Persona:
Castrillo de Larreta-Azelain, María Dolores

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mcastrillo@flog.uned.es
ORCID
0000-0002-0713-2351
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Castrillo de Larreta-Azelain
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María Dolores
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2007 - 200912010 - 2019182020 - 202511
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Mostrando 1 - 10 de 30
  • Miniatura
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    Improving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO project
    (IATED, 2015-07-06) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena María
    The disruptive emergence of Massive Open Online Courses (MOOCs) in 2011 has led to a redefinition of the educational landscape in online instruction. MOOCs constitute a natural evolution of former learning models –based on social networks-, and premises put forward by the OER (Open Educational Resources) movement. Consequently, the need has arisen to investigate the role and competences of the educator in these new virtual environments. Such is the interest in the field, that it has become an emerging area of enquiry, putting it in relation with the two original types of MOOCs: cMOOCs (connectivist, network based MOOCs), and xMOOCs (content based MOOCs, much closer to formal models of Higher Education) (Beaven 2014, Castrillo 2014, Sokolik 2014). It is in this context that the ECO Project* has been devised. It proposes an innovative MOOC model that aims to improve quality, access and equity in education: the sMOOC, a social and seamless MOOC typology. It is ‘social’ because it is based on network learning practices and ‘seamless’ because it intends to transcend both real-life and conceptual boundaries, enabling a wide spectrum of approaches and contexts related to the different languages, cultures, settings, pedagogies and technologies. Thus, this paper will provide a practical analysis of the new instructor role and competences in this innovative sMOOC model, which combines the content based typology with the participation and debate through social networks.
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    Joining forces towards social inclusion: Language MOOC design for refugees and migrants through the lens of Maker culture.
    (Equinox Publishing, 2021-02-02) Castrillo de Larreta-Azelain, María Dolores; Sedano Cuevas, Beatriz
    The expansion of MOOCs (massive open online courses) is very much associated with instructors interested in the craft of teaching, innovating, and experimenting with different methods to improve and expand students’ learning experience. The Erasmus+ project MOONLITE has worked to create cross-institutional scenarios and new educational pathways for migrants and refugees, devising, among other things, two Spanish language MOOCs (LMOOCs). They are the product of the joint efforts of university academics, non-governmental organizations (NGOs), and refugee support groups (RSGs), together with volunteers, refugees, and migrants, who formed a community in order to design courses that effectively addressed the needs of refugees and migrants arriving in Spain. Using a design thinking process, all parties involved attempted to collaboratively identify strategies and solutions to a given problem that might not be obvious upon first inspection; in this case, the specific linguistic needs of migrants and refugees arriving in a new country. Results show that this continuum of academics— NGOs/RSGs—volunteers—refugees/migrants was highly effective for the learners, with an overall completion rate in both MOOCs of 96%. The participants’ perception is that these MOOCs helped them in their goal of integrating into life in Spain in key situations, such as communicating in a job interview or understanding the process of looking for accommodation and completing bureaucratic procedures.
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    Language MOOCs: Providing Learning, Transcending Boundaries
    (De Gruyter, 2014) Castrillo de Larreta-Azelain, María Dolores
    Following the outbreak of Massive Open Online Courses (MOOCs) in 2012, the roles, competences and methodological strategies of online language teachers are once again called into question, mainly because of the “massive” nature of these courses in which tens of thousands of students may enrol. This work analyses the new teacher profile from a theoretical and practical standpoint, identifying its main roles and competences.
  • Miniatura
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    To Innovate or not to Innovate in the Didactic Second Language Scenario (and How) – that Is the Question?
    (Universidad de Granada, 2016-09) Calle Martínez, Cristina; Castrillo de Larreta-Azelain, María Dolores; Pareja Lora, Antonio
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    Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia
    (Universidad de Barcelona, 2016-06) Vázquez Cano, Esteban; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
    This paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master’s Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.
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    Using MS TEAMS for online peer assessment: an innovative educational proposal
    (EADTU, 2022) Díez-Arcón, Paz; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Díez-Arcón, Paz
  • Miniatura
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    Data-driven learning to improve writing skills in foreign languages
    (EADTU, 2022) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
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    La Dafne de Rinuccini y la de Opitz: el comienzo de la ópera italiana y alemana. Edición bilingüe
    (UNED - Universidad Nacional de Educación a Distancia, 2013-01-01) Castrillo de Larreta-Azelain, María Dolores; Sanfilippo, Marina
    Edición bilingüe de los libretos de la Dafne de Rinuccini-Peri y de la de Opitz-Schütz.
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    Students’ Engagement in Online Language Learning Through Short Video Lessons
    (Universidad de Granada, 2016-06-01) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena María; Universidad de Educación a Distancia, UNED
    This research is part of a network for teaching innovation put forward by Universidad Nacional de Educación a Distancia (UNED, Spain), aimed at improving students’ foreign language competence through the integration of short video lessons in several language courses. The results show heterogeneity in the different languages, both in the number of videos deemed necessary for the course and the tools preferred for the preparation of the audiovisual material. As for the students’ perception of their own progress in language proficiency, they reported an increased motivation and engagement, which resulted in a perceived improvement in their oral skills, lexis and grammar, but not so much in their written production.