Presentation of training: Designing sustainable MOOCs in Europe. Dates: Madrid, 12-16 December 2016. SCORE 2020 Project: http://score2020.eadtu.eu/ EADTU contact: Darco Jansen darco.jansen@eadtu.eu UNED contact: Tiberio Feliz Murias tfeliz@edu.uned.es Licence: CC BY - Recording on Youtube: https://goo.gl/BLrsgB

1. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
SPANISH NATIONAL UNIVERSITY OF DISTANCE EDUCATION.
December the 15th, 2016
Madrid. Spain
Prof. Dr. José Manuel Sáez López
The means and resources.
Openness and opening

2. Thursday the 15th, 2016
15:00h-
15:45h
Lecturing:
 Openness
 Resources
 Groups
15:45h  Questions
16:00h-
17:00h
Methodological strategy: Colaborative learning. 3 groups:
What kind of resources would you integrate?
Try a draft design with a syllabus, describing resources integration:
• Type of MOOC
• Any particular platform?
• Resources for teaching/ learning
• Resources for assessment, student recognition…
• Working in smart phones?
• Communication tools?
• Active learning -personalization? And feasible?
• Open resources?
• Video editing?
Any other idea or insight
Presentations/ Discussion

3. The Universal Declaration of Human
Rights Article 26.1
“Everyone has the right to education”
Paris OER Declaration (2012)

4. Los OER (Open Educational Resources)
• OpenCourseWare M.I.T 2001
• 2011 Artifitial intelegence MOOC Succesful
(160.000 students)
Open Educational Resources (OERs) are any type of
educational materials that are in the public domain
or introduced with an open license. The nature of
these open materials means that anyone can legally
and freely copy, use, adapt and re-share them.
OERs range from textbooks to curricula, syllabi,
lecture notes, assignments, tests, projects, audio,
video and animation.

5. Openness in MOOC factors
•Remote
•From home
•flexible way and at
the pace of each
student.
• Materials are free
and available
• Many students
with different
interests
•promote students'
autonomous
learning.
•resources
Autonomy. Massive.
On line.
Open and
free.

6. Openness and opening
India, BITS Pilani, (20.000 distance learning students) and
Bombay University MOOC // edX.
Indian Institution of Technology Bombay MOOC conferences
and face to face session. Participation increases
Pakistán, MOOC for new challenges in higher Ed. Technology
Institute
Arab Open University combines online and multimedia
tutorials with small gropus. Increases participation
Horizon report higher ed edition. 2016.

7. PLATFORMS
United Kingdom
• OpenClass-BETA
• FutureLearn.
Germany
• Leuphana Digital School.
• OpenHPI.
Spain
• Unx.
• Unedcoma.
• Crypt4you.
• Miriada X.
United States of America
• Coursera.
• Edx.
• Udemy.
• Udacity.
• OpenCourseWare.
• Google Course Builder.
• Open Learning Initiative
- Carnegie Mellon
University.

8. Resources to create a MOOC
• OpenMOOC
• Google Course Builder
• Open edX Plattform

9. Open Education Resources
• Creative Commons and OER Commons (free
ebooks, films, activities, artwork and lecture
notes )
• Boundless
• WikiBooks
• Saylor.org
• Open Tapestry (also quizzes)
• DOAJ

10. DESIGNING MOOC-Plan
• The duration of the course.
• The time each student will spend.
• The work pace of students: number of sessions,
number of hours per week
• The structure of the contents.
• Learning activities.
• Monitoring and evaluation.
• Decide on communication tools with students.
• Take into account the globality of students.
• Take account of time zones.
• Progressive rhythm of publication of the units: one
every week or all at the same time.

11. SPIEGEL, A. (2000): La vida cotidiana como recurso didáctico. Hacia una escuela más autentica.Rosario (Argentina): Homo Sapiens
Ediciones.
Teaching Resources
Anything that has utility for a particular class.

12. Resources
• Videos of the different lessons. It is recommended
that the duration of each video is between 10 and 15
minutes.
• Documents of the presentation of each video
• Self-assessment questionnaires and exercises to
check your progress
•Final exam
• The structure is also composed of communication
tools: advertisements and news, forums, wiki, social
networks
Research: Learning analytics
Gamification

13. Questionnaires (Quizzes):
• useful automated system for evaluating
thousands of participants.
• formative evaluation
• Students can check their level of understanding
of the content of the videos
• It can be used as cumulative evaluation at the
end of the modules
Resources for assessment.

14. Peer review
• incorporates evaluation system and solve the
problem of correction (many students) by the
teacher
• Most often, each participant values ​​the work of three
other colleagues (It depends on total number of
participants)
• Very important to have clear instructions on what has
to be valued and a good rubrics. Since most students
will not be experts in the subject instructions have to
be simple.
Resources for assessment.

15. Resources for accreditation
certificates- Evaluation
• How to demonstrate that the person to whom
the certificate is delivered is the person who
has taken the course?
• The "Typing Style" model
• Webcam photo
• Once registered and identified by a
photograph showing the national identity
document

16. RESOURCES FOR COMMUNICATION
Vygotsky
sociocultural approach to cognitive development
News
Forums (most used)
threads, subscriptions
Videoconference,
Hangouts
Wikis(collaborative
workspace)
Social networks

17. • Youtube
• Vimeo
• Camtasia
• Scribd
• Slide share
• Wordpress
• Wikipedia
• Blogger
• Second life
RESOURCES Media and networks
• Twitter
• Facebook
• Linkedin
• Google+
• Scoop it
• Hoot suite
• Academia Edu
• Researchgate
• Mendeley

18. Smart phones, apps
• Ubiquity
• Easy access
• In many developing countries

19. REALIA
are objects from real life used
in classroom instruction by educators
to improve students' understanding of
other cultures and real life situations

20. Virtual Realia
• three-dimensional models can be displayed
through projection or on computer screens
• Digitized objects and items from the target culture
which are brought into the classroom as examples
or aids and used to stimulate spoken or written
language production
• Realia consists of cultural artifacts as well as
teaching aids that facilitate the simulation of
experience in the target culture
• Realia break down geographic barriers and thus
provide insights into the target culture.

21. Different resources in different types of MOOCs?
behavioralxMOOC
teacher is the central figure of learning.
cMOOC
connectivist construction
of knowledge
students are the protagonists of
the teaching process. collaborative
projects.
TYPES. Scopeo, 2013, Downes, 2012, Siemens, 2012, Hill, 2012).

22. Fundamentals of online Learning
Example.
• The instructor made it clear that small group
discussions would be important to the class,
and she asked the 41,000 participants to split
up into groups of 20 by signing up on a Google
Docs spreadsheet.
• Unfortunately, a Google spreadsheet can
handle a maximum of 50 simultaneous
editors, and the spreadsheet crashed because
of the volume

23. IMPORTANT FACTORS

24. Digital competence
Students need a high level of digital
competences and self-regulated learning.

25. Massification leads to unidirectional, teacher-
centered and content-based communicative design,
with serious problems in dealing with individual
differences and a tendency towards knowledge
standardization
Pedagogical issues

26. Criticism is focused on the lack of dynamism in
and the lack of personalization
Pedagogical issues

27. Openness
One strength MOOCs are open to students of all
backgrounds - there is no barrier to joining the
MOOC, many classes are at the introductory level,
and prerequisites for more advanced classes are
not enforced.
This is also a weakness with the MOOC model.
One reason is that it is then more difficult to
teach advanced topics to a potentially wide range
of students and backgrounds.

28. Drop out
• Several investigations agree that MOOCs have a
high dropout rate that is usually more
pronounced in the first weeks of delivery. On
average, drop-out rates are estimated to range
from 75% to 95%
• Few data are available yet, but an initial study by
Katy Jordan of Open University on the dropout
rate yields more than enough data to claim only
10% on average completes all proposed activities

29. COLABORATIVE LEARNING
What kind of resources would you
integrate?

30. • https://www.coursera.org/learn/gamification#

31. • https://miriadax.net/web/seo-posicionamiento-natural-en-buscadores

32. COLABORATIVE LEARNING
What kind of resources would you integrate?
Discovery learning.
.
Try a draft design with a syllabus, describing resources integration:
• Type of MOOC
• Any particular platform?
• Resources for teaching/ learning
• Resources for assessment, student recognition…
• Working in smart phones?
• Communication tools?
• Active learning -personalization? And feasible?
• Open resources?
• Video editing?
Any other idea or insight

33. References
• Ángel Fidalgo1 , M. Luisa Sein-Echaluce2 , Francisco J. García-Peñalvo3 (2013). «MOOC cooperativo.
Una integración entre cMOOC y xMOOC». II Congreso Internacional sobre Aprendizaje, Innovación y
Competitividad (CINAIC 2013). Consultado el 24 de junio de 2015.
• Downes, Stephen. «CCK08 - The Distributed Course». Consultado el 27 de octubre de 2015.
• Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., y Hall, C. (2016). NMC Informe
Horizon 2016 Edición Superior
• de Educación. Austin, Texas: The New Media Consortium
• learning, Daily Bits Of Online learning service with a passion for personal development and daily (20
de junio de 2016). «What the Bot Revolution Could Mean for Online Learning». The Huffington Post.
Consultado el 23 de junio de 2016.
• Pernías Pedro Pecos. Luján Mora, Sergio. (2013). Los MOOC: Orígenes, Historia y Tipos. Centro de
Comunicación y Pedagogía 269-270.
• René F. Kizilcec, Chris Piech,Emily Schneider. «Deconstructing Disengagement: Analyzing Learner
Subpopulations in Massive Open Online Courses».
• Valverde Berrocoso, Jesús (2014). «MOOCS: UNA VISIÓN CRÍTICA DESDE LAS CIENCIAS DE LA
EDUCACIÓN». Profesorado. Revista de currículum y formación docente. Vol. 18, N°1.
• Esteban Vázquez Cano, Eloy López Meneses, José Luis Sarasola Sánchez-Serrano. La expansión del
conocimiento en abierto: los Mooc (ebook)Editorial Octaedro, S.L.(20 de noviembre de 2013)ISBN
9788499214467
• Ted talk Dafne Koller https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education

34. MUCHAS GRACIAS

35. DISCUSSION