La Tâche WP4 du Projet ECO, year 2

Project Annual review
Status of WP4 :
Service deployment and validation
Presenters: Divina Frau-Meigs, Adeline Bossu
Sorbonne Nouvelle
Luxembourg 29th of March 2016

Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Summary
Methodology
Recalling the general, transversal and specifics Objectives
Specific Actions to improve service from Year 1 to Year 2
Final results and future perspectives for Year 3
DOW Actions expected for year 2

Overall WP4 objectives
Producing the 17 sMOOC pilots:
Planning – Implementation – Support
9 HUBS – 5 platforms – 6 languages
8 weeks duration
3 editions
Ensuring the deployment and validation of the sMOOC pilots
Analysing and Improving of each pilot intermediate results
Evaluating assessment of the final results

Transversal WP4 objectives
Creating tools for e-quality control
Ensuring sustainability via shareable and transferable templates
Adjusting model and designing in response to Year 1 experts
suggestions in accordance with Agile method

Specific objectives for the period (Y2)
Iterations 1 & 2
Transversal sMOOC
« Step by Step »
Iterations 2 & 3
16 sMOOCs pilot
To allow Hubs to reach the goals in term of participation
To enable sMOOCs to fit with the ECO pedagogical model
To ensure the validation and the quality of the sMOOCs pilots
over year 2
To prepare e-teachers MOOCs for year 3

To reach the projected number of
participants
To reach more teachers and create
communities
To enlarge the sample of the
questionnaire participants
To acquire greater spread across all
European languages involved
To describe a representative sMOOC
with the pedagogical and technical
sMOOC ECO features

WP4 methodology (Year1)
WP4
WP2
WP3
Technology
PedagogyDeployment
Functionalities
Design

WP4 methodology (year 2)
WP4
WP2
WP3
Technology
Pedagogy
Functionalities and
pedagogical design
Pedagogical design
and quality
WP5
Communication-
Dissemination
WP1
Quality supervision
WP6
New sMOOC projects

WP4 methodology
WP4
HUB1
HUB10
HUB9
HUB8 HUB7 HUB6 HUB5
HUB4HUB3HUB2
WP5
WP3
WP2
WP1
WP6
16 sMOOCs + Transversal sMOOC « step by step »
6 languages – 5 platforms – 1 portal – 3 iterations

WP4 methodology
2015 2016
Feb Mar April May June July Aug Sept Oct Nov Dec Jan
Second iteration
(16 MOOCs Pilots)
Third iteration
(16 MOOCs Pilots)
First iteration
sMOOC Step by Step
Second iteration
sMOOC Step by Step
MOOC Checklist
(2)
HUB
Progress report
(2)
MOOC Checklist (3)
HUB
Progress report (3)
DISSEMINATION AND COMMUNICATION
Reporting and
analysis
Improvements
Peer to peer assessment
Supervision control
Reporting and analysis
Improvements
Reporting
and analysis
Luxe
m-
bourg
12th
month
eval.
Manch-
Ester
18th
month
seminar
Heerlen
24th
month
seminar
Weekly Online Meetings
Collaborative Document for sharing practices
Working with WP1 and WP2 (MOOC assessment, quality control guidelines)
Working with WP3 (technical issues and improvements)
Working with WP5 (increasing communication and dissemination)
Working with WP6 (developing project in accordance with ECO project and framework)

WP4 Methodology
Collaborative
documents
Google drive
Management
tools on ALF
platform
Weekly meetings
and summaries

AGILE method
• Constant improvement on the service deployment
• Constant interaction between pedagogical design
and technological functionalities
• Constant communication-negotiation and
feedbacks between HUBs and WPs
WP4 Methodology

Activities descriptions
During year 2, this has been accomplished in two different tasks and one
transversal:
Task 4.2 to Task 4.11: Pilot Service execution from Hub 1 to
Hub 10 for second and third iteration
Task 4.12: Pilot evaluation and results' assessment for
second and third iteration
Continuity: Deployment, planning, implementation and
support
To ensure
robustness of the
design
To capitalize on the
experiences of the sMOOCs
producers

Activities for Specific objectives
1/ To ensure Quality of the sMOOC service deployment
=> Checklist
 P2P evaluation between HUBs
=> Quality supervision
To promote
quality control
To reach the projected number of participants 1/8

2/ To improve technical bugs
=> Collaborative documents and works between WP3 and all HUBS to share and
solve issues
To promote
quality
service

3/ To answer to the participants and/or potential participants requirements
 Satisfaction questionnaire
 Each Hub analysed and shared the results => D4.5

4/To develop new services for participants in all the sMOOCs
 Coordination across HUBs: Working in collaboration and sharing experiences
 New activities or expansion of “good” activities and resources
 Adjustments on pedagogical design
Guide

5/ To improve the platform or/and using all platforms functionnalities
 Working with WP3 and the HUBS requirements
 Sharing experiences and focusing on other sMOOC
Scalable and
Innovative service

6/ To Increase sMOOC Presence on network
 Work with WP5 and HUBs in dissemination improvement
 HUBS investigate in press realease, partnership agreement,
social network presence, events
 HUBS invest in fee campaign
 Several press releases with differentiated targets.
 Mass mailings to schools, universities, associations, in several communities, etc.
 Campaigns in education specialized websites.
 Posts and flyers sent to institutional websites.
 Newsletters in universities related to the contents of the MOOC.
 Printed and delivered folders and posters in varied institutions and events.

7/ To Increase the facilitation and dissemination around sMOOC live events, webinars
and resources (Hangouts, videos, Tweetchat…)
Reinforce
Image and e-Presence

8/ Strategies to capitalise on services and iterations (17 X 3)
 Increasing serendipity and enrolment between sMOOC
 Developing the same sMOOC in several languages: MOOC DIYEMI, MOOC Step by
Step
 Improving navigation between hubs and MOOCs: technical adjustments
 Creating an ECO sMOOC catalog
 Creating new sMOOCs
Scalable and
Innovative Service

Catalogue (22)
ResultsTo reach the projected number of participants

Results
22 sMOOCs 42 000 users
To reach the projected number of participants

1/ To develop communication partnership and presence in network
 Increasing sMOOC Dissemination with specific targets
(educational group in social networks, Facebook, Linkedin, Twitter)
 Developing partnerships with educational teacher association
2/ To develop partnership with other institutions
 Collaborating with WP6 and HUBS in the outreach process for new
sMOOCs and agreement with other institutions or projects
communities 1-2/7

3/ To adapt time and spaces
 Adapting calendar to « good periods » for teachers
 Creating some spaces in sMOOC for specific exchanges between teachers in
order to create community
communities 3/7

4/ To develop framework for year 3 e-teachers sMOOC
 Collaboration with WP1, WP3 and HUBS in the outreach process
for new sMOOC process (e-teacher)
To reach more teachers and create communities 4/7

5/ To develop open standard setting resources
 Creation of FAQ for HUBs
 Proposal of Agreement for HUBs and e-
teachers

6/ To anticipate the e-teachers needs and questions
 FAQ
 online registration proposal

7/ The transversal sMOOC
Step by Step
Institution
UniCAN UoMan SE Fedrave Sorbonne Loyola UNED UAB POLIMI
Session
Supervision All
Global
pedagogical
design
All
Pedagogical
design /
session
1
2
3
4
5
6
7
English
quality
control
All
Translation
and
facilitation
in each
language
English
Spanish
French
German
Portuguese
Italian
communities 7/7

Measure of success
or indicator
Objective as
described in DoW
Result achieved in
this period
Number of sMOOCs 1 1
Number of users 3 221 (1 and 2)
Planning and support General plan,
curricular design strategies
6 languages
2 iterations
Questionnaire Two iterations
sMOOC pedagogical design Accessibility, Participatory
learning, co-construction
all mobile devices
Mostly achieved
Regulator of quality To train people
To stimulate re-use
To remix best practices
To augment interculturality
and intercreativity across
HUBs and countries.
The transversal sMOOC
Step by Step
ResultsTo reach more teachers and create
communities

AREA OF EMPLOYMENT
communities

E-teachers sMOOC in preparation (7 + 1 special MOOC Lab)
communities

1/ To improve the sMOOC supply in other languages
 Developing new english sMOOCs
 Translating existing sMOOCs
European languages involved 1/2

2/ To reinforce interculturality
 Facilitation of the sMOOC Step by Step in all languages
 Pedagogical design by all the language teams
 Adaptation through localization
 Development of collaborative document
 Trust and representation of all
European languages involved 2/2

Participants by language
Iteration 2
Participants by language
Iteration 3
European languages involved
Results

• Working closely with UNIOVI (D4.5)
• Year 1: around 300 answers
• Year 2: around 1 700 answers
• 5,5 % (more than average MOOC)
• Some HUBs offered Google forms at the beginning
• Some HUBs conducted qualitative interviews and the results
made possible to improve deployment service
To enlarge the sample of the
questionnaire participants

sMOOC Guide
sMOOC ECO features

sMOOC Guide
1) Supports for dissemination
2) Different learning pathways and activities
3) One first week dedicated to the familiarization process and platform
4) A learning Guide or FAQ
5) Various formats of contents
6) Various activities
7) Activities for Evaluation
8) Certification Systems
9) A personal learning space to produce or follow self-progression
10) A facilitation team with tools to organize facilitation and exchanges with
participants
sMOOC ECO features

1) Ressources for dissemination
a) A Teaser
b) Social network announcements

2) Different learning pathways and activities

3) One first week dedicated to the familiarization process and platform
4) A learning Guide or FAQ

5) Various formats of contents:
a) Video for unit introduction
b) Original videos
c) Text and image format with or without animation
d) Existing resources

6) Various activities:
Some spaces to work in a collaborative way or to exchange
a) Group forum

c) Exchanges and Publications on Forum d) Social Network activities
e) Video case study

7) Activities for Evaluation
a) Quizz
b) Peer to peer assessment
8) Certification Systems
a) A badges system
b) A certification system by institutions

9) A personal learning space to produce or follow self-progression:
a) Platform social network for publication
b) Blogs c) Management of digital artefact
d) Detailed organisations for following personnel progression

e) Progression and score space

10) A facilitation team with tools to organize facilitation and exchanges with
participants
a) Weekly meeting
b) Management tools
c) Massive mailing and notifications

d) Live events
e) Centralization and diffusion of produced resources

The main sMOOC ECO Features:
collaboration
facilitation
diversity
accessibility
access

access
Different learning pathway, or levels for participants
Variety of contents formats
Quality of the contents: sMOOCs proposed more short-videos, interactive activities, live events,
quiz or peer-to-peer assessments.
Activities on forum and on other social media or networks (Facebook, LinkedIn, Tweeter).

accessibility
Subtitles and audio-descriptions for most videos, using the ECO player and Youtube
facilities.
The same contents have been provided in different formats in order to facilitate
accessibility and mobility.

diversity
Some contents and pedagogical teams developed videos ad hoc. Other printed and audiovisual
resources (open and online materials) have been used to broaden every unit contents and to support the
pedagogical aims of the sMOOCs.

facilitation
• Activities and production made by participants have been highlighted
frequently. Feedbacks from the pedagogical teams have been developed in new
formats (live events, hangouts, collaborative digital documents…).
• Pedagogical teams more organized, with more specified roles: teachers -
authors – facilitators – community managers
=> autonomy to participants and bring them to share and exchange on their
practices

collaboration
The pedagogical team is varied
Complementary competences
(several authors, several pedagogical designers, several facilitators, several technical
persons…). => 17 sMOOCs, 130 persons
Table: The Step by Step team management:
Session HUB1 HUB2 HUB3 HUB4 HUB5 HUB7 HUB8 HUB9 HUB10
Supervision All
Global
Pedagogical
Design
All
Pedagogical
design /
session
1
2
3
4
5
6
7
English
Quality
Control
All
Translation
and facilitation
in each
language
English
Spanish
French
German
Portuguese
Italian

collaboration
Collaborative learning process is proposed with some peer-to-peer activities and also with reflexions
and exchanges on the forum. Also on the main feature proposed by the ECO project (but only on
OpenMOOC platform) is the social network inside the platform and also the “group” functionality.

collaboration
All the features have been reinforced by the presence with sMOOC or participants material in social media,
websites and collaborative applications. (Youtube, Google drive, Twitter, Facebook, LinkedIn, Scoop It,
Padlet…). Pedagogical team is juggling with all these media in order to stimulate exchanges. These tools
supported the collaboration between participants. They also allowed the expansion of the sMOOC
dissemination.

DOW expected actions for the period
(Y2)
WP4 designed, organised, followed:
Roadmaps and actions for implementation
Supported the hubs in their actions (continuous process of improvement)
Helped to solve problems
Proposed solutions to strengthen the overall ECO scheme
Enabled interculturality and intercreativity by sharing experiences, practices and
competences
WP4 helped developing continuous improvements and reach ECO quality
WP4 collected and analysed documents and results of the second and third edition
The various sMOOCs show several strategies developed by the partners, that point to
plurality, interculturality and inter-creativity.

• Sharing sMOOCs progress report
• Creating and sharing collaborative document
• Sending weekly WP4 meeting summary
• Participating in general monthly meeting
• Creating meetings with WP leaders or representants
• Elaborating of the sMOOC description form to build ECO catalogue
• Elaborating the sMOOC checklist form to ensure quality
• Managing roadmap and modification of calendar for next iterations and transversal sMOOC
• Mobilisating hubs for sharing practices, adding proposals…
• Monitoring of good practices and exchanges
• Working with technical staff and platform developers
• Designing and implementing of a specific questionnaire to refine the service rendered so user experience
is improved and optimized, and also of the impact of the overall project
Activities descriptions 1/2

Activities descriptions 2/2
• Conference in EDEN on “sMOOC for all”, and eMOOCs, contribution to exchanges and comparaison
with other projects (EMMA, FUN, EADTU)
• Manchester and Heerlen ECO seminar (18 and 24 Months) for sharing results
• Analysis of types of problems encountered (technical ones like no access, incompatibilities, and
pedagogical ones like misunderstanding, errors…)
• Monitoring each sMOOC strategy (helping solve technical platform issues) on the 5 different
platforms
• Coordination of work with UNED (Leader)
• Support to UNIOVI team in charge of users’ satisfaction questionnaire (T4.12)
• Analysis of Iteration 1 and 2 satisfaction questionnaires results, and also the qualitative feedback
done by interviews
• Peer-to-peer sMOOC assessment (with the checklist) was organised.
• General control (with a control table) was supervised in association with WP1.
Success for All the HUBs
=>Continuous improvement of quality of pedagogical
design and quality of service

Activities descriptions and main achievements for each activity :
Continuous improvements of technological design
• All the HUBs report a significant improvement of the technological design and
functionalities that enable them to support better the ECO pedagogical
requirements.
• For second and third iterations, it was noticed that platforms have made a lot
of improvements and enabled the HUBS to propose activities and resources
they wanted to reinforce both learning and participants’ motivation.
• WP4 worked closely with WP3 to ensure the quality of functionalities and the
answering to HUBs request or issues with platforms. Two shared and
collaborative documents for technical issues or improvements have been
created.
Task 4.2: Pilot Service execution from Hub 1 to Hub 10

Continuous improvement of quality control
In order to answer to the EU suggestions on more homogeneous quality across sMOOCs and
HUBs, a working team was established and worked on:
• A peer-to-peer sMOOC assessment was organised. It used the checklist to provide
suggestions between sMOOC teams (not evaluation). Each sMOOC team had to assess two
other sMOOCs and proposed constructive feedback. The follow up was done by WP4 leaders
and everybody reported satisfaction during the Manchester meeting. Evaluators in particular
reported unexpected results in gathering ideas and aggregating new practices.
• A general oversight was supervised in association with WP1. A control table based on the
pedagogical ECO requirements was devised and used by WP1 and WP4 leaders to give
advices to some sMOOCs teams that needed some orientations. This transversal oversight
made it possible to transfer good practices from one sMOOC to another. Very little resistance
was found as most teams welcomed advice.
• The sMOOC “step by step” acted as a regulator of quality because it was designed calling on
all the teams and their best practices. It also augmented interculturality and intercreativity
across HUBs and countries.

Activities descriptions and main achievements for each activity:

• The satisfaction of users of ECO MOOCs is a key element for
1/ understanding the success of the pedagogical and technical aspects of our
courses
2/ improvement in future editions.
• The assessment tools have been implemented in the ECO platform in
January 2015 and data was collected from users of all ECO Pilot
MOOC for iterations 2 and 3.
• The questionnaire was included as a self-administered final task for
all participants in all ECO courses.
• For iterations two and three the analysis is presented in the D4.5
deliverable
Task 4.12: Pilot evaluation and results' assessment

WP deliverables
Deliverable Delivery
date (DOW)
Actual
delivery
date
D4.4 Report about implementation process of
pilots – year 2
31st of
January
31st of
January
D4.5 Report on users’ satisfaction – year 2 31st of
January
31st of
January
Results compared to measures of
success and other indicators

Measure of success or
indicator
Objective as described
in DoW
Result achieved in this
period
Number of MOOCs
developed
17 17 (+5)
Number of Hub pilot 9 9
Number of final reports
by hubs
1 1
Number of users as
announced
37500 22 663 (17 sMOOCs pilots)
36 865 (all ECO sMOOCs)
Planning and support General plan,
curricular design
strategies
2x9 hub progress reports
2x16 checklists
2X16 MOOC descriptions
1x9 hub WP4 reports

Measure of success
or indicator
Objective as described in
DoW
Result achieved
in this period
Subject of evaluation • the adaptation of the contents
• the methodology used
• the activities being proposed
• the resources used
• the preparation and carrying out of
the activities done by participants
• the establishment and effectiveness
of the study groups
• the type of evaluation tests and the
results obtained
• the development and design of
evaluation among peers
• the learning feedback
All evaluated
questionnaire self-administered,
executed through the web
self-administered,
executed through
the web

indicator
Objective as described
in DoW
Result achieved in this
period
Questionnaire All the MOOCs All the MOOCs
Pedagogical construction sMOOC, participation Mostly achieved
Technical assistance and
support
Open, reactivity,
geolocalisation, peer-to-
peer, group-to-group
Mostly solved
Activities and internal
evaluation
Individual tasks, group
tasks, various levels
Mostly implemented
Accessibility and mobility Full accessibilty and all
mobile devices
Mostly achieved
Communities and
participation
Participatory learning,
co-construction
In progress

indicator
Result
achieved in
this period
Number of hubs 9 Several strategies
teachers with diverse backgrounds and
with different teaching styles
plurality, interculturality and
inter-creativity
Number of teachers and
facilitators
130
Number of languages 6
Number of platforms 5
Number of participants 22 663
40 000
Learning community
Number of sMOOCs 17 pilots
22 sMOOCs
Catalogue with a very rich repertoire
from hard sciences to humanities and
digital competences for all publics

17 sMOOCs pilots,
1 Portal
HUB sMOOCs
Nb of participants
1st
iteration
Nb of participants
3rd
iteration
HUB 1
Educational Innovation and professional
development. Potential and limitations of
ICTs
370
1299
HUB 2
Videos for teaching, learning and
communication
81
895
HUB 3 e-Learning project management 82 390
HUB 4
Introduction to Geographical Information
Systems
73
356
HUB 4
Education for special needs: how to
teach, how to learn
100
474
HUB 5 My pedagogical uses of Web 2.0 140 1025
HUB 5
DIY Media Education and Information
Literacy (French and English)
261
889
HUB 6 Flipped Classroom 83 851
HUB 7 Artistic and Creative Skills 173 1610
HUB 8
Digital literacy for socially excluded
people. Strategies for social and
educational intervention
386
1600
HUB 8 Communication and mobile learning 287 1406
HUB 8 Friendly and Responsible Sexuality 169 921
HUB 8
OER and its pedagogical and
communicational applications
556
2520
HUB 9 Digital Competencies for Teachers 397 1439
HUB 10
How the world appears to me: from maps
to digital and participatory earth
93
263
HUB 10
Introduction to math for university: Pre-
Calculus
701
3436
All Step by Step (Six languages) 1719 3298

LEARNER PROFILES
Gender
Academic studies

OVERALL USER SATISFACTION
HOW DO YOU RATE YOUR
OVERALL EXPERIENCE OF THE
MOOC COURSE THAT YOU DID?
WOULD YOU BE WILLING TO TAKE
ANOTHER ECO MOOC IN THE FUTURE?
IF YOU WERE TO CONSIDER THE
COURSE IN GENERAL, YOU WOULD
SAY THAT YOU LEARNED…

PROFESSIONNAL USER SATISFACTION
TO WHAT EXTENT WILL YOU APPLY IN
YOUR DAILY PROFESSIONAL LIFE
WHAT YOU LEARNED IN THE COURSE:
WHAT DID YOU HOPE TO GET OUT OF THIS COURSE?

THE DESIGN OF COLLABORATIVE TASKS.
THE ANSWERS GIVEN BY THE TEACHING
STAFF (IN FORUMS, CHATS, ...).
THEY ARE FEASIBLE TO PEOPLE WITH
DIFFERENT LEARNING SKILLS AND
BACKGROUND.
PARTICIPATION
AND
INTERACTION

ENCOURAGES DISCUSSION AND PERSONAL REFLECTION ON
THE FIELD TACKLED?
PROMOTES INTERACTION WITH OTHER LEARNERS IN THE
COURSE?
PROMOTES STUDENT CREATIVITY?
PARTICIPATION
AND
INTERACTION

SOCIAL INTERACTION IN GENERAL AND THE RECEIVED
SUPPORT BY OTHER STUDENTS.
PROJECTS, PAPERS OR SIMILAR WORKS SHARED BY OTHERS.
DOES THE COURSE ENCOURAGE VALUABLE
COMMUNICATION AND INTERACTION AMONGST LEARNERS?
PARTICIPATION
AND
INTERACTION

Overall conclusions (Y2)
• A valuable inter-cultural experience
• A learning experience about learning for all course contributors
• The co-construction of tasks and the collaboration across sMOOCs teams have been very
beneficial to all HUBs and the iterative process has been validated.
• The coordination between WP4 and all the other WPs has created a truly European spirit in
ECO.
• This positive cohesion and collaboration will be very useful for year 3.
• The different documents and process produced this year will be turned into template and
guidelines that will benefit the participants who will be creating new sMOOCs.
• Dissemination strategies have been improved, helped by WP5, and the participant
universities.

Obstacles and barriers found. Any
deviation from DOW? Actions taken (Y2)
In course delivery
✔ To continue coordination among the various sMOOC teams and WP2 and WP3
✔ To facilitate exchange of ideas, strategies and even materials among the different sMOOC
teams (good practices)
✔ To pre-set every aspect about contents of the modules, methodology, and evaluation
procedures and criteria
✔ To specify the functions and tasks of each of the persons involved in the development of
the sMOOCs and have a sMOOC coordinator if need be
✔ To make results of the satisfaction questionnaire available at least one month before next
iteration to implement the suggestions made by participants

Obstacles and barriers found. Any
deviation from DOW? Actions taken (Y2)
In enrolment and participation
✔ To involve participants in order to develop the sMOOC (choice of tasks, evaluation activities,
etc.)
✔ To integrate learning analytics as feedback for participants and authors
✔ To Include advanced motivational strategies (gamification, challenges, profile customization)
✔ To Enable groupings whenever possible with participants with similar profiles, especially
through collaborative learning activities (e.g. wiki)
✔ To prepare E-teacher process = Schemes for MOOCitos
✔ To develop agreements and partnerships = Templates

Work plan for the third period 2016:
February March - April May - June - July August to January
sMOOC pilots
Analyse and
improvements
4th iteration
Satisfaction
questionnaire
Analyse
New iteration?
sMOOC Step by Step
Analyse and
imrpovements
3rd iteration
Satisfaction
questionnaire
Analyse
New iteration?
Communication &
dissemination
Improvements - deployment - developping competencies
Create, facilitate and develop a learning community
Partnership &
Deployment
New sMOOCs
New sMOOC &
participants e-teachers
Homogenisation of
process
Support & deployment &
validation
Support & deployment & validation
Final revision of templates
Expertise & Quality Sharing practices, process improvements, quality assessment
Reports & deliverables
D4.6-D4.7-D4.8 &
WP4 report

Next challenge: sMOOC & e-teachers
Around 200 demands on the portal
Adapting the criteria and requirements
Organising brainstorming of good ideas
Proposing existing sMOOC
Analysing the demand and supply of sMOOC and propose topics for sMOOC

One portal - 6 platforms - 6 languages
22 sMOOCs (17 pilots)
42.00 users by now and growing…

La Tâche WP4 du Projet ECO, year 2

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