This document outlines 23 keys for organizing a successful Massive Open Online Course (MOOC) and enjoying the process. It describes an online course taught by the authors' group at the University of Barcelona on this topic, which consisted of 8 modules over one month. The modules covered subjects like choosing a topic and platform, creating video content, designing assessments, and advertising the course. The overall aim presented is to find an engaging subject within one's expertise, identify an audience, and enjoy each part of building a MOOC.

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23
keys
to
organize
a
MOOC
and
to
actually
enjoy
it
Sílvia
Simon1,
Josep
Anton
Vieta1,
Fernando
Blasco2,
Miquel
Duran1
1Universitat
de
Girona,
2Universidad
Politécnica
de
Madrid
@silviasimonr
@pquimic
@olascoc
@miquelduran
Cathedra
for
Science
Culture
and
Digital
Communica7on
University
of
Girona
hpp://c4d.udg.edu
@c4dudg
Sílvia
Simon,
Director
silvia.simon@udg.edu
CC
Photos:
hpp://www.flickr.com/photos/zacky8/534014956
hpp://www.flickr.com/photos/mcleod/7150176115
Contact
SS:
hpp://silviasimonr.wordpress.com,
silvia.simon@udg.edu
JAV:
hpp://pepquimic.wordpress.com,
pepquimic@gmail.com
FB:
hpp://www.olasco.com,
fernando.blasco@upm.es
MD:
hpp://miquelduran.net,
miquel.duran@udg.edu
Twiper
handles:
@silviasimonr
@pquimic
@olascoc
@miquelduran
Authors’
websites,
blogs
and
e-­‐mail
addresses
MOOCs are currently a strong area of interest among Universities, Groups, Professors and the
Society in general. Despite being born quite recently and having reached a likely peak in
expectations, they keep a wealth of attraction on students all over the World. University
academy has been taken somewhat by storm. Besides higher education-wide policies, practical
ways to organize a MOOC and to actually enjoy it - besides being sustainable, must be
leveraged.
Our Group has recently tought an Moodle-based, online course (University of Barcelona)
entitled "23 keys to organize a MOOC, to be successful and to actually enjoy it", with 30
registered students. During a month, eight modules were considered; a final project consisted in
designing and planning an actual course.
IntroducJon
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
The
actual
course
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?
10
further
quesJons
10
C4D
website
on
MOOCs:
hpp://c4d.udg.edu/mooc
C4D
webpage
on
this
online
course:
hpp://c4d.udg.edu/23claus
Our
presenta7ons
in
mee7ngs,
talks,
discussions:
hpp://slideshare.net/silviasimonr
hpp://slideshare.net/miquelduran
23claus
course
wiki
(in
Catalan)
hpp://iscico.wikispaces.com/23clausmooc
References
Modules:
1. Let's talk about MOOCs!
2. Let's plan a MOOC!
3. Let's shoot video!
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!
The
23
keys
All in all: find an enticing subject, be
an expert on that, and find your
audience. And then, enjoy every part
of your MOOC.
Acknowledgements
MINECO
Project
CTQ2011-23441
GenCat
Project
2013MOOCS00094
JAV:
Ph.D.
fellowship
GenCat
FI2011