam oferecer para um grande número de alunos a oportunidade de ampliar seus conhecimentos num processo de co-produção\u003csup class=\"mw-ref reference left-touch-area\" id=\"cite_ref-1\"\u003e\u003ca href=\"./MOOC#cite_note-1\" style=\"counter-reset: mw-Ref 1;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e1\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e.\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-2\"\u003e\u003ca href=\"./MOOC#cite_note-2\" style=\"counter-reset: mw-Ref 2;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e2\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\u003cfigure class=\"mw-default-size pcs-widen-image-ancestor\" typeof=\"mw:File/Thumb\"\u003e\u003ca href=\"#/media/Ficheiro:Educação_aberta.jpg\" class=\"mw-file-description pcs-widen-image-ancestor\"\u003e\u003cimg loading=\"lazy\" \n src=//upload.wikimedia.org/wikipedia/commons/thumb/f/f9/Educa%C3%A7%C3%A3o_aberta.jpg/640px-Educa%C3%A7%C3%A3o_aberta.jpg\n srcset=//upload.wikimedia.org/wikipedia/commons/thumb/f/f9/Educa%C3%A7%C3%A3o_aberta.jpg/960px-Educa%C3%A7%C3%A3o_aberta.jpg 1.5x\n alt=Thumb image\n class=mw-file-element pcs-widen-image-override\n width=640\n height=852\n style=width: 640px;\n \u003e\u003c/a\u003e\u003cfigcaption\u003eIIYOSHI, Toru; KUMAR, M. S. Vijay. \u003cb\u003eEducação aberta\u003c/b\u003e: \u003ci\u003eo avanço coletivo da educação pela tecnologia, conteúdo e conhecimento abertos\u003c/i\u003e. UNIP Interativa Ensino a distância \u0026amp; ASSOCIAÇÃO BRASILEIRA DE EDUCAÇÃO A DISTÂNCIA (ABED)\u003c/figcaption\u003e\u003c/figure\u003e\n\u003cfigure class=\"mw-default-size pcs-widen-image-ancestor\" typeof=\"mw:File/Thumb\"\u003e\u003ca href=\"#/media/Ficheiro:MOOC_poster_mathplourde.png\" class=\"mw-file-description pcs-widen-image-ancestor is-cover landscape\"\u003e\u003cimg loading=\"lazy\" \n src=//upload.wikimedia.org/wikipedia/commons/thumb/8/87/MOOC_poster_mathplourde.png/640px-MOOC_poster_mathplourde.png\n \n alt=Thumb image\n class=mw-file-element pcs-widen-image-override\n width=640\n height=401\n style=width: 640px;\n \u003e\u003c/a\u003e\u003cfigcaption\u003eLettering de Massive Open Online Course\u003c/figcaption\u003e\u003c/figure\u003e\n\u003cp\u003eMOOC é um desenvolvimento recente na área de \u003ca href=\"/pt/articles/Educa%C3%A7%C3%A3o_a_dist%C3%A2ncia\" title=\"Educação a distância\" class=\"wl\"\u003eeducação a distância\u003c/a\u003e, e uma progressão dos ideais de \u003ca href=\"/pt/articles/Educa%C3%A7%C3%A3o_aberta\" title=\"Educação aberta\" class=\"wl\"\u003eeducação aberta\u003c/a\u003e\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-3\"\u003e\u003ca href=\"./MOOC#cite_note-3\" style=\"counter-reset: mw-Ref 3;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e3\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e sugerido pelos REA - \u003ca href=\"/pt/articles/Recursos_educacionais_abertos\" title=\"Recursos educacionais abertos\" class=\"wl\"\u003erecursos educacionais abertos\u003c/a\u003e.\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-4\"\u003e\u003ca href=\"./MOOC#cite_note-4\" style=\"counter-reset: mw-Ref 4;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e4\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e Embora o projeto e participação em um MOOC possa ser semelhante ao de um curso em uma faculdade ou universidade, os MOOC normalmente são gratuitos e não exigem pré-requisitos mas também não oferecem certificados de participação. São ofertados para um grande número de alunos e possuem grande quantidade de material. Os MOOCs são definidos pelo grande volume e heterogeneidade de estudantes participantes. Talvez, no futuro, possa haver validação por uma Universidade através de uma avaliação presencial. \u003c/p\u003e\n\n\u003cp\u003eO MOOC tem como raízes o movimento dos recursos educacionais abertos e do \u003ca href=\"/pt/articles/Conectivismo\" title=\"Conectivismo\" class=\"wl\"\u003econectivismo\u003c/a\u003e. Mais recentemente, uma série de projetos de MOOC têm surgido de forma independente, como \u003ca href=\"/pt/articles/Coursera\" title=\"Coursera\" class=\"wl\"\u003eCoursera\u003c/a\u003e, \u003ca href=\"/pt/articles/Udacity\" title=\"Udacity\" class=\"wl\"\u003eUdacity\u003c/a\u003e, \u003cspan class=\"new\"\u003eOpenClass\u003c/span\u003e e \u003cspan class=\"new\"\u003eedX\u003c/span\u003e.\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-5\"\u003e\u003ca href=\"./MOOC#cite_note-5\" style=\"counter-reset: mw-Ref 5;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e5\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e O investimento financeiro, de forma significativa em 2012, que as instituições aplicaram nesses projetos ajudou a ganhar a atenção do grande público para o MOOC chegando a ser tema do \u003ca href=\"/pt/articles/New_York_Times\" title=\"New York Times\" class=\"mw-redirect wl\"\u003eNew York Times\u003c/a\u003e em novembro de 2012\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-6\"\u003e\u003ca href=\"./MOOC#cite_note-6\" style=\"counter-reset: mw-Ref 6;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e6\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e destinando toda a sua coluna de Educação à temática MOOC. Cogita-se que esses projetos MOOC objetivam fazer experimentos para transformar os atuais cursos do tipo \u003ca href=\"/pt/articles/E-learning\" title=\"E-learning\" class=\"wl\"\u003ee-learning\u003c/a\u003e mais escaláveis, sustentáveis e rentáveis.\u003c/p\u003e\n\n\u003cmeta property=\"mw:PageProp/toc\" data-mw=\"{\u0026quot;autoGenerated\u0026quot;:true}\"\u003e"])</script><script>self.__next_f.push([1,"4f:Te9f,"])</script><script>self.__next_f.push([1,"\n\u003cp\u003eEnquanto não há uma definição em comum acerca do que seja um MOOC, duas características básicas merecem ser destacadas:\u003c/p\u003e\n\u003cul\u003e\u003cli\u003e\u003ca href=\"/pt/articles/Acesso_aberto\" title=\"Acesso aberto\" class=\"wl\"\u003eAcesso aberto\u003c/a\u003e: Para participar de um MOOC não precisa ser um aluno efetivamente matriculado em uma escola clássica, e não é obrigado a pagar nenhuma taxa. Embora possa haver custos de manutenção, mas em princípio são totalmente gratuitos e abertos para qualquer tipo de público;\u003c/li\u003e\n\u003cli\u003eEscalabilidade: Muitos cursos tradicionais dependem de um certo número de participantes e alguns professores para serem iniciados. No entanto, pela proposta do MOOC em ser \u003cspan class=\"new\"\u003emassivo\u003c/span\u003e sugere que o curso é projetado para suportar um número indefinido de participantes.\u003c/li\u003e\u003c/ul\u003e\n\n\u003cp\u003eOutras características associadas com esses projetos de MOOC's iniciais, são o licenciamento aberto de conteúdo (\u003ca href=\"/pt/articles/Creative_Commons\" title=\"Creative Commons\" class=\"wl\"\u003eCreative Commons\u003c/a\u003e), estrutura aberta e metas de aprendizagem, \u003ca href=\"/pt/articles/Comunidade_de_pr%C3%A1tica\" title=\"Comunidade de prática\" class=\"wl\"\u003ecomunidade de prática\u003c/a\u003e, etc. Embora possam não estar presente em todos os projetos MOOC's.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-7\"\u003e\u003ca href=\"./MOOC#cite_note-7\" style=\"counter-reset: mw-Ref 7;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e7\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eDiferentemente dos cursos tradicionais, que pressupõem a capacidade de acompanhamento dos alunos matriculados por um professor ou tutor, os MOOCs são idealizados para serem acessados por milhares de pessoas. As ferramentas são projetadas de modo que o conhecimento do aluno seja testado a cada módulo aprendido, fazendo uso de questionários, games, avaliações colaborativas e formação de mentores de percursos entre os egressos dos cursos, entre outras estratégias.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-8\"\u003e\u003ca href=\"./MOOC#cite_note-8\" style=\"counter-reset: mw-Ref 8;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e8\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eDestaca-se também, conforme o Prof. Figueiredo,\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-9\"\u003e\u003ca href=\"./MOOC#cite_note-9\" style=\"counter-reset: mw-Ref 9;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e9\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e que haveria os \u003cb\u003ec\u003c/b\u003eMOOC's, com fortes influências \u003ci\u003e\u003cb\u003ec\u003c/b\u003e\u003c/i\u003eonectivistas, e os xMOOC's mais tradicionais e estruturados como os do \u003ca href=\"/pt/articles/MIT\" title=\"MIT\" class=\"mw-redirect wl\"\u003eMIT\u003c/a\u003e. Quanto aos cMOOC's, onde os investimentos estão sendo maiores, Figueiredo destaca:\u003c/p\u003e\n\u003cul\u003e\u003cli\u003eExploratórios: o desenvolvimento dos cMOOC's segue um percurso exploratório, de ciclos de tentativa-erro-reflexão;\u003c/li\u003e\n\u003cli\u003eDisruptivos: os cMOOC's possuem uma poderosa semente para romper com a clássica forma de ensinar e aprender;\u003c/li\u003e\n\u003cli\u003eDesconstrutivos: na reforma de uma velha casa é mais fácil, e produtivo, destruí-la e criar um novo projeto, estrutura e design;\u003c/li\u003e\n\u003cli\u003eIncubadoras: os cMOOC's são verdadeiros ninhos para explorarmos novas práticas na educação e agregar o potencial da \u003ca href=\"/pt/articles/Intelig%C3%AAncia_coletiva\" title=\"Inteligência coletiva\" class=\"wl\"\u003einteligência coletiva\u003c/a\u003e da Web 2.0.\u003c/li\u003e\n\u003cli\u003eContextuais: como o conhecimento vai sendo co-produzido por todos o mais importante fica sendo o contexto, e não o conteúdo. Conhecimento gerando mais conhecimento.\u003c/li\u003e\u003c/ul\u003e\n\n"])</script><script>self.__next_f.push([1,"51:T3d87,"])</script><script>self.__next_f.push([1,"\n\u003csection data-mw-section-id=\"3\"\u003e\u003ch3 id=\"Origem\"\u003eOrigem\u003c/h3\u003e\n\u003cp\u003eOs criadores do conectivismo como sendo uma nova \u003ca href=\"/pt/articles/Teorias_da_aprendizagem\" title=\"Teorias da aprendizagem\" class=\"mw-redirect wl\"\u003eteoria de aprendizagem\u003c/a\u003e, \u003ca href=\"/pt/articles/George_Siemens\" title=\"George Siemens\" class=\"wl\"\u003eGeorge Siemens\u003c/a\u003e e \u003ca href=\"/pt/articles/Stephen_Downes\" title=\"Stephen Downes\" class=\"wl\"\u003eStephen Downes\u003c/a\u003e, em 2008 para ampliar a discussão sobre a sua polêmica teoria ofereceram um curso sobre “Connectivism and Connective Knowledge” (Conectivismo e Conhecimento Conectivo) para 25 alunos pagantes da \u003ca href=\"/pt/articles/Universidade_de_Manitoba\" title=\"Universidade de Manitoba\" class=\"wl\"\u003eUniversidade de Manitoba\u003c/a\u003e (Canadá) e para outros 2300 estudantes que puderam participar do curso gratuitamente pela internet ao longo de 12 semanas.\u003c/p\u003e\n\n\u003cp\u003eEssa iniciativa foi chamada de MOOC – Massive Open Online Course - por \u003cspan class=\"new\"\u003eDave Cormier\u003c/span\u003e, Gerente de Comunicação na Web e Inovações na \u003cspan class=\"new\"\u003eUniversidade de Prince Edward Island\u003c/span\u003e, e pesquisador Senior do Instituto Nacional de Tecnologia na Educação Liberal.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-10\"\u003e\u003ca href=\"./MOOC#cite_note-10\" style=\"counter-reset: mw-Ref 10;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e10\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003c/section\u003e\u003csection data-mw-section-id=\"4\"\u003e\u003ch3 id=\"Precursores\"\u003ePrecursores\u003c/h3\u003e\n\u003cp\u003eAntes do advento da \u003ca href=\"/pt/articles/Era_da_informa%C3%A7%C3%A3o\" title=\"Era da informação\" class=\"mw-redirect wl\"\u003eera da informação\u003c/a\u003e, a \u003ca href=\"/pt/articles/Educa%C3%A7%C3%A3o_a_dist%C3%A2ncia\" title=\"Educação a distância\" class=\"wl\"\u003eeducação a distância\u003c/a\u003e surgiu através dos cursos por correspondência, via TV e formas primitivas de \u003ca href=\"/pt/articles/E-learning\" title=\"E-learning\" class=\"wl\"\u003ee-learning\u003c/a\u003e. Por volta do ano de 1890 cursos por correspondência especializados em assuntos como testes para concursos públicos eram promovidos e vendidos porta a porta nos \u003ca href=\"/pt/articles/Estados_Unidos\" title=\"Estados Unidos\" class=\"wl\"\u003eEstados Unidos\u003c/a\u003e.\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-11\"\u003e\u003ca href=\"./MOOC#cite_note-11\" style=\"counter-reset: mw-Ref 11;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e11\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e Em 1920, nos \u003ca href=\"/pt/articles/Estados_Unidos\" title=\"Estados Unidos\" class=\"wl\"\u003eEstados Unidos\u003c/a\u003e, mais de 4 milhões de americanos — significativamente mais do que a população do ensino superior na época — estiveram matriculados em algum tipo de cursos técnicos a distância, com uma taxa de sucesso inferior a 3%.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-12\"\u003e\u003ca href=\"./MOOC#cite_note-12\" style=\"counter-reset: mw-Ref 12;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e12\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eEm 1920, quando o Rádio era considerado a mais avançada tecnologia de comunicação em massa, as Universidades dos Estados Unidos rapidamente definiram concessões relativas às frequências de rádio. Em 1922, a Universidade de Nova York, pôs em operação sua própria estação de Rádio, com planos de difundir através dela os mais diversos conteúdos. Outras universidades acompanharam tal movimento, incluindo Columbia, Harvard, Kansas State, Ohio State, NYU, Purdue, Tufts, e as Universidades de Akron, Arkansas, California, Florida, Hawaii, Iowa, Minnesota, Nebraska, Ohio, Wisconsin, and Utah. Pesquisadores como Antonio Bartolomé e Karl Steffens chegam a defender que estes cursos americanos transmitidos através do rádio foram os primeiros MOOC's da história, retirando o pioneirismo do curso “Connectivism and Connective Knowledge” (Conectivismo e Conhecimento Conectivo) citado anteriormente.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-13\"\u003e\u003ca href=\"./MOOC#cite_note-13\" style=\"counter-reset: mw-Ref 13;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e13\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eAinda em 1920, o jornalista americano Bruce Bliven ponderou em rede nacional: \"Estaria o rádio se tornando a espinha dorsal da \u003ca href=\"/pt/articles/Educa%C3%A7%C3%A3o_a_dist%C3%A2ncia\" title=\"Educação a distância\" class=\"wl\"\u003eeducação a distância\u003c/a\u003e? A sala de aula será abolida e as crianças do futuro serão alimentadas com fatos enquanto permanecem sentadas em casa ou, até mesmo, enquanto andam pelas ruas com seus receptores de rádio nos bolsos?\".\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-14\"\u003e\u003ca href=\"./MOOC#cite_note-14\" style=\"counter-reset: mw-Ref 14;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e14\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e Nesta época, os números de estudantes que liam livros de texto e participavam de aulas a distância, porém a taxa de rejeição de tais cursos eram relativamente altos. Além disso, a tutoria através deste meio era difícil devido a distância. Em 1940, 20 anos depois, os cursos via rádio praticamente sumiram.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-15\"\u003e\u003ca href=\"./MOOC#cite_note-15\" style=\"counter-reset: mw-Ref 15;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e15\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e A instituição australiana conhecida como Escola dos Ares utilizou a tecnologia de rádios bidirecionais para ensinar crianças em locais remotos em 1951.\u003c/p\u003e\n\n\u003cp\u003eFilmes falados foram a tecnologia do momento entre as décadas de 1930 e 1940. Filmes foram utilizados para treinar milhões de recrutas americanos sobre o uso e operação de diversos equipamentos durante a segunda guerra mundial. Diversas universidades televisaram aulas no fim da década de 1940 na Universidade de Louisville. Na década de 1980, diversas universidades foram conectadas a outros campi através de vídeos de circuito fechado para o ensino de cursos avançados a pequenos grupos de alunos. Em 1994, muitas universidades já ofereciam programas de graduação a distância com mais de 150 cursos superiores.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-16\"\u003e\u003ca href=\"./MOOC#cite_note-16\" style=\"counter-reset: mw-Ref 16;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e16\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003c/section\u003e\u003csection data-mw-section-id=\"5\"\u003e\u003ch3 id=\"MOOCs_e_sua_evolução\"\u003e\u003cspan id=\"MOOCs_e_sua_evolu.C3.A7.C3.A3o\"\u003e\u003c/span\u003eMOOCs e sua evolução\u003c/h3\u003e\n\u003cp\u003eAtualmente, universidades de renome em todo o mundo adotaram o chamado “Massive Open Online Courses”, isto é, cursos online abertos para todos. Sites como Coursera, Khan Academy, Udacity e edX, reúnem em um mesmo ambiente virtual cursos com aulas gravadas das melhores universidades do mundo, tais como Cambridge, Harvard, MIT e, com professores de excelência. Segundo Allen et al (2014), o conceito de MOOC perpassa pela ideia de “a course of study made available over the Internet without charge to a very large number of people”.\u003c/p\u003e\n\n\u003cp\u003eEstas universidades revolucionaram a educação superior ao incentivar cada vez mais que seus alunos busquem conhecimentos em outros lugares e, que estudantes de qualquer lugar do mundo tenham acesso ao seu método de ensino e interpretação. Assim, as possiblidades geradas pela internet e o crescimento da qualidade do ensino à distância vai transformando os desafios em novas oportunidades.\u003c/p\u003e\n\n\u003cp\u003eVerifica-se também o crescimento da qualidade das aulas apresentadas pelos professores, que ao interagirem com o estudantes de diversos países aprimoram seus conhecimentos humanos e, aprendem com a cultura e realidade de outras regiões. Mas, principalmente o incentivo para que outras instituições mergulhem nessa ramificação da internacionalização de universidades.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:1_17-0\"\u003e\u003ca href=\"./MOOC#cite_note-:1-17\" style=\"counter-reset: mw-Ref 17;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e17\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eEm 2007 foi ofertado o primeiro curso on-line com as características do MOOC pela Utah State University, embora cursos online já existissem. O chamado MOOC foi de fato utilizado um ano depois e foi capaz de reunir 2300 estudantes de diversos países. Nesse momento, o objetivo era utilizar as tecnologias emergentes para propiciar a “aprendizagem social distribuída em rede”.\u003c/p\u003e\n\n\u003cp\u003eEm 2011, professores da Universidade de Stanford também começaram a coordenar cursos na modalidade online para grandes massas, conquistando estudantes de todo o globo e, novamente “reforçando o conceito de cursos abertos e em grande escala em termos de alunos” \u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:0_18-0\"\u003e\u003ca href=\"./MOOC#cite_note-:0-18\" style=\"counter-reset: mw-Ref 18;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e18\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e. Deve-se notar, todavia, que os MOOCs possuem duas vertentes distintas: os cMOOCs e os xMOOCs. O primeiro é baseado no Conectivismo que se “desenvolvem de modo mais informal na rede e são relativamente livre das „amarras‟ de uma instituição tradicional de ensino”\u003c/p\u003e\n\n\u003cp\u003eDeve-se notar, todavia, que os MOOCs possuem duas vertentes distintas: os cMOOCs e os xMOOCs. O primeiro é baseado no Conectivismo que se “desenvolvem de modo mais informal na rede e são relativamente livre das „amarras‟ de uma instituição tradicional de ensino” \u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:0_18-1\"\u003e\u003ca href=\"./MOOC#cite_note-:0-18\" style=\"counter-reset: mw-Ref 18;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e18\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e Assim nos cMOOS os estudantes são encorajados a buscar mais conhecimento na rede, evoluindo assim os debates nos cursos. Além de aumentar a interatividade entre os participantes nas diversas plataformas tecnológicas existentes (\u003ca href=\"/pt/articles/Blog\" title=\"Blog\" class=\"wl\"\u003eblogs\u003c/a\u003e, wikis, websites, redes sociais, etc.). Já os modelos xMOOCs são mais recentes e “correspondem a uma extensão dos modelos pedagógicos utilizados pelas instituições de ensino tradicionais, privilegiando, porém, as práticas instrucionais de ensino, ou seja, fazendo uso do design instrucional” \u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:0_18-2\"\u003e\u003ca href=\"./MOOC#cite_note-:0-18\" style=\"counter-reset: mw-Ref 18;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e18\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e. Isto é, os formatos são pré-definidos pelos professores da universidade, onde a figura do professor é central e a interatividades entre os estudantes não é prioridade.\u003c/p\u003e\n\n\u003c/section\u003e\u003csection data-mw-section-id=\"6\"\u003e\u003ch3 id=\"Desenvolvimento_recente\"\u003eDesenvolvimento recente\u003c/h3\u003e\n\u003cp\u003eO ano de 2012 ficou conhecido como o \"Ano dos MOOCs\" pois diversas iniciativas alavancadas por investimentos e associadas com universidades bem conceituadas sugiram. Exemplos no mundo são \u003ca href=\"/pt/articles/Coursera\" title=\"Coursera\" class=\"wl\"\u003eCoursera\u003c/a\u003e, \u003ca href=\"/pt/articles/Udacity\" title=\"Udacity\" class=\"wl\"\u003eUdacity\u003c/a\u003e e \u003cspan class=\"new\"\u003eedX\u003c/span\u003e e, no Brasil, a plataforma \u003ca href=\"/pt/articles/Veduca\" title=\"Veduca\" class=\"wl\"\u003eVeduca\u003c/a\u003e.\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-19\"\u003e\u003ca href=\"./MOOC#cite_note-19\" style=\"counter-reset: mw-Ref 19;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e19\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eEm outubro de 2011 a \u003ca href=\"/pt/articles/Universidade_Stanford\" title=\"Universidade Stanford\" class=\"wl\"\u003eUniversidade Stanford\u003c/a\u003e lançou três cursos e, cada um deles, alcançou a marca de 100.000 inscritos.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-NYT71712_20-0\"\u003e\u003ca href=\"./MOOC#cite_note-NYT71712-20\" style=\"counter-reset: mw-Ref 20;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e20\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e Com a grande aceitação de tais cursos Daphne Koller e Andrew Ng deram início ao \u003ca href=\"/pt/articles/Coursera\" title=\"Coursera\" class=\"wl\"\u003eCoursera\u003c/a\u003e. Alavancados pela tecnologia já desenvolvida em Stanford, o \u003ca href=\"/pt/articles/Coursera\" title=\"Coursera\" class=\"wl\"\u003eCoursera\u003c/a\u003e tornou público dois cursos: Aprendizagem de máquina, lecionado por Andrew Ng e Banco de dados, lecionado por Jennifer Widom. Posteriormente o Coursera anunciou parcerias com diversas universidades, incluindo a Universidade da Pensilvânia, Universidade de Princeton e Universidade de Michigan.\u003cspan style=\"color:gray\"\u003e\u003csup\u003e\u003cspan\u003e[\u003c/span\u003e\u003c/sup\u003e\u003c/span\u003e\u003csup class=\"left-touch-area\"\u003e\u003ca href=\"https://pt.wikipedia.org/wiki/Wikipédia:Livro_de_estilo/Cite_as_fontes\" title=\"Wikipédia:Livro de estilo/Cite as fontes\" class=\"reference-link\" target=\"_blank\"\u003e\u003cspan style=\"color:gray\"\u003e\u003ci\u003ecarece\u003cspan\u003e\u0026nbsp;\u003c/span\u003ede fontes\u003c/i\u003e\u003c/span\u003e\u003c/a\u003e\u003cspan class=\"printfooter\"\u003e?\u003c/span\u003e\u003cspan style=\"color:gray\"\u003e\u003cspan\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003ePreocupado com a comercialização da educação online, o MIT lançou a plataforma sem fins lucrativos chamada MITx poucos meses depois como um esforço para desenvolver uma plataforma grátis e livre. A \u003ca href=\"/pt/articles/Universidade_Harvard\" title=\"Universidade Harvard\" class=\"wl\"\u003eUniversidade Harvard\u003c/a\u003e apoiou a iniciativa e se juntou ao projeto, que passou a se chamar \u003cspan class=\"new\"\u003eedX\u003c/span\u003e. Pouco tempo depois a Universidade da Califórnia também adotou a plataforma. Atualmente a iniciativa conta com o apoio também das universidades do Texas, Wesley College e Universidade de Georgetown.\u003c/p\u003e\n\n\u003cp\u003eEm novembro de 2012, o primeiro MOOC voltado para o ensino médio foi lançado nos \u003ca href=\"/pt/articles/Estados_Unidos\" title=\"Estados Unidos\" class=\"wl\"\u003eEstados Unidos\u003c/a\u003e pela Universidade de Miami. O curso foi voltado para estudantes de ensino médio em preparação para o exame SAT para Biologia. Nesta época o \u003cspan class=\"new\"\u003eWedubox\u003c/span\u003e, o primeiro grande MOOC em espanhol, deu início ao seu primeiro curso, contando com mais de 1.000 professores.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-21\"\u003e\u003ca href=\"./MOOC#cite_note-21\" style=\"counter-reset: mw-Ref 21;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e21\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eDestaca-se que apesar dos MOOC apresentarem alta taxa de matrículas também apresentam alto índice de abandono. Na Universidade de \u003ci\u003eDuke\u003c/i\u003e, por exemplo, menos de 2% dos 180.000 inscritos completaram o curso de Lógica e Argumentação ofertado entre 2011 e 2012.\u003cspan style=\"color:gray\"\u003e\u003csup\u003e\u003cspan\u003e[\u003c/span\u003e\u003c/sup\u003e\u003c/span\u003e\u003csup class=\"left-touch-area\"\u003e\u003ca href=\"https://pt.wikipedia.org/wiki/Wikipédia:Livro_de_estilo/Cite_as_fontes\" title=\"Wikipédia:Livro de estilo/Cite as fontes\" class=\"reference-link\" target=\"_blank\"\u003e\u003cspan style=\"color:gray\"\u003e\u003ci\u003ecarece\u003cspan\u003e\u0026nbsp;\u003c/span\u003ede fontes\u003c/i\u003e\u003c/span\u003e\u003c/a\u003e\u003cspan class=\"printfooter\"\u003e?\u003c/span\u003e\u003cspan style=\"color:gray\"\u003e\u003cspan\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003c/section\u003e"])</script><script>self.__next_f.push([1,"53:T19b3,"])</script><script>self.__next_f.push([1,"\n\u003cp\u003eOs avanços nas tecnologias de informação e comunicação estão levando os educadores e alunos a superar as restrições de tempo, espaço e meio ambiente. Embora uma educação em sala de aula tradicional seja bem conhecida, os sistemas de aprendizagem fora da sala de aula, especialmente aqueles aprimorados por meio da tecnologia, ainda estão sendo discutidos. Os MOOCs representam o estágio final das atuais inovações tecnológicas na educação à distância, uma vez que oferecem recursos educacionais abertos a estudantes de todo o mundo. São projetados para serem escalonáveis a grandes massas on-line com participação gratuita e sem requisitos formais e fornecem a milhões de pessoas, em todo o mundo, a oportunidade de aprender por meio de centenas de universidades ou organizações públicas e privadas em todo o mundo.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:2_22-0\"\u003e\u003ca href=\"./MOOC#cite_note-:2-22\" style=\"counter-reset: mw-Ref 22;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e22\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eAlgumas das principais razões por trás dos MOOCs que estão perdendo popularidade são a qualidade do curso questionável, a alta taxa de evasão, créditos de curso indisponíveis, avaliações ineficazes, direitos autorais complexos, hardware limitado,a utilização do inglês como língua global, dificultando o aparecimento de perspectivas de não falantes do idioma, excessivo marketing e o tratamento da educação como “commodity”,aspecto broadcast e à falta de interação entre os pares aluno-aluno e aluno-professor. Com a quantidade necessária de recursos financeiros nos seus balcões, espera-se que as empresas MOOCs reformem e desenvolvam materiais de cursos mais adequados à aprendizagem que possam ser usados num formato online mais combinado, em vez de formatos totalmente online.\u003csup class=\"mw-ref reference left-touch-area\" id=\"cite_ref-:2_22-1\"\u003e\u003ca href=\"./MOOC#cite_note-:2-22\" style=\"counter-reset: mw-Ref 22;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e22\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-23\"\u003e\u003ca href=\"./MOOC#cite_note-23\" style=\"counter-reset: mw-Ref 23;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e23\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cdl\u003e\u003cdt\u003ePrincipais plataformas\u003cspan\u003e:\u003c/span\u003e\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-:2_22-2\"\u003e\u003ca href=\"./MOOC#cite_note-:2-22\" style=\"counter-reset: mw-Ref 22;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e22\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/dt\u003e\u003c/dl\u003e\n\n\u003cul\u003e\u003cli\u003e\u003ca href=\"/pt/articles/Coursera\" title=\"Coursera\" class=\"wl\"\u003eCoursera\u003c/a\u003e Inc.\u003c/li\u003e\n\u003cli\u003eedX Inc.\u003c/li\u003e\n\u003cli\u003eUdacity Inc.\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"/pt/articles/FutureLearn\" title=\"FutureLearn\" class=\"wl\"\u003eFutureLearn\u003c/a\u003e Ltd.\u003c/li\u003e\n\u003cli\u003eCanvas Networks Inc.\u003c/li\u003e\n\u003cli\u003eOpen2Study (Open Universities Australia Pty Ltd.)\u003c/li\u003e\n\u003cli\u003eUdemy Inc.\u003c/li\u003e\n\u003cli\u003eopenSAP (SAP SE)\u003c/li\u003e\n\u003cli\u003e360training.com Inc.\u003c/li\u003e\n\u003cli\u003eIversity Inc.\u003c/li\u003e\n\u003cli\u003eMiríadax (Telefónica Learning Services S.L.U.)\u003c/li\u003e\n\u003cli\u003eBlackboard Inc.\u003c/li\u003e\u003c/ul\u003e\n\n\u003cp\u003eA presença da infraestrutura para suportar alta adoção ajudou o mercado na região da América do Norte. Por exemplo, nos Estados Unidos, para um curso específico na Georgia Tech e no MIT, os alunos puderam escolher. Eles poderiam se inscrever no curso tradicional no campus ou inscrever-se em uma versão paralela da turma que seria totalmente on-line. De acordo com os rankings do US News World Report, cerca de 22 das 25 principais universidades dos EUA estão oferecendo cursos on-line, gratuitamente.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:2_22-3\"\u003e\u003ca href=\"./MOOC#cite_note-:2-22\" style=\"counter-reset: mw-Ref 22;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e22\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eVárias universidades nos EUA permitem que os MOOCs contribuam para a conclusão do curso final, que também está contribuindo para o crescimento do mercado da região. Algumas das universidades renomadas, como a UC San Diego, a Universidade do Arizona e a Universidade da Pensilvânia, oferecem videogames como plataforma de aprendizado on-line com uma interface de jogo multijogador para apoiar habilidades de trabalho em equipe que incluem estratégia compartilhada e de comunicação. Outras universidades, como a Universidade de Illinois e a Georgia Tech, anunciaram cursos adicionais com os cursos on-line existentes\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:2_22-4\"\u003e\u003ca href=\"./MOOC#cite_note-:2-22\" style=\"counter-reset: mw-Ref 22;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e22\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003csection data-mw-section-id=\"8\"\u003e\u003ch3 id=\"Principais_tendência_do_mercado\"\u003e\u003cspan id=\"Principais_tend.C3.AAncia_do_mercado\"\u003e\u003c/span\u003ePrincipais tendência do mercado\u003c/h3\u003e\n\u003cp\u003eEspera-se que o tipo xMOOC realize uma quota de mercado significativa pois possuem sua experiência na evolução de cursos abertos e recursos educacionais abertos. São geralmente oferecidos por universidades, em colaboração com uma organização comercial ou uma empresa cujo objetivo é obter lucro. Os xMOOCs se apresentam como versões on-line de formatos tradicionais de aprendizagem (por exemplo, palestras, instruções, discussões, entre outros) em plataformas proprietárias de software especializadas de propriedade de empresas independentes. Eles atribuem relações legítimas e monetárias entre universidades que criam conteúdo e provedores de tecnologia, onde X indica os MOOCs que são baseados em conteúdo e seguem uma abordagem mais comportamentalista. O \"X\" enfatiza uma abordagem de aprendizado mais tradicional por meio de apresentações de vídeo, testes e testes curtos e foco na duplicação de conhecimento. Os xMOOCs estão associados principalmente aos três maiores fornecedores de plataformas: edX, Udacity e Coursera.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:2_22-5\"\u003e\u003ca href=\"./MOOC#cite_note-:2-22\" style=\"counter-reset: mw-Ref 22;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e22\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003c/section\u003e"])</script><script>self.__next_f.push([1,"55:T1bb7,"])</script><script>self.__next_f.push([1,"\n\u003cp\u003eNo Brasil, a primeira iniciativa MOOC foi lançada pela Universidade Estadual Paulista “Júlio de Mesquita Filho” (\u003ca href=\"/pt/articles/Unesp\" title=\"Unesp\" class=\"mw-redirect wl\"\u003eUnesp\u003c/a\u003e) em 14 de junho de 2012 com o nome Unesp Aberta. A plataforma disponibiliza gratuitamente os conteúdos e materiais didáticos dos cursos de graduação, pós-graduação e extensão da Universidade, elaborados em formato digital em parceria com o Núcleo de Educação a Distância da Universidade (NEaD) para qualquer pessoa com acesso a Internet no Brasil e no mundo. Estes materiais são organizados em cursos completos e livres, sem certificação ou assessoria pedagógica, e estão divididos em áreas do conhecimento e temas abordados.\u003c/p\u003e\n\n\u003cp\u003eO primeiro MOOC em língua portuguesa foi o MOOC EaD,\u003csup class=\"mw-ref reference left-touch-area\" id=\"cite_ref-24\"\u003e\u003ca href=\"./MOOC#cite_note-24\" style=\"counter-reset: mw-Ref 24;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e24\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003csup class=\"mw-ref reference middle-touch-area\" id=\"cite_ref-25\"\u003e\u003ca href=\"./MOOC#cite_note-25\" style=\"counter-reset: mw-Ref 25;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e25\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-26\"\u003e\u003ca href=\"./MOOC#cite_note-26\" style=\"counter-reset: mw-Ref 26;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e26\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e sobre Educação a Distância, coordenado pelos professor brasileiro João Mattar e o professor português Paulo Simões, com o apoio do TIDD - Programa de Pós-Graduação em Tecnologias da Inteligência e Design Digital da Pontifícia Universidade Católica de São Paulo (PUC-SP) e da \u003ca href=\"/pt/articles/ABED\" title=\"ABED\" class=\"mw-redirect wl\"\u003eAssociação Brasileira de Educação a Distância (ABED)\u003c/a\u003e, realizado no segundo semestre de 2012, mas que não ofereceu certificação. De Abril a Junho de 2013, \u003ca rel=\"mw:ExtLink nofollow\" href=\"//www.abed.org.br/site/pt//institucional/composicao/diretoria/\" class=\"external text\" target=\"_blank\"\u003eJoão Mattar\u003c/a\u003e coordenou o MOOC LP (Língua Portuguesa),\u003csup class=\"mw-ref reference left-touch-area\" id=\"cite_ref-27\"\u003e\u003ca href=\"./MOOC#cite_note-27\" style=\"counter-reset: mw-Ref 27;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e27\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-28\"\u003e\u003ca href=\"./MOOC#cite_note-28\" style=\"counter-reset: mw-Ref 28;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e28\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e que teve 5.100 inscritos e certificação emitida pela Associação Brasileira de Mantenedoras de Ensino Superior (ABMES).\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-29\"\u003e\u003ca href=\"./MOOC#cite_note-29\" style=\"counter-reset: mw-Ref 29;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e29\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eEm seguida, foram lançados MOOCs com certificação pela \u003ca href=\"/pt/articles/Universidade_de_S%C3%A3o_Paulo\" title=\"Universidade de São Paulo\" class=\"wl\"\u003eUniversidade de São Paulo\u003c/a\u003e (USP)\u003csup class=\"mw-ref reference left-touch-area\" id=\"cite_ref-30\"\u003e\u003ca href=\"./MOOC#cite_note-30\" style=\"counter-reset: mw-Ref 30;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e30\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-31\"\u003e\u003ca href=\"./MOOC#cite_note-31\" style=\"counter-reset: mw-Ref 31;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e31\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e em junho de 2013 em parceria com o portal brasileiro \u003ca href=\"/pt/articles/Veduca\" title=\"Veduca\" class=\"wl\"\u003eVeduca\u003c/a\u003e com dois cursos MOOC: Física Básica, do professor Vanderlei Salvador Bagnato, e Probabilidade e Estatística, dos professores Melvin Cymbalista e André Leme Fleury.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-32\"\u003e\u003ca href=\"./MOOC#cite_note-32\" style=\"counter-reset: mw-Ref 32;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e32\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e Nas duas primeiras semanas desde o lançamento, que aconteceu na \u003ca href=\"/pt/articles/Escola_Polit%C3%A9cnica_da_USP\" title=\"Escola Politécnica da USP\" class=\"mw-redirect wl\"\u003eEscola Politécnica da USP\u003c/a\u003e no dia 12 de junho de 2013, os dois cursos receberam inscrições de mais de 10.000 estudantes.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-33\"\u003e\u003ca href=\"./MOOC#cite_note-33\" style=\"counter-reset: mw-Ref 33;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e33\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003csection data-mw-section-id=\"10\"\u003e\u003ch3 id=\"O_MOOC_Tutoria\"\u003eO MOOC Tutoria\u003c/h3\u003e\n\u003cp\u003eO MOOC de tutoria foi uma iniciativa desenvolvida por Mattar que, a partir da experiência anterior, criou um curso aberto e gratuito para qualquer interessado. Buscou discutir as funções do tutor em Educação a Distância, só exigindo do aluno noções básicas do uso de computador e da Internet e abordou temas como: Modelos de Educação a Distância, Funções do Tutor, Design Instrucional em Educação a Distância, Avaliação, além de temas mais polêmicos, como o conflito da atuação entre o professor e o tutor. As atividades partiram de ações colaborativas envolvendo leituras, vídeos e debates, normalmente assíncronos, e foram até a criação de novos espaços interativos, buscando implementar algumas correções observadas pelo MOOC EaD.\u003c/p\u003e\n\n\u003cp\u003eO MOOC Tutoria foi analisado a partir do artigo escrito em 2013, por um grupo de pesquisadores da Universidade Federal do Ceará, que, juntamente com a dissertação que avaliou o MOOC EaD, tornou-se a nossa principal fonte de pesquisa para este artigo. Não priorizamos descrever as experiências, mas destacar os principais pontos comuns, tanto positivos quanto negativos, suficientes para subsidiar a descrição de algumas constatações e limitações que, no caminho das análises, facilmente se evidenciam. Os dois cursos não ocorreram simultaneamente, mas primeiro o MOOC EaD e depois o MOOC Tutoria. Embora o último tenha recebido algumas mudanças, alavancadas pela experiência anterior, percebemos uma padronização e uma repetição tanto nos relatos dos alunos, quanto dos organizadores.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-34\"\u003e\u003ca href=\"./MOOC#cite_note-34\" style=\"counter-reset: mw-Ref 34;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e34\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003c/section\u003e"])</script><script>self.__next_f.push([1,"57:T616,\n\u003cp\u003eEmbora alguns usuários já tenham uma maior habilidade para o uso dos recursos disponibilizados (fóruns, chats) e saibam utilizar recursos externos ao mesmo, outros demonstram insegurança e requeriam atividades mais estruturadas. Frequentemente revelaram que, para muitos usuários, o MOOC é posicionado como um curso que se estabelece segundo os moldes de ensino e de aprendizagem verificados no contexto da realidade escolar, onde há um polo emissor ensinando a um polo receptor. A certa altura do MOOC EaD, os organizadores avaliaram que já havia muito conteúdo. Comentaram, ainda, que até para eles estava complicado gerir tantas informações. Quanto à gestão da informação, não foi desenvolvida.\u003c/p\u003e\n\n\u003cp\u003eO conceito de Ambiente Pessoal de Aprendizagem (Personal Learning Environment - PLE) não chegou a ser debatido com os participantes, e a intenção dos organizadores foi mantê-los nos espaços criados, evitando, assim, uma maior dispersão, como um dos problemas de cursos abertos. No Conectivismo, a criação de espaços pessoais para gestão de informação é incentivada para que cada aluno possa fazer a gestão do próprio conhecimento. Isso não aconteceu no MOOC EaD necessitando de esclarecimento pelos organizadores durante o curso.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:1_17-1\"\u003e\u003ca href=\"./MOOC#cite_note-:1-17\" style=\"counter-reset: mw-Ref 17;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e17\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n59:T495,\n\u003cp\u003eAté o dado momento existem poucas práticas ou definições neste campo. Três organizações, \u003ca href=\"/pt/articles/Khan_Academy\" title=\"Khan Academy\" class=\"wl\"\u003eKhan Academy\u003c/a\u003e, Universidade Peer-to-Peer (P2PU) e \u003ca href=\"/pt/articles/Udemy\" title=\"Udemy\" class=\"wl\"\u003eUdemy\u003c/a\u003e também são vistas como iniciativas similares a MOOCs porém diferem por trabalharem de forma independente ao sistema de ensino superior. Estas iniciativas proveem aulas individuais nas qu"])</script><script>self.__next_f.push([1,"ais os alunos estão aptos a seguir o curso no seu próprio ritmo e de forma assíncrona com os demais estudantes.\u003csup class=\"mw-ref reference left-touch-area\" id=\"cite_ref-CETIS78_35-0\"\u003e\u003ca href=\"./MOOC#cite_note-CETIS78-35\" style=\"counter-reset: mw-Ref 35;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e35\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-Chronicle_36-0\"\u003e\u003ca href=\"./MOOC#cite_note-Chronicle-36\" style=\"counter-reset: mw-Ref 36;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e36\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n5b:T1a29,"])</script><script>self.__next_f.push([1,"\n\u003cp\u003eO mais importante é a ideia de articulação dos meios de comunicação tradicional de massa com os novos espaços sociais oferecidos pela internet. Nota-se com isso, um claro processo de convergência tecnológica interativa. Quando se está na internet o usuário tem mais capacidade de relação, mais interatividade, mais amigos, mais conhecimento, mais atividade, mais informação cultural, mais implicação social e política. Ou seja, todos os meios de comunicação atualmente são interativos, inclusive os meios tradicionais, como a televisão, tem essa interatividade. Essa nova maneira de diálogo permite uma maior articulação entre os meios de comunicação, e implica a renuncia a qualquer controle vertical que ainda resta à comunicação.\u003c/p\u003e\n\n\u003cp\u003eO contexto em que os MOOCs emergem refere-se à área tecnológica contemporânea e, especificamente, à educação aberta, uma vez que a evolução da internet para a web 2.0 (a web colaborativa) criou o cenário propício às novas formas de tratamento da informação e do conhecimento, com o estabelecimento de ambientes colaborativos na rede por meio das plataformas tecnológicas.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-:1_17-2\"\u003e\u003ca href=\"./MOOC#cite_note-:1-17\" style=\"counter-reset: mw-Ref 17;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e17\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003csection data-mw-section-id=\"14\"\u003e\u003ch3 id=\"Abordagens_de_design_instrucional\"\u003eAbordagens de design instrucional\u003c/h3\u003e\n\u003cp\u003eDevido à escala massiva de estudantes e à alta razão entre estudante-professor, os MOOCs requerem que o \u003cspan class=\"new\"\u003eDesign Instrucional\u003c/span\u003e permita interações e feedback em larga escala. Existem duas abordagens principais para atingir este objetvo:\u003c/p\u003e\n\u003cul\u003e\u003cli\u003eInteração e feedback orientados a \u003ca href=\"/pt/articles/Crowdsourcing\" title=\"Crowdsourcing\" class=\"wl\"\u003eCrowdsourcing\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003eFeedbacks automatizados através de definição de objetivos, exames online, etc.\u003c/li\u003e\u003c/ul\u003e\n\n\u003cp\u003eMOOCs conectivistas se apoiam na primeira abordagem; MOOCs de broadcast tal qual os oferecidos pelo \u003ca href=\"/pt/articles/Coursera\" title=\"Coursera\" class=\"wl\"\u003eCoursera\u003c/a\u003e ou \u003ca href=\"/pt/articles/Udacity\" title=\"Udacity\" class=\"wl\"\u003eUdacity\u003c/a\u003e seguem a segunda.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-37\"\u003e\u003ca href=\"./MOOC#cite_note-37\" style=\"counter-reset: mw-Ref 37;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e37\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eUma vez que MOOCs criam uma forma de conectar aprendizes e professores de diversas áreas de conhecimento, algumas abordagens de \u003cspan class=\"new\"\u003eDesign Instrucional\u003c/span\u003e procuram maximizar as oportunidades de interconexão e pessoas. Tais abordagens podem incluir, por exemplo, a construção do próprio MOOC de forma coletiva.\u003c/p\u003e\n\n\u003cp\u003eA evolução dos MOOCs também tem causado a inovação dos materiais instrucionais. Uma tendência na área é o uso de livros-texto não tradicionais, tais como graphic novels, para aumentar os níveis de retenção dos alunos.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-38\"\u003e\u003ca href=\"./MOOC#cite_note-38\" style=\"counter-reset: mw-Ref 38;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e38\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e Alguns veem a possibilidade de utilizar vídeos e outros materiais produzidos para MOOCs se tornarem uma nova forma moderna de livros-texto.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-39\"\u003e\u003ca href=\"./MOOC#cite_note-39\" style=\"counter-reset: mw-Ref 39;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e39\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003c/section\u003e\u003csection data-mw-section-id=\"15\"\u003e\u003ch3 id=\"Custo_instrucional_da_distribuição\"\u003e\u003cspan id=\"Custo_instrucional_da_distribui.C3.A7.C3.A3o\"\u003e\u003c/span\u003eCusto instrucional da distribuição\u003c/h3\u003e\n\u003cp\u003eEm 2013 o \u003cspan class=\"new\"\u003eJornal da Educação Superior\u003c/span\u003e entrevistou 103 professores que ensinaram em MOOCs. \"Tipicamente um professor gasta algo em torno de 100 horas no desenvolvimento do MOOC antes mesmo dele começar. Este tempo é gasto na gravação de vídeos e outros tipos preparativos\". Os professores, após o início do curso, gastam entre 8 e 10 horas por semana participando de fóruns de discussão e postando materiais.\u003c/p\u003e\n\n\u003cp\u003eEm média foram: 33.000 alunos matriculados no MOOC; 2.600 concluiram o curso; e um professor assistente ajudando com o desenvolvimento da aula. 74% das aulas utilizaram notas automáticas e 34% utilizaram avaliações par-a-par (peer-to-peer). 97% usam vídeos originais no curso, 75% utilizam recursos educacionais abertos.\u003csup class=\"mw-ref reference left-touch-area\" id=\"cite_ref-Chron_survey_40-0\"\u003e\u003ca href=\"./MOOC#cite_note-Chron_survey-40\" style=\"counter-reset: mw-Ref 40;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e40\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003csup class=\"mw-ref reference right-touch-area\" id=\"cite_ref-additional_results_41-0\"\u003e\u003ca href=\"./MOOC#cite_note-additional_results-41\" style=\"counter-reset: mw-Ref 41;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e41\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003cp\u003eAlém disso, a maioria dos MOOCs oferecidos nas principais plataformas são em inglês ou espanhol, representando uma barreira significativa para a participação da maioria dos alunos de países em desenvolvimento, que raramente são competentes em outro idioma . Essas características denotam uma redução significativa do potencial disruptivo desses cursos, pois dificultam e não favorecem o acesso de pessoas com menos habilidade para acessar o produto atualmente no mercado.\u003c/p\u003e\n\n\u003cp\u003eOs MOOCs podem ser caracterizados como educação de qualidade e de baixo custo, pois além de tornarem possível o acesso ao ensino superior de instituições de elite gratuitamente ou a um baixo custo (Chen, 2014), a natureza aberta desses cursos proporciona acesso dos alunos a um número maior de recursos e professores de diversas instituições, bem como aumenta a adaptação e interação com uma rede complexa, favorecendo a qualidade do ensino.\u003csup class=\"mw-ref reference default-touch-area\" id=\"cite_ref-42\"\u003e\u003ca href=\"./MOOC#cite_note-42\" style=\"counter-reset: mw-Ref 42;\" class=\"reference-link\"\u003e\u003cspan class=\"mw-reflink-text\"\u003e\u003cspan class=\"cite-bracket\"\u003e[\u003c/span\u003e42\u003cspan class=\"cite-bracket\"\u003e]\u003c/span\u003e\u003c/span\u003e\u003c/a\u003e\u003c/sup\u003e\u003c/p\u003e\n\n\u003c/section\u003e"])</script><script>self.__next_f.push([1,"5e:T8305,"])</script><script>self.__next_f.push([1,"\u003cspan class=\"pcs-edit-section-link-container\"\u003e\u003cspan id=\"pcs-edit-section-aria-normal\" aria-label=\"Editar secção\"\u003e\u003c/span\u003e\u003cspan id=\"pcs-edit-section-aria-protected\" aria-label=\"Editar secção de página protegida\"\u003e\u003c/span\u003e\u003ca href=\"https://pt.wikipedia.org/w/index.php?title=MOOC\u0026action=edit\u0026section=-1\u0026oldformat=true\" data-id=\"-1\" data-action=\"edit_section\" aria-labelledby=\"pcs-edit-section-aria-normal\" class=\"pcs-edit-section-link\" target=\"_blank\"\u003e\u003c/a\u003e\u003c/span\u003e\u003cspan\u003e\n\n\u003c/span\u003e\u003cdiv class=\"reflist\" style=\" list-style-type: decimal;\" about=\"#mwt127\"\u003e\u003cdiv class=\"mw-references-wrap mw-references-columns\" about=\"#mwt129\"\u003e\u003col class=\"mw-references references\"\u003e\u003cli id=\"cite_note-1\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-1\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-1\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-1\u0026quot;]\"\u003e[1]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-1\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation journal\"\u003eBartolomé-Pina, Antonio Ramón; Steffens, Karl (2015). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.revistacomunicar.com/index.php?contenido=detalles\u0026amp;numero=44\u0026amp;articulo=44-2015-10\" class=\"external text\" target=\"_blank\"\u003e«Are MOOCs Promising Learning Environments?»\u003c/a\u003e. \u003ci\u003eComunicar\u003c/i\u003e (em espanhol). \u003cb\u003e22\u003c/b\u003e (44): 91–99. \u003ca href=\"/pt/articles/International_Standard_Serial_Number\" title=\"International Standard Serial Number\" class=\"wl\"\u003eISSN\u003c/a\u003e\u003cspan\u003e\u0026nbsp;\u003c/span\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"//www.worldcat.org/issn/1134-3478\" class=\"external text\" target=\"_blank\"\u003e1134-3478\u003c/a\u003e. \u003ca href=\"/pt/articles/Digital_object_identifier\" title=\"Digital object identifier\" class=\"wl\"\u003edoi\u003c/a\u003e:\u003ca rel=\"mw:ExtLink nofollow\" href=\"//dx.doi.org/10.3916%2Fc44-2015-10\" class=\"external text\" target=\"_blank\"\u003e10.3916/c44-2015-10\u003c/a\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-2\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-2\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-2\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-2\u0026quot;]\"\u003e[2]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-2\" class=\"mw-reference-text reference-text\"\u003eKaplan Andreas M., Haenlein Michael (2016) Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster, Business Horizons, Volume 59.\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-3\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-3\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-3\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-3\u0026quot;]\"\u003e[3]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-3\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation book\"\u003eIiyoshi, Toru; Kumar, M.S. Vijay. \u003ci\u003eEducação Aberta: o avanço coletivo da educação pela tecnologia, conteúdo e conhecimentos abertos\u003c/i\u003e. São Paulo: UNIP Interativa; ASSOCIAÇÃO BRASILEIRA DE EDUCAÇÃO À DISTÂNCIA (ABED). 449\u003cspan\u003e\u0026nbsp;\u003c/span\u003epáginas. \u003ca href=\"/pt/articles/International_Standard_Book_Number\" title=\"International Standard Book Number\" class=\"wl\"\u003eISBN\u003c/a\u003e\u003cspan\u003e\u0026nbsp;\u003c/span\u003e\u003ca href=\"https://pt.wikipedia.org/wiki/Especial:Fontes_de_livros/978-0-262-03371-8?oldformat=true\" title=\"Especial:Fontes de livros/978-0-262-03371-8\" target=\"_blank\"\u003e978-0-262-03371-8\u003c/a\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-4\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-4\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-4\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-4\u0026quot;]\"\u003e[4]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-4\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation journal\"\u003eChiappe-Laverde, Andrés; Hine, Nicolás; Martínez-Silva, José Andrés (2015). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.revistacomunicar.com/index.php?contenido=detalles\u0026amp;numero=44\u0026amp;articulo=44-2015-01\" class=\"external text\" target=\"_blank\"\u003e«Literature and Practice: A Critical Review of MOOCs»\u003c/a\u003e. \u003ci\u003eComunicar\u003c/i\u003e (em espanhol). \u003cb\u003e22\u003c/b\u003e (44): 09–18. \u003ca href=\"/pt/articles/International_Standard_Serial_Number\" title=\"International Standard Serial Number\" class=\"wl\"\u003eISSN\u003c/a\u003e\u003cspan\u003e\u0026nbsp;\u003c/span\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"//www.worldcat.org/issn/1134-3478\" class=\"external text\" target=\"_blank\"\u003e1134-3478\u003c/a\u003e. \u003ca href=\"/pt/articles/Digital_object_identifier\" title=\"Digital object identifier\" class=\"wl\"\u003edoi\u003c/a\u003e:\u003ca rel=\"mw:ExtLink nofollow\" href=\"//dx.doi.org/10.3916%2Fc44-2015-01\" class=\"external text\" target=\"_blank\"\u003e10.3916/c44-2015-01\u003c/a\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-5\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-5\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-5\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-5\u0026quot;]\"\u003e[5]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-5\" class=\"mw-reference-text reference-text\"\u003eSmith, Lindsey \"\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.educationdive.com/news/5-mooc-providers/44506/\" class=\"external text\" target=\"_blank\"\u003e5 education providers offering MOOCs now or in the future\u003c/a\u003e\". July 31 2012.\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-6\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-6\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-6\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-6\u0026quot;]\"\u003e[6]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-6\" class=\"mw-reference-text reference-text\"\u003eLaura Pappano. \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=1\" class=\"external text\" target=\"_blank\"\u003eThe Year of the MOOC - The New York Times\u003c/a\u003e. November 2, 2012\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-7\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-7\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-7\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-7\u0026quot;]\"\u003e[7]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-7\" class=\"mw-reference-text reference-text\"\u003eWiley, David. \"\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://opencontent.org/blog/archives/2436\" class=\"external text\" target=\"_blank\"\u003eThe MOOC Misnomer\u003c/a\u003e\". July, 2012\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-8\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-8\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-8\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-8\u0026quot;]\"\u003e[8]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-8\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation web\"\u003ePsico, Bib (Fevereiro, 2018). \u003ca rel=\"mw:ExtLink nofollow\" href=\"//www.ufrgs.br/bibpsico/2018/02/o-que-sao-moocs-massive-open-online-courses/\" class=\"external text\" target=\"_blank\"\u003e«O que são MOOCs (Massive Open Online Courses)?»\u003c/a\u003e. Biblioteca do Instituto de Psicologia UFRGS\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-9\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-9\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-9\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-9\u0026quot;]\"\u003e[9]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-9\" class=\"mw-reference-text reference-text\"\u003eFigueiredo, A. Dias. \"\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://eden.dei.uc.pt/~adf/\" class=\"external text\" target=\"_blank\"\u003eAntónio Dias de Figueiredo ver artigo: MOOCs – Virtudes e Limitações\u003c/a\u003e\". out, 2012\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-10\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-10\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-10\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-10\u0026quot;]\"\u003e[10]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-10\" class=\"mw-reference-text reference-text\"\u003e\"\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.joaomattar.com/moocead/index.php?title=MOOCs\" class=\"external text\" target=\"_blank\"\u003eWIKI dedicado para a discussão sobre MOOC\u003c/a\u003e\"\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-11\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-11\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-11\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-11\u0026quot;]\"\u003e[11]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-11\" class=\"mw-reference-text reference-text\"\u003eJ.J. Clark, \"The Correspondence School--Its Relation to Technical Education and Some of Its Results,\" \u003ci\u003eScience\u003c/i\u003e (1906) 24#611 pp.\u003cspan\u003e\u0026nbsp;\u003c/span\u003e327–334 \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.jstor.org/stable/1633383\" class=\"external text\" target=\"_blank\"\u003ein JSTOR\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-12\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-12\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-12\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-12\u0026quot;]\"\u003e[12]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-12\" class=\"mw-reference-text reference-text\"\u003eJoseph F. Kett, \u003ci\u003ePursuit of Knowledge Under Difficulties: From Self-Improvement to Adult Education in America\u003c/i\u003e (1996) pp 236-8\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-13\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-13\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-13\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-13\u0026quot;]\"\u003e[13]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-13\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation journal\"\u003eBartolomé-Pina, Antonio Ramón; Steffens, Karl (2015). \u003ca rel=\"mw:ExtLink nofollow\" href=\"//doi.org/10.3916/C44-2015-10\" class=\"external text\" target=\"_blank\"\u003e«Are MOOCs Promising Learning Environments?»\u003c/a\u003e. \u003ci\u003eComunicar\u003c/i\u003e (em espanhol). \u003cb\u003e22\u003c/b\u003e (44): 91–99. \u003ca href=\"/pt/articles/International_Standard_Serial_Number\" title=\"International Standard Serial Number\" class=\"wl\"\u003eISSN\u003c/a\u003e\u003cspan\u003e\u0026nbsp;\u003c/span\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"//www.worldcat.org/issn/1134-3478\" class=\"external text\" target=\"_blank\"\u003e1134-3478\u003c/a\u003e. \u003ca href=\"/pt/articles/Digital_object_identifier\" title=\"Digital object identifier\" class=\"wl\"\u003edoi\u003c/a\u003e:\u003ca rel=\"mw:ExtLink nofollow\" href=\"//dx.doi.org/10.3916%2Fc44-2015-10\" class=\"external text\" target=\"_blank\"\u003e10.3916/c44-2015-10\u003c/a\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-14\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-14\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-14\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-14\u0026quot;]\"\u003e[14]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-14\" class=\"mw-reference-text reference-text\"\u003eSusan Matt and Luke Fernandez, \"Before MOOCs, 'Colleges of the Air,'\" \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://chronicle.com/blogs/conversation/2013/04/23/before-moocs-colleges-of-the-air/?cid=at\u0026amp;utm_source=at\u0026amp;utm_medium=en\" class=\"external text\" target=\"_blank\"\u003e\u003ci\u003eChronicle of Higher Education\u003c/i\u003e April 23, 2013\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-15\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-15\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-15\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-15\u0026quot;]\"\u003e[15]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-15\" class=\"mw-reference-text reference-text\"\u003eMatt and Fernandez, \"Before MOOCs\"\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-16\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-16\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-16\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-16\u0026quot;]\"\u003e[16]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-16\" class=\"mw-reference-text reference-text\"\u003eJames P. Duffy, \u003ci\u003eHow to Earn a College Degree Without Going to College\u003c/i\u003e (2nd ed. 1994) p.5\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-:1-17\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-:1-17\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-:1-17\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-:1_17-0\u0026quot;,\u0026quot;./MOOC#cite_ref-:1_17-1\u0026quot;,\u0026quot;./MOOC#cite_ref-:1_17-2\u0026quot;]\"\u003e[17]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-:1-17\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation web\"\u003eTavares, Viviane (2014). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://bdm.unb.br/bitstream/10483/8387/1/2014_VivianeBrunellyTavares.pdf\" class=\"external text\" target=\"_blank\"\u003e«Massive Open Online Courses (MOOCS): Nova tendência educacional.»\u003c/a\u003e \u003cspan style=\"font-size:85%;\"\u003e(PDF)\u003c/span\u003e. Universidade de Brasília (BDM)\u003c/cite\u003e\u003cspan\u003e \u003c/span\u003e\u003cspan style=\"font-size:100%\" class=\"error citation-comment\"\u003eline feed character character in \u003ccode style=\"color:inherit; border:inherit; padding:inherit;\"\u003e\u003cspan\u003e|\u003c/span\u003etitulo=\u003c/code\u003e at position 52 (\u003ca href=\"https://pt.wikipedia.org/wiki/Ajuda:Erros_nas_refer%C3%AAncias?oldformat=true#invisible_char\" title=\"Ajuda:Erros nas referências\" target=\"_blank\"\u003eajuda\u003c/a\u003e)\u003c/span\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-:0-18\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-:0-18\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-:0-18\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-:0_18-0\u0026quot;,\u0026quot;./MOOC#cite_ref-:0_18-1\u0026quot;,\u0026quot;./MOOC#cite_ref-:0_18-2\u0026quot;]\"\u003e[18]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-:0-18\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation journal\"\u003eFORNO, Josiane P; KNOLL, , Graziela F (2014). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://revista.fct.unesp.br/index.php/Nuances/article/viewFile/2705/2368\" class=\"external text\" target=\"_blank\"\u003e«Os MOOCS no mundo: um levantamento de cursos online abertos massivos»\u003c/a\u003e. \u003ci\u003eRevista FCT\u003c/i\u003e\u003c/cite\u003e\u003cspan\u003e \u003c/span\u003e\u003cspan style=\"font-size:100%\" class=\"error citation-comment\"\u003eline feed character character in \u003ccode style=\"color:inherit; border:inherit; padding:inherit;\"\u003e\u003cspan\u003e|\u003c/span\u003etitulo=\u003c/code\u003e at position 35 (\u003ca href=\"https://pt.wikipedia.org/wiki/Ajuda:Erros_nas_refer%C3%AAncias?oldformat=true#invisible_char\" title=\"Ajuda:Erros nas referências\" target=\"_blank\"\u003eajuda\u003c/a\u003e)\u003c/span\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-19\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-19\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-19\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-19\u0026quot;]\"\u003e[19]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-19\" class=\"mw-reference-text reference-text\"\u003eSmith, Lindsey \"\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.educationdive.com/news/5-mooc-providers/44506/\" class=\"external text\" target=\"_blank\"\u003e5 education providers offering MOOCs now or in the future\u003c/a\u003e\". July 31, 2012.\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-NYT71712-20\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-NYT71712-20\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-NYT71712-20\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-NYT71712_20-0\u0026quot;]\"\u003e[20]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-NYT71712-20\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation news\"\u003eRichard Pérez-Peña (17 de julho de 2012). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.nytimes.com/2012/07/18/education/top-universities-test-the-online-appeal-of-free.html\" class=\"external text\" target=\"_blank\"\u003e«Top universities test the online appeal of free»\u003c/a\u003e. \u003ci\u003eThe New York Times\u003c/i\u003e\u003cspan class=\"reference-accessdate\"\u003e. Consultado em 18 de julho de 2012\u003c/span\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-21\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-21\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-21\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-21\u0026quot;]\"\u003e[21]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-21\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation news\"\u003eHoracio Reyes. \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://revistaeducacionvirtual.com/cronologia-de-la-revolucion-de-la-educacion-2012-desde-opencourseware-y-khan-hasta-coursera-wedubox-y-udacity/\" class=\"external text\" target=\"_blank\"\u003e«History of a revolution in e-learning»\u003c/a\u003e. \u003ci\u003eRevista Educacion Virtual\u003c/i\u003e\u003cspan class=\"reference-accessdate\"\u003e. Consultado em 10 de agosto de 2012\u003c/span\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-:2-22\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-:2-22\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-:2-22\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-:2_22-0\u0026quot;,\u0026quot;./MOOC#cite_ref-:2_22-1\u0026quot;,\u0026quot;./MOOC#cite_ref-:2_22-2\u0026quot;,\u0026quot;./MOOC#cite_ref-:2_22-3\u0026quot;,\u0026quot;./MOOC#cite_ref-:2_22-4\u0026quot;,\u0026quot;./MOOC#cite_ref-:2_22-5\u0026quot;]\"\u003e[22]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-:2-22\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation web\"\u003eABSOLUTEREPORTS, ABSOLUTEREPORTS (18 de julho 2019). \u003ca rel=\"mw:ExtLink nofollow\" href=\"//portnews24.com/massive-open-online-course-mooc-market-2019-current-status-recent-developments-significant-growth-rate-cost-structure-and-forecast-till-2024/10207/\" class=\"external text\" target=\"_blank\"\u003e«GENERAL NEWS Massive Open Online Course (MOOC) Market 2019 Current Status, Recent Developments, Significant Growth Rate, Cost Structure, and Forecast till 2024»\u003c/a\u003e. PortNews24\u003c/cite\u003e\u003cspan\u003e \u003c/span\u003e\u003cspan style=\"font-size:100%\" class=\"error citation-comment\"\u003eline feed character character in \u003ccode style=\"color:inherit; border:inherit; padding:inherit;\"\u003e\u003cspan\u003e|\u003c/span\u003etitulo=\u003c/code\u003e at position 13 (\u003ca href=\"https://pt.wikipedia.org/wiki/Ajuda:Erros_nas_refer%C3%AAncias?oldformat=true#invisible_char\" title=\"Ajuda:Erros nas referências\" target=\"_blank\"\u003eajuda\u003c/a\u003e)\u003c/span\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-23\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-23\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-23\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-23\u0026quot;]\"\u003e[23]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-23\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation web\"\u003ePaiva, Thais (12 de novembro 2014). \u003ca rel=\"mw:ExtLink nofollow\" href=\"//www.cartacapital.com.br/educacaoreportagens/os-moocs-%E2%80%A8depois-da-euforia/\" class=\"external text\" target=\"_blank\"\u003e«Os Moocs, depois da euforia…»\u003c/a\u003e. CartaCapital\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-24\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-24\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-24\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-24\u0026quot;]\"\u003e[24]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-24\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.jornaldaciencia.org.br/Detalhe.jsp?id=85111\" class=\"external free\" target=\"_blank\"\u003ehttp://www.jornaldaciencia.org.br/Detalhe.jsp?id=85111\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-25\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-25\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-25\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-25\u0026quot;]\"\u003e[25]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-25\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"//www.institutoclaro.org.br/blog/conheca-plataformas-mooc-novo-conceito-de-educacao-a-distancia/\" class=\"external free\" target=\"_blank\"\u003ehttps://www.institutoclaro.org.br/blog/conheca-plataformas-mooc-novo-conceito-de-educacao-a-distancia/\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-26\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-26\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-26\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-26\u0026quot;]\"\u003e[26]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-26\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.professortic.com/2012/10/mooc-ead-educacao-a-distancia-em-debate-luso-brasileiro/\" class=\"external free\" target=\"_blank\"\u003ehttp://www.professortic.com/2012/10/mooc-ead-educacao-a-distancia-em-debate-luso-brasileiro/\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-27\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-27\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-27\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-27\u0026quot;]\"\u003e[27]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-27\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://porvir.org/porfazer/mooc-de-lingua-portuguesa-atinge-diferente-publicos/20130417\" class=\"external free\" target=\"_blank\"\u003ehttp://porvir.org/porfazer/mooc-de-lingua-portuguesa-atinge-diferente-publicos/20130417\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-28\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-28\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-28\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-28\u0026quot;]\"\u003e[28]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-28\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.estadao.com.br/noticias/vidae,depois-de-sucesso-nos-eua-cursos-de-universidades-de-ponta-chegam-ao-brasil,1058817,0.htm\" class=\"external free\" target=\"_blank\"\u003ehttp://www.estadao.com.br/noticias/vidae,depois-de-sucesso-nos-eua-cursos-de-universidades-de-ponta-chegam-ao-brasil,1058817,0.htm\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-29\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-29\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-29\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-29\u0026quot;]\"\u003e[29]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-29\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.abmes.org.br/abmes/noticias/detalhe/id/779\" class=\"external free\" target=\"_blank\"\u003ehttp://www.abmes.org.br/abmes/noticias/detalhe/id/779\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-30\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-30\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-30\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-30\u0026quot;]\"\u003e[30]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-30\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://g1.globo.com/jornal-da-globo/noticia/2013/06/usp-comeca-ministrar-cursos-pela-internet-gratuitamente.html\" class=\"external free\" target=\"_blank\"\u003ehttp://g1.globo.com/jornal-da-globo/noticia/2013/06/usp-comeca-ministrar-cursos-pela-internet-gratuitamente.html\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-31\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-31\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-31\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-31\u0026quot;]\"\u003e[31]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-31\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://pro.poli.usp.br/noticias/professores-pro-primeiro-mooc\" class=\"external free\" target=\"_blank\"\u003ehttp://pro.poli.usp.br/noticias/professores-pro-primeiro-mooc\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-32\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-32\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-32\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-32\u0026quot;]\"\u003e[32]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-32\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.estadao.com.br/noticias/vidae,usp-lanca-primeiro-curso-virtual-gratuito-de-nivel-superior-da-america-latina,1041146,0.htm\" class=\"external free\" target=\"_blank\"\u003ehttp://www.estadao.com.br/noticias/vidae,usp-lanca-primeiro-curso-virtual-gratuito-de-nivel-superior-da-america-latina,1041146,0.htm\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-33\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-33\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-33\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-33\u0026quot;]\"\u003e[33]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-33\" class=\"mw-reference-text reference-text\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://noticias.terra.com.br/educacao/primeiro-curso-superior-virtual-da-america-latina-ja-soma-10-mil-inscritos,2a26b78c2b28f310VgnCLD2000000ec6eb0aRCRD.html\" class=\"external free\" target=\"_blank\"\u003ehttp://noticias.terra.com.br/educacao/primeiro-curso-superior-virtual-da-america-latina-ja-soma-10-mil-inscritos,2a26b78c2b28f310VgnCLD2000000ec6eb0aRCRD.html\u003c/a\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-34\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-34\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-34\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-34\u0026quot;]\"\u003e[34]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-34\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation web\"\u003eAlmeida, Dione; Marques, Paula (2015). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.abed.org.br/congresso2015/anais/pdf/BD_215.pdf\" class=\"external text\" target=\"_blank\"\u003e«MOOCS: uma análise das experiências pioneiras no Brasil e Portugal - constatações e limitações»\u003c/a\u003e \u003cspan style=\"font-size:85%;\"\u003e(PDF)\u003c/span\u003e. Associação Brasileira de Educação a Distancia\u003c/cite\u003e\u003cspan\u003e \u003c/span\u003e\u003cspan style=\"font-size:100%\" class=\"error citation-comment\"\u003eline feed character character in \u003ccode style=\"color:inherit; border:inherit; padding:inherit;\"\u003e\u003cspan\u003e|\u003c/span\u003etitulo=\u003c/code\u003e at position 49 (\u003ca href=\"https://pt.wikipedia.org/wiki/Ajuda:Erros_nas_refer%C3%AAncias?oldformat=true#invisible_char\" title=\"Ajuda:Erros nas referências\" target=\"_blank\"\u003eajuda\u003c/a\u003e)\u003c/span\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-CETIS78-35\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-CETIS78-35\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-CETIS78-35\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-CETIS78_35-0\u0026quot;]\"\u003e[35]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-CETIS78-35\" class=\"mw-reference-text reference-text\"\u003eYuan, Li, and Stephen Powell. \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://publications.cetis.ac.uk/2013/667\" class=\"external text\" target=\"_blank\"\u003eMOOCs and Open Education: Implications for Higher Education White Paper\u003c/a\u003e \u003ca rel=\"mw:ExtLink nofollow\" href=\"//web.archive.org/web/20130326073004/http://publications.cetis.ac.uk/2013/667\" class=\"external text\" target=\"_blank\"\u003eArquivado em\u003c/a\u003e\u003cspan\u003e 26 de março de 2013, no \u003c/span\u003e\u003ca href=\"/pt/articles/Wayback_Machine\" title=\"Wayback Machine\" class=\"wl\"\u003eWayback Machine\u003c/a\u003e\u003cspan\u003e.\u003c/span\u003e. University of Bolton: CETIS, 2013. pp. 7-8.\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-Chronicle-36\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-Chronicle-36\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-Chronicle-36\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-Chronicle_36-0\u0026quot;]\"\u003e[36]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-Chronicle-36\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation news\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://chronicle.com/article/What-You-Need-to-Know-About/133475/\" class=\"external text\" target=\"_blank\"\u003e«What You Need to Know About MOOCs»\u003c/a\u003e. \u003ci\u003e\u003cspan class=\"new\"\u003eChronicle of Higher Education\u003c/span\u003e\u003c/i\u003e\u003cspan class=\"reference-accessdate\"\u003e. Consultado em 14 de março de 2013\u003c/span\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-37\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-37\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-37\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-37\u0026quot;]\"\u003e[37]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-37\" class=\"mw-reference-text reference-text\"\u003eCarson, Steve. \"\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://tofp.wordpress.com/2012/07/23/what-we-talk-about-when-we-talk-about-automated-assessment/\" class=\"external text\" target=\"_blank\"\u003eWhat we talk about when we talk about automated assessment\u003c/a\u003e\" July 23, 2012\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-38\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-38\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-38\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-38\u0026quot;]\"\u003e[38]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-38\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation web\"\u003ePrice, Matthew (1 de março de 2013). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://newsok.com/first-massive-open-online-course-at-university-of-oklahoma-to-feature-graphic-novel/article/3759503?custom_click=lead_story_title\" class=\"external text\" target=\"_blank\"\u003e«First massive open online course at University of Oklahoma to feature graphic novel»\u003c/a\u003e. The Oklahoman\u003cspan class=\"reference-accessdate\"\u003e. Consultado em 1 de março de 2013\u003c/span\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-39\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-39\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-39\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-39\u0026quot;]\"\u003e[39]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-39\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation web\"\u003eYoung, Jeffrey R. (27 de janeiro de 2013). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://chronicle.com/article/Dont-Call-Them-Textbooks/136835/\" class=\"external text\" target=\"_blank\"\u003e«The Object Formerly Known as the Textbook»\u003c/a\u003e. \u003cspan class=\"new\"\u003eChronicle of Higher Education\u003c/span\u003e\u003cspan class=\"reference-accessdate\"\u003e. Consultado em 14 de março de 2013\u003c/span\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-Chron_survey-40\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-Chron_survey-40\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-Chron_survey-40\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-Chron_survey_40-0\u0026quot;]\"\u003e[40]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-Chron_survey-40\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation news\"\u003eKolowich, Steven (26 de março de 2013). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview\" class=\"external text\" target=\"_blank\"\u003e«The Professors Who Make the MOOCs»\u003c/a\u003e. \u003ci\u003e\u003cspan class=\"new\"\u003eChronicle of Higher Education\u003c/span\u003e\u003c/i\u003e\u003cspan class=\"reference-accessdate\"\u003e. Consultado em 26 de março de 2013\u003c/span\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-additional_results-41\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-additional_results-41\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-additional_results-41\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-additional_results_41-0\u0026quot;]\"\u003e[41]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-additional_results-41\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation news\"\u003e\u003ca rel=\"mw:ExtLink nofollow\" href=\"http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=results\" class=\"external text\" target=\"_blank\"\u003e«Additional Results From The Chronicle's Survey»\u003c/a\u003e. \u003ci\u003e\u003cspan class=\"new\"\u003eChronicle of Higher Education\u003c/span\u003e\u003c/i\u003e. 26 de março de 2013\u003cspan class=\"reference-accessdate\"\u003e. Consultado em 26 de março de 2013\u003c/span\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003cli id=\"cite_note-42\"\u003e\u003cdiv class=\"pcs-ref\"\u003e\u003cdiv class=\"pcs-ref-backlink-container\"\u003e\u003ca id=\"back_link_cite_note-42\" class=\"pcs-ref-back-link\" href=\"./MOOC#pcs-ref-back-link-cite_note-42\" pcs-back-links=\"[\u0026quot;./MOOC#cite_ref-42\u0026quot;]\"\u003e[42]\u003c/a\u003e\u003c/div\u003e\u003cdiv class=\"pcs-ref-body\"\u003e\u003cspan id=\"mw-reference-text-cite_note-42\" class=\"mw-reference-text reference-text\"\u003e\u003ccite class=\"citation journal\"\u003eMoura, Valéria Feitosa (2017). \u003ca rel=\"mw:ExtLink nofollow\" href=\"http://www.periodicos.ufpb.br/index.php/tpa/article/view/33103/18866\" class=\"external text\" target=\"_blank\"\u003e«Características Disruptivas dos Massive Open Online Courses (MOOCs): Uma Análise Exploratória no Ensino Superior Brasileiro»\u003c/a\u003e. \u003ci\u003eUniversidade federal da Paraíba\u003c/i\u003e\u003c/cite\u003e\u003c/span\u003e\u003c/div\u003e\u003c/div\u003e\u003c/li\u003e\n\u003c/ol\u003e\u003c/div\u003e\u003c/div\u003e\n\n\n\n"])</script><script>self.__next_f.push([1,"24:[[\"$\",\"$L4a\",null,{\"lang\":\"pt\",\"title\":\"MOOC\",\"data\":[{\"id\":\"Características_básicas\",\"text\":\"Características básicas\",\"level\":1},{\"id\":\"História\",\"text\":\"História\",\"level\":1},{\"id\":\"Origem\",\"text\":\"Origem\",\"level\":2,\"hiddenId\":\"$undefined\"},{\"id\":\"Precursores\",\"text\":\"Precursores\",\"level\":2,\"hiddenId\":\"$undefined\"},{\"id\":\"MOOCs_e_sua_evolução\",\"text\":\"MOOCs e sua evolução\",\"level\":2,\"hiddenId\":\"$undefined\"},{\"id\":\"Desenvolvimento_recente\",\"text\":\"Desenvolvimento recente\",\"level\":2,\"hiddenId\":\"$undefined\"},{\"id\":\"Visão_geral_do_mercado_dos_MOOCs\",\"text\":\"Visão geral do mercado dos 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