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Designing your first MOOC from scratch: recommendations after teaching “Digital Education of the Future” Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Israel Gutiérrez-Rojas, Derick Leony, Hugo A. Parada G. scheduled intervals according to the calendar published during the first week of the course. Specifically, the multiple choice tests after each video lecture were part of the formative assessment, providing immediate feedback to the participants about the concepts explained in the related video. The end-lesson multiple choice tests were part of the summative assessment, with a maximum score of 5 points each (9 tests). The end-module peer assessment activities were another part of the summative assessment, with a maximum score of 10 points each (3 activities). The final multiple choice test was also part of the summative assessment, with a maximum score of 25 points. In total, participants could get up to 100 points in DEF. They needed 50 points to pass the course. The selection of an assessment system based only on multiple choice tests and peer assessment activities was conditioned by MiríadaX, as these were the only two assessment tools offered by the platform at the time when the MOOC was run. At the end of the course, certificates of participation were provided with participants’ final scores. These certificates included a clause in which it was explicitly stated that it had not been possible to verify the users’ identity or the authorship of works. In addition, five social tools were employed during DEF to promote social learning, foster discussion and share additional materials. Two of these social tools were natively provided by the platform MiríadaX (built-in social tools), and three others were provided by third-parties (external social tools). The two built-in social tools were Questions and Answers (Q&A) and a forum. The three external tools were Facebook, Twitter and MentorMob, which is a tool for sharing lists of resources related to a given topic. Of the five social tools, the forum was the one with a highest number of contributions, although there were also large communities of participants around Facebook, Twitter and Q&A (Alario-Hoyos et al. 2013). Three other non-social tools were also employed by the teaching staff during DEF: Storify to share a collection of the most relevant tweets each week, a built-in blog to post announcements and the latest news related to the course, and Google Drive to deliver questionnaires related to participants’ profiles, performance and degree of satisfaction with the MOOC. Conclusions and future work This paper has presented a set of recommendations distilled from the experience of the professors involved in the design and running of a MOOC about educational technologies called Digital Education of the Future. The most important recommendations are: to careful study the features offered by the platform in which the MOOC will be deployed; to not underestimate the time needed for the preparation of learning materials (particularly video lectures), or for their upload to the platform; to support the discussions and queries in social tools, but indicating from the beginning the degree of commitment of the teaching staff (in order to reduce the number of complaints from participants); and to advertise the course as soon as possible, making use of social tools and creating attractive campaigns in order to catch the attention of potential participants. Such aspects increase the complexity and workload of creating a MOOC from scratch, demanding teachers make more reflections and agreements at design time. Of course, this is a particular example MOOC, and thus MOOCs in other areas that are deployed on different platforms should be analyzed in order to confirm and extend the recommendations presented in this paper. The ultimate aim is to create a community of practitioners that define generic best practices for designing and running MOOCs. Acknowledgements This work has been funded by the Spanish Ministry of Economy and Competitiveness Project TIN2011- 28308-C03-01, the Regional Government of Madrid project S2009/TIC-1650, and the postdoctoral fellowship Alianza 4 Universidades. Prof. Carlos Delgado-Kloos wishes to acknowledge support from Fundación Caja Madrid to visit Harvard University and MIT in the academic year 2012/13. He also thanks numerous people from MIT, Harvard and edX for fruitful conversations carried out during this research stay. Recommendations after teaching DEF Recommendations from the professors after teaching DEF are collected in Table 1, highlighting in bold the most important ones. Recommendations are organized in the following eight categories: (1) Platform, (2) Overall Course Structure, (3) Teaching Staff, (4) Learning Contents, (5) Assessment, (6) Social Support, (7) Certification, and (8) Other Related Aspects. Experience Track |174
Designing your first MOOC from scratch: recommendations after teaching “Digital Education of the Future” Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Israel Gutiérrez-Rojas, Derick Leony, Hugo A. Parada G. Figure 1: Screenshot of the MOOC “Digital Education of the Future” deployed in MiríadaX: a) Structure of one of the weekly lessons (module 3, lesson 1); b) Example of video lecture with the teacher in the lower right corner and slides in the background; c) Built-in social tools supported by the platform MiríadaX (Q&A and forum). Experience Track |175
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Proceedings of the European MOOC St
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Table of Contents Understanding Per
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Understanding Persistence in MOOCs
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Analysing student participation in
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Signals of Success and Self-directe
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Analyzing completion rates in the F
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Challenges for conceptualising EU M
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Scaffolding Self-learning in MOOCs
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Towards an Outcome-based Discovery
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Dropout Prediction in MOOCs using L
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Self-Regulated Learning in MOOCs: D
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Extending the MOOCversity A Multi-l
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Encouraging Forum Participation in
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MOOC Learning in Spontaneous Study
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Dropout: MOOC Participants’ Persp
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Reflections on Enrollment Numbers a
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The SIRET Training Platform: Facing
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MOOCs in fragile contexts Barbara M
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University of London International
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University of London International
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The EPFL MOOC Factory Patrick Jerma
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Open Online Courses in the context
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Open Online Courses in the context
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Friendly Handmade Explanation Video
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Friendly Handmade Explanation Video
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Designing for the Unknown Learner H
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Designing for the Unknown Learner H
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MOOC Experience in the University o
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MOOC Experience in the University o
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Mathematics Courses: Fostering indi
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First time MOOC provider: reflectio
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An Academic Online Resource at Téc
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An Academic Online Resource at Téc
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Opening up higher education through
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SPOCs for Remedial Education: Exper
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Experiments with connectivism from
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Towards a quality model for UNED MO
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Project-based MOOCs. A Field Report
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Project-based MOOCs. A Field Report
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Reviewers of Experience Track: Carl
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