Author: Edmundo Tovar (1), Bernardo Tabuenca (1), Ahmed Alzaghoul (1), Nelson Piedra (3), Carlos Delgado Kloos (4), Jim Sluss (5), Russ Meier (6), África López Rey (2), Elena Ruiz (2), Félix García Loro (2), Elio Sancristóbal (2), Miguel Rodríguez Artacho (2), Sergio Martín (2), Manuel Castro (2). UPM (1), UNED (2), UTPL (3), UC3M (4), UO (5) y MSoE (6)

1. Do MOOCs sustain the
UNESCO´s Quality
Education goal?
Edmundo Tovar
edmundo.tovar@upm.es
Manuel Castro Carlos Delgado Kloos
et al.
EDUCON2019 - ""Engineering Education Through Student Engagement”
9-11 April, 2018, Dubai, UAE

2. Contents
— LWMOOCS CONFERENCE
— LWMOOCS vs HUMANITY
— CONCLUSIONS

3. Lerning with MOOCS 2018. History

4. Lerning with MOOCS 2018

5. Lerning with MOOCS 2018. Format
— For keynotes:
— two CEOs of MOOC platforms: Anant Agarwal, CEO of edX
and one of the initiators of this conference, and Simon
Nelson, Chief Executive of FutureLearn
— two speakers from academia: Barbara Oakley, author of a
very successful MOOC with over 2 million registrations on
learning how to learn, and Zvi Galil, Dean of Computing at
GeorgiaTech, where a pioneering MOOC-based Master of
Science program was launched
— and two speakers talking about the future of learning in
relation to work: Jamie Merisotis, CEO of Lumina
Foundation, and Matt Tearle, from MathWorks.

6. Lerning with MOOCS 2018. Format
— For interactive sessions:
— These keynotes were complemented by nine lightning
talks on several interesting topics about MOOCs
— Half of the time was dedicated to exchanging opinions
through interactive sessions and poster session.
— More than fifty peer reviewed contributions from
educational institutions and companies from all over the
world enriched the debate in each of the nine sessions
scheduled, under a lightning talk format.
— Sessions were led by relevant invited speakers that will
introduce the thematic of the sessions with short
presentations.

7. Have we taken a step in
the right direction for the
development of
humanity??

8. 17 Sustainable Development
Goals

9. SGD 4 is the Quality of Education
Nº Targets
1
By 2030, ensure that all girls
and boys complete free,
equitable and quality primary
and secondary education
2 By 2030, ensure that all girls
and boys have access and are
ready for primary education
3 By 2030, ensure equal access
for all women and men to
affordable and quality
technical, vocational and
tertiary education, including
university
4
By 2030, substantially increase
the number of youth and
adults who have relevant
skills, including technical and
vocational skills, for
employment, decent jobs and
entrepreneurship
5
By 2030, eliminate gender
disparities in education and
ensure equal access to all
levels of education
6
By 2030, ensure that all youth
and a substantial proportion of
adults, both men and women,
achieve literacy and
numeracy
7
By 2030, ensure that all
learners acquire the
knowledge and skills needed
to promote sustainable
development.
8
Build and upgrade education
facilities that are child,
disability and gender
sensitive
9
By 2020, substantially expand
globally the number of
scholarships available to
developing countries,
10
By 2030, substantially increase
the supply of qualified
teachers, including through
international cooperation for
teacher training in developing
countries, especially least
developed countries and small
island developing states

10. — Sensitive to equality of access regardless of gender, or
belonging to minorities of disadvantaged people;
— Effective in terms of learning outcomes related to the
professional market and entrepreneurship;
— Covering all educational levels from pre-primary to
university;
— It affects to all the countries of the world.
— and with more qualified teachers through international
collaboration
SGD 4 is the Quality of Education

11. SDG4 Factors vs MOOCS
— Target 4: Acquisition of skills relevant to the labor
market in young people and adults.
— Target 6 all youth and adults achieve literacy and
numeracy
— Target 7 acquisition of all kinds of values and skills that
will contribute to the sustainable development of
society

12. LWMOOCS PROGRAM vs
SDG4

13. Agnant Arwal, CEO of edX
— to face the new
educational challenges and
increasing their access, a
new modular approach that
adopts learning paths based
on micro-credentials and
digital resources.

14. Jamie Merisotis, president and
CEO of Lumina Foundation
— Situation of postsecondary
students and on the
importance of micro-
credentials and their main
benefit of bringing
transparency to the
progress of their learning to
all those involved, from
themselves to educational
providers such as potential
employers.

15. Matt Tearle, a principal training
content developer at MathWorks
— To educate professionals,
mainly engineers, to help
address and solve real
problems that will
transform society. The case
he presented refers to the
learning of the technology
of recognition of images
applied the automation of
industrial manufacturing

16. Simon Nelson CEO of FutureLearn
— Sustainability: proposals
and experiences according
to the new market
conditions and the rapid
advances of technologies.
Its approach was based on
the need for international
cooperation among
universities to meet the
growing demand for digital
needs and technological
infrastructure required

17. Barbara Oakley, prestigious
professor in Eng. Education
— Recommendations
addressed to teachers, in
this case, regarding key
factors in the use of
audiovisual media, as new
challenges for the
formation of the new role
of the teacher.

18. Zvi Galil, Dean of the College of
Computing, Georgia Tech
— Sustainability issues
explaining the cost
reduction implications of
an official master's program
in Computer Science
delivered online through a
platform of MOOCs. This
has been a polemic and
model case for many
educational institutions
that could be done with the
collaboration of
technological partners and
MOOC providers.

19. Conclusions
— Contributions presented by the speakers have been
aimed at exploiting the potential of MOOCs in terms of
their access, and development of learning paths in the
training of individuals, transparency in the development
of these itineraries, development of professional skills,
sustainability through international partnerships and
teacher training.
— They all cover essential aspects of the SDG4.