Towards a collaborative pedagogical model in MOOCs

The effectiveness of a MOOC as a learning environment could be encouraged by an active students' participation in social and collaborative learning processes. In this sense, both social media platforms and collaborative learning services have showed several successful experiences with massive projects. However, in this context, the lack of a pedagogical model that can be coupled with a multiple media and distributed resources increases the complexity of processes such as monitoring and assessment, which are fundamental in a learning environment. In consequence, this can produce the instructors' workload when they script and perform learning activities into these scenarios. This paper presents several reflections about monitoring and assessment processes from two collaborative learning systems approaches and proposes some ideas about their application in a MOOC context, with the aim to reduce the instructors' workload. Additionally, other considerations about massive collaborative learning experiences are presented.