«Organización de MOOC en edX sobre educación en abierto y repositorios». Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)

1. Manuel Castro, PhD (mcastro@ieec.uned.es)
UNED – Spanish University for Distance Education
Full professor.
IEEE Fellow member
edX MOOC organization about Open
Education and OERs repositories
EDUCATION SOCIETY
http://ieee-edusociety.org/

2.  Open education and open educational
resources are deeply influencing and
transforming the educational environment
 This course offers a practitioner’s view of
open education, open educational
resources, repositories and applications
for educators and professionals
Introduction
EDUCATION SOCIETY
http://ieee-edusociety.org/
https://courses.edx.org/courses/course-v1:IEEEx+FOE01.x+3T2017/course/
First edition (Sep-Aug/2017) / Second edition (Nov-Dec/2017)
https://www.edx.org/course/open-education-oers-repositories-ieeex-foe01-x-0
IEEEx MOOC Free On-Line Courses from IEEE
First MOOC of the IEEE Education Society

3.  This 4-week course is designed to provide a comprehensive
understanding of the ways in which open education and open
educational resources are changing the rules of education
 The purpose of the course is to help faculty and professionals
dedicated to education to understand the advantages of open
education and how they can apply it to their everyday teaching
 https://www.youtube.com/watch?v=GDmTVsfeOk
Promotional Video
Introduction
• Foundations of open education and
open educational resources
(OERs)
• Open licences that apply to OERs;
• How to search, create, use, remix
and share OERs;
• OERs repositories;
• OERs Applications to Academia &
Industry

4. • Coordinator: Manuel Castro, (IEEE Fellow, Past President Senior
EdSoc, BoG IEEE EdSoc Spanish Chapter, Spain Section)
• On-going proposal: Edmundo Tovar (IEEE Senior Member, VP
Educational Activities EdSoc, BoG IEEE EdSoc Spanish Chapter),
Sergio Martin (IEEE Senior Member, BoG IEEE EdSoc Spanish
Chapter), Rebecca Strachan (IEEE Member, IEEE EdSoc BoG
member at large) and Oscar Martinez-Bonastre (IEEE Senior
Member, BoG IEEE EdSoc Spanish Chapter, Spain Section)
• Local Advisory Committee: Oscar Martinez-Bonastre, Edmundo
Tovar, Martin Llamas, Manuel Caeiro, Javier Garcia-Zubia, Manuel
Gericota, Gabriel Diaz, Francisco Arcega, Sergio Martin
• IEEE Education Society BoG involvement: Claudio da Rocha
Brito, Melany Ciampi, Jim Sluss, Russ Meier, Lance Perez, Tony
Maciejewski and Rebecca Strachan
• IEEE Educational Activities involvement: Jill Bagley, Marguerite
Corazza, Jonathan Dahl, James Moesch and S. K. Ramesh
Teachers and Staff organization

5.  Course Introduction
 Unit 1 – Introduction to Open
Education & OERs – UNED
(Spain)
 Unit 2 – Repositories – UPM &
Miguel Hernandez University
(Spain)
 Unit 3 – Applications to
Academia & Industry –
Northumbria University (UK)
 Unit 4 – Applications for OERs –
Vigo University (Spain)
 Conclusions – IEEE & IEEE
Education Society
Course contents overview

6. Enrollment analytics
(first edition Aug/Sep-2017)
EDUCATION SOCIETY
http://ieee-edusociety.org/

7. • There were 1.173 students enrolled in the course (and 1.274 today)
• Most of them were enrolled from July 25, 2017
Enrollment
EDUCATION SOCIETY
http://ieee-edusociety.org/

8. • Regarding the Median Learner Age, the midpoint of the learner ages
is 37. The percentage of learners aged 25 years or younger is
17,3%
• The percentage of learners aged from 26 to 40 is 41,8%. The
learners with 41 and Over are the 40,8%
Age demographics

9. • The 29,5% of the participants had a University degree and 55,1%
Master or PhD
Studies demographics
EDUCATION SOCIETY
http://ieee-edusociety.org/

10. • Regarding genre, 57,3% of the participants were male and 41,6%
female
Genre demographics
EDUCATION SOCIETY
http://ieee-edusociety.org/

11. • There are students from 117 countries. The country with more
students is USA with 17,4% of the total, followed by Spain (6,9%)
and India (6,8%)
Geographic distribution
EDUCATION SOCIETY
http://ieee-edusociety.org/

12. Edmundo Tovar, PhD (etovar@fi.upm.es)
UPM – Technical University of Madrid
Associate Professor
IEEE Senior member
Big ideas to develop
EDUCATION SOCIETY
http://ieee-edusociety.org/

13. Purpose
The purpose of the course is to help faculty and
professionals dedicated to education to understand
the advantages of open education and how they can
apply it to their everyday teaching
Key topics
1. What is OPEN?
2. Communities around open repositories
3. Industry and Academy
4. Utilities to Applications
Key topics

14. What is Open

15. Communities around Open
Repositories
CC BY Wenger E. (1998). Communities of
Practice, Learning, Meaning, and Identity,
Cambridge University Press, New
York.
Anthony F. Camilleri
Ulf Daniel Ehlers
Jan Pawlowski
EDUCATION SOCIETY
http://ieee-edusociety.org/

16. Communities around Open
Repositories
• MERLOT: to improve the
effectiveness of learning by
increasing the quantity and quality
of materials
– 62.500 materials
– 140.000 members
– A set of faculty development
support services:
– Almost 25 editorial boards
Contact
CS: Henry Chan:
cshchan@comp.polyu.edu.hk
IT/IS: Edmundo Tovar:
etovar@fi.upm.es
Join MERLOT

17. Utilities to implement
How to license
– Coosing
– Checking
– Assigning
– Adapting
– Combining
CC “License Your Work” tool
– https://creative commons.org/choose
Ordering of CC Licences from most to least open
by Creative Commons
BY-SA, https://commons.wikimedia.org/wiki/
EDUCATION SOCIETY
http://ieee-edusociety.org/

18. Industry and Academy
• Case Studies in
Academia
– Flipped classroom and
Khan Academy
– For International
students
– Social exclusion
– …
• Cases Study in
Industry
– Ericsson and the
updating of techical
skills
– For health
professionals
– For teachers in Africa
– …
EDUCATION SOCIETY
http://ieee-edusociety.org/

19. • Tools for OERs as
presentations,
documents and
videos
• How to use video as a teacher:
tools and apps
Utilities to implement
EDUCATION SOCIETY
http://ieee-edusociety.org/

20. Utilities to implement
• There are many other types of resources
that can be provided as OERs:
– Lesson plans
– Rubrics
– Assessments
– Tests
– Mind and conceptual maps
– etc.
EDUCATION SOCIETY
http://ieee-edusociety.org/

21. Sergio Martin, PhD (smartin@ieec.uned.es)
UNED – Spanish University for Distance Education
Associate Professor.
IEEE Senior member
MOOC organization and learner
performance
EDUCATION SOCIETY
http://ieee-edusociety.org/

22. 1. Define the syllabus in a Word document
1. Usually 1 module per week (4 – 6 weeks)
2. Usual student effort: 25h of student work
3. Define subunits
Steps

23. Unit 1: Introduction to Open Education & OERs
Open source way
Open education
Open educational resources
Open courses: from OCW to MOOCs
Course outline
EDUCATION SOCIETY
http://ieee-edusociety.org/

24. Unit 2: Repositories
Communities based on OER Repositories. Repositories of
general purpose
Open practices based on repositories
Challenges to use OER from repositories
Open engineering communities. The case of IT and CS
communities in Merlot repository
Course outline
EDUCATION SOCIETY
http://ieee-edusociety.org/

25. Unit 3: Applications to Academic and Industry
Teaching through Open Education
Research and Open Access
Industry and Open Education
The Future
Course outline
EDUCATION SOCIETY
http://ieee-edusociety.org/

26. Unit 4: Applications for OERs
OERs: properties, formats and tools
Creative Commons Licenses and their use
OERs and media: presentations and documents / video
(creation and modification)
Other OERs (Lesson Plans, Rubrics, Assessments, etc.)
Course outline
EDUCATION SOCIETY
http://ieee-edusociety.org/

27. 2. Distribute the modules among participantes
3. Define calendar
Steps
Unit 1. – Introduction to Open Education & OERs – UNED (Spain)
Unit 2. – Repositories – UPM & Miguel Hernandez University (Spain)
Unit 3. – Applications to Academia & Industry – Northumbria University (UK)
Unit 4. – Applications for OERs – Vigo University (Spain)

28. 4. Define module structure
Steps
Subunit – 1.4 Open courses (from OCW to MOOCs)
Unit 1 – Open Introduction to Open Education & OERs
MOOC – Foundations to Open Education and OERs repositories
Slide 28 of 25
Pre module assessment (5 test questions)
1.1. Introduction video - 3 min [record Beatriz]
1.2. Subunit 1. One or two videos (3-5 min) + ppt/PDF + Research exercise [record Gabi]
1.3. Subunit 2. One or two videos (3-5 min) + ppt/PDF + Research exercise [record Beatriz]
1.4. Subunit 3. One or two videos (3-5 min) + ppt/PDF + Research exercise [record Manuel]
1.5. Subunit 4. One or two videos (3-5 min) + ppt/PDF + Research exercise [record Sergio]
1.6. Conclusions video - 4 min [record Beatriz]
Final module assessment (10 test questions)
EDUCATION SOCIETY
http://ieee-edusociety.org/

29. 5. Prepare subunits powerpoint (3-5 minutes)
6. Video recording
1. Autonomous recording with Camtasia
2. Polimedia o TV set
5. Mandatory reading preparation (PDF or web)
Steps
EDUCATION SOCIETY
http://ieee-edusociety.org/

30. 8. Subunit example:
Steps
PPT:
Video:
Research exercise:
Research on the Internet about real examples of the open source movement applied to
environments different than software. We encourage you to publish your conclusions in the
forum and provide opinion about other students' conclusions.
Mandatory reading (PDF, PPT or Web)
Free culture movement: https://en.wikipedia.org/wiki/Free_culture_movement
Additional resources
The open source movement: https://www.noupe.com/design/the-open-source-
movement.html

31. 9. Preassessment
(5 questions)
Steps
1. Are Open Educational Resources part of the open source movement?
( ) No, the open source movement is not for teaching or learning
( ) No, the open source movement is only for software
(x) Yes, the foundations are the same
( ) Yes, but only when the Open Educational Resource is a software
2. Is open education the same than e-learning?
( ) Yes, basically they are synonyms
( ) Answer 3
( ) Answer 4
(x) No, e-learning may not be open
3. Are Creative Commons licences only valid for digital art works?
( ) Yes
(x) No, they are intended to any digital resource
( ) No, they are valid for both digital and physical art works
4. Can a MOOC be considered as an OER?
( ) Yes, MOOCs are open educational resource by definition
( ) No
(x) Depending on its associated licence
5. Can a video found on YouTube be used as an OER?
( ) Yes, they are there for free
( ) No, YouTube is a commercial tool
(x) Depending on the licence associated
( ) Only if no one knows it
EDUCATION SOCIETY
http://ieee-edusociety.org/

32. 10. Post-assessment
(10 questions)
Steps
1. Is OER the same than e-learning?
( ) Yes, OERs are the foundations of current e-learning
(x) No, OER is not synonymous with online learning or e-learning, although many people make th
the terms interchangeably
( ) Yes, OERs' only environment is e-learning
2. Am I giving away all my intellectual property if I assign a CC licence to one of my teaching reso
( ) Yes, you lose all rights
(x) No, you only lose the rights that you decide to give
( ) Depending on how many years have passed since I obtained the rights from these resources.
3. Is the following attribution correct?
"Digital Electronics" by Sergio is licensed under CC BY 2.0
( ) No, there is no need to indicate the creator name
(x) No, the URL to the source is missing
( ) No, the title format is invalid
( ) Yes, it is correct
EDUCATION SOCIETY
http://ieee-edusociety.org/

33. 11. Mounting the contents in edX Studio (admin plataform)
Steps
EDUCATION SOCIETY
http://ieee-edusociety.org/

34. 12. Add module 0 with objetives, syllabus, platform demo plataforma
and forum use guidelines
Steps

35. 13. Mount each module with pre and post evaluation
Steps

36. 14. Create the same structure in each subunit
Steps
EDUCATION SOCIETY
http://ieee-edusociety.org/

37. 15. Upload videos to YouTube and link them in the platform with their
transcriptions
Steps

38. 16. Add mandatory and additional reading, and research task
Steps
EDUCATION SOCIETY
http://ieee-edusociety.org/

39. 17. Example of student view of a subunit
Steps
Video Mandatory
Reading
Additional
Reading
Research task

40. 18. Create home page, forums, dates and course guide
Steps
EDUCATION SOCIETY
http://ieee-edusociety.org/
Subunit – 1.4 Open courses (from OCW to MOOCs)
Unit 1 – Open Introduction to Open Education & OERs
MOOC – Foundations to Open Education and OERs repositories
Slide 40 of 25
Home page
Course guide
Forum Info about IEEE
Important dates

41. Learner performance analytics
EDUCATION SOCIETY
http://ieee-edusociety.org/

42. • High performance first days
• Decreased following days/weeks
Weekly performance

43. • Activity in video-leactures decreased from module to module
Learner activity in video-lectures
EDUCATION SOCIETY
http://ieee-edusociety.org/

44. • There were a total of 37 discussion threads.
• The most active forum discussions were the ones associated to the
research exercise of the modules.
• The activity decreases in the forums decreases according to the
activity in the different units.
– unit 1.2 had 80 messages
– unit 1.3 had 49
– unit 1.4 had 25
– unit 1.5 had 24
Learner activity in forums

45. • Most students (93%) did not attempt any module assignment
– They just watched some videos
• Only 7% (82) of the students attempted any test
– From these students 56,1% (46) passed the course
• From those, only 16 requested a verified certificate from edX
– 34,7% of the students that passed the course requested a paid certificate
• In the global of the 1.155 students enrolled in the course:
– Only 4% of students passed the course
– only 1,4% of students passed and requested a paid certificate
Grading
EDUCATION SOCIETY
http://ieee-edusociety.org/

46. • November – December 2017
Next steps… 2nd edition
EDUCATION SOCIETY
http://ieee-edusociety.org/

47. Manuel Castro, PhD (mcastro@ieec.uned.es)
Sergio Martin, PhD (smartin@ieec.uned.es)
UNED – Spanish University for Distance Education
Edmundo Tovar, PhD (etovar@fi.upm.es)
UPM – Technical University of Madrid
EdX MOOC organization about Open
Education and OERs repositories
EDUCATION SOCIETY
http://ieee-edusociety.org/