Springer MOOCs and the Participatory Challenge: From Revolution to Reality

This book reports on a rather unique European experience, the pioneering ECO project for Social MOOCs (Massive Open Online Courses) and recapitulates the whole three-year process. It provides a critical perspective on the future of MOOCs in Europe and provides several comparisons with other existing models and platforms. The book contains chapters that address the major issues connected to MOOC design and implementation.  The first 8 chapters cover large issues that extend beyond the ECO project experience, such as creative industries and trans-literacy; management and implementation; learning environments and platforms; dissemination; pedagogical models; interactivity and agility; gamification; evaluation; and business models.  The last 3 chapters hone in on narrowly focused topics such as mobility, knowledge transfer and peer to peer evaluation. The specificities of this on-going project (funded by the EU) are: a unique collaborative pedagogy, an intercultural process (6 languages), and focus on intercreativity, the multiplying impact of e-teachers (the community of participants that was empowered to create more than 50 new MOOCs), accessibility and gamification. The book will be of interest due to its holistic approach to MOOCs and its assessment of their opportunities and their limitations. Many issues are explored and contribute to deeper understanding of the phenomenon and its transformative capacities for education and learning. From the Back Cover This book reports on a rather unique European experience, the pioneering ECO project for Social MOOCs (Massive Open Online Courses) and recapitulates the whole three-year process. It provides a critical perspective on the future of MOOCs in Europe and provides several comparisons with other existing models and platforms. The book contains chapters that address the major issues connected to MOOC design and implementation.  The first 8 chapters cover large issues that extend beyond the ECO project experience, such as creative industries and trans-literacy; management and implementation; learning environments and platforms; dissemination; pedagogical models; interactivity and agility; gamification; evaluation; and business models.  The last 3 chapters hone in on narrowly focused topics such as mobility, knowledge transfer and peer to peer evaluation. The specificities of this on-going project (funded by the EU) are: a unique collaborative pedagogy, an intercultural process (6 languages), and focus on intercreativity, the multiplying impact of e-teachers (the community of participants that was empowered to create more than 50 new MOOCs), accessibility and gamification. The book will be of interest due to its holistic approach to MOOCs and its assessment of their opportunities and their limitations. Many issues are explored and contribute to deeper understanding of the phenomenon and its transformative capacities for education and learning. About the Author Divina Frau-Meigs is professor of media and ICT sociology at Sorbonne Nouvelle University, France. She holds degrees from the Sorbonne University, Stanford University and the Annenberg School for Communications (University of Pennsylvania). She holds the UNESCO chair “Savoir-devenir in sustainable digital development: mastering information cultures” (2013--). She was granted the “Global MIL Award” by UNESCO and Alliance of Civilisations for her MOOC DIY MIL (2016). She is an expert with UNESCO (on MIL, social media, youth and radicalisation), with Council of Europe (on MIL and Digital Citizenship Education), and with the European Union (on MIL for all and online disinformation).  Dr. Frau-Meigs directed CLEMI (the French Center for Media and Information Literacy) during 2013-2015 and prepared the French school response after the “Je suis Charlie” terrorist attacks. She is the co-chair of the European Chapter of GAPMIL, the Global Alliance for Partnerships in Media and