1. CC-BY-SA 4.0
www.digitelpro.eadtu.eu
The DigiTel Pro Course for Online Teaching and Learning

2. Name of the course: The DigiTel Pro Course for Online
Teaching and Learning
Institutions involved:
Universitat Oberta de Catalunya (UOC)
Open University Netherlands (OUNL)
Università Telematica Uninettuno (UNINETTUNO)
Date: 23rd March – 5th July
Number of modules: 6
Effort: 30 hours
Number of registered participants: 46
Generic
information on
the course

3. Goal and
target
Goal: the course provides strategies and
resources to successfully design and implement
teaching and learning solutions in online
environments
Target: anyone involved in the transition to
blended or online course and curriculum
development and for leaders steering this
process, encouraging or promoting online
distance education, even at conventional
universities.

4. 1. Definition of online education
Pedagocical approaches
2. Role of the teacher in online
education
3. Learning design
4. Orchestrating the classroom
5. Online assessment
6. XR and learning models
Modules
and content

5. Learning
environment

6. 1 1 1 1
3
2
9
4
5
1 1 1 1 1 2
4
1 1 1
3
1 1
0
1
2
3
4
5
6
7
8
9
10
India
Afganistan
Romania
Cyprus
Lithuania
UK
Belgium
Slovenia
Italy
Czech
Republic
Sweden
Canada
Armenia
Austria
Swiss
Netherlands
Iran
France
Georgia
Spain
Portugal
Mexic
Participants per country
0 5 10 15
PhD student online university
Teach or work at online/blended
educations/centers
Teach online/hybrid courses
Work in the field of innovation
Move online as teacher due to covid-19, no
previous experience
Participants background
based on the 46 participants enrolled in the course based on 19 participants who introduced themselves

7. Course
satisfaction
based on 8 participants who carried out all the course

8. Some short
conclusions
Strength elements:
• A group of around 10 people is delivering the activities on time and is creating a community being active
in the learning environment by debating in the forum also without the need of the teacher as facilitator
• All the 6 modules have been carried out without problems
Barrier elements:
• Engagement
• The graphic illustrates the percentage of interaction of people enrolled in the course
• Only 33% delivery at least one module activity until now. This means that the majority
• of people initially enrolled never took part to the course
Actions undertaken to face the lack of participation:
• Synchronous sessions
• A personal e-mail was sent to those people who did not participate in order to give them a last chance to complete
the course by delivering at least 3 activities ( 3 different modules) + 3 interventions or 4 activities ( 4 different
modules)
• The e-mail contained a brief questionnaire asking them why they enrolled into the course and do not participate
Reasons for dropping out:
• People expected something easier and simple as a MOOC
• Participants felt it too demanding
• Too many people stills thinks that an online course has to be synchronous. More good examples have to
be provided
67%
33%
1 2

9. Contact
Information
UOC
(IO4 Coordinator)
Rambla poblenou, 156
Barcelona
08018
asangra@uoc.edu
+34 93 326 3887