_ENREF_1 -- _ENREF_2 -- _ENREF_3 -- _ENREF_4 -- _ENREF_5 -- _ENREF_6 -- _ENREF_7 -- _ENREF_8 -- _ENREF_9 -- _ENREF_10 -- _ENREF_11 -- _ENREF_12 -- _ENREF_13 -- _ENREF_14 -- _ENREF_15 -- _ENREF_16 -- _ENREF_17 -- _ENREF_18 -- _ENREF_19 -- _ENREF_20 -- _ENREF_21 -- _ENREF_22 -- _ENREF_23 -- _ENREF_24 -- _ENREF_25 -- _ENREF_26 -- _ENREF_27 -- _ENREF_28 -- _ENREF_29 -- _ENREF_30 -- _ENREF_31 -- _ENREF_32 -- _ENREF_33 -- _ENREF_34 -- _ENREF_37 -- _ENREF_38 -- _ENREF_39 -- _ENREF_40 -- _ENREF_41 -- List of contributing authors -- Elena Bárcena, Elena Martín-Monje -- 1 Introduction. Language MOOCs: an Emerging Field -- 1.1 Introduction -- 1.2 The Availability of Language MOOCs -- 1.3 The Contents of this Book -- 1.4 Some Final Remarks -- Appendix -- Maggie Sokolik -- 2 What Constitutes an Effective Language MOOC? -- 2.1 Introduction -- 2.2 cMOOCs, xMOOCs -- 2.2.1 On not Taking a Cue from CALL -- 2.2.2 The Opportunity for an LMOOC -- 2.3 Making the Massive Human(e) -- 2.3.1 Engagement and Interaction -- 2.3.2 Student Self-Organization in LMOOCs -- 2.3.3 Instructor Presence -- 2.3.4 An LMOOC Structure for Engagement -- 2.3.5 Talking Heads - Good Music, Bad Video -- 2.3.6 LMOOC Approach for Video Engagement -- 2.3.7 Forms of Assessment -- 2.3.7.1 Peer-Assessment -- 2.3.7.2 LMOOCs and Assessment -- 2.3.8 My MOOC is Bigger than your MOOC -- 2.3.8.1 Conflating Numbers with Success -- 2.3.8.2 There are No Dropouts Here -- 2.3.9 Defining Success in an LMOOC -- 2.4 Conclusion -- 2.4.1 Summary: Tips for a Successful LMOOC -- Appendix -- António Moreira Teixeira, José Mota -- 3 A Proposal for the Methodological Design of Collaborative Language MOOCs -- 3.1 The Rise of Digital Massive Open Education -- 3.1.1 The MOOC Phenomenon: between Large-Scale Content Distribution and Massive Collaborative Learning.

3.1.2 The iMOOC Approach: a Possible Synthesis? -- 3.2 Massive Language Education -- 3.2.1 The Importance of Competence-Based Learning for Language Education in a 21st Century Setting -- 3.2.2 Some Challenges in Designing Language Learning MOOCs -- 3.2.3 Designing Collaborative Language MOOCs Based on the iMOOC Approach -- 3.2.3.1 Technological Environment -- 3.2.3.2 Course Duration -- 3.2.3.3 Learning Process -- 3.2.3.4 Teacher's Role -- 3.2.3.5 Support Team -- 3.2.3.6 Resources -- 3.2.3.7 Activities/Tasks -- 3.2.3.8 Bank of Challenges -- 3.2.3.9 Oral Practice -- 3.2.3.10 Feedback -- 3.2.3.11 Certificate of Completion -- 3.2.3.12 Formal Accreditation -- 3.3 Final Remarks -- Tita Beaven, Tatiana Codreanu, Alix Creuzé -- 4 Motivation in a Language MOOC: Issues for Course Designers -- 4.1 Introduction -- 4.2 Context: the MOOC Travailler en Français -- 4.3 Research Methods -- 4.4 Profile of the Travailler En Français MOOC Participant -- 4.5 Analytics: Platform Use and Social Media Metrics -- 4.6 Regular Student Self-Evaluation -- 4.7 Intrinsic Motivation -- 4.8 Conclusion -- Mª Dolores Castrillo de Larreta-Azelain -- 5 Language Teaching in MOOCs: the Integral Role of the Instructor -- 5.1 Introduction -- 5.2 Background: Online Language Teaching -- 5.3 Redefining the Teacher's Role in Language MOOCs -- 5.3.1 Criticism of G. Salmon's 5-Step Model: Why it is not Valid for MOOCs -- 5.4 A Proposed Framework for MOOC Language Teaching -- 5.4.1 Before the MOOC: the Teacher as Structure Designer and Content Generator -- 5.4.1.1 MOOC Structure Designer -- 5.4.1.2 Content Expert/ Content Creator/ Content Facilitator -- 5.4.1.3 Assessment Designer/Evaluator -- 5.4.1.4 Designing and Structuring Communication Tools -- 5.4.2 Throughout the MOOC: New Forum Curator and Facilitator Roles.

5.4.2.1 The Role of the Teacher as Course Manager and Administrator -- 5.4.3 Before, during, and after the MOOC: the Teacher's Role as Researcher -- 5.5 Conclusion -- Bibliography and Webliography -- Timothy Read -- 6 The Architectonics of Language MOOCs -- 6.1 Introduction -- 6.2 Language MOOCs -- 6.3 Language CMOOCS vs. XMOOCS -- 6.4 Conclusion -- Covadonga Rodrigo -- 7 Accessibility in Language MOOCs -- 7.1 Introduction -- 7.2 ICT Access and its Use by People with Disabilities -- 7.2.1 MOOCs Opportunity for Social Inclusion -- 7.3 Demands of Usability and Accessibility in MOOCs Services -- 7.3.1 Accessible Interfaces -- 7.3.2 Learning Resources Accessibility -- 7.3.2.1 Accessible Videolectures -- 7.3.2.2 Accessible PDF Document Considerations -- 7.3.2.3 Accessible Flash Multimedia Restrictions -- 7.4 Strategies for Improving Usability and Accessibility in MOOC Services -- 7.4.1 Learning Resources Metadata to Improve Accessibility -- 7.4.2 Assessment Accessibility -- 7.4.3 Enabling User Adaptable Interfaces -- 7.4.4 Multimodal Adaptive Interfaces -- 7.4.5 Accessibility Standards for Learner Profiling -- 7.4.6 User Experience and User-Centred Design Model -- 7.5 Conclusion -- Inma Álvarez -- 8 Ethical and Aesthetic Considerations in Language Moocs -- 8.1 Introduction -- 8.2 Ethics and Aesthetics in Language Education -- 8.2.1 The Intercultural Agenda and Beyond -- 8.2.2 Languages and Aesthetic Sensibilities -- 8.3 Challenges and Possibilities in the Digital Era -- 8.3.1 New Ethical and Aesthetic Considerations -- 8.3.2 Languages in ELearning Environments -- 8.4 Openness and Open Initiatives' Ethical Agenda -- 8.4.1 Opening to a Hyperdemocracy -- 8.4.2 Open Initiatives -- 8.4.3 Addressing the Global Masses -- 8.5 Languaging in MOOCS -- 8.6 Conclusions: Researching for the Future -- Fernando Rubio.

9 Teaching Pronunciation and Comprehensibility in a Language MOOC -- 9.1 Introduction -- 9.2 The Role of Feedback -- 9.2.1 Feedback and Pronunciation Instruction -- 9.2.2 Feedback and Online Affordances -- 9.3 Structure of the Courses -- 9.4 Method -- 9.4.1 Participants -- 9.4.2 Procedures -- 9.5 Results -- 9.6 Discussion -- 9.7 Conclusions -- Appendix -- Jozef Colpaert -- 10 Conclusion. Reflections on Present and Future: towards an Ontological Approach to LMOOCs -- 10.1 Introduction -- 10.2 To MOOC or not to MOOC, that's the Question -- 10.3 Ontology of the LMOOC -- 10.3.1 Blurred Ontologies: Pervasive but Persuasive -- 10.3.2 The LMOOC as Ontology -- 10.4 LMOOCs from an Educational Engineering Point of View -- 10.5 LMOOCs from a CALL Research Point of View -- 10.6 The Suggested Path for LMOOCs -- 10.7 Conclusion -- Index.