20150126 acefir

@silviasimonr @miquelduran @c4dudg
MOOCs:
Another way of Science Communication
A 21st-century way of open online learning
Sílvia Simon
C4D, UdG, silvia.simon@udg.edu, @silviasimonr
Miquel DURAN
C4D, UdG, miquel.duran@udg.edu, @miquelduran

Index
• Our team and the C4DUdG <IQCCUdG
• Motivation
• Our projects (research, scicomm, gisolr)
• Our MOOCs
• Our experience (giving courses, meetings...)
• UdG’s approach
• Catalan calls
• Spanish environment
• Erasmus+ project
• References
• To take home

Who we are?
@miquelduran: University professor. Research in
Quantum Chemistry. Digital Science Communication,
Magic and Science, MOOCs, TEDx events, Open
Knowledge
http://miquelduran.net
http://slideshare.net/quelgir
MTB rider
@silviasimonr: researcher (@iqccudg ), professor
(@quimicaudg), disseminator (@c4dudg) and
mother. Of course not in this actual order! Many
hobbies and few time left!
http://silviasimonr.wordpress.com
http://slideshare.net/silsivasimonr
Runner

This is an actual team
• @silviarimonr Univ prof
• @miquelduran Univ prof
• @josepduran Univ prof
• @pquimic Grad St, Ph.D. thesis includes MOOC chapter
• @laiagd Grd St
• @fblascoc (UPolyMadrid) Univ prof
• Joan Miró Univ prof
Others in @iqccudg and @quimicaudg like
• @mguellse
• @miquelsola
• @marcelswart
• @pesalse
• @lluisblancafort

Cathedra for Science Culture and
Digital Communication
• Spinout of the Institute of Computational
Chemistry and Catalysis, UdG
• Science Communication 2.0
• Public Awareness of Science
• Chemistry Dissemination
• Open learning and research
– Wikipedia
– MOOCs
– MOOC on Science Communication 2.0

Our main projects
• Research on quantum, theoretical and compuational
chemistry (core business)
• Innovation in teaching and learning
• Science Communication
– European Researchers’ Night 2008-2015 (coordinating-various
Spanish Univs)
– Magic & Science (FECyT) 2015 (with UPolyMadrid)
• MOOCs:
– 2013: Science Communication 2.0.1
– 2014: Zero Chemistry; Magic and Science (with UPolyMadrid)
• Erasmus+:
– 2015 Low-Cost Production MOOCs (LoCoMoTion) with Sligo,
Bath Spa and Delft

The TED-related experience
@miquelduran: TEDxUdG series
organizer, TEDxGironaWomen co-
organizer
http://tedxudg.net
Science Communication: TED Ed
Periodic Videos (@pquimic with Univ
Notthingham’s Sir Martin Polyakoff)
http://ed.ted.com/periodic-
videos
Wikipedia: Wikimarathon, Wikiproject
on Open Science

MOOCs: How come we’re here?
• Early adopters of MOOC consumption and creation
• Jumped into (were thrown and fell into) the wagon of
MOOC culture
• Has seen the birth of interactive computing (well... rather
only MD)
• Have seen the birth of the Internet and personal computing
• Computational chemists, scientists 2.0
• Enthusiasm for innovative forms of learning, open
knowledge
• Think of MOOCs as a form of Science Dissemination and
Public Outreach

NYT & MOOCs (20/4/13)
2012: The Year of the MOOC

Online learning: Campus 2.0
(Nature 13/3/2013)

Flipping Chemistry Classrooms
C&EN 25/3/2013

The Gartner Hype Cycle

The MOOC in the Gartner Hype Cycle
Source: http://pando.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/

Is building up a MOOC tricky? The floating Cork
https://www.youtube.com/watch?v=J5myT93yRjs /by @richardwiseman

Our MOOCs
• Communicating Science 2.0.1: keys for a digital society (MiriadaX
platform), 2013 and 2015
– https://www.miriadax.net/web/investigacion-cientifica-2edicion
• History of Chemistry: from subatomic particles to macromolecules
(MiriadaX platform), 2013 and 2015
– https://www.miriadax.net/web/descubriendo-quimica-2edicion
• Magic, Science and Confessable Secrets (currently in production, to be
delivered through MiriadaX), 2015
– http://magcimooc.net
• University entry-level Chemistry (Currently in the planning phase, in
Catalan), 2015
• Introduction to advanced chemical catalysis and molecular modeling
(Future consideration, in English)

Science Communication 2.0.1
MiriadaX Spring 2013 (Spanish)
• Almost 25% completion rate
• Awesome experience
• Started from a doctoral-level area-
independent course
• Specific target: graduate students, junior
researchers
• This MOOC was produced almost on the spot

Investigación científica 2.0.1: Procesos
clave en una sociedad digital

Descubriendo la química: de la
alquimia a las partículas subatómicas

#23keysmooc Program and Schedule
http://iscico.wikispaces.com/23keysmooc
Program and content:
Modules
1. Let's talk about MOOCs. MOOC and Moodle comparison
2. Let's plan a MOOC!: Discussion, planning, considering a MOOC, an example
3. Let's shoot video!: Discussion, tips and clues
4. Let's link resources with a learning flow!
5. Let's design assessment!
6. Let's foster student collaboration!
7. Let's advertise our MOOC!
8. Let's assess the course!
Practise session and exercises
1. Planning a MOOC
2. Shooting video
3. Assessment of learning and student retention
4. MOOC miniproject – promotion, implementation

23 keys to organize a MOOC, to be successful
and to actually enjoy it• 1.Find an enticing subject
• 2.Have an expertise on the contents
• 3.Think about tentative audience
• 4.Know regulations applying
• 5.Set your course within a broader project
• 6.Choose a suitable platform
• 7.Assign various Open Educational Resources to each submodule
• 8.Reuse own existing resources and those (open!) from others
• 9.Shoot short and sustainable videos
• 10.Take care of good sound and video production
• 11.Assign each content to actual fulfillment of competencies
• 12.Link resources to a clear learning path
• 13.Maintain tension and interest for the course with challenges and rewards
• 14.Evaluate student progress with intention
• 15.Mix test, p2p and other tests in equilibrium
• 16.Use proactively social networks
• 17.Organize hangouts/Q&A sessions, and discussions on the Net
• 18.Publish an attractive promotional videoclip
• 19.Create an interesting presentation video
• 20.Identify and use the most efficient procedures for international marketing
• 21.Place surveys before, during and after the course period
• 22.Make proposals for future improvement
• 23.Communicate publicly the innovations brought about by the course

10 further issues one may consider upon
building up a MOOC
• 1.Are MOOCs the idea closest to the methodology in the Bologna Process?
• 2.Will MOOCs bring us to Teaching/learning projects, like in Research?
• 3.Can each academic Group organize its own MOOC and thus its own
Teaching-Learning Unit?
• 4.Is the new role of the professor-teacher rather a facilitator, consultor,
dynamizer, coach?
• 5.Are MOOCs a key element of internationalization?
• 6.Do MOOCs lead a teaching group to entrepreneurship?
• 7.Are MOOCs a new way to build bridges between University and its
environment/society?
• 8.Do MOOCs allow to adapt rapidly to changing needs, and to respond to
singularization opportunities?
• 9.Rather than "A Professor organizes a MOOC", should not face-to-face
universities exhibit a strategy to use MOOC as an excuse and example to
change teaching - and even change themselves?
• 10.Are we talking about virtualization of classroom teaching, or rather
about devirtualization of online learning?

5 reasons not to organize a MOOC:
1. "I don’t have time left": Why don’t you consider a MOOC as an
opportunity for task cleanup and lean time management?
2. "I don’t have energy enough": Why don’t you consider a MOOC as
an opportunity to recharge your personal batteries?
3. "I don’t have any money": Why don’t you consider a MOOC as an
opportunity to get some funding through calls, international
collaboration, transdisciplinar work?
4. "I don’t have any good idea": Why don’t you consider a MOOC as an
opportunity for expanding your research activity into teaching and
leaving your usual expertise field, while adventuring into new areas?
5. "I don’t have digital skills": Why don’t you consider a MOOC as an
opportunity to enter the amazing world of the Internet, online
learning, open knowledge, social networking, …?

Moodle-based online learning vs. MOOCs

Moodle-based online learning vs. MOOCs (1/2)
• Many students (massive!) vs. limited number of students
• Leading star: video vs. video as an optional element, usually inexistent
• Short video clips vs. long, classroom shots
• Large dropout on first modules vs. small dropout
• Free registration, usually vs. normal costs of registration, most times
• Common use of peer-to-peer (P2P) assessment vs. no use, in general, of
P2P
• My use internet hangouts to interact vs. real meetings to interact
• No specific schedule vs. likely hourly limitations
• Use of Open Educational Resources vs. use of non-OER packages
• Rather unstructured Learning path vs. clear learning path
• Free election of subject vs. subjects limited usuarlly to field of expertise
Visit http://iscico.wikispaces.com/MOOC+Comparison

Moodle-based online learning vs. MOOCs (2/2)
• Optional generic certificate, open badge vs. specific certificate
• Cooperative learning vs. top-down learning
• Innovative subjects vs. well-established or closed subjects
• Dynamic courses vs. rather static courses
• Professor finishes production before delivery – becomes dynamizer vs.
professor as a permanent guide along the course
• Assessment is prepared before course delivery, automatic vs. professor
evaluates every student on an individual basis, through interaction
• Specific IT platform vs. standard platform
• Integration into a large marketing structure vs. usually lack of strategic
marketing
• Community beyond course end vs. usual lack of community buildup
• Registration during all teaching period vs. registration only before course
start
• Assessments usually with no definite date vs. clear date for evaluations

MOOCs at the University of Girona
Besides our four MOOCs:
• Changes in contemporary tourism (MiriadaX, 2014)
(financed by Catalan project call)
• Zero Physics (2015, financed by Catalan project call)
• No actual policy on online learning and MOOCs, only a
few examples of OCW.
UdG key numbers:
• 14.000 students, 1.000+ prof-res, 600 staff
• Schools: Sciences, Humanities, Business, Law, Medicine,
Nursing, Polytechnics, Tourism, Education, Doctoral School

Catalan MOOC calls
• 2013 call
– 16 financed
• 2014 call
– 76 courses applied, 32 financed (amount: half of
2013)
• UCATx portal
– http://www.ucatx.cat

The Spanish environment
• Two main online universities + others
– Open University of Catalonia
– Universidad Nacional de Educación a Distancia
• Many universities have online courses
• Main platform in Spanish, targeted to
Latinamerican countries: MiríadaX /Joint
Venture, Telefónica+Universia)
– http://miriadax.net

The Erasmus+ LoCoMoTion project

LoCoMoTion
• The first wave of MOOCs that has caught the public’s attention, has been
generally characterised by very large enrolment levels, very high
production values and the associated high development costs.
• This approach is beyond the capability of individuals and most smaller
institutions, and cannot be justified for topics with smaller projected
audiences or shorter lifespans.
• However, many believe that such a high-cost development approach is not
necessary.
• The objective of the LoCoMoTion project, funded under the Erasmus+
Strategic Partnerships fund, is
– to further investigate the possibilities for the lower-cost development of
MOOCs
– to sustainably generate online resources, including a MOOC
– to build a community that will assist anyone who wishes to create a MOOC
even if they have minimal resources at their disposal.
• IT Sligo (IL, coord.), TU Delft (NL), Bath Spa (GB), UdG (CAT)

Theory:
Practise:
1-3 persons 

References
• http://c4d.udg.edu C4D website
• LoCoMotion Strategic Partnership:
– http://www.eurireland.ie/_fileupload/2014/Info%20Day/Brian%20Mul
ligan%20IT%20Sligo%20Strategic%20Partnership.pdf
• Communications to eMOOCs2015, Mons, May 2015
– Lowering the cost of MOOC development: The LoCoMoTion Project
– Practical keys to plan, organize and deliver a MOOC, as seen from a
Science research group
• This presentation: http://slideshare.net/quelgir

Key ideas to take away …

There are so many reasons to organize a
MOOC that the idea or producing, delivering
and assessing one of this courses is indeed
APPEALING
Producing a MOOC is having the right attitude,
rather than having the suitable resources.
Your attitude is a choice!

Caution
Continued, strong and
stressful involvement in
MOOCs may cause
adiction.
Do Clicks & bricks
Do MOOCs, books & cooks

Education is not a preparation for life, it is
life itself; education 2.0 too!

20150126 acefir

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