{"id":4449,"date":"2020-09-03T09:50:17","date_gmt":"2020-09-03T07:50:17","guid":{"rendered":"https:\/\/emoocs2021.eu\/?page_id=4449"},"modified":"2021-02-12T23:02:58","modified_gmt":"2021-02-12T22:02:58","slug":"international","status":"publish","type":"page","link":"https:\/\/emoocs.hpi.de\/index.php\/call-for-papers\/emoocs\/international\/","title":{"rendered":"EMOOCs International Track"},"content":{"rendered":"\n

Track Chairs<\/strong><\/h3>\n\n\n\n

Jos\u00e9 Ruiperez Valiente (Universidad de Murcia, Spain)
Manoel Cortes-Mendez (Class Central, Belgium) <\/p>\n\n\n\n

Call for Papers<\/strong><\/h3>\n\n\n\n

Since their popularization in late 2011, MOOCs have grown into a global movement and a fertile ground for innovation and research, capturing the interest of both academics and industry actors, and contributing to the rise of conferences such as EMOOCs and Learning @ Scale. However, despite being a global movement, US-based and EU-based MOOC initiatives have received the lion\u2019s share of the attention on the international stage, while MOOC innovation and research from other nations and continents have been left aside. This has resulted in a very narrow view of the global MOOC ecosystem.
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The international track<\/strong> aims to address this issue by explicitly calling for and shining a light on international contributions. We welcome submissions from all over the world, but we encourage in particular submissions from or about Latin America, Australia, Africa or Asia. Wanting to define this track through inclusion rather than exclusion, contributions from or about other parts of the world, including the US and EU, are also welcome as long as they encompass features related to equality, diversity, or inclusion. For instance, a study about the impact of language or nationality on MOOCs offered on US MOOC platforms would be a good fit for this track.
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The international track<\/strong> welcomes a wide variety of perspectives \u2014 from research to news, from formal studies to casual reports, from cross-border ventures to local projects. For instance, a presentation about the peculiarities of a local MOOC platform would be a good fit for this track. But so would a data-driven analysis of MOOC trends across multiple countries. Finally, we invite contributions from stakeholders with diverse backgrounds, such as instructors, administrators, researchers, analysts, designers, technologists, or decision-makers, among others. Topics of interest include but are not limited to:
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