This document discusses considerations for developing a Massive Open Online Course (MOOC) on emergency medical services (EMS) as part of the EMS Project in Vietnam. It identifies 9 key elements to consider: 1) course components of branding, assessment, and academic integrity, 2) choosing an appealing topic focused on EMS, 3) determining the targeted audience, 4) building a collaborative team, 5) creating a development timeline, 6) establishing learning outcomes, 7) designing communication strategies, 8) creating assessments, and 9) addressing other issues like technology, length, funding, and promotion. The goal is to develop a free online EMS course that can educate various audiences in Vietnam.

1. MOOC Massive Open Online Course
MOOCs for the EMS Project
Herewith are developed some pedagogical, legal, academic, record keeping and security issues related to
Massive, Open, Online Courses and especially for such under the EMS Project.
1. Course Component
3 Elements:
Figure 1: MOOC elements
Branding, Assessment,
Academic Integrity
The course components of MOOC’s seem obvious. In this case, institutional branding is required. What
may not be quite as obvious is the grading or evaluation element of MOOC's, this will be the subject of
further more detailed research development for the practical use in those EMS MOOCs. Also, it will be a
good idea to address academic integrity up front to ensure a shared learning experience for all. The
collaboration with a university is inevitable.
The idea is that each element represents a learning object within a module. One enforced structure of the
course could be that students have to complete a quiz for each module before moving to the next module,
but once there, students can choose the order and timing of each learning object interaction and even
when to go back to review previous modules.
Element: Branding
The MOOCs must adhere to institutional branding, course organization and consistency guidelines. To maintain a positive
institutional image, course content should be error-free and course elements should be functional. Content and instructor
availability should be timely.
Element: Assessment, i.e. Grading or Evaluation
“Success” in a MOOC can be defined by a multitude of variables. While the course developer/instructor probably has minimum
Passing criteria, even individual participants may define Success in very different ways. Credit is not awarded.
Examples: Pass/Fail or “certificate only” is recommended as a grading policy. This could be measured by:
- completing a number of modules
- participating for a certain amount of time (minutes per module, weeks)
- interacting with at least 3 other participants
Element: Academic Integrity Statement
No formal academic integrity policy exists for MOOCs. We should Create and advertise one in our course (but we should realize
that “cheating” cannot be altogether thwarted or penalized).
Example for Honor Code Certification: ‘In this course, we agree to abide by an honor code. It is a governing principle of our
learning community. It is based on the ideal that honorable students do not lie, cheat or steal. This honor code depends on the

2. idea that people (at least within the community) can be trusted to act honorably. Those who are in violation of the honor code
are subject to various sanctions as determined by the community.’
We find it much more manageable to trust students at the outset, letting them know I – the instructor, am aware of cheating
and that it will be dealt with but I expect them to behave in an honorable manner. We combine this philosophy with rules of
civility on the internet, e.g. Netiquette.
2. Choosing a topic we are passionate about and one that will be appealing to MOOC students (for
every MOOC the appropriate self-defined topic) – Emergency Medical Services
We believe in your content – the EMS Project, that enthusiasm will be visible to our students. A MOOC may
be an opportunity for you to teach about something that is too narrow for a course or is outside of the
primary focus for your field. We should also consider whether the topic will attract MOOC students thus
how to DESIGN THE TOPIC AND THE COURSE TITLE (at the end of the course development). Based on our
experience, we have considered the attractiveness of the general topic, EMS, and also will scrutinize the
issue with the appropriate course design for EMS.
3. Determining our targeted audience, and design the course to meet the needs of that audience
The entire design of the course, from content to language, teaching strategies to assessment, should be
designed according to the needs and prior knowledge of our primary audience. Language, disability and
other specifics should be taken into account. Age, educational background, and prior knowledge may also
vary among MOOC participants; therefore it is a good idea to clearly articulate prerequisites or provide
supplementary resources. Targeted audiences – all from Vietnam, public and private esctor.
MOOC is a free online course (or courses) aiming at a
Target auditory
1. 1.Traffic and Driving Safety Authorities
2. doctors
3. nurses
4. Other Health Professional Specialists
5. healthcare managers and healthcare administrators
6. patients’ organizations
7. smartphone manufacturers
8. emergency medical equipment manufacturers
Figure 2: Target auditory of the EMS MOOCs
4. Building a team
Many faculties who have taught MOOCs recommend using a team approach for the design, development,
and delivery. We are aiming at building a joint business-academic team (group) to work on the EMS
MOOCs. Rather than working alone, we should consider co-teaching with a colleague. It is important to
find students or colleagues who can provide feedback on the design. Our EXCELLENCE GOAL: Identifying at
least one person who can test the course before thousands of students are trying to use it is very practical.
5. How to plan the development process

3. Unlike planning a course on your own, a MOOC has more complexities. We have to begin the project by
creating a timeline for design and development tasks, like writing objectives, creating lectures, recording
videos, designing assessments, and building the course. It is important to leave time for testing the course
before potentially hundreds or thousands of students access it. Our estimates for the first student target
groups in Vietnam are very important to know how many students we will have in Tier 1.
6. Establishing learning outcomes for the course before we begin selecting or creating materials
This is, in fact, no different from the recommended practice for any course design. First, we need to
establish what students will learn in the course. Then it is possible to design learning activities to support
those outcomes and create assessments that measure whether students achieved the desired outcomes. It
is also important that the number of outcomes is appropriate for the length of the course. In this case for
the EMS Project are recommended courses with duration between 8 and 12 weeks – up to which student
target groups are being taught.
7. Design communication plan and community development strategies
Given the potential size of a MOOC, it is time consuming to manage communication with everyone. It can
be helpful to encourage discussion and community development among students, so that we are not the
central figure in the course.
Communities
Doctors, nurses,
other health
professional
specialists
Authorities -
traffic,
emergency
services
Smartphone
manufacturers
Mobile network
operators MNO
Patients' organizations,
platforms, civic
movements, NGOs
Medical equipment
manufacturers
Figure 3: Communities linked with the knowledge sharing and EMS MOOC
Discourage contacting you via email by creating discussion forums or using social media. Also, plan how
and when the MOOC team will monitor the community and who is responsible for responding to the group
or individuals, should it become necessary.

4. 8. Create assessments for a massive audience
Assessment is not a required element for a MOOC – many focus on forming networks and discussing
content rather than formal assessment through tests or written work. If assessments are used, the scale of
MOOCs makes many assessment techniques impractical. We could consider using automated grading, like
multiple choice exams or programmed response activities, or “grading” on effort and contribution rather
than performance. In many cases, MOOCs offer certificates of completion to participants who submit
assessments or contribute to the MOOC community. This should also be considered for some target
students.
9. Other MOOC Considerations
Technology
(If) It is not possible to use institutional technology, like different such from universities worldwide, to deliver a MOOC because
of the size of the potential audience. There are, however, many free tools that offer similar features.
Length and timing of the course
Traditionally, courses follow the academic calendar, but that is not necessary for an EMS MOOC. Courses can begin and end at
any time. Currently, there is not any research into the ideal length of a MOOC, but most seem to be between 4 and 8 weeks
long, with a few as long as 10 to 12 weeks, in case they are divided into Part 1 and Part 2 of the same MOOC for instance.
Funding
It is possible to offer a MOOC without significant financial investment, this is seldom the case though. If,
however, the MOOC requires special technology, paid staff to monitor it, or additional services, it may be
necessary to seek out funding for development or delivery. Several agencies and educational technology
associations offer grants for MOOC development, delivery, and research. The latter could eventually be an
additional shot for funding the EMS MOOC.
http://learningtechnologiesteam.blogspot.co.at/2013/05/the-scharr-moocs-diaries-part-x-cost-of.html
‘The University of Edinburgh’s MOOCs, run in early 2013 via Coursera, cost an estimated £30,000 from
development to delivery whilst the University of Pennsylvania’s MOOC courses (also developed on behalf
of Coursera) cost $50,000 each to develop.’
Promotion
Promotion and marketing are necessary to attract students to a MOOC, this is linked with the promotion and attraction to the
whole EMS Project. This will likely utilize social media and professional networks to advertise the course and gain attentionin
Vietnam. We will consider emailing the Vietnamese public sector, NGOs, professional associations, colleagues at other
institutions, and other groups that may be interested in the content. It may also help to share information via Facebook, Twitter
or other social networks.
Legal
MOOCs require caution regarding legal concerns, particularly copyright of any materials created for the MOOC or used from
other sources and the privacy of student data and contributions. These concerns are just the beginning, however. It is important
to be aware of the many legal issues that impact MOOCs and to consult with the university as Junior Project Partner and the
respective authorities, Office a. o. of the country. The legal environment and background for delivering MOOCs in Vietnam is the
main focus for our Project.