This document discusses a workshop on sMOOCs (small MOOCs) held in Barcelona. It includes an agenda for the workshop with time allocated for presentations and discussion. The ECO project is presented, which aims to create open online courses using mobile and ubiquitous technologies to improve access. Key aspects discussed include the pedagogical model, assessment and certification processes in sMOOCs, and strategies for incorporating new participants and ensuring inclusion.

1. sMOOCs for All, All in sMOOCs
Workshop
Déborah Arnold (UB, FR)
António Teixeira (UAb, PT)
Maria do Carmo Pinto (UAb, PT)
Darco Jansen (EADTU)
Adeline Bossu (SN, FR)
10 June 2015, Barcelona

2. sMOOCs for All, All in sMOOCs – Workshop
Time scheduled
-30 min presentation
-20 min discussion split at topics / tables
-10 min feedback from each table
-OR exchange on our practices
“strengths & weaknesses”, “good practices & difficulties”
2

3. sMOOCs for All, All in sMOOCs – Workshop
Presentation :
– ECO project
– Assessment, António Teixeira (UAb, PT), Maria do Carmo Pinto
(UAb, PT)
– Darco Jansen, EADTU
– Incorporation of new participants with their own specificities, Divina
Frau-Meigs (SN, FR), Adeline Bossu (SN, FR)
– Live events, Déborah Arnold (UB, FR)
3

5. Elearning, Communication and Open-data:
Massive Mobile,
Ubiquitous and Open Learning
22 PARTNERS – 6 COUNTRIES
http://ecolearning.eu/
European project funded by European
Commission in Competitiveness and
innovation framework programme

6. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
• The project will demonstrate the potential of OER and MOOC
• to widen access to education and to improve the quality
• for lowering or remove technological barriers in learning processes
• for users with special needs or at risk of exclusion.
• The expected impact of ECO
• create their own online courses and other open educational resources
and distribute them through the open learning platform
• ECO pilots will pay special attention to training European teachers.
• preparing certified teachers
• Use state-of-the-art technologies
• merged MOOCs platforms (based on individual platforms and resources
provided by individual partners in the project),
• the combined and cross-border piloting activities in all the hubs involved
in the project.
GOALS

7. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Steps
• Design Pedagogical Model
• Determinate Technical
Functionalities and platforms
• Create one portal
• Create 16 sMOOCs pilots
• Create One MOOC
supporting how to create MOOC
• Run on 3 iterations
• Make creating own MOOC by
participant/group of participants
Continuous Improvement and
Quality

8. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Pedagogical Design sMOOC
cMOOC ‘Focus on community and connections’
social ‘learning experience marked by social interactions and participation’
Pedagogical approach: connectivism, situated learning, social constructivism
Inclusion + Ubiquitous and mobile + Accessibility (special needs)
learner-centred - flexibility - digital inclusion
Open licence policy
Wide variety of target populations
Diversity of purposes and local, contextual implementations

9. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Functionalities
Peer to peer evaluation
Social network in and out the MOOC
Accessibility for special needs
Forum - Group forum
Learning pathway
Badges
Intercultural communities
Several Languages
Micro-blogging
Geolocalisation
Gamification
Certification
Facilitations
Events online

10. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
An innovative approach
MOOCs platforms federation  Decentralised model
Single entry point (unified course catalog, log in and user profile) to a
number of different MOOCs platforms (OpenMOOC, edX, weMOOC,
LogiAssist, AR Learn, iMOOC).
Around 17.000 users by now and growing…

11. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
One portal - 5 platforms - 6 languages
https://portal.ecolearning.eu/
16 MOOCs Pilots

12. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
A transversal MOOC
Facilitating the creation of new courses by any teacher involved in ECO
6 languages
10 institutions authors
Goals :
•Facilitating the creation of new courses by any
teacher involved in ECO
•Using ECO partners experiences and practices
•Develop social learning with communities,
accessibility, social learning and functionalities
•This MOOC will encourage participants to participate
in ECO project and create their own MOOC

13. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Project evolution
Year 1 Year 2 Year 3
≈10,000 users ≈20,000 users ≈40,000
users
ECO sMOOC
pedagogical model
Innovative technological
approach: Platforms
federation. Plug&join
ECO. Scalability!
First edition of sMOOCs
ECO image and diss.
strategy
Revision of technological
model (Y2-3)
Platform fine-tuning (Y2-
3)
sMOOC step by step
Dissemination!
Communication!
Alliances!
Growth to massive
(users)
Dissemination!
Communication!
Alliances!
Viral growth (users and
courses)
Exploitation and
sustainability

14. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Project evolution

15. Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Final considerations
• ECO was defined as an extremely ambitious project
• An extremely motivated group of professionals has made it
possible.
• ECO’s methodology has been based on a strong self-criticism
spirit throughout the whole project in order to reach high quality
results and overall project.

16. sMOOCs for All, All in sMOOCs
Assessment and Certification
António Teixeira (UAb, PT)
Maria do Carmo Pinto (UAb, PT)
10 June 2015, Barcelona

17. sMOOCs for All, All in sMOOCs – Assessment
Formative assessment with self-correction should be
made available (through tests, quizzes, etc.).
This should focus on relevant aspects of the topics being
discussed or important elements in the resources
provided.
17António Teixeira & Maria Pinto
(UAb, PT)

18. sMOOCs for All, All in sMOOCs – Assessment
Participants must also be encouraged and are expected
to discuss and give feedback to one another throughout
the learning activities.
A regular, more general feedback on the work done each
week should be provided by the teacher, based on the
information prepared by the support team.
18António Teixeira & Maria Pinto
(UAb, PT)

19. sMOOCs for All, All in sMOOCs – Assessment
Additionally badges can be used. These may be
obtained from:
• the completion of tasks;
• the completion of challenges in the bank of challenges;
• the points/status/likes/pluses etc. gained
from reputation systems.
Self-assessment quizzes can also be used as diagnostic,
to anticipate relevant content presented in a resource.
19António Teixeira & Maria Pinto
(UAb, PT)

20. sMOOCs for All, All in sMOOCs – Assessment
sMOOCs have well designed peer assessment rubrics
and use AI engines for the integration of massive
qualitative assessment.
Participants who wish to receive a certificate of
completion will have to participate in this process,
assessing and grading the work of three other
participants, while their own work will be assessed and
graded by three different peers.
20António Teixeira & Maria Pinto
(UAb, PT)

21. sMOOCs for All, All in sMOOCs – Certification
The Certificate of Completion is a free, non-formal
recognition of the work done in the course.
Items to be assessed as evidence of learning can be:
• some of the relevant artifacts produced by participants;
• a final project;
• an e-portfolio containing a relevant sample of the work done
(at least two of the artifacts produced, the badges collected, etc.);
• summative tests, either automated or peer-assessed.
The scale used can be either quantitative or qualitative,
but the final grade will be the average obtained in the 3
grades received.
21António Teixeira & Maria Pinto
(UAb, PT)

22. sMOOCs for All, All in sMOOCs – Certification
sMOOCs may offer the possibility to obtain formal
credits, for a fee. Those credits (ECTS) will be awarded
based on an evaluation by a teacher of the work done.
This can be combined with a final, f2f assessment.
If an exam or other types of f2f (or synchronous)
summative assessments are used, each element (work
in the course and f2f assessment) will count as 50% of
the final grade.
22António Teixeira & Maria Pinto
(UAb, PT)

23. sMOOCs for All, All in sMOOCs
Incorporation of new participants
with their own specificities
Adeline Bossu, Divina Frau-Meigs
10 June 2015, Barcelona

24. sMOOCs for All, All in sMOOCs –
INCLUSION
To Integrate and participate in a sMOOC
Inclusion with innovation
• Participant must feel
– Welcome,
– At the right place
– Concerned
– Understood
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25. sMOOCs for All, All in sMOOCs – Inclusion
• Welcome in new learning context
– MOOC Introduction,
– Identification of MOOC actors (autors, facilitators…)
– Get out hierarchy and previous pedagogical model
⇒Get close
• Creation communities
– Group creation
– Discovery of other participants
=> Sense of community, similarity
25

26. sMOOCs for All, All in sMOOCs
Welcome + Actions
Proposals and Tools to encourage this feeling and start
action-interaction in
– Synchronous and asynchronous way
– In new cultures, environnement
26

27. 27
Micro-blog
Badges
karma

28. 28
Social network inside and outside

29. 29
News and newsletter

30. 30
Forum
Group Forum
Facilitation

31. 31
External tools:
Live events online
hangout
tweet chat