20150126 acefir

@silviasimonr @miquelduran @c4dudg

MOOCs: Another way of Science Communication

A 21st-century way of open online learning

Sílvia SimonC4D, UdG, [email protected], @silviasimonr

Miquel DURANC4D, UdG, [email protected], @miquelduran

mailto:[email protected]

mailto:[email protected]


Index• Our team and the C4DUdG <IQCCUdG• Motivation• Our projects (research, scicomm, gisolr)• Our MOOCs• Our experience (giving courses, meetings...)• UdG’s approach• Catalan calls• Spanish environment• Erasmus+ project• References• To take home


Who we are?

@miquelduran: University professor. Research in Quantum Chemistry. Digital Science Communication, Magic and Science, MOOCs, TEDx events, Open Knowledge

http://miquelduran.nethttp://slideshare.net/quelgir

MTB rider

@silviasimonr: researcher (@iqccudg ), professor (@quimicaudg), disseminator (@c4dudg) and mother. Of course not in this actual order! Many hobbies and few time left!

http://silviasimonr.wordpress.comhttp://slideshare.net/silsivasimonr

Runner

http://miquelduran.net

http://slideshare.net/quelgir

http://silviasimonr.wordpress.com

http://slideshare.net/silsivasimonr


This is an actual team• @silviarimonr Univ prof• @miquelduran Univ prof• @josepduran Univ prof• @pquimic Grad St, Ph.D. thesis includes MOOC chapter• @laiagd Grd St• @fblascoc (UPolyMadrid) Univ prof• Joan Miró Univ prof

Others in @iqccudg and @quimicaudg like • @mguellse• @miquelsola• @marcelswart• @pesalse• @lluisblancafort


Cathedra for Science Culture and Digital Communication

• Spinout of the Institute of Computational Chemistry and Catalysis, UdG

• Science Communication 2.0

• Public Awareness of Science

• Chemistry Dissemination

• Open learning and research– Wikipedia

– MOOCs

– MOOC on Science Communication 2.0


Our main projects• Research on quantum, theoretical and compuational

chemistry (core business)• Innovation in teaching and learning• Science Communication

– European Researchers’ Night 2008-2015 (coordinating-various Spanish Univs)

– Magic & Science (FECyT) 2015 (with UPolyMadrid)

• MOOCs:– 2013: Science Communication 2.0.1– 2014: Zero Chemistry; Magic and Science (with UPolyMadrid)

• Erasmus+:– 2015 Low-Cost Production MOOCs (LoCoMoTion) with Sligo,

Bath Spa and Delft


The TED-related experience@miquelduran: TEDxUdG series organizer, TEDxGironaWomen co-organizer

http://tedxudg.net

Science Communication: TED Ed Periodic Videos (@pquimic with UnivNotthingham’s Sir Martin Polyakoff)

http://ed.ted.com/periodic-videos

Wikipedia: Wikimarathon, Wikiprojecton Open Science

http://tedxudg.net

http://ed.ted.com/periodic-videos


MOOCs: How come we’re here?

• Early adopters of MOOC consumption and creation• Jumped into (were thrown and fell into) the wagon of

MOOC culture• Has seen the birth of interactive computing (well... rather

only MD)• Have seen the birth of the Internet and personal computing• Computational chemists, scientists 2.0• Enthusiasm for innovative forms of learning, open

knowledge• Think of MOOCs as a form of Science Dissemination and

Public Outreach


NYT & MOOCs (20/4/13)

2012: The Year of the MOOC


Online learning: Campus 2.0 (Nature 13/3/2013)


Flipping Chemistry Classrooms C&EN 25/3/2013


The Gartner Hype Cycle


The MOOC in the Gartner Hype Cycle

Source: http://pando.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/


Is building up a MOOC tricky? The floating Cork

https://www.youtube.com/watch?v=J5myT93yRjs /by @richardwiseman

https://www.youtube.com/watch?v=J5myT93yRjs


Our MOOCs• Communicating Science 2.0.1: keys for a digital society (MiriadaX

platform), 2013 and 2015– https://www.miriadax.net/web/investigacion-cientifica-2edicion

• History of Chemistry: from subatomic particles to macromolecules (MiriadaX platform), 2013 and 2015– https://www.miriadax.net/web/descubriendo-quimica-2edicion

• Magic, Science and Confessable Secrets (currently in production, to be delivered through MiriadaX), 2015 – http://magcimooc.net

• University entry-level Chemistry (Currently in the planning phase, in Catalan), 2015

• Introduction to advanced chemical catalysis and molecular modeling (Future consideration, in English)


Science Communication 2.0.1MiriadaX Spring 2013 (Spanish)

• Almost 25% completion rate

• Awesome experience

• Started from a doctoral-level area-independent course

• Specific target: graduate students, junior researchers

• This MOOC was produced almost on the spot


Investigación científica 2.0.1: Procesosclave en una sociedad digital


Descubriendo la química: de la alquimia a las partículas subatómicas


#23keysmooc Program and Schedulehttp://iscico.wikispaces.com/23keysmooc

Program and content: Modules1. Let's talk about MOOCs. MOOC and Moodle comparison2. Let's plan a MOOC!: Discussion, planning, considering a MOOC, an example3. Let's shoot video!: Discussion, tips and clues4. 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!Practise session and exercises1. Planning a MOOC2. Shooting video3. Assessment of learning and student retention4. MOOC miniproject – promotion, implementation

http://iscico.wikispaces.com/23keysmooc


23 keys to organize a MOOC, to be successful and to actually enjoy it

• 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


10 further issues one may consider upon building up a MOOC

• 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?


5 reasons not to organize a MOOC:

1. "I don’t have time left": Why don’t you consider a MOOC as anopportunity for task cleanup and lean time management?2. "I don’t have energy enough": Why don’t you consider a MOOC asan opportunity to recharge your personal batteries?3. "I don’t have any money": Why don’t you consider a MOOC as anopportunity to get some funding through calls, internationalcollaboration, transdisciplinar work?4. "I don’t have any good idea": Why don’t you consider a MOOC as anopportunity for expanding your research activity into teaching andleaving your usual expertise field, while adventuring into new areas?5. "I don’t have digital skills": Why don’t you consider a MOOC as anopportunity to enter the amazing world of the Internet, onlinelearning, open knowledge, social networking, …?


Moodle-based online learning vs. MOOCs


Moodle-based online learning vs. MOOCs (1/2)

• Many students (massive!) vs. limited number of students• Leading star: video vs. video as an optional element, usually inexistent• Short video clips vs. long, classroom shots• Large dropout on first modules vs. small dropout• Free registration, usually vs. normal costs of registration, most times• Common use of peer-to-peer (P2P) assessment vs. no use, in general, of

P2P• My use internet hangouts to interact vs. real meetings to interact• No specific schedule vs. likely hourly limitations• Use of Open Educational Resources vs. use of non-OER packages• Rather unstructured Learning path vs. clear learning path• Free election of subject vs. subjects limited usuarlly to field of expertise

Visit http://iscico.wikispaces.com/MOOC+Comparison


Moodle-based online learning vs. MOOCs (2/2)

• Optional generic certificate, open badge vs. specific certificate • Cooperative learning vs. top-down learning• Innovative subjects vs. well-established or closed subjects• Dynamic courses vs. rather static courses• Professor finishes production before delivery – becomes dynamizer vs.

professor as a permanent guide along the course• Assessment is prepared before course delivery, automatic vs. professor

evaluates every student on an individual basis, through interaction• Specific IT platform vs. standard platform• Integration into a large marketing structure vs. usually lack of strategic

marketing• Community beyond course end vs. usual lack of community buildup• Registration during all teaching period vs. registration only before course

start• Assessments usually with no definite date vs. clear date for evaluations


MOOCs at the University of Girona

Besides our four MOOCs:

• Changes in contemporary tourism (MiriadaX, 2014) (financed by Catalan project call)

• Zero Physics (2015, financed by Catalan project call)

• No actual policy on online learning and MOOCs, only a few examples of OCW.

UdG key numbers: • 14.000 students, 1.000+ prof-res, 600 staff

• Schools: Sciences, Humanities, Business, Law, Medicine, Nursing, Polytechnics, Tourism, Education, Doctoral School


Catalan MOOC calls

• 2013 call

– 16 financed

• 2014 call

– 76 courses applied, 32 financed (amount: half of 2013)

• UCATx portal

– http://www.ucatx.cat


The Spanish environment• Two main online universities + others

– Open University of Catalonia

– Universidad Nacional de Educación a Distancia

• Many universities have online courses

• Main platform in Spanish, targeted to Latinamerican countries: MiríadaX /Joint Venture, Telefónica+Universia)

– http://miriadax.net

http://miriadax.net


The Erasmus+ LoCoMoTion project


LoCoMoTion

• The first wave of MOOCs that has caught the public’s attention, has been generally characterised by very large enrolment levels, very high production values and the associated high development costs.

• This approach is beyond the capability of individuals and most smaller institutions, and cannot be justified for topics with smaller projected audiences or shorter lifespans.

• However, many believe that such a high-cost development approach is not necessary.

• The objective of the LoCoMoTion project, funded under the Erasmus+ Strategic Partnerships fund, is – to further investigate the possibilities for the lower-cost development of

MOOCs– to sustainably generate online resources, including a MOOC– to build a community that will assist anyone who wishes to create a MOOC

even if they have minimal resources at their disposal.

• IT Sligo (IL, coord.), TU Delft (NL), Bath Spa (GB), UdG (CAT)


Theory:

Practise:

1-3 persons



References

• http://c4d.udg.edu C4D website

• LoCoMotion Strategic Partnership:– http://www.eurireland.ie/_fileupload/2014/Info%20Day/Brian%20Mul

ligan%20IT%20Sligo%20Strategic%20Partnership.pdf

• Communications to eMOOCs2015, Mons, May 2015– Lowering the cost of MOOC development: The LoCoMoTion Project

– Practical keys to plan, organize and deliver a MOOC, as seen from a Science research group

• This presentation: http://slideshare.net/quelgir

http://c4d.udg.edu

http://www.eurireland.ie/_fileupload/2014/Info Day/Brian Mulligan IT Sligo Strategic Partnership.pdf


Key ideas to take away …


There are so many reasons to organize a MOOC that the idea or producing, delivering and assessing one of this courses is indeed

APPEALING

Producing a MOOC is having the right attitude, rather than having the suitable resources.

Your attitude is a choice!


Caution

Continued, strong and stressful involvement in MOOCs may cause adiction.

Do Clicks & bricks

Do MOOCs, books & cooks


Education is not a preparation for life, it is life itself; education 2.0 too!