1.
Combined use of MOOC, eLearning and
workplace learning to support professional
development - the case of project MuSA
Prof. Achilles Kameas
Panagiota Polymeropoulou
DAISSy research group, Hellenic Open University

2.
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Aims
Mu.SA addresses
directly the shortage
of digital and
transferrable skills
identified in the
museum sector and
supports the
continuous
professional
development of
museum
professionals.

3.
Outcomes
• Identification of digital and transversal
competences for museum professionals
• Using these, four emerging job role profiles
have been composed
• For each profile, a modular VET curriculum has
been designed, using learning outcomes and
principles of adult education
• Complete 3-stage training courses have been
developed by combining digital OERs
• A MOOC platform and an online platform have
been developed to facilitate training and sharing
and exchange of knowledge, experiences and
best practices
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4.
Job role profiles
• Digital Strategy Manager
• supports a museum’s technological and digital innovation,
• has a good knowledge of how a museum works and provides them
with updated information about digital products, and
• plays a mediating role between the internal museum departments
and external stakeholders.
• Digital Collections Curator
• improves the museum’s digital preservation, management and
exploitation plan for all digital or digitized cultural contents,
• develops online and offline exhibitions and content,
• produces metadata according to recognised international standards,
and
• provides information on copyright and protection of digital cultural
property according to international standards.
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5.
Job role profiles
• Digital Interactive Experience Developer
• carries out audience research and observation analysis,
• designs and develops interactive and innovative installations
providing meaningful experiences for all types of audiences,
• develops accessibility tools, and
• facilitates communication flow between museum teams and
external high tech companies.
• Online Community Manager
• designs and implements an online audience development plan in
line with the museum’s overall strategic communication plan,
• liaises effectively with other departments in order to produce
content and meaningful online experiences,
• engages with, monitors and manages online audiences, and
• assesses and evaluates the effectiveness and efficiency of online
activities.
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6.
EU Tools
• European instruments, such as
EQF, ECVET and EQAVET were
applied to improve transparency
and recognition of qualifications
• The description of job role
profiles was based on European
standards, such as e-CF and
DigComp
• The profiles will be mapped on
ESCO and the NQFs of the
participating countries
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7.
Course structure
• MOOC
• Essential digital and transversal competences for
museum professionals
• First training stage common for all profiles, online only
• Duration: 8 weeks
• Started: January 2019
• Specialization courses
• eLearning & f2f training
• One course per profile
• Duration: 6 months
• Started: November 2019
• Workplace learning
• With the help of museums
• Duration: 2 months
• In parallel with the specialization courses
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8.
Preparation
• Contents design
• Selection of competences
• IT competences (e-CF)
• Digital competences (DigComp)
• Transferrable (21st century) competences
• Allocation of competences to each job role profile
• Identification of common (basic) competences
• Identification of professional level
• Instructional design
• Definition of learning objectives & outcomes, learning &
tutoring effort and means of assessment
• Design of course structure
• 1 week = N modules (1 module per competence)
• 1 module = M units
• 1 unit is taught by K learning objects
• 1 assessment quiz per unit
• Specification of educational use of different platform
services (e.g. news, forums, wikis etc.)
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9.
Preparation
• Development of content
• Step 1: core content specification
• description, review (scientific & technical), finalization
• Step 2: core content authoring
• creation, review (scientific & technical), finalization,
translation
• Step 3: selection of auxiliary content
• Step 4: authoring of teaching handbooks
• Development of platforms
• MOOC platform (translation, content upload)
• eLearning platform (translation, content upload)
• “Development” of community
• Awareness raising – promotion
• Train the trainers
• “Train” the employers
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10.
Distribution of competences
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MOOC SPECIALIZATION COURSE
TOTALDigital
(e-CF)
Digital
(DigComp)
21st Cent –
Transferrable
Digital
(e-CF)
Digital
(DigComp)
21st Cent –
Transferrable
8 9 5 21 6 15 64

11.
Competences taught via the
MOOC
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Week Module Code - Title
#W1
W1.1: IS and business strategy alignment(e-CF)
W1.2: Browsing, searching and filtering data,
information and digital content(DigComp)
W1.3: Managing data, information and digital
content (DigComp)
#W2
W2.1:Business Plan Development(e-CF)
W2.2: Evaluating data, information and digital
content (DigComp)
W2.3: Identifying needs and technological
responses (DigComp)
#W3
W3.1: Technology trend monitoring (e-CF)
W3.2:Netiquette(DigComp)
W3.3: Team working (Transferrable)
#W4
W4.1: Innovating (e-CF)
W4.2: Innovating and creatively using
technology (DigComp)
W4.3: Creativethinking skills (Transferrable)
Week Module Code - Title
#W5
W5.1: Needs identification (e-CF)
W5.2: Developing digital content (DigComp)
W5.3: Collaborating through digital
technologies (DigComp)
#W6
W6.1: Forecastdevelopment(e-CF)
W6.2: Leadership and change facilitator
(Transferrable)
#W7
W7.1: Relationship management (e-CF)
W7.2: Protecting personal data and privacy
(DigComp)
#W8
W8.1: ICTquality management (e-CF)
W8.2: Communication skills (Transferrable)
W8.3: Time management (Transferrable)

12.
Competences taught via the
Specialization course
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Week Module Code - Title
#W1
SC W01.1 Product/ServicePlanning (e-CF)
SC W01.2 Identifying digitalcompetences gaps
(DigComp)
#W2
SC W02.1 ServiceLevel Management (e-CF)
SC W02.2 Managementskills (21st
)
SC W02.3 Application Design (e-CF)
SC W02.4 Protecting personaldata and privacy
(DigComp)
#W3
SC W03.1 SustainableDevelopment (e-CF)
SC W03.2 Managing digital identity (DigComp)
SC W03.3 Application Development (e-CF)
SC W03.4 Influence/persuasion skills (21st
)
#W5
SC W05.1 Information Security Strategy
Development (e-CF)
SC W05.2 Documentation Production (e-CF)
SC W05.3 Testing (e-CF)
Week Module Code - Title
#W6
SC W06.1 Mentoring / coaching skills (21st)
SC W06.2 Copyrightand licenses (DigComp)
#W7
SC W07.1 Education and Training Provision
(e-CF)
SC W07.2 ServiceDelivery (e-CF)
SC W07.3 Solution Deployment (e-CF)
SC W07.4 Integrity /ethical (21st
)
SC W07.5 Programming (DigComp)
#W9
SC W09.1 Information and Knowledge
Management(e-CF)
SC W09.2 User Support (e-CF)
#W10
SC W10.1 Decision making (21st
)
SC W10.2 ChangeSupport (e-CF)
SC W10.3 Solving technicalproblems (DigComp)

13.
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Week Module Code - Title
#W11
SC W11.1 Purchasing (e-CF)
SC W11.2 ProblemManagement (e-CF)
#W13
SC W13.1 ProcessImprovement (e-CF)
SC W13.2 ICTQuality Strategy Development
(e-CF)
SC W13.3 Being fact-driven (21st
)
#W14
SC W14.1 Senseof initiative and
entrepreneurship (21st)
SC W14.2 Analyzeand synthesizeinformation
(21st
)
#W17
SC W17.1 Risk Management (e-CF)
SC W17.2 DigitalMarketing (e-CF)
Week Module Code - Title
#W19
SC W19.1 Business ChangeManagement (e-CF)
SC W19.2 Interpersonalskills (21st
)
#W20 SC W20.1 Networking skills (21st)
#W21
SC W21.1 Negotiation skills (21st)
#W23
SC W23.1 Activelistening skills (21st
)
#W24 SC W24.1 Resilience (21st
)
#W24
SC W25.1 Mediation skills (21st
)
SC W25.2 Storytelling (21st)

14.
Structure and design of modules
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W3.2 Learning Outcomes
Upon completion of this course, the learners will be able to:
1. Knowledge level
LOut1 Describe what is Netiquette.
LOut2 Recall the importance of rules when interacting on the Internet.
LOut3 Identify at least five rules for communicating on the Internet.
2. Comprehension level
LOut4 Illustrate at least three examples of different environments and audiences.
LOut5 Describe how the cultural and generational diversity implicate the online
communication.
LOut6 Illustrate at least three cases of poor online behaviour.
3. Application level
LOut7 Choose an effective communication strategy considering the context and
regarding the audience and the digital environment.
4. Analysis level
LOut8 Distinguish between good and poor netiquette practices.
• To be aware of behavioural norms
and know-how while using digital
technologies and interacting in
digital environments.
• To adapt communication strategies
to the specific audience.
• To be aware of cultural and
generational diversity in digital
environments.
CourseModule
title
W3.2:Netiquette(DigComp)
CourseModule
code
W3.2
Module
schedule
(courseunits
codes and
titles)
W3.2.1 Introduction
W3.2.2 The core rules of
Netiquette
W3.2.3 Examples and best
practices

15.
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CourseModule
title
Business PlanDevelopment
(e-CF) for Museums
CourseModule
code
W2.1
Module schedule
(courseunits
codes and titles)
W2.1.1 Introduction to
Management Planning
W2.1.2 A Business plan for
Museums
W2.1.3 IS strategies and
business solutions
W2.1.4 New emerging IT
technologies for Museums
W2.1 Learning Outcomes
Upon completion of this course, the learners will be able to:
1. Knowledge level
LOut1 Describe the methodology of doing a SWOT analysis
LOut2 Identify 3 risks in a management plan
LOut3 Outline the operation of a budget checklist
LOut4 Describe the vision, the mission and the aims of a museum
LOut5 Label 4 museum needs
LOut6 List 3 institutional (museum) objectives
LOut7 Identify 2 business communication processes
LOut8 Identify 4 tools of the web 2.0 technology
LOut9 Name 4 apps for museums
2. Comprehension level
LOut10 Estimate a cost analysis
LOut11 Give examples of 2 operating assessment techniques
LOut12 Describe the monitoring of a business plan
LOut13 Report 5 museum needs
LOut14 Infer 5 audience needs in a museum
LOut15 Indicate 4 sustainability issues of a museum
LOut16 Recognize the value of 2 business communication technologies
LOut17 Indicate 2 technologies for presenting the museum
LOut18 Indicate 2 technologies for presenting museum collections
3. Application level
LOut19 Produce a financial planning and analysis
LOut20 Operate a budget checklist for a museum
4. Analysis level
LOut21 Determine 3 best marketing communication functions
• address and identify essential elements of
productor solution value propositions
• define the appropriatevalue creation
channels
• build a detailed SWOTanalysis
• generate shortand long term performance
reports (e.g. financial, profitability, usage
and value creation)
• identify main milestones of the plan

16.
Design and production of content
Multiple forms to be filled by the authors and
reviewers
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17.
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TB3: Learning Object
1 Learning object title Title of Learning object
2 Learning object code Enter a code for future reference
3 Learning activity code Learning activity code belongs to
4 Learning object description Description of the Learning object
(up to 100 words)
5 Language Language for the specific learning object
6 Learning recourse type
(IEEE LOM)
Definition of the learning recourse type
(theory, simulation, experiment, etc.) for the
specific learning object
1. Guidelines
2. Presentation
3. Demonstration
4. Lecture
5. Definition-Principle-Law
6. Narrative Text (theory)
7. Analogy
8. Example
9. Activity
Case Study
Problem Solving
Text Composition
Question
Else (specify)
10. Simulation
Interactive
Non Interactive
11.Self-Assessment
Multiple Choice Questions
Open Type Question
Problem Statement
Else (specify)
12. Experiment
13. Serious Game
14. Exercise
Multiple Choice Questions
Open Type Question
Problem Statement
Else (specify)
15. Project
7 Technical type (IEEE LOM) Definition of the technical type (document,
video, wiki etc.) for the specific learning object
Text Document
Hypertext
Image Photo
Map
Graph
Image
Streaming media Audio Recording
Animation
Self-running Presentation
Webcast
Video
Application Interactive Software
Hypermedia Application
Wiki
Presentation
8 Workload (Estimated study
time) (min)
The estimated study time needed for an
average learner in minutes
9 Key words Key words (3 to 10)
10 Learning outcomes (LOut) Record the Learning Outcomes for the specific
learning object (should be a subset of the
learning outcomes defined in the corresponded
unit (learning activity)). In case you define
more learning outcomes than those defined in
the relative unit (learning activity) please
update appropriately the relative unit learning
outcomes field.
11 Extended learning object
description
Describe the learning objects in details

18.
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TB3b: Learning Object (Practical assignments)
1 Learning object (practical
assignments) title
Title of practical assignments
2 Learning object (practical
assignments) code
Enter a code for future reference
3 Learning activity (Unit) code Learning activity (Unit) code belongs to
4 Learning object (practical
assignments) description
Description of the practical assignments (up to 100 words)
5 Language Language for the specific learning object
6 Learning recourse type (IEEE LOM) Definition of the learning recourse type (theory,
simulation, experiment, etc.) for the specific learning
object (practical assignments)
8. Example
9. Activity
Case Study
Problem Solving
Text Composition
Question
Else (specify)
15. Project
7 Technical type (IEEE LOM) Definition of the technical type (document, video, wiki
etc.) for the specific learning object (practical
assignments)
Text Document
Hypertext
8 Workload (Estimated study time)
(min)
The estimated study time needed for an average learner in
minutes
9 Key words Key words (3 to 10)
10 Learning outcomes (LOut) Record the Learning Outcomes for the specific practical
assignments (should be a subset of the learning outcomes
defined in the corresponded unit (learning activity)). In
case you define more learning outcomes than those
defined in the relative unit (learning activity) please
update appropriately the relative unit learning outcomes
field.
11 Extended practical assignments
description
Provide the subject; describe the content of the practical
assignment and the expected outcomes.
Provide learners with 3 to 5 phrases that constitute the
axes for this practical assignments or the methodology
that they should follow to deal and answer it.
12 Preparatory / Additional material
(literature, further readings)
Provide preparatory materials, which can take the form of
references, literature, additional readings (presentation
slides, audio lectures or video lectures etc.) needed to deal
with this practical assignments.
13 Answer extension (Words
quantity)
Expected range of words for the accepted answers
14 Exemplary answer Provide a brief exemplary answer, describing the key
points of subjects or sentences a correct answer should
include.
Also provide any common wrong answer that trainees are
expected to give and the feedback comments that should
be given by the trainers.
Provide any other information necessary for the trainer to
support his role and to be able to grade the answer.

19.
Content types
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Learning recoursetype (IEEE LOM) Technical type (IEEE LOM)
1. Guidelines
2. Presentation
3. Demonstration
4. Lecture
5. Definition-Principle-Law
6. Narrative Text (theory)
7. Analogy
8. Example
9. Activity
Case Study
Problem Solving
Text Composition
Question
Else (specify)
10. Simulation
Interactive
Non Interactive
Text Document
Hypertext
Image Photo
Map
Graph
Image
Streaming media Audio Recording
Animation
Self-running Presentation
Webcast
Video
Application Interactive Software
Hypermedia Application
Wiki
Presentation
- Self - produced material
- Open educational resources/ external learning objects

20.
Example – reading material
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 Pdfs in EN
Presentations without
voice over in EN

21.
Example - videos
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 Videos in EN
 Subtitles in 4
languages
(EN, EL, IT, PT)
 Downloadable
Transcript in 4
languages
(EN, EL, IT, PT)

22.
Example – presentations
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 Self - running
presentations
with voice over
 Subtitles in 4
languages
(EN, EL, IT, PT)
 Downloadable
Transcript in 4
languages
(EN, EL, IT, PT)

23.
Mooc.cti.gr
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24.
The MOOC
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25.
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26.
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27.
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28.
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29.
The specialization courses
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30.
Digital Strategy Manager
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31.
Digital collections curator
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32.
Digital Interactive Experience
Developer
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33.
Online Cultural Community Manager
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34.
Piloting the Specialization Course - effort per
educational phase
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Mu.SA Specialization Course
Blended Learning
A. Blended trainingcourse of24 weeks (6 months), effort of 15h of study / week (total 360h of study)
 A1: Online and self-study (288h) (material)
 A2: Face-to-face sessions (24h = 6 x 4h) (once a month) (incl.Skype sessions)
 A3: Assessment (48h)
Work-Based Learning
B. Work-based learningof 10 weeks, effort of 20,5h of work in the placement/ week (total 205h)
• Project Work Activities in a museum/ cultural organization (200h)
• Assessment through reports and final presentation (5h)
Additional trainingactivities
C. Additional training(f2f) activities for Learners - Trainers -Employers:
• A 1-daycourse for trainingthe Learners delivered before startingthe work-based learning
• A 2-days seminar for trainingthe Trainers
• A 1-daycourse for trainingthe Employers/Museum employees

35.
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COMPETENCES/ MODULES TYPE
R1
(Level)
R2 (Level) R3 (Level) R4 (Level)
Core material
(hours)
Practical assignment
(roles*hours)
TOTAL Hours
(max)
A.4 – Product / Service Planning e-CF e-3 e-3 e-3 e-3 4 4*2 12
A.6 – Application Design e-CF e-3 4 1*2 6
B.5 – Documentation Production e-CF e-3 e-3 e-3 4 3*2 10
Copyright and licenses DigComp √ √ √ √ 1,5 4*1 5,5
Programming DigComp √ √ √ √ 1,5 4*1 5,5
Solving technical problems DigComp √ √ √ √ 1,5 4*1 5,5
T1.Mentoring / coaching skills 21stCent √ √ √ 3 3*2 9
T2. Analyse and synthesize
information
21stCent √ √ √ 3 3*2 9
T4. Networking skills 21stCent √ √ √ √ 3 4*2 11
SUM (competences / hours) 23 22 27 26 355,5

36.
Training the
trainers, employers
and learners
 Trainings completed in all 3
countries
 Learners were initiated in the
WBL environment via the 1st F2F
meeting
 Museum representatives shared
the positive impact the WBL had in
their museums as learners
expanded their knowledge and
competences and contributed to
the needs with new ideas
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37.
Delivery of
Blended
Learning
Face-to-Face meetings
1. Learners from distant locations
participated virtually
2. Opportunity to meet and cooperate with
each other
3. Sharing knowledge, experiences,
problematize and debate questions related
to collections’ documentation
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38.
Formative and Summative Assessment
• Formative:
• practical assignments,
• forum participation
• Tutor Reports provide information on the:
• learning outcomes
• content
• performance
• feedback for teaching and learning activities
to improve learners’ attainment.
• Summative:
• assessment quizzes
• reports
• Final presentation
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39.
Enrolment to the MOOC
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40.
MOOC successful completion
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41.
MOOC trainees assessment
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56%
95% and 99%
1%
100%

42.
Specialization course statistics
• Total 114 Signed Agreements with learners:
• Italian learners: 46
• Greek learners: 33
• Portuguese learners: 35
• Total 30 dropouts:
• Italy: 20 dropouts
• Greece: 5 dropouts
• Portugal: 5 dropouts
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43.
Evaluation by MOOC trainees
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Question
Very
satisfied
Moderately
satisfied
Slightly
satisfied Dissatisfied ND
1. Aestheticqualityof graphics 31% 40% 22% 6% 0%
2. Usabilityinbrowsing 39% 39% 17% 4% 0%
3. Organizationof the sectionsandelements 40% 39% 16% 3% 2%
4. Interactionmethodsthroughdifferentcommunication
tools(forums,directmessages,emailsetc.) 29% 40% 24% 7% 0%
5. Easinessinaccessingtrainingmaterials 51% 38% 9% 2% 0%
6. Availabilityof trainingmaterials 47% 38% 13% 2% 0%

44.
Satisfaction of trainees
• Of the total number (1371), 703 responded (51%),
expressing the following satisfaction:
 Learning environment
 626 (89%) - regarding ease of use
 598 (85%) - regarding the interaction with the learning content
 436 (62%) - regarding support provided for interaction with
others
 Tutoring
 506 (72%) - regarding the general tutoring provided
 520 (74%) - regarding the proficiency of tutors
 Learning resources and workload
 612 (87%) - regarding carefully elaborated learning content
 513 (73%) - regarding time available
 647 (92%) - regarding personal performance
 Training needs
 590 (84%) expressed satisfaction
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45.
Tutors’ feedback
• The Mu.SA course plays a significant role in
strengthening digital skills of museum
professionals;
• Tutors were more than enthusiastic with the
interaction of learners in forums;
• Tutors monitored participants from all over the
world;
• The communication with museum professionals,
who shared their experience, case studies and
needs in the forums was really appreciated by
tutors.
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46.
• Mu.SA has been included in
the DigComp User Guide
(2018) as one of the 38
existing inspiring practices of
DigComp implementations
• Mu.SA has been selected as
a global practice of particular
interest that uses DigComp
in a context which has a
strong link to the labour
market
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Best Practice

47.
www.project-musa.eu
This project has beenfunded with support fromthe
European Commission. This presentation reflects the
views onlyofthe author, and the Commission
cannot beheld responsible for any usewhichmay be
made ofthe information contained therein.
musa@daissy.eap.gr
Achilles Kameas, Project coordinator
Spiros Borotis, Project Manager – Senior Researcher
Christos Pierrakeas, Educational Manager
Panagiota Polymeropoulou, Researcher
Theodor Panagiotakopoulos, Researcher
Kostantinos Giannakopoulos, Researcher
Ioannis Kalemis, Technical
Ioannis Messalas, Technical
Elisabeth Pirounia, Technical
Ioanna Marini, Administration
@MuseumSectorAlliance
#MuseumSectorAlliance
Project Number: 575907-EEP-1-2016-1-EL-EPPKA2-SSA
DAISSy research group
Hellenic Open University,
Greece
daissy.eap.gr