Let's Plan!

First of all, as in any project, we need to ask "why do I want to be able to mount a MOOC."

If you are in this course, this should be a question you've already asked yourself ​​it and at least you answered by "I just do not know, but I feel that I can expect to do interesting things."

What does this mean? A MOOC is something ISOLATED?

One does not give birth to a MOOC overnight. There is no spontaneous emergence either of ​​a summer course, a continuing education course or a long journey. Usually a MOOC idea emerges because one has detected a need for a new topic that nobody has targeted much yet, or one has received an external proposal.

Example: in our group are now considering five MOOCs:

2.0.1 Scientific Communication (MiriadaX, Spanish, Spring 2013, to repeat): it was the translation in the form of a MOOC course of a master of science communication; at the same time it was the result of what we have learned in the field of Science Communication.

History of Chemistry: (MiriadaX spring 2013, Spanish to repeat) we had recorded a series of videos collected several experiments. We were suggested to pack them with a short presentation, and link them to the most important moments in the history of chemistry.

Magic, Science and Confessable Secrets (as of March 2014 MiriadaX, Spanish) With whom? With Fernando Blasco, a professor at UPM with whom we have a lasting relationship in mathematics and science subjects and recreational magic - we thought if would of interest a MOOC course on the relationship between magic and science, with elements of communication, psychology, etc. and the relationship with the educational process.

Zero Chemistry (summer 2015 platform to be specified, Catalan): whenever we wanted in our chemical environment, strengthen relationships with preunivsity students. In addition, it is often necessary to set up a basic chemistry course for students who do not have enough science skills and could take chemistry at the preuniversity level, or wish to level skills with other students. This course has been the suggestion of Universtity of Girona itself.

Course on advanced catalysis and molecular modeling: our group participates in a master on this subject. We do not know what the program is yet, but it will be aimed at a relatively small group of people, to be quite specific. Here the course would be a way to attract master student. We only have the key ideas and thought that it may go well, but we have not made ​​any in-depth planning. This MOOC must allow our master studies to survive in a competitive world in terms of attracting students to master in the field of chemistry.

Reasons to organize a MOOC are thus quite different. It is not the same to build up a new topic (magic and science) outside normal area of expertise (chemistry, mathematics) that a zero or basic chemistry course. This is not the same ride a course for which a subject feels a desire special because the year also mount them learn, than transformed into a MOOC course standard (differential equations, history of america seventeenth century, microeconomics).

Consider a MOOC alone is possible, but you better have a team of people, wh eNom are still two or three to share the project.
In this course we are proposing a sustainable way MOOC course, succeed, and we also carry a nice aexperiència. Even if we do, perhaps we will succeed, but it will be quite easier if someone else is involved in the project.
Keep in mind that in the preparation of materials we need help, especially in the generation video. Depending on the environment (and the university) will be more or less service to help record and produce videos.
Planning the course often requires a brainstorming session. We use some of the many applications of Mind Mapping to sort ideas. Before you begin, it is important to say, think and write anything that might be part of the MOOC as a project.
Mounting a MOOC energies needed to and takes time. We have? Be sustainable for us? Porem allocate sufficient time to record videos, written materials, presentations? We, as the course is done, do a little seguiemnt how participants following the course? We can not start the project unless you have a certain security of having the time and ability to spend it.
Our idea is singular?
In one of our presentations which can be said for a good ride MOOC:

• Breaking boundaries

• Knowledge of Capital packaging

• No open knowledge: access, research, publishing, data, government

• New connections, more opportunities for collaboration, research also
We also mentioned that we provide the MOOC

• Get out of comfort zone ... or area restrictions

• Internationalisation and globalization: overcoming boundaries of the territory near

• Touching cross-cutting themes, unique, new

• Linguistic Diversity

• Teaching innovation, entrepreneurship teaching

• -> New Project
And what can treat MOOC?
• Subjects classic?

• New Topics?

• Local vs. Global

• Language

• Topics at different levels, continuing education
It is a remake of a classic subject? We will do our best aqust MOOC a teacher of American Unviersity? The course that we must provide a differential element, something that makes it unique. If you repeat what the others will probably just enrolled beyond the area closest to our environment.
At what level we want to spend? In every kind of audience? In people who already have higher education? A young?
In what area? Maybe we want to focus on the Latin American market (MiriadaX platform). Or maybe we want to attack the British market, and then we could propsoar platform Coursera. We may even want to do a course in the field of spoken Catalan, perhaps to add to the interest of the academic year to be adding value in Catalan.
A course may be a proposal that comes from an advance of knowledge in a particular field. Or maybe it is an innovation that is interesting for people seeking EU lifelong learning in a more professional environment.
And if you copy the? The world of open knowledge has this "problem". The solution is simple: we must constantly innovate, we must always be one step ahead. We can not think of riding these caracerístiues and think that will last forever. In fact, although EU is unique, we have to go make changes to make it attractive every year. In the background is similar to a shopkeeper who wants to maintain sales volume and flight progress.
A practical example: the MOOC magic and science
When with Fernando Blasco we thought "why not make a MOOC magic and science," we ask "who may be interested." The problem, similar to what has been the MOOC on Coursera UAB in Egyptology, is that it can point people just take it for academic reasons and more related to the world of esotericism. Therefore it clear from the outset that the course we want to do is like magic and help lil.lusionisme esenyar science, and how science explains the magic and illusionism. We have said from the outset that we address especially educators and enthusiasts illusionism, but maintaining a foothold on science.
As we planfiicar the course? With Fernando we first do a long hike through the mountains of Gavarres, near Girona, where we had an intense conversation Unlisted anything. After we returned to the office, and we went on a whiteboard writing down the main ideas that we had during the walk (we're talking 20 km). Each activity can mount a "different" outside the acaèmic that allows you to be creative.
Once written the main ideas, we took a mind mapping program (the MindMapper, mindmap any better) and we were building the modules and submodules. This can be done without computer postits (square or rectangular, but big) where each post is written in an idea; then collected by clusters.
The ideas we ordered the temporary, and we put in place the student :. We asked

- Will appeal before starting?

- Will attractive throughout the year?

- When you are finished, you will find things achieved this topic, and speak well of course and denosaltres?
Naturally, we wondered if we had enough time and energy to do so. We assess that cost us, but we did a lot of grace to make the course as well make it fun, we throw in the pool.
One of the main problems in mounting a MOOC usually lack of recognition by the institution and education administration. Therefore, the reward must surely be "fun" and "learning", ie, a profit that brings us improve our career, our CV.
We believe that when we teaching "normal", we can say "you touched taught Applied Physics III Classic" students telcos. When we consider a MOOC, we may consider virtualtizar a normal course, or perhaps a course totally new, but in any case we do because we love. Otherwise be suffering. It can also be simply to make the experience of teaching a MOOC and therefore "be at the forefront of teaching," or maybe because we are a handyman ("geeks") subject dle multimedia computer / ICT / Internet and want to play.
In any case, you must have a respect for the participants, for the platform, and in academia. Just like we have in our normal teaching.
Because riding a MOOC is not mandatory, but if we will we put an option, then we usually some freedom to do what you want. There are limitations to encorsetats teaching plans, curricula and other items, but we are in a zone of adventure. We are teaching entrepreneurs, not employees. If we do something good, we will be the main beneficiaries.
Returning to mount a MOOC that should not be something isolation but should be part of our project staff. For example, our MOOC Science Communication 2.0.1 is an element of an initiative group to the Chair of Scientific Culture and Digital Communication structure somewhat recognized in the Catalan in the field of communication Scientific Culture and the use of Web 2.0 for science. In the case of Magic and Science Course, MOOC course Resul we're setting a personal initiative, a collaboration between Fernando Blasco and Michael Duran: both want to advance in mathematical magic and the relationship between magic and science, and framed the educational system. As an amateur magicians, do performances, workshops, performances, meetings were magicians, etc ... MOOC is very important because to advance.

The cost of a MOOC itself. But if it cooperates, people can do with the physical environment closer or further away to someone. We are careful wh five ahem above four are assembled by people of the same group. Instead, the magic and science is done in partnership, 700 km away. Riding a MOOC, because if it is a voluntary process really exciting and has two benefits:

- Group cohesiveness

- Strengthen collaboration with other teachers outside the group
Are going to aid the development of MOOCS, isegueix having international aid to teaching innovation projects. Riding a MOOC is today an innovative teaching. We can use existing contacts to make a MOOC s diverse people with diverse institutions, using existing contacts and collaborations, or we can take the excuse of wanting to do a new MOOC to build a new col.lavoració or seek new financing.
Our view is that riding a MOOC should be a teacher projete like a research project: with antecednets, methodology, objectives, work plan, eperables results, evaluation and improvement proposal. Something has to be similar to the process of strategic planfiicacio. And why not, can lead to an agreement between the university and the conditions of our dedication to the preparation and delivery of MOOC.
MATERIALS (OERs), external resources
When you assemble a MOOC, we think the "O" to open. It should clearly separate the content (presntacions, videos, texts, etc.) the flow of learning. Scontinguts may correspond to the Open Courseware, and it could even provide training. What does happen OCW and OER (Open Educational Resources) to MOOC course is the flow of learning, as a axarxa stations are connected by underground tunnels where trains circulate.
Like we do in this course Moodle is necessary to differentiate between open existing materials, and materials that have generated specifically for the course. On our Scientific Communication course, since we had several PPT presentations of the Masters Course, pretty self explanatory. During the history of chemistry, as they had many videos that were altered to produce OERs for the course (in fact, the MOOC was organized precisely because there were these videos). During that lots of magic and science, we recorded many videos, but many are recordings of games that we do workshops and performances.
But we are not alone in the world. Then look at what's on the internet, what resources are open disponbiels, especially presentations, articles consisting essentially of text, and above all, look if there are short videos that deal with what you want.
We have to think a bit when assemble the MOOC course, what will be our contribution and our differentiation (if any) to merge with the invisible thread that MOOCs thing different OERs.
What a difference a basic chemistry book author from another author? The chemistry is the same! The difference lies in the different arrangement of small elements of knowledge, problems, separating what is essential and what improtant least, etc. Put a little excitement in what you say. Entering motivational elements that help to maintain learner interest and attraction to the subject.
In nosters MOOC Moodle course like this, which is clearly separate productions of what we found on the net. In MiriadaX platform for exmeple we continue separating and separated videos and presentations that we made ​​ourselves, we find references to the network.
Each module (lesson topic) divided into the sub. The topic is introduced and has a script like this, and Don aentrada our presentations and videos. At the end of the module will then provide all OERs referènies to others. Aqueta is not the only possible approach, of course! Elqueno have not heard much content is generated by us because if there is one well made, and we only limitaríem copy. Whenever open course (creative commons license, for example).
Devote our energies to generate new content, innovative, or which contains a different point of view. We take you there, join the existing OERs in a difrent that others do.
In fact, one may wonder, "There will be more of a chemistry course zero Catalonia?" .. It makes sense that there is more than one. The answer is that cvol say "of course químcia zero." Each group or university can use OERs similar, but take a different view, sort them differently, but a boost and give less importance to others.
3 A sustainable society where waste is "reduce, reuse, recycle." A bit can be used for OER. Like a PPT presentation or an article can be modified, we try to open easily modifiable Gene resources and with little effort can be updated. Certainly the video has the problem that it is not easily modifiable. This is solved by making short videos, shaped clip. In fact, all the videos should be short and shaped clip, 3-4 minutes maximum, with one idea to clip. This, in part to help keep the attention of parcicipant facilitates continuity and renewal of reuse.
And if we can do a 2 minute clip, not to lengthen 3 If we can make a module with 5 OERs, let's not there 10 is a good year to do it long but make it of so that each OER generated or selected from among those who are on the Internet, because it serves the student learns.
The MOOC is characterized by intensive use of the video with short clips that correspond to independent ideas or key concepts. But that does not mean that everything should be src. Depending on your theme, you must submit an idea to see if it is better to use video, text, a prsentació ... And what kind of video is: recording our speaking, presentation discussed? (At the same theme 3) .In some cases it is best to text in other PPT presentation types, and other video one. And perhaps others, the most convenient is another type of resource.
Obviously do not make much sense we see a video or read. Should be similar to what we do in class: make our vision a personal issue, destca main points, advancing the potential obstacles that students will encounter in a particular OER, etc. The student can read, so do not make a "videoconte." Faith is a most personal contribution, perhaps with a slightly informal tone without being aggressive or intimidating. For the teachers, too, are people. And at the end estuadiants teachers and people who are governed by the same feelings, fears, impacts, wanting to progress, future, etc.
As in other environments, the philosophy we have in our group is that we generate any materials should be digital and should be potentially reusable. We label it, know where it is, we arrange our collection of OERs ... and it will be easier to progress and generate new OERs.
Moreover, the OERs are elements of a MOOC course with exitencia herself. Like the MOOC should be amplified via social networking (UNC's open to urs!), Each OER is oportuniat show us the Internet, contrbuir knowledge, improve our social networks and quality. When we open a resource, not only ask ourselves which contribute to MOOC, but we apportarà out of MOOC, our digital and real life (hey ... "I am myself and my circumstances" Digital)
Perhaps our work we address a public planficació relatively local, or are we addressing the audience that has good internet connection (now, if not ... well you can not follow the MOOC). You may want to do a "desvirtualització" any group of students making a get-together somewhere you go up to the right. Or maybe you want to do a google hangout that allows students with interactive ... or maybe one session streaming live ... a class of queries where estudiatns submit questions for Twitter, Facebook, forum, etc.
Certainly the MOOC is "online", but perfection does not exist. Like talking about virtualizing the doència face, why not also talk desvirtualitzar teaching online? Perque`recordeu something important: the MOOC course people, people who have needs, problems, situations, etc ... similar to ours, some people more anxious, the other passive. Some large comunciatives and ICT skills, others for whom this is a barrier.
Like this course via Moodle we should look at 30 different people in a MOOC should contact, in a good case, thousands of estudiatns. Not only do the course for the student Idel, do it in a way that can satisfy different types.