Massive Open Online Courses (MOOCs) have generated high expectations and revolutionized some educational practices by providing open educational resources for reference, usage and adaptation; therefore, their pedagogical quality is often questioned. The objective of this study is to identify indicators related to pedagogical, functional, technological and time factors in order to assess the quality of the MOOC entitled “Liderazgo en gestión educativa estratégica a través del uso de la tecnología” (Leadership in strategic educational management through the use of technology), offered as a teacher training program through Coursera to 10.161 participants. Via the Delphi method, a group of 55 experts agreed that time is a key factor to be considered in the design of learning activities. It was concluded that without measuring results, the success of a MOOC could not be evaluated; thus, institutions and consortia must establish evaluation indicators to focus their efforts on the enhancement of pedagogical quality. By providing relevant information, the learning potential of educational resources based on connectivist principles can be evaluated, and so can the quality of MOOCs. The goal is to contribute to a vision of a future in which everyone has access to a world-class education.

Inclusive and quality education can provide nations with the tools to solve global problems. However, some barriers prevent equal access to this education. These obstacles include the lack of basic resources such as electricity and internet availability, which prevents appropriate training in the skills necessary for sustainable community development. Therefore, we have responded with the Solar-Powered Educational Learning Library (SolarSPELL) initiative, which offers a solar-powered digital library and provides an internet-like experience through its offline WiFi network. This educational innovation has been implemented in rural schools across the Pacific Islands, including in some of the more remote islands of Fiji, an area strongly affected by climate change. The objective of the study was to understand the impact of SolarSPELL on teaching and learning about climate change in the schools where it was implemented. This research used a case study method in which quantitative tools were applied to understand the characteristics of the schools and the impact of this educational innovation. The results showed that the SolarSPELL library was an impactful pedagogical resource in the schools where it was implemented. It served as support for teachers and motivated the students, promoted the democratization of knowledge in vulnerable areas, and provided appropriate educational resources to generate knowledge about problem-solving actions that can respond to climate change. The importance of this educational innovation lies in presenting strategies and best practices that help improve the quality of education, making it more inclusive and eliminating barriers to the acquisition of knowledge.

La incorporación de las Tecnologías de la Información y las Comunicaciones en la educación han tenido una evolución vertiginosa en las últimas décadas: iniciando de manera limitada en universidades y centros de investigación en los años 70 y 80, ha ido incrementando su uso a partir de la década de los 90 con el aumento de la accesibilidad a internet y a las computadoras personales. Ya en el Siglo XXI, el desarrollo de software educativo y la incorporación de computadoras en las aulas, sumada a la expansión de internet, apoyada por gobiernos y fomentada por la gestión de instituciones educativas, las llamadas “Tecnologías de la Información y las Comunicaciones” (TIC) se transformaron en una parte sustancial en los procesos de enseñanza–aprendizaje.

One of the problems that require a solution in Massive Open Online Courses (MOOC) is the lack of identification and authentication of the students. Different investigations have been carried out through several navigation, physiological and behavioral methods, achieving different recognition scales. Biometric authentication by keystroke patterns (Ups&Downs) has been implemented in several MOOCs for the ease of the digital platforms of the offeror to solve the identification problem. The objective of this research is to analyze the independence of the keystroke tool of the other demographic, sociographic and behavioral variables within a MOOC, establishing an initial pattern, and two authentication measurements throughout the course. The results show that the keystroke is independent of the analyzed variables, and it is reliable to identify the students in qualitative tests with extension answers.

Este artículo presenta los resultados de una investigación realizada por el Instituto de Investigación, Innovación y Estudios de Posgrado para la Educación del Estado de Nuevo León (IIIEPE), México, en colaboración con el Instituto Mahatma Gandhi de Educación para la Paz y el Desarrollo Sostenible de la Organización de las Naciones Unidas para la Educación, la Cultura y la Ciencia, con el propósito de generar información sobre el uso de la pedagogía digital para fortalecer la enseñanza del cambio climático. Hoy en día, la educación para el desarrollo sostenible desarrolla conciencia, promueve acciones, fortalece la resiliencia y fomenta la participación ciudadana. Al aprovechar las herramientas digitales de forma eficaz, los educadores pueden crear entornos de aprendizaje dinámicos e interactivos que satisfagan las diversas necesidades de los estudiantes. A través de estrategias de aprendizaje socioemocional se buscó desarrollar el pensamiento crítico, promover la colaboración y la comunicación, y preparar a los estudiantes para aplicar su aprendizaje en proyectos relacionados con el cambio climático. Con base en las preguntas de investigación, se adoptó el enfoque mixto con el objetivo de analizar los resultados del curso en línea masivo y abierto CAMBIO CLIMATICO: Comprender, reflexionar, empatizar y actuar. Además, participaron 17,696 estudiantes y figuras educativas del IIIEPE. Se identificó la importancia de contar con un equipo de proyecto comprometido con el logro de los Objetivos de Desarrollo Sostenible y que comparta la visión de construir sociedades pacíficas y sostenibles.