From OCW to MOOC: Deployment of OERs in a massive open online course. The experience of Universidad Carlos III de Madrid

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Speaker(s): José Vida and Susan Webster

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  • AGRADECIMIENTOS………………
    SO THE TOPIC OF MY TALK IS OUR EXPERIENCE AT UC3M IN CONVERTING A WIDELY DISSEMINATED OCW COURSE INTO A MOOC. THIS HAS ALLOWED US COMPARE TO DIFFERENT MODELS OF OPEN EDUCATION INITIALLY BASED ON THE SAME CONTENT, ANALYSE DIFFICULTIES INCURRED IN THIS TRANSFORMATION PROCESS AND CONSIDER STRATEGIES TO SUCCESSFULLY CARRY OUT THIS CHANGE.
  • SO LETS LOOK AT SOME FACTS AND FIGURES OF MY UNIVERSITY
    THE UC3M IS A RELATIVELY NEW UNIVERSITY FOUNDED IN 1989
    WITH THREE CAMPUSES: GETAFE AND LEGANES, SMALL TOWNS TO THE SOUTH OF MADRID, AND COLMENAREJO TO THE NORTH-WEST.
    IT HAS THREE ACADEMIC AND RESEARCH CENTRES THE FACULTY ………….
    THAT OFFER A WIDE RANGE OF DEGREES AT BOTH UNDERGRADUATE AND GRADUATE LEVEL.
    THE UNIVERSITY HAS ABOUT 1,900 FACULTY MEMBERS, WITH 700 PEOPLE ON THE ADMINISTRATIVE STAFF, AND A STUDENT POPULATION OF APPROXIMATELY 19,000.
  • SO THIS FAVOURABLE CONTEXT HAS ALLOWED UC3M TO SUCCESSFULLY DEVELOP OPEN EDUCATION POLICIES, AND HERE WE CAN SEE A SERIES OF MILESTONES IN THE PROCESS.
    OCW FIRST OER INITIATIVE, REACHED SPAIN 2006 UNDER AUSPICES UNIVERSIA. HELPED FOSTER OPEN PUBLISHING CULTURE PROFESSORS, CATALYST OTHER OER RELATED INITIATIVES.
    ANOTHER ONE INDIRECTLY FAVOURS OPEN EDUCATION, OPEN
    ARCHIVE: COLLECT, STORE, PRESERVE INTELLECTUAL PRODUCTION
    MORE RECENTLY 2 IMPORTANT WORKING GROUPS SET UP
    MULTIMEDIA & OERS: PDI SPECIALISTS IN INTELLECTUAL PROPERTY RIGHTS, OPEN ACCESS, OERS, LIBRARY AND SDIC. DEFINE POLICIES AND STRATEGIES CREATING, MANAGING, DISSEMINATING QUALITY OERS.
    EDUCATIONAL TECHNOLOGY AND INNOVATIVE TEACHING: LIBRARY, SDIC, UNDERGRAD MGMT & ACADEMIC SUPPORT SERVICE; HELP PDI CREATE OERS, USING EDUTATIONAL TECHNOLOGY; EVALUATE PLATFORMS AND TOOLS FOR COURSE DESIGN, CONTENT CREATION, STUDENT EVALUATION.
    LAST YEAR LAUNCHED OUR FIRST MOOCS ON MIRIADA X PLATFORM T. LEARNING SERVICES & UNIVERSIA,. ENCOMPASSES MAJORITY SPANISH AND LATIN AMERICAN UNIS.
    BEGINNING THIS YEAR EDX CONSORTIUM – PLAN INITIALLY LAUNCH 4 MOOCS.
  • SO NOW LETS TAKE A LOOK AT THE OCW MODEL. AS WE KNOW THIS IS BASICALLY A REPOSITORY OF TEACHING MATERIALS USED IN ON-CAMPUS CLASSES, THAT HAVE BEEN ADAPTED TO THE OCW PLATFORM AND PHILOSOPHY. THE USERS OF THESE MATERIALS FOLLOW A SELF LEARNING PROCESS.
    OCW CONTENTS ARE VERY DIVERSE AND CAN BE CLASSIFIED AS FOLLOWS:
    ……………
    …………..
    ……………
    SO WE CAN SAY THAT IN GENERAL OCW COURSES HAVE A LIMITED TEACHING CAPACITY AND TEND TO BE USED AS COMPLEMENTARY TOOLS IN OPEN EDUCATION.
  • OCW IS IN FACT THE TRADITIONAL STARTING POINT IN OPEN EDUCATION, AS WAS OUR CASE, SINCE IT ALLOWS TEACHERS TO DEVELOP OPEN ED EXPERIENCES WITHOUT TOO MUCH EFFORT.
    AT UC3M WE RAN A PILOT PHASE IN 2007, THEN FROM 2008 ONWARDS WE HAVE LAUNCHED A YEARLY OPEN CALL
    NOW 209 COURSES, AND NOW WORKING ON 35 NEW COURSES FROM 2014 CALL
    SINCE LIMITED HUMAN RESOURCES (3 STAFF, PROJECT MANAGER, TECHNICAL SUPPORT PART-TIME, USER SUPPORT FULL TIME)
    FEW YEARS AGO DEVISED DIY MODEL FOR TEACHERS TO BE AS SELF SUPPORTING AS POSSIBLE, PROVIDING THEM WITH NECESSARY TOOLS AND RESOURCES (AUTHORS’ GUIDE, LINKS TO OER REPOSITORIES, OCW PEDAGOGICAL MODEL GUIDE. SUSTAINABILITY
    MORE RECENTLY SET UP QUALITY GROUP, ONE OF ITS COMMITMENTS EVALUATE COURSES BY PEER REVIEW PRIOR TO BEING PUBLISHED, PROVIDING RECOMMENDATIONS FOR IMPROVEMENT. SOME COURSES INITIALLY REJECTED.
    IN GENERAL COURSES HIGH QUALITY, WON SEVERAL AWARDS FROM OCWC AND UNIVERSIA.
  • ANOTHER MILESTONE SEEN PREVIOUSLY, LAUNCH MIRIADAX MOOC PLATFORM IN 2012 BY UNIVERSIA AND T. LEARNING SERVICES.
    AS A RESULT OF THE 2012 UC3M CALL FOR TEACHING INNOVATION PROJECTS, THE UNIVERSITY DELIVERED 3 MOOCS ON THIS PLATFORM AT BEGINNING OF 2013. ONE OF THEM HAS ITS ORIGIN IN ONE OF THE ADMINISTRATIVE LAW OCW COURSES JUST SEEN.
  • SO WHEN CONSIDERING CONVERTING AN OCW TO MOOC INTERESTING TO DO A COMPARISON OF CERTAIN CHARACTERISTICS AND CONTENTS OF BOTH MODELS.
    IN GENERAL MOOCS OFFER GUIDED LEARNING EXPERIENCE COMPARED TO OCW THAT PROVIDE A SELF LEARNING EXPERIENCE.
    PREPARATION MORE DEMANDING IN MOOC, NEEDS SPECIFIC COURSE DESIGN.
    STUDY MATERIALS (TEXTS & AUDIOVISUALS) GREATER IMPORTANCE IN MOOCS, VIDEOLECTURES AS WELL AS SLIDES.
    PRACTICE MATERIALS, ACTIVITIES AND ASSESSMENT ARE NECESSARY IN BOTH MODELS BUT REQUIRE CORRECTION AND FEEDBACK IN A MOOC.
    FINALLY TWO ELEMENTS CLEARLY DIFFERENTIATE MOOC FROM OCW ARE STUDENT MONITORING AND TEACHER INTERACTION.
  • HAVING SEEN THIS COMPARISON OF BOTH MODELS WE CAN SAY THAT:
    MOOCS AND OCW CONSITUTE DIFFERENT TOOLS THAT HAVE THEIR OWN ADVANTAGES AND LIMITATIONS.
    MOOCS CAN BENEFIT FROM THE TEACHING MATERIALS PREPARED FOR THE OCW COURSE BUT THESE ARE NOT ENOUGH.
    PARTICULARLY AUDIOVISUAL MATERIALS WHICH ARE NOT VERY COMMON IN OCWS, SINCE MOOCS REQUIRE A SERIES OF VIDEOS IN WHICH TEACHER EXPLAINS COURSE CONTENT.
    MOOCS REQUIRE TEACHER TO PREPARE
    MOOCS ARE DYNAMIC, SINCE THEY ARE DELIVERED IN A SPECIFIC TIME PERIOD, AND THE TEACHER HAS TO MONITOR THE COURSE, ENCOURAGING STUDENT PARTICIPATION IN FORUM, BLOGS, ETC.
  • SO THE PROFFESORS INVOLVED IN THIS EXPERIENCE FEEL THAT DESIGNING, PREPARING, DELIVERING MOOC GREATER EFFORT FOR FACULTY, ALSO INSTITUTION, DIFFICULT TO QUANTIFY. TEACHERS FEEL WORKLOAD EQUIVALENT TO PREPARING ON-CAMPUS SUBJECT FROM SCRATCH, BUT IN CASE OF CONVERTING OCW COURSE THEN WORKLOAD REDUCED BY HALF.
    WHEN CONVERTING AN OCW COURSE TO MOOC PROJECT THERE ARE CERTAIN REQUIREMENTS THE TEACHER HAS TO TAKE INTO CONSIDERATION TO BE SUCCESSFUL:
    A MOOC PROJECT CANNOT BE APPROACHED IN SAME WAY, WITH SAME CONTENT AS ON-CAMPUS COURSE. STUDENTS TIME AND WORKING PACE DIFFERENT, SO MOOCS REQUIRE SPECIFIC DESIGN AND PLANNING.
    IMPORTANT FOR INSTITUTION TO PROVIDE DOCUMENTARY AND TECHNICAL SUPPORT STAFF FOR EDITING TEXTS MATERIALS AND RECORDING, EDITING VIDEOS
    VIDEO CONTENT HAS TO BE PLANNED IN ADVANCE, A SCRIPT HAS TO BE WRITTEN AND REHEARSED.
    TEACHER HAS TO SUPERVISE EACH STAGE OF COURSE, MONITORING STUDENTS’ CREACTION, MAKING CHANGES IF NECESSARY.
    STUDENTS NEED TO KNOW TEACHER BEHIND COURSE, IMPORTANT TO INTERACT, MESSAGES FORUM, BLOGS AND OTHER SOCIAL MEDIA.
  • COURSE RAN ON MIRIADAX PLATFORM WHERE MATERIALS AND INTERACTIONS WERE CENTRALIZED FOLLOWING XMOOC MODEL.
    COMPOSED 9 WEEK PROGRAM, CORRESPONDING TO 27 HOURS TOTAL STUDY TIME.
    ONE MODULE SCHEDULED EACH WEEK COMPRISING:
    4 VIDEOS (36 VIDEOS ALTOGETHER, 540 MINUTES)
    DIGITAL READING TEXTS (FROM OCW COURSE)
    PREZI PRESENTATIONS, 2 VERSIONS: SHORT ONE PROJECTED
    DURING VIDEOS, LONGER VERSION TO BE DOWNLOADED AND USED AS STUDY PLAN
    TESTS AND ASSIGNMENTS (ALSO FROM OCW COURSE). EACH ASSIGNMENT TO BE COMPLETED TO GO ON TO NEXT ONE.
    FORUM AND BLOG, TEACHERS FED WITH LINKS TO INSTITUTIONAL WEB PAGES, PRESS NEWS, TV PROGRAMS, ETC.
  • LATIN AMERICA SURPRISING, LAW STUDIES TEND TO HAVE LOCAL FOCUS DEPENDING ON EACH COUNTRY.
    MOST STUDENTS NOT TAKING DEGREES IN LAW, BUT HOPING TOREFRESH OR INCREASE THEIR KNOWLEDGE ON THE TOPIC
    MANY CIVIL SERVANTS, OR PREPARING FOR COMPETITIVE EXAMS TO JOIN CIVIL SERVICE.
    200 SUCCESSFULLY COMPLETED COURSE, FELT IT HARD WORK BUT REWARDING EXPERIENCE. OBTAINED SOLID EDUCATION SIMILAR TO STUDENTS ENROLLED IN BAHCELOR’S LAW DEGREE.
    WHAT HAPPENED TO REST? LARGE NUMBER DROPPED OUT DURING FIRST WEEK DUE TO INTENSE PROGRAM AND WORKLOAD WITH COMPLEX ASSIGNMENTS AND EVALUATION TASKS.
  • SO WHAT CONCLUSIONS HAVE WE REACHED FROM CONVERTING THIS OCW COURSE TO A MOOC.
    MOOCS REQUIRE CAREFUL PLANNING AND DESIGN
    THE INSTITUTION HAS TO PROVIDE A HIGH LEVEL OF SUPPORT FROM LIBRARY AND TECHNICAL STAFF
    MOOCS ARE DYNAMIC AND REQUIRE THE TEACHER TO INTERVENE DURING THE COURSE DELIVERY
    AND ALSO, TEACHERS SHOULD TAKE INTO ACCOUNT THAT BEING INVOLVED IN A MOOC PROJECT MAY AFFECT:
    THEIR ACADEMIC WORK, DUE TO THE TIME TAKEN UP IN PREPARING AND DEVELOPING THE COURSE
    IT MAY HAVE AN IMPACT ON THEIR OCW COURSES, LESS VISITS
    IT MAY AFFECT THEIR ONCAMPUS COURSES AS STUDENTS MAY HAVE LESS INCENTIVE TO ATTEND CLASS IF THEY HAVE ACCESS TO THE MOOC
  • CONVERTING AN OCW COURSE TO A MOOC CONSTITUTES A NATURAL EVOLUTION IN OPEN EDUCATION. THE DESIGN, PLANNING AND DELIVERY OF A MOOC IS EASIER WHEN IT IS BASED ON AN OCW COURSE, NOT ONLY FOR THE EXPERIENCE ACQUIRED BUT ALSO FOR THE MATERIALS ALREADY DEVELOPED.
    HAVING SAID THAT, MOOCS SHOULD NOT BE CONSIDERED AN IMPROVED VERSION OF OCW COURSES THAT HAVE COME TO TAKE THEIR PLACE.
    BOTH MODELS CAN COEXIST AND BE OFFERED SIMULTANEOUSLY
    AS THEIR TARGET AUDIENCES ARE SEEKING A DIFFERENT KIND OF EDUCATION. A SELF LEARNING EXPERIENCE IN THE CASE OF OCW COMPARED TO A MORE GUIDED LEARNING EXPERIENCE IN THE CASE OF MOOCS.
  • OCW REPOSITORIES AND MOOCS ARE SHOWCASES OF THE UNIVERSITY’S ACADEMIC PROGRAMS AND THE QUALITY OF ITS TEACHING
    THOUGH MOOCS, DUE TO THEIR UNIQUE CHARACTERISTICS (GUIDED LEARNING IN A SPECIFIC TIME PERIOD, TEACHER AND STUDENT INTERACTION, ASSESSMENT AND ACCREDITATION) BRING THEM CLOSER TO AN ON-CAMPUS EDUCATION EXPERIENCE)
    AND MAY BE A BETTER WAY OF ATTRACTING FUTURE POTENTIAL STUDENTS
    BUT AT THE SAME TIME THEY SHOULD OFFER A SOLID AND USEFUL LEARNING EXPERIENCE TO THOSE WHO CANNOT AFFORD IT.
  • From OCW to MOOC: Deployment of OERs in a massive open online course. The experience of Universidad Carlos III de Madrid

    1. 1. OCWC Global 2014OCWC Global 2014 From OCW to MOOC: Deployment ofFrom OCW to MOOC: Deployment of OERs in a Massive Open Online Course.OERs in a Massive Open Online Course. The Experience of Universidad Carlos III de MadridThe Experience of Universidad Carlos III de Madrid (UC3M(UC3M)) Susan Webster, OCW Project ManagerSusan Webster, OCW Project Manager José Vida Fernández, OCW Quality GroupJosé Vida Fernández, OCW Quality Group
    2. 2. OCWC Global 2014OCWC Global 2014 ContentsContents  UC3M facts and figures  Open Education Resources and Policies at UC3M  Open Education milestones at UC3M  OpenCourseWare model  OCW-UC3M Project  OCW Administrative Law Courses  Comparison OCW/MOOC models  Transit from OCW to MOOC  Administrative Law MOOC  Conclusions
    3. 3. OCWC Global 2014OCWC Global 2014 UC3M - Some facts and figuresUC3M - Some facts and figures  Relatively new university established in 1989Relatively new university established in 1989  3 campus: Getafe, Leganés and Colmenarejo3 campus: Getafe, Leganés and Colmenarejo  3 academic and research centres:3 academic and research centres: Faculty of Humanities, Communication and Library ScienceFaculty of Humanities, Communication and Library Science Faculty of Law and Social SciencesFaculty of Law and Social Sciences School of EngineeringSchool of Engineering  1,900 faculty members1,900 faculty members  700 people on administrative staff700 people on administrative staff  19,000 students (undergraduate and19,000 students (undergraduate and graduate)graduate)
    4. 4. OCWC Global 2014OCWC Global 2014 Open Education Resources and Policies at UC3MOpen Education Resources and Policies at UC3M  Shares Open Education guidelines: sharing,Shares Open Education guidelines: sharing, reducing barriers and increasing access toreducing barriers and increasing access to educationeducation  Fosters creation of open coursesFosters creation of open courses  2 conditioning factors:2 conditioning factors:  Digitization teaching materiales (VLE)Digitization teaching materiales (VLE)  Change in teaching methodology - BolognaChange in teaching methodology - Bologna process (EHEA)process (EHEA)
    5. 5. OCWC Global 2011OCWC Global 2011 Open Education milestones at UC3MOpen Education milestones at UC3M  2006 joined OCW movement2006 joined OCW movement  2007 launched Open Archive2007 launched Open Archive  2012 set up MaREA & UTEID working groups2012 set up MaREA & UTEID working groups  2013 launched first MOOCs2013 launched first MOOCs  2014 joined edX consortium2014 joined edX consortium UC3M Digital (digital.uc3m.es)UC3M Digital (digital.uc3m.es)
    6. 6. OCWC Global 2014OCWC Global 2014 OpenCourseWare modelOpenCourseWare model  Repository of teaching materialsRepository of teaching materials  Adaptation of on-campus class materialsAdaptation of on-campus class materials  Based on self learning processBased on self learning process  Diversity of content:Diversity of content:  Study materials (texts, audiovisuals)Study materials (texts, audiovisuals)  Practice materials (case studies, problems, …Practice materials (case studies, problems, …  Evaluation materials (tests, exams, ……..)Evaluation materials (tests, exams, ……..)
    7. 7. OCWC Global 2014OCWC Global 2014 UC3M-OCW ProjectUC3M-OCW Project (http://ocw.uc3m.es)(http://ocw.uc3m.es)  Annual Open CallAnnual Open Call  Currently 209 courses (Engineering, Humanities, Law and Social Sciences)Currently 209 courses (Engineering, Humanities, Law and Social Sciences)  DIY Course Production modelDIY Course Production model  Quality GroupQuality Group  Peer review prior to course publicationPeer review prior to course publication  Course excellence recognition (OCWCCourse excellence recognition (OCWC and Universia)and Universia)
    8. 8. OCWC Global 2014OCWC Global 2014 UC3M-OCW Administrative Law CoursesUC3M-OCW Administrative Law Courses  2007 onwards – 4 courses published by group of professors2007 onwards – 4 courses published by group of professors  Text readingsText readings, case problems, tests, exams, case problems, tests, exams  4 open online textbooks4 open online textbooks (1,500 pages)(1,500 pages)  2,000 visits per month2,000 visits per month  90% Spain, 10% Latin America90% Spain, 10% Latin America  Mainly UC3M studentsMainly UC3M students  Some Civil Service applicants,Some Civil Service applicants, professors, lawyers, …..professors, lawyers, …..
    9. 9. OCWC Global 2014OCWC Global 2014 UC3M-OCW Administrative Law CoursesUC3M-OCW Administrative Law Courses  2009 Finalist Universia award2009 Finalist Universia award  2011 ACE award text & illustration2011 ACE award text & illustration categorycategory  2012 OCWC Educator Award2012 OCWC Educator Award
    10. 10. OCWC Global 2014OCWC Global 2014 MOOCs at UC3MMOOCs at UC3M  2012 launch of MiriadaX platform2012 launch of MiriadaX platform  2012-13 UC3M innovative teaching projects call2012-13 UC3M innovative teaching projects call  2013 three UC3M MOOCs on MiriadaX2013 three UC3M MOOCs on MiriadaX  Conversion OCW Administrative LawConversion OCW Administrative Law course to MOOC formatcourse to MOOC format
    11. 11. OCW / MOOC ComparisonOCW / MOOC Comparison Characteristics and content OCWs xMOOCs Differentiating elements Self learning: no teacher contact, no interaction/assessment/certification. Guided learning: contact with teacher, interaction, assessment and certification. Preparation and design Minimal. Adaptation of class teaching materials. Demanding. Specific course design required. Text materials Necessary. Bibliographical references at least. Necessary. Although audiovisual materials acquire greater importance. Audiovisual materials Recommendable. Usually in the form of slides. Necessary. Video lectures, as well as slides. Activities Necessary. No correction system required. Necessary. Should be programmed and allow for feedback. Assessment Necessary. No correction system required. Necessary. Should guarantee quality and originality control. Student monitoring Inexistent Necessary. Supervision of each stage to allow for adjustments. Interaction Inexistent Necessary. Assessments (test, peer review) and tutoring (forum and blogs).
    12. 12. OCWC Global 2014OCWC Global 2014 From OCW to MOOC: some considerationsFrom OCW to MOOC: some considerations  MOOCs can benefit from OCW materialsMOOCs can benefit from OCW materials  MOOCs require additional audiovisual materialsMOOCs require additional audiovisual materials  MOOCS demand more interactive componentsMOOCS demand more interactive components  MOOCS are dynamic (teacher intervention)MOOCS are dynamic (teacher intervention)
    13. 13. OCWC Global 2014OCWC Global 2014 From OCW to MOOC: some considerationsFrom OCW to MOOC: some considerations  Faculty workload (course design, preparation, delivery)Faculty workload (course design, preparation, delivery)  Requirements for success:Requirements for success:  Prepare course in specific formatPrepare course in specific format  Rely on documentary and audiovisual support teamRely on documentary and audiovisual support team  Prepare videos in advancePrepare videos in advance  Monitor course at all stagesMonitor course at all stages  Intervene in the courseIntervene in the course
    14. 14. OCWC Global 2014OCWC Global 2014 UC3M Administrative Law MOOCUC3M Administrative Law MOOC  9 week program (31/1/13 to 15/4/13)9 week program (31/1/13 to 15/4/13)  27 hours total study time27 hours total study time  1 module/week:1 module/week:  4 videos (15’)4 videos (15’)  readingsreadings  Prezi presentationsPrezi presentations  test (10 questions)test (10 questions)  assignment (peer review)assignment (peer review)  forum and blogforum and blog
    15. 15. OCWC Global 2014OCWC Global 2014 UC3M Administrative Law MOOC: resultsUC3M Administrative Law MOOC: results  2,000 students enrolled (Spain, Latin America)2,000 students enrolled (Spain, Latin America)  Student profile:Student profile:  graduatesgraduates  civil servantscivil servants  civil service applicantscivil service applicants  10% completion rate10% completion rate  Attrition causes:Attrition causes:  important student workloadimportant student workload  complex assignmentscomplex assignments
    16. 16. OCWC Global 2014OCWC Global 2014 Conclusions (I)Conclusions (I)  MOOCs require careful planning and designMOOCs require careful planning and design  A high level of support is required (library, technicalA high level of support is required (library, technical staff)staff)  MOOCs are dynamic and require teacher interventionMOOCs are dynamic and require teacher intervention  MOOCs can affect teachers’:MOOCs can affect teachers’:  academic workacademic work  OCW coursesOCW courses  on-campus courseson-campus courses
    17. 17. OCWC Global 2014OCWC Global 2014 Conclusions (II)Conclusions (II)  Converting OCW to MOOC is a natural evolution inConverting OCW to MOOC is a natural evolution in open educationopen education  MOOCs have not come to take the place of OCWsMOOCs have not come to take the place of OCWs  They can coexist and be offered simultaneouslyThey can coexist and be offered simultaneously  Their target audiences seek a different educationTheir target audiences seek a different education experience (self learning vs guided learning)experience (self learning vs guided learning)
    18. 18. OCWC Global 2014OCWC Global 2014 Conclusions (III)Conclusions (III)  Both OCW repositories and MOOCs are showcases ofBoth OCW repositories and MOOCs are showcases of the university’s academic programsthe university’s academic programs  MOOCs come closer to on-campus courses than OCWMOOCs come closer to on-campus courses than OCW  MOOCs can attract future potential studentsMOOCs can attract future potential students  MOOCs should offer a solid and useful learningMOOCs should offer a solid and useful learning experienceexperience
    19. 19. OCWC Global 2014OCWC Global 2014 THANK YOU !THANK YOU ! José Vida FernándezJosé Vida Fernández (jose.vida@uc3m.es) Public Law DepartmentPublic Law Department Susan WebsterSusan Webster (susan.webster@uc3m.es) Central Library ServiceCentral Library Service

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