Design and realization of MOOC at the

Universitat Jaume I. Guide for teachers.

CENT
Center of Education and New Technologies of the Universitat Jaume I Castello
Version 1.1 . July of 2014.

Diseo y realizacin de MOOC en la Universitat Jaume I. Gua para el profesorado.

Diferencias entre la formacin reglada a distancia y los MOOC
Plataforma tecnolgica
Ayuda y apoyo
Funciones del equipo docente
Disear el curso y crear los contenidos
Facilitar el desarrollo del curso
Diseo del curso
Una seccin cero informativa
Una seccin para cada tema del curso
Los materiales de estudio
Formatos
Propiedad intelectual y licencias Creative Commons
Opciones para la creacin de vdeos
Las actividades de aprendizaje
Foros de debate
Ejercicios autocorrectivos
Talleres de evaluacin entre iguales
Secuenciacin de actividades
Recomendaciones sobre el proceso de diseo y construccin del curso
MOOC para desarrollo profesional
Emisin de certificados
Emisin de certificados al profesorado del MOOC
Difusin del curso
Ms informacin
Iniciacin a la educacin a distancia y en lnea
Pedagoga de los MOOC
Distincin entre cMOOC y xMOOC
Anlisis de la literatura sobre MOOC
Creative Commons
The MOOC (Massive Open Online Courses, online courses open and massive) are a form
of open education. The term MOOC was invented by Dave Cormier in 2008 on the
occasion of the course "Connectivism and Connective Knowledge", led by professors
George Siemens and Stephen Downes, which was attended by more than 2,200 participants
from a distance over the Internet. From 2012 onwards the MOOC were popularized by some
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universities and consortia of USA (MIT, Harvard, Udacity, Coursera). In 2013, the
Universitat Jaume I of Castello (UJI) addressed a convocatoria to its faculty to promote the
realization of MOOC.
This document is a basic guide for the faculty of the UJI you want to participate in this call, or
the continue in successive years, and perform a MOOC.
To develop this document have been taken some fragments and some ideas of the Gua
metodolgica para la Planificacin, diseo e imparticin de MOOC (PDF) of the Unit of
Educational Technology and Innovation in teaching (UTEID) at the University Carlos III of
Madrid.

Differences between formal training to distance and the MOOC

A MOOC necessarily must submit the following features:
Must be a course must have the structure of a course, designed to facilitate
learning, communication activities and tools that accompany the study materials. Not
only can consist of a collection of materials.
You must be an online course is a distance learning course and all communication
is carried out via the Internet. You may not require classroom activities.
Must be open, not only free: enrollment in the course must be open to anyone who
wants to participate and the study materials must also be open access for all. (The
call of MOOC of the UJI specifies that the materials must be published at a later
stage in the institutional repository, with a Creative Commons license, preferably CCBY-SA.)
Must be potentially massive. The number of possible inscriptions must be, in
principle, unlimited, or at least must have a limit to the very top that could be
accepted in a traditional classroom course. The potential audience of the course is
global. Hundreds or thousands of participants are normal figures.
These features involve some differences compared to other elearning initiatives that are
summarized in the table below.
Elearning

MOOC

Closed environment.

Open Environment.

Enrolment rates.

Free access.

Limited Group .

Unlimited participation.

Direct support of the faculty.

Support of the community of learners.

Generally focused on the evaluation and

accreditation.

Focused mainly on learning.

Technology Platform
Although the original notice referred to other options, finally the UJI decided to implement a
MOOC platform based on Moodle, the same free software with which it operates our Aula
Virtual. The most important advantage of using Moodle is that both our teachers, that you

must develop the courses, as a good portion of students potentially interested in

participating, already familiar with the tool, since it is one of the platforms on-line education
more widespread across the world, in all educational levels.
As regards the comparison with the Virtual Classroom of the UJI, the differences are few: we
have used a version of the slightly more recent software (Moodle 2.6 ), a design visually
simplified and a template of course adapted to the strict requirements of the MOOC.

Help and Support

The CENT, commissioned by the Vice President for Campus, new technologies and PAS,
manages the platform of MOOC of the UJI. In addition, it also advises the teaching teams
that perform the MOOC. You can go to the CENT in the mailbox mooc@uji.es to resolve any
question concerning the MOOC, whether technical or methodological and pedagogical.

Functions of the teaching team

The members of the teaching team of a MOOC have to carry out different functions,
basically of two types. Nails and other functions can be performed by the same people, or
the members of the team we can allocate the tasks.

Course Design and create the content

The basic content of a MOOC are materials and learning activities, organized as a sequence
or itinerary of subjects.
Designing the itinerary of the course.
Create the course materials (and other video formats).
Design learning activities.

Facilitate the development of the course

Despite the importance of content, and the fact that the dimension of a MOOC does not
allow the personalized advising of the participants, it is essential the presence of the
teaching team in the course, so that this will indeed be a course and not just a simple
repository of materials. This presence must be vehicular primarily through the forums.1
Resolve questions about the operation of the platform.
Resolve questions about the contents of the course.
Boost the participation of students in the course.
Ensure the correct operation and the quality (digital reputation) of the course.

Design of the course

From a teaching point of view, the MOOC can be placed on a continuum in one end of which
would be those courses focusing on the student, based in the debate, the communication
and interaction, aimed at achieving that participants develop new skills or concepts and
applying them to their personal contexts. At the other extreme, we'd have courses
exclusively focused on the learning materials and designed to convey to the participants a
systematic set of knowledge and preset. In the first case, you can use typically peer
evaluation. In the second case is more widespread the use of exercises selfcorrecting.
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The mode, p. e., the OpenCourseWare.

Between these two extremes, what exact design is more suitable for their MOOC? That
depends on the objectives that may arise in the course, of the type of material in question
and from the previous level of knowledge that it is assumed in the participants. The standard
template that offers the CENT is sufficiently flexible and adaptable. Consists of the parts and
elements following.

A informative section zero

At the beginning of the course home page, with the following minimum contents:

1. Video presentation of the course ( 2-3 minutes).

2. Forum News: a forum for notices of the faculty, where the student does not have
permission to intervene.
3. Consultation Forum: a forum open to the participation of all, for which the students
can ask their questions, problems, etc. , and receive responses from teachers or their
peers.
4. Course Guide: a page or set of pages that explain the basics of the course (goals,
agenda, calendar methodology and conditions for obtaining the certificate).
5. Glossary of frequently asked questions :based on the questions on the course
raised by the students.

A section for each theme of the course

We recommend that you keep hidden these sections and go by opening them up to measure
that elapse the timing of the course, in accordance with a pre-planning. Each of these
sections must consist of study materials and learning activities. A typical theme would
include these items:

1. Videoleccion brief (3-7 minutes) that explain the main ideas of the subject.
2. Other study materials, in the convenient formats: text, animations, graphic
diagrams, etc.
3. Discussion Forum on the topic.
4. Self-learning and / or 5. Workshop peer evaluation.
We advise you have prepared all the sections of the course before it begins, including all
study materials and learning activities. During the completion of the course, it is better to
have all the time as possible to monitor its operation, meet incidents, etc.

The study materials

The curriculum materials included in the topics can be videos, texts and other types of
media. In any case, given the open nature of the mass and MOOC, is very important to
always use open formats and make sure you have the rights of
exploitation (reproduction, dissemination and communication to the public).

Formats

It is not reasonable to use formats which may require the use of software to pay. P. e
formats of word processor, or presentations, that they may only be displayed
correctly with Microsoft Office2. In these cases, it is best export the document in PDF
format and hang it up in this format.
If it will be essential distribute files that require a specific software, this software
should be free, or at least free and should provide the link and the instructions to
download and install it.

Type of media

Recommended Formats

Not recommended
Formats

Price of Microsoft Office for students: 119 . License valid for a single PC. Does not include all
applications. Full Version 539 (prices April 2014).

Texts

Web pages created

with Moodle.
PDF
ODT (OpenOffice)

.DOC (Word)

PDF
Insert code using
<IFRAME> or
<EMBED>
(SlideShare, Prezi,
etc. )
ODP (OpenOffice)

.PPT (PowerPoint)

WMV
AVI

Insert through the

standard editor of
Moodle by entering
the Youtube link or
be seen at VIMEO
website.
MP4

MP3
MP4

WMA
WAV

Presentations

Videos

Audio

Intellectual Property and Creative Commons licenses

In accordance with the Law of Intellectual Property and international conventions, the
exercise of the rights of exploitation of a work corresponds to the person or persons authors
of the work, provided that they have not given these rights, in writing, e.g. in a publishing
contract (for publication in book form, or in a magazine, etc. ). Therefore, in the MOOC can
be used legally all those materials created by the teaching team, whose exploitation
rights have not been given exclusively to third parties (p. e to a publisher).
On the other hand, the convening of the UJI for the realization of MOOC determines that the
materials are developed for the course will be disseminated in open with a Creative
Commons license (preferably CC-BY-SA).
With regard to materials not created by the teaching team of MOOC, there are two options:
You can include in your course material for which count with explicit authorization of
the authors or owners of the rights. This includes all those materials published with
Creative Commons licenses. Note that if you want to make some modifications in
materials of this type, the license must allow: that is to say, should not include the
condition "without derivative work" (ND). Q. and when you want to translate a
document, modify or combine parts of texts, retouching a graphic image, etc.
You can include in your course links to any of the materials available in other
websites, provided that the publication in these sites has been done with respect for
the Law of Intellectual Property.

Options for the creation of videos

In accordance with point 8 of the notice of UJI, you have three choices for the creation of
videos for their MOOC:
Recording videoclases in classrooms through the media table, with the advice of the
Computing Service.
Recording of video lessons in the LABCOM (Laboratory of Audiovisual
Communication), with the support of the laboratory personnel.
Recording videos on any other means at their disposal.
After you create the videos using any of these options, the teaching team of MOOC
must upload to YouTube or Vimeo and insert them into the course by using its URL. The
use of these platforms increases the potential spread of the videos and leverages its
infrastructure storage and playback of streaming.

Learning Activities
The activity modules of Moodle that we recommend to use, in accordance with the character
in line and mass of the MOOC, are the following:
Discussion Forums
Questionnaires
Workshops

Discussion Forums
In the MOOC, and in online education in general, the forums are not only a way of
communication between faculty and students, but also a space for dialog and a powerful
learning tool. In the MOOC, in fact, they are essential if we are to create connections
between the apprentices, so that they are mutually supportive and make it possible the
collaborative construction of knowledge with a minimal support of the faculty. For that
reason, we recommend creating a discussion forum associated with each theme of the
course . The role of teachers in this type of forum is the facilitator. You can send initial
questions to provoke discussion, encourage the flow of ideas and to take care of the rhythm
of the interventions, which tend to self-regulate as the course progresses. You can also
answer any questions or misunderstandings not resolved by the participants, when it deems
appropriate.
On the other hand, it is important to ensure that only the forum for announcements and
news of the course is compulsory subscription . In the other forums that use, it is best to
configure the subscription as optional (each participant can subscribe if you want to) or, in
any case, automatic (all participants signed initially, but each one can cancel the
subscription at any time). Note that the subscription involves receiving by email each
intervention of the forum.

Exercises selfcorrecting
The questionnaires provide an automated system of assessment appropriate to the
MOOC serve both to evaluate the previous ideas of the students at the beginning of the
course or a topic (initial assessment), as so that each student can check their level of
understanding of the materials during the course (formative assessment) and also to assess
the results at the end of each module or course (summative assessment).
Moodle has a wide range of formats of question: true or false, multiple choice, numeric,
matching, fill-in-the-blank, etc. In addition, questions can be based on text and in all kinds of

multimedia materials: images, video, audio, etc.

Evaluation workshops between equal

The workshops of peer evaluations are the best way to include the realization of
individual jobs as part of the evaluation system of the MOOC. The work of each student
can be reviewed by several peers (heteroevaluation) or even by the same (self). The final
grade for this activity you can take into account both the note received by the student's work
as the adequacy of the assessment that the student has made the work of their peers. The
measurement of this adaptation is based on a comparison of the different skills that students
have been awarded to the same job. Therefore, they are required at least three evaluations
of a job for the comparison sufficiently accurate (two heteroevaluaciones more a selfassessment, or three heteroevaluaciones).
With regard to the evaluation criteria, the use of headings in rating facilitates the students
carrying out the work and self-evaluation or heteroavaluacions post.
The faculty also may be able to correct these jobs, but we advise you to do so only in cases
of conflicting or when nobody has evaluated the work of any person.
Time limits (date and time) for the realization of activities
When you set a date for the completion of an activity, e.g. a workshop or a questionnaire, it
should be borne in mind that many participants of the course can be found in different time
zones. Provided that they have correctly defined its time zone in their profiles, visualize each
one in your local time zone date i hour limit for the completion of the activity. If you have not
defined their time zone in the profile, they will be displayed by default in the peninsular
Spanish time (time zone of the server).
Sequencing of activities
All the resources and activities of Moodle have in its configuration page a section of "access
restrictions". Through these restrictions can be programd itineraries of realization of
activities, by chaining them in a way that in order to access an activity is there has to be
done before another. Also can be done, for example, that according to the score in an
activity, some students may have to perform another reinforcement, while others may
proceed directly with the following activity, or even some may perform a follow-up activity of
enlargement of knowledge.

Recommendations on the design process and construction of the

course
To design and build the course, we recommend that you follow the phases and the following
steps:
1. Reflect on the objectives of the course. What do you expect that they have
learned the participants at the end and how they may demonstrate what they have
learned?
2. Structure The course topics. Note the logical order of topics, the difficulty of the
content and the time commitment they will bring to the participants. Generally each
item equals one week of the course. The ideal duration of a MOOC, in order to
facilitate the concentration and the work of the estudiantates, would be four to six
weeks.

3. Outline the contents of each item in a document:

Title of the topic and dates and the title should clearly reflect the contents
of the item.
The objectives of the topic :what you will learn the participants in this topic?
The list of study materials:
What kind of video will be suitable for this topic?
Will It Be convenient accompany the video with a presentation ?
What other materials will be suitable? Keep in mind the question of
intellectual property . You will need to create their materials and/or use
materials with open licenses.
The list of learning activities appropriate to the topic: "discussion forum,
selfcorrecting exercises and/or workshop of peer evaluation?
4. Create or collect the study materials and learning activities for each
topic. Make sure that hours of work that each topic will give participants are adjusted
weekly to the dedication of the course.

Importance of the user profile or user.

In an online course of the characteristics of the MOOC, the user profile or user configures
the identity of each participant before their peers, teachers and the management system.
There is to impress upon the participants, therefore, the importance of some basic fields of
the profile:
The image. You must use a current picture.
The full name .It will also be used for the issuance of the certificate.
The time zone. If is defined correctly, will allow you to view in the local time for each
participant the deadlines for the completion of activities, so that there is no
unnecessary confusion.

Professional development for MOOC

In the event that your course is middle to professional development, whenever possible it is
important to try to:
To train participants to connect the theory that they learn in the MOOC with
professional practice, through the definition of personal goals or the customization of
the objectives of the course.
Help participants, during the course, to reflect on the knowledge gained and how
these should be integrated into professional practice.
To encourage participants to discuss the ideas of the course between them and with
their coworkers and professional networks.
Use the knowledge and professional experiences that could contribute to the
participants.
Take advantage of the diversity of motivations, expectations and previous knowledge
and experience, inherent in a massive group of apprentices.

Issuance of certificates
If you have chosen to offer a certificate for participants that complete the MOOC, the
teaching team of the course should contact the CENT, before you begin the course , to

define the criteria for completion and enable a item of certification within the course. This
item will allow participants to meet the criteria are downloaded a certificate, which will be
generated automatically in PDF format
It is very important, therefore, that the criteria or conditions pear obtain the certificate have
been established and have been made explicit at the beginning of the course.
The certificate must contain the following information:
The date of completion of the course.
The legend "Certificate of exploitation".
The name of the student, as contained in your user profile.
The title of the course.
The list of teachers of the course (first and last names).
The estimated workload to complete the course in hours (x number of weeks weekly
hours of dedication).
A notice in which consist the conditions under which grants the certificate:
a. It is not an official title.
b. Does not the registration as a student at the Universitat Jaume I.
c. Has not been verified the identity of the student.

Issuance of certificates to the teachers of the MOOC

At the end of each MOOC, the Universitat Jaume I will reach out to all the members of the
teaching team of the course a certificate from the work done.

Dissemination of the course

The dissemination of the course is a task prior to its start, which is fundamental to know
the course and achieve an optimal number of inscriptions. We advise you that this broadcast
is made from at least one month before the start of the course and continue until the end of
the registration deadline.
The two basic requirements to start the broadcast of the course are the following:
1. Have a page of course information, created by the datacentre, in the
portal mooc.uji.es, for which should have provided the CENT all the necessary
information. This page will have an URL short and meaningful (e.g. mooc.Uji.es/titleof-course), which is the one that can be used as reference for making advertising.
2. Have ready the zero section of the course, with the appropriate content (see the
section "course design" ). In this way you can open the course to the public and
allow entries from the first day in advertising. Otherwise, we would be losing potential
inscriptions.
The Servicio de Comunicacin y Publicaciones UJI can help you spread the course through
the media and the official accounts of the University in the social networks of Internet, but it
is also very important that you use channels of dissemination more specific to your scope,
such as virtual communities, professional associations, faculty and departments of other
universities, etc. , that may be interested on the issue of your MOOC. You can also prove to
be especially effective dissemination through social networks (Facebook, Twitter, LinkedIn)
focused on communities of users of these networks potentially interested in the topic.3

http://www.uji.es/social

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More information
Initiation to the distance and online education
Anderson, T. , & drone, J. (2012). Technology for learning through three generations of
pedagogy to distance mediated by technology. Revista Mexicana de Baccalaureate from a
distance,(6). Retrieved
from http://bdistancia.ecoesad.org.mx/contenido/numeros/numero6/visionInter_01.html
Hill, P. (2012). Online educational delivery models: A descriptive view. Educause Review
,(November/December 2012), 85-97. Retrieved
from http://net.educause.edu/ir/library/pdf/ERM1263.pdf
Romiszowski, A. (2013). What's really new about MOOCS? Educational Technology: The
Magazine for managers of Change in Education ,53.48 -51.

Pedagogy of the MOOC

Stacey, P. (2013). The pedagogy of moocs. Musings on the Edtech
Frontier. http://edtechfrontier.com/2013/05/11/the-pedagogy-of-moocs/
Zapata Ros, M. (2013). The instructional design of moocs and of the new custom open
courses (I). http://red.hypotheses.org/10
Guard, L. , Maina, M. , & bleeds, A. (n.d. ). MOOC design principles. A pedagogical
approach from the learner perspective. ELearning
Papers',33. http://www.openeducationeuropa.eu/en/node/124321

Distinction between cMOOC and xMOOC

Bates, T. (2012). What's right and what's wrong about coursera-style moocs.
[Blogpost]. http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-aboutcoursera-style-moocs/ Versions in Castella: http://www.americalearningmedia.com/edicion017/195-analisis/2380-que-esta-bien-y-que-esta-mal-en-el-estilo-mooc-coursera
Smith, B. , & Eng, M. (2013). MOOCs: A learning journey. In Hybrid learning and continuing
education (pp. 244-255). Springer Verlag Berlin Heidelberg; doi:10.1007 / 978-3 -642-39750
-9_2. http://link.springer.com/chapter/10.1007%2F978-3-642-39750-9_23
Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like courses: Two successful and
distinct course formats for massive open online courses. European Journal of open, distance
and e-learning. http://www.eurodl.org/?article=51

Analysis of the literature on MOOC

Ebben, M. , & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: A review of
nascent MOOC scholarship. Learning, Media and Technology, 1-18. doi:10.1080
/17439884.2013.87835 http://www.tandfonline.com/doi/abs/10.1080/17439884.2013.878352
Haggard, S. (2013). The maturing of the MOOC: Literature review of massive open online
courses and other forms of online distance learning. London, UK: Department for business
innovation &
skills. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/
13-1173-maturing-of-the-mooc.pdf
Liyanagunawardena, T. R. , Adams, A. A. , & Williams, S. A. (2013). MOOCs: A systematic
study of the published literature 2008-2012. The International Review of Research in Open
and Distance Learning, 14 (3), 202-

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227 http://www.irrodl.org/index.php/irrodl/article/view/1455/2531

Creative Commons
Vera Palencia, Alejandro. "Security Implementation Guide Creative
Commons". Sideleft [blog]: Intellectual Property and digital content. April 1
2013. http://www.sideleft.com/guia-creative-commons/

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