Research Article
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Year 2018, Volume: 19 Issue: 1, 215 - 233, 01.01.2018
https://doi.org/10.17718/tojde.382805

Abstract

References

  • Abeer, W. & Miri B. (2014). Students' preferences and views about learning in a MOOC. Procedia - Social and Behavioral Sciences 152 (2014), 318-323. https://doi.org/10.1016/j.sbspro.2014.09.203 Despujol, I. (2014, February 13). Servicios TIC de apoyo a la docencia. Universitat Politecnica de Valencia. Retrieved from http://es.slideshare.net/ndespujol/ presentacin-global-servicios-mmedia-asic-2014 Despujol, I., Turro C., Busquets J., & Canero A. (2014). Analysis of demographics and results of student’s opinion survey of a large scale MOOC deployment for the Spanish speaking community. Proceedings of Frontiers in education conference 2014, Madrid, 1-8. DOI: 10.1109/FIE.2014.7044102 Despujol, I., Turro C., Orts J., & Busquets J. (2015). Sizing an on premises MOOC Platform: Experiences and tests using Open edX. Proceedings of EMOOCs 2015, Mons, 97-101. Bartolomé-Pina, A. R., & Steffens, K. (2015). Are MOOCs promising learning environments? Comunicar, 22(44), 91-99 DOI http://dx.doi.org/10.3916/C44- 2015-10 Bates, A. W. (2015). Teaching in a digital age. BC Open Textbooks Project. Bulfin, S., Pangrazio, L., & Selwyn, N. (2014). Making MOOCs: The construction of a new digital higher education within news media discourse. The International Review of Research in Open and Distributed Learning, 15(5), 290-305 DOI http://dx.doi.org/10.19173/irrodl.v15i5.1856 Caceres-Gonzalez, P., & Martinez-Naharro, S. (2011). Memoria del plan docencia en red 2007-2011. Retrieved from: http://www.upv.es/contenidos/DOCENRED/ infoweb/docenred/info/U0702930.pdf Caceres-Gonzalez, P., & Martinez-Naharro, S. (2014). Guia para la creacion de cursos MOOC. Retrieved from http://www.upv.es/contenidos/DOCENRED/ infoweb/docenred/info/U0711219.pdf Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge. Conole, G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs, Revista de Educacion a Distancia, vol. 39, no. 1–17, 2013. Conole, G. (2014). A new classification schema for MOOCs. The International Journal for Innovation and Quality in Learning, 2(3), 65-77. https://goo.gl/bL4GwN Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. London: Sage publications. Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education 2012(3), p.Art. 18. DOI http://doi.org/10.5334/2012-18 Denscombe, M. (2010). Ground Rules for Good Research: Guidelines for Good Practice. New York, NY: McGraw Hill - Open University Press. Downes, S. (2009, April 25). New technology supporting informal learning. Retrieved from http://halfanhour.blogspot.com/2009/04/new-technology-supportinginformal.html EdX and World’s Top Universities Launch MicroMasters Programs: New Master’s-Level Credentials to Advance Careers in the Most In-Demand Fields. (2016, September 20). Retrieved from https://www.edx.org/press/edx-worlds-top-universitieslaunch 231 El-Hmoudova, D. (2014). MOOCs Motivation and Communication in the Cyber Learning Environment. Procedia - Social and Behavioral Sciences 131 (2014), 29-34. https://doi.org/10.1016/j.sbspro.2014.04.074 Elpeboin, Y. (2016). MOOCs: searching for a viable business model. Proceedings of EUNIS 2016, Thesaloniki, 297-311. http://www.eunis.org/eunis2016/wpcontent/uploads/sites/8/2016/02/EUNIS2016_paper_12.pdf European MOOC scoreboard 2015. (2015). Open Education Europa. Retrieved from http://openeducationeuropa.eu/sites/default/files/images/scoreboard/Scorebo ard_December_2015.png Fin de la primera edicion de cursos - cifras remarcables. (2013, April 4th). MiriadaX. Retrieved from https://goo.gl/DQwyfD Fitzgerald, M. (2013, June 5). EdX Goes Open Source To Woo MOOC Developers. Retrieved from http://www.informationweek.com/software/edx-goes-open-source-towoo-mooc-developers/d/d-id/1110257 Google Cloud Platform Quotas. (2016). Retrieved from https://cloud.google.com/ appengine/docs/quotas#Safety_Quotas_and_Billable_Quotas Grundy, S. (1982). Three modes of action research. Curriculum perspectives, 2(3), 23-34. Haggard, S., Brown, S., Mills, R., Tait, A., Warburton, S., Lawton, W., & Angulo, T. (2013). The Maturing of the MOOC: literature review of massive open online courses and other forms of online distance learning. London. Department for Business, Innovation and Skills, UK Government. Harrison, L. (2013, August). Open UToronto MOOC Initiative: Report on First Year of Activity. Retrieved from http://www.ocw.utoronto.ca/wpcontent/uploads/2013/08/Open-Utoronto-MOOC-Report-August-2013.pdf
  • Hollands, F. M., & Tirthali, D. (2014). MOOCs: expectations and reality. Full report. New York, NY: Center for Benefit Cost Studies of Education, Teachers College, Columbia University, NY. I premio MECD- telefonica L.S.-Universia al mejor curso online masivo en abierto (mooc) de la plataforma miriada X (2012). MiriadaX. Retrieved from https://goo.gl/F9NdxY Kevat, P. (2014, February). Open2Study Research Report. February 2014 (cohorts 1-7). Retrieved from https://www.open2study.com/research/download/819 Lane, L. (2012, August 15). Three Kinds of MOOCs, Lisa’s (Online) Teaching Blog. Retrieved from http://lisahistory.net/wordpress/2012/08/three-kinds-ofmoocs/ Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1455/2531 Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. DOI http://dx.doi.org/10.1016/j.compedu.2014.08.005 McMillan, J. H., & Schumacher, S. (2001). Research in education : A conceptual introduction (Fifth ed.). New York: Longman Mukta G. (2015). How to bring less educated learners to MOOCs. Retrieved from: http://blog.edx.org/how-bring-less-educated-learners-moocs Newby, P. A. (2014). Research methods for education (second ed.). New York: Routledge 232 O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in higher education. Higher Education, 68(5), 623-635. DOI: http://dx.doi.org/10.1007/s10734-014-9735-z Objetos de aprendizaje Riunet (2017). Universitat Politecnica de Valencia. Retrieved from: https://riunet.upv.es/handle/10251/192 Pedreno, A., Moreno, L., Ramon, A. B., & Pernias, P. A. (2015). The crisis of the current model. MOOCs and search for a business. Campus Virtuales, 2(2), 54-65 http://www.uajournals.com/campusvirtuales/journal/3/4.pdf Raffaghelli, J. E., Cucchiara, S., & Persico, D. (2015). Methodological approaches in MOOC research: Retracing the myth of proteus. British Journal of Educational Technology, 46(3), 488-509. doi:10.1111/bjet.1227 Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15(2). DOI http://files.eric.ed.gov/fulltext/EJ982976.pdf Rolfe, V. (2015). A systematic review of the socio-ethical aspects of massive online open courses. European Journal of Open, Distance and E-Learning, 18(1), 52-71. Retrieved from: http://www.eurodl.org/?p=current&sp=full&article=670 Schuwer, R., Jaurena, I. G., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., ... & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: the European perspective. The International Review of Research in Open and Distributed Learning, 16(6).20-38 DOI: http://dx.doi.org/10.19173/irrodl.v16i6.2153 Shah, D. (2016, December 29). Monetization over Massiveness: A Review of MOOC Stats and Trends in 2016. Class Central. Retrieved from https://www.classcentral.com/report/moocs-stats-and-trends-2016/ Siemens, G. (2012, June 3). What is the theory that underpins our moocs? Elearnspace. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-thetheory-that-underpins-our-moocs/
  • Silvestre Cerdà, J.A., Del Agua Teba, M.A, Garcés Diaz-Munio, G.V., Gasco Mora, G., Giménez Pastor, A., Martinez-Villaronga, A.A., …, Juan Ciscar, A. (2012). Translectures. Proceedings of IberSPEECH. VII Jornadas en Tecnologia del Habla and III Iberian SLTech Workshop. 2012, Madrid. Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The internet and higher education, 24, 1-12. DOI http://dx.doi.org/10.1016/j.iheduc.2014.07.001 Tripp, D. (2005). Action research: a methodological introduction. Educacao e pesquisa, 31(3), 443-466. DOI http://dx.doi.org/10.1590/S1517-97022005000300009 UPValenciaX page. (2016). Retrieved from https://www.edx.org/course?school= UPValenciaX Turro, C., & Salom L. (2014). Developing Xblocks .Open edX conference 2014, Boston. Retrieved from https://openedx.atlassian.net/wiki/download/ attachments/15466526/Developing%20XBlocks%20@%20UPValencia.pptx?ver sion=1&modificationDate=1416858807667&api=v2 Turro, C., Canero, A., & Busquets, J. (2010, December). Video learning objects creation with Polimedia. IEEE International Symposium on Multimedia (ISM), 2010, Taichung, 371-376. Doi: 10.1109/ISM.2010.69 233 Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013--2015. The International Review of Research in Open and Distributed Learning, 17(2), 198-221 DOI http://dx.doi.org/10.19173/irrodl.v17i2.2448 Wieringa, R. (2014). Empirical research methods for technology validation: Scaling up to practice. Journal of systems and software, 95, 19-31. DOI http://dx.doi.org/10.1016/j.jss.2013.11.1097 Yousef A., Chatti M., Schroeder U. & Wosnitza M. (2014) What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs. Advanced Learning Technologies (ICALT) IEEE14th International Conference, pp. 44-48, 2014. Zancanaro, A., Nunez, C. & Dominguez, M.J. (2017). Evaluation of free platforms for delivery of Massive Open Online Courses (MOOCS). Turkish Online Journal of Distance Education -TOJDE, 18 (1), 166-181

Developing A MOOC Initiative: Lessons Learned from the Universitat Politècnica de València Experience

Year 2018, Volume: 19 Issue: 1, 215 - 233, 01.01.2018
https://doi.org/10.17718/tojde.382805

Abstract

Universitat Politecnica de Valencia (UPV) was the European institution with more MOOC course runs done by December 2016. This paper describes and analyses the decision-making process, and rationale of the development of this low budget real MOOC institutional initiative carried out by a traditional higher educational medium sized institution. This analysis is done using an Evaluative Research (ER) method based on an iterative approach of 6 cycles of formative evaluation. It has been a multiple stage process that includes many aspects. In this paper, we will analyze two of them: the creation, organization and management of a fast and cheap MOOC production process, including the several tools, plans, and procedures that have enabled UPV to create courses fast and with a low-cost; and the technical evolution of the initiative, with the different platforms that have been used. As a consequence of this process, UPV has its own platform (upvx.es) based on openedX and is a member of edx.org, with 50 courses, 177 editions, and more than 632.000 enrollments. The completion rate is 8.69%, and post-course surveys reveal a high level of satisfaction from students. The paper will finish addressing the challenges of making this an entirely self-sustainable initiative and reflecting about what is required for evaluating this experience globally.

References

  • Abeer, W. & Miri B. (2014). Students' preferences and views about learning in a MOOC. Procedia - Social and Behavioral Sciences 152 (2014), 318-323. https://doi.org/10.1016/j.sbspro.2014.09.203 Despujol, I. (2014, February 13). Servicios TIC de apoyo a la docencia. Universitat Politecnica de Valencia. Retrieved from http://es.slideshare.net/ndespujol/ presentacin-global-servicios-mmedia-asic-2014 Despujol, I., Turro C., Busquets J., & Canero A. (2014). Analysis of demographics and results of student’s opinion survey of a large scale MOOC deployment for the Spanish speaking community. Proceedings of Frontiers in education conference 2014, Madrid, 1-8. DOI: 10.1109/FIE.2014.7044102 Despujol, I., Turro C., Orts J., & Busquets J. (2015). Sizing an on premises MOOC Platform: Experiences and tests using Open edX. Proceedings of EMOOCs 2015, Mons, 97-101. Bartolomé-Pina, A. R., & Steffens, K. (2015). Are MOOCs promising learning environments? Comunicar, 22(44), 91-99 DOI http://dx.doi.org/10.3916/C44- 2015-10 Bates, A. W. (2015). Teaching in a digital age. BC Open Textbooks Project. Bulfin, S., Pangrazio, L., & Selwyn, N. (2014). Making MOOCs: The construction of a new digital higher education within news media discourse. The International Review of Research in Open and Distributed Learning, 15(5), 290-305 DOI http://dx.doi.org/10.19173/irrodl.v15i5.1856 Caceres-Gonzalez, P., & Martinez-Naharro, S. (2011). Memoria del plan docencia en red 2007-2011. Retrieved from: http://www.upv.es/contenidos/DOCENRED/ infoweb/docenred/info/U0702930.pdf Caceres-Gonzalez, P., & Martinez-Naharro, S. (2014). Guia para la creacion de cursos MOOC. Retrieved from http://www.upv.es/contenidos/DOCENRED/ infoweb/docenred/info/U0711219.pdf Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge. Conole, G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs, Revista de Educacion a Distancia, vol. 39, no. 1–17, 2013. Conole, G. (2014). A new classification schema for MOOCs. The International Journal for Innovation and Quality in Learning, 2(3), 65-77. https://goo.gl/bL4GwN Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. London: Sage publications. Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education 2012(3), p.Art. 18. DOI http://doi.org/10.5334/2012-18 Denscombe, M. (2010). Ground Rules for Good Research: Guidelines for Good Practice. New York, NY: McGraw Hill - Open University Press. Downes, S. (2009, April 25). New technology supporting informal learning. Retrieved from http://halfanhour.blogspot.com/2009/04/new-technology-supportinginformal.html EdX and World’s Top Universities Launch MicroMasters Programs: New Master’s-Level Credentials to Advance Careers in the Most In-Demand Fields. (2016, September 20). Retrieved from https://www.edx.org/press/edx-worlds-top-universitieslaunch 231 El-Hmoudova, D. (2014). MOOCs Motivation and Communication in the Cyber Learning Environment. Procedia - Social and Behavioral Sciences 131 (2014), 29-34. https://doi.org/10.1016/j.sbspro.2014.04.074 Elpeboin, Y. (2016). MOOCs: searching for a viable business model. Proceedings of EUNIS 2016, Thesaloniki, 297-311. http://www.eunis.org/eunis2016/wpcontent/uploads/sites/8/2016/02/EUNIS2016_paper_12.pdf European MOOC scoreboard 2015. (2015). Open Education Europa. Retrieved from http://openeducationeuropa.eu/sites/default/files/images/scoreboard/Scorebo ard_December_2015.png Fin de la primera edicion de cursos - cifras remarcables. (2013, April 4th). MiriadaX. Retrieved from https://goo.gl/DQwyfD Fitzgerald, M. (2013, June 5). EdX Goes Open Source To Woo MOOC Developers. Retrieved from http://www.informationweek.com/software/edx-goes-open-source-towoo-mooc-developers/d/d-id/1110257 Google Cloud Platform Quotas. (2016). Retrieved from https://cloud.google.com/ appengine/docs/quotas#Safety_Quotas_and_Billable_Quotas Grundy, S. (1982). Three modes of action research. Curriculum perspectives, 2(3), 23-34. Haggard, S., Brown, S., Mills, R., Tait, A., Warburton, S., Lawton, W., & Angulo, T. (2013). The Maturing of the MOOC: literature review of massive open online courses and other forms of online distance learning. London. Department for Business, Innovation and Skills, UK Government. Harrison, L. (2013, August). Open UToronto MOOC Initiative: Report on First Year of Activity. Retrieved from http://www.ocw.utoronto.ca/wpcontent/uploads/2013/08/Open-Utoronto-MOOC-Report-August-2013.pdf
  • Hollands, F. M., & Tirthali, D. (2014). MOOCs: expectations and reality. Full report. New York, NY: Center for Benefit Cost Studies of Education, Teachers College, Columbia University, NY. I premio MECD- telefonica L.S.-Universia al mejor curso online masivo en abierto (mooc) de la plataforma miriada X (2012). MiriadaX. Retrieved from https://goo.gl/F9NdxY Kevat, P. (2014, February). Open2Study Research Report. February 2014 (cohorts 1-7). Retrieved from https://www.open2study.com/research/download/819 Lane, L. (2012, August 15). Three Kinds of MOOCs, Lisa’s (Online) Teaching Blog. Retrieved from http://lisahistory.net/wordpress/2012/08/three-kinds-ofmoocs/ Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1455/2531 Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. DOI http://dx.doi.org/10.1016/j.compedu.2014.08.005 McMillan, J. H., & Schumacher, S. (2001). Research in education : A conceptual introduction (Fifth ed.). New York: Longman Mukta G. (2015). How to bring less educated learners to MOOCs. Retrieved from: http://blog.edx.org/how-bring-less-educated-learners-moocs Newby, P. A. (2014). Research methods for education (second ed.). New York: Routledge 232 O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in higher education. Higher Education, 68(5), 623-635. DOI: http://dx.doi.org/10.1007/s10734-014-9735-z Objetos de aprendizaje Riunet (2017). Universitat Politecnica de Valencia. Retrieved from: https://riunet.upv.es/handle/10251/192 Pedreno, A., Moreno, L., Ramon, A. B., & Pernias, P. A. (2015). The crisis of the current model. MOOCs and search for a business. Campus Virtuales, 2(2), 54-65 http://www.uajournals.com/campusvirtuales/journal/3/4.pdf Raffaghelli, J. E., Cucchiara, S., & Persico, D. (2015). Methodological approaches in MOOC research: Retracing the myth of proteus. British Journal of Educational Technology, 46(3), 488-509. doi:10.1111/bjet.1227 Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15(2). DOI http://files.eric.ed.gov/fulltext/EJ982976.pdf Rolfe, V. (2015). A systematic review of the socio-ethical aspects of massive online open courses. European Journal of Open, Distance and E-Learning, 18(1), 52-71. Retrieved from: http://www.eurodl.org/?p=current&sp=full&article=670 Schuwer, R., Jaurena, I. G., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., ... & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: the European perspective. The International Review of Research in Open and Distributed Learning, 16(6).20-38 DOI: http://dx.doi.org/10.19173/irrodl.v16i6.2153 Shah, D. (2016, December 29). Monetization over Massiveness: A Review of MOOC Stats and Trends in 2016. Class Central. Retrieved from https://www.classcentral.com/report/moocs-stats-and-trends-2016/ Siemens, G. (2012, June 3). What is the theory that underpins our moocs? Elearnspace. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-thetheory-that-underpins-our-moocs/
  • Silvestre Cerdà, J.A., Del Agua Teba, M.A, Garcés Diaz-Munio, G.V., Gasco Mora, G., Giménez Pastor, A., Martinez-Villaronga, A.A., …, Juan Ciscar, A. (2012). Translectures. Proceedings of IberSPEECH. VII Jornadas en Tecnologia del Habla and III Iberian SLTech Workshop. 2012, Madrid. Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The internet and higher education, 24, 1-12. DOI http://dx.doi.org/10.1016/j.iheduc.2014.07.001 Tripp, D. (2005). Action research: a methodological introduction. Educacao e pesquisa, 31(3), 443-466. DOI http://dx.doi.org/10.1590/S1517-97022005000300009 UPValenciaX page. (2016). Retrieved from https://www.edx.org/course?school= UPValenciaX Turro, C., & Salom L. (2014). Developing Xblocks .Open edX conference 2014, Boston. Retrieved from https://openedx.atlassian.net/wiki/download/ attachments/15466526/Developing%20XBlocks%20@%20UPValencia.pptx?ver sion=1&modificationDate=1416858807667&api=v2 Turro, C., Canero, A., & Busquets, J. (2010, December). Video learning objects creation with Polimedia. IEEE International Symposium on Multimedia (ISM), 2010, Taichung, 371-376. Doi: 10.1109/ISM.2010.69 233 Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013--2015. The International Review of Research in Open and Distributed Learning, 17(2), 198-221 DOI http://dx.doi.org/10.19173/irrodl.v17i2.2448 Wieringa, R. (2014). Empirical research methods for technology validation: Scaling up to practice. Journal of systems and software, 95, 19-31. DOI http://dx.doi.org/10.1016/j.jss.2013.11.1097 Yousef A., Chatti M., Schroeder U. & Wosnitza M. (2014) What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs. Advanced Learning Technologies (ICALT) IEEE14th International Conference, pp. 44-48, 2014. Zancanaro, A., Nunez, C. & Dominguez, M.J. (2017). Evaluation of free platforms for delivery of Massive Open Online Courses (MOOCS). Turkish Online Journal of Distance Education -TOJDE, 18 (1), 166-181
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Journal Section Articles
Authors

İgnacio Despujol This is me

Linda Castaneda This is me

Carlos Turro This is me

Publication Date January 1, 2018
Submission Date January 1, 2018
Published in Issue Year 2018 Volume: 19 Issue: 1

Cite

APA Despujol, İ., Castaneda, L., & Turro, C. (2018). Developing A MOOC Initiative: Lessons Learned from the Universitat Politècnica de València Experience. Turkish Online Journal of Distance Education, 19(1), 215-233. https://doi.org/10.17718/tojde.382805