Hello everybody, good afternoon.
Do you hear me?
Yeah.
Yes, good afternoon.
Hi, Sona.
Hi, Sonia.
Nice to see you.
Should we start?
Yeah, I think so.
Yes?
Okay.
So I'm very happy today to welcome everybody
of you to this AnyTeach Multiplier event.
It is the second of our project.
The project is an Erasmus program of the
European Union and it is named AnyTeach.
You are muted, Renata, now.
Now you are muted.
Today here, our computers are quite strange.
They do things that we don't want them to do.
So again, welcome to everybody and welcome
to our partners of the AnyTeach program.
This is the second multiplier event of the
project and we welcome everybody who is attending
to this meeting and also to all the participants
of the five NUCs that we have produced with this project.
Today, we will start with Professor Sonia
Santonovegna from the Universidad Nacional
de Educacion a Distancia, Spain, which is our project coordinator.
And she will talk about European Network in
Deflexible Teaching, which is an idea that
is at the bottom of our project.
Then we will have Ruben Gomez, also from the
Universidad Nacional de Educacion a Distancia,
Spain, and he will talk about experiences
in AnyTeach as a teacher and how to
apply for certificates and diplomas.
We decided to do this because some of our
students had some perplexities about the two
diplomas that this project gives at the end.
Then we will have Professor Divina Meigs from
Savoie de Benir, France, talking about what
is a NUC, how it is structured, and a
very brief presentation of the five NUCs.
This is because the idea of the NUC is an
idea that has been born with this project
and so we will explain why it is named NUC and
not MOOC as most persons know about distance learning.
Then we will have Maria Zeleva, Bougas Free
University, Bulgaria, and she will talk about.
what is going to happen once the AnyTeach
project has ended and what the product will
do in the future when we will not anymore be the owners.
Then we will have Dario Assante from MIG Uni
Nettuno, Italy, and he will talk about the
OERs and how the OERs for AnyTeach were structured and created.
Then we will have Vicente Montiel Molina from
Eco Digital Learning, which is the platform.
on which our NUCs work, and he is from Spain,
and he will talk about what does Eco offer
within AnyTeach project, and he will focus on one course as an example.
Then we will have Lina Morgado from the Universidad
Alberta, Portugal, talking about satisfaction
with digital and flexible learning and about
all the satisfaction questionnaire we had
to submit for checking if the project is working.
And in this sense, I would like to invite
every one of you to look at the QR code on.
the right-hand side of the screen and to go
there and answer to the few questions that
we have prepared for you in order to have a
satisfaction evaluation of this event today.
So it is very important for us and I invite
you warmly to go to this Google form and to
answer to these four or five questions.
In the end, we will have Federica Abramo of
the University of Italy, who has worked with
me at the Catania University, talking about research within AnyTeach.
And so what do we expect from participants
and why it is important to take part
to the interviews and focus groups.
And we are very eager to know what our students
think about this product and we need their
feedback in order to better our view about the
project and to make a good final evaluation.
So in the end, we will open a Q&A
session to answer to all your questions.
So stay tuned. And now I give the floor to
Sonia, who will start with the first talk.
Thank you very much.
Thank you very much, Renata. I will share my screen.
First of all, on behalf of AnyTeach project,
I like to welcome you to this seminar.
As a net team, I like to thank you especially
for your attendance and interest in the project.
In the next few minutes, I will introduce the AnyTeach project.
We will talk about who is involved in this
project, its main goals and what you can expect from us or from it.
I'll give you a brief overview of the project.
This is what you are going to see in the next few minutes.
To begin with, I'll contextualize the origin of our
project, the European Network in the Flexible Teaching.
This project arose in response to the COVID-19
pandemic, but is applicable to the current situation.
As you know, inter-university networks, which
are strongly cohesive under normal circumstances,
have been disrupted by the social
isolation we experienced during COVID-19.
This was not only due to the lack of face-to-face
contact, but also and especially to the education system's
lack of capacity to adapt to the sudden changes.
A situation that called for a new learning
model based on possibilities of digitalization.
and flexible approach, and a model that couldn't
be developed without adequate digital training
of teachers in flexible methodologies.
This was the reason why this project was established.
Here you have the data of the project.
It is an Erasmus K2 project.
But what does the flexible teaching mean?
We talk about flexible digital teaching when, as
teachers, we use different kinds of teaching methodologies
in the different environments that allow
for adapt to the needs of the students,
encourage active participation and autonomous learning,
integrate technological tools to facilitate access to content,
make learning times and places more flexible,
and promote inclusive teaching for all.
As you can see on the screen, in short,
with flexible methodologies, we achieve
Students learn anytime, anywhere, adapt
our way of teaching to students' needs,
adapt to unexpected changes, such as the COVID-19
pandemic, in order to ensure learning continuity,
and use inclusive methodologies for all learners.
But what do we need to achieve such flexibility?
Two things, from my point of view.
We need to develop digital competences, but it is not
only about knowing how to use a platform application,
but also about having training in teaching methodologies,
to be able to offer answers adapted to different
circumstances and needs of the students.
In short, both digital and methodological training is
necessary in order to develop flexible teaching practices.
Having said that, I will move on to present the
project goals, which you can see on the screen.
Its main goal is the digital training of
university teachers in digital pedagogies,
and the involvement of these teachers in the building of
a network for the exchange of good teaching practices.
The specific goals are, first of all, to reinforce the design
and dissemination of flexible teaching practices at universities,
second, to deliver online training to academics
on flexible digital teaching practices.
We have different kinds of courses, such
as connected, collaborative, active, cami5,
inverted, and design flexible learning digital programs.
Moving to the third one, this project tries to establish
a model of European inter-university cooperation,
and the last but not least, to create
added value for the Erasmus+ program.
Who are we?
We consist of seven global partners,
the UNED, who coordinates the project,
and with the following prestigious universities and organizations,
Burgas Free University from Bulgaria,
Eco Digital Learning from Spain, MAH UNI
NETUNO from Italy, Saguar de Benir from France,
Universidad Abierta de Portugal from
Portugal, Universidad de Dicatania from Italy.
What you can see now on the screen
right now is a summary of our results.
First of all, we need to take a training
program consisting of five NUCs,
this is non-open massive online courses, that means short courses,
and they are currently published and open until 15th of November.
We need as well, or we have, I would say,
we have to publish a guide to good practices,
and a training program in flexible and innovative methodologies.
This one, the training program, has already been published on our web,
so you can read it, you can do it.
And the last one is to carry out some research
regarding the efficacy of the learning programs.
Within this result, we want to highlight two of them,
the training program and the network.
Regarding the training program, we have five NUCs,
they are free access,
if you want to access, you have here the
code, you can scan and access to the page.
There are several innovative flexible pedagogies,
they are based on micro-learning model,
that means some lessons or knowledge of knowledge.
We have in all of courses five interactive
and five descriptive resources,
and also you can find them attractive activities,
they are easy to complete.
They last 25 hours, and we offer them in five languages,
English, French, Portuguese, Spanish and Italian,
and they are accessible to people with sensory disabilities.
This is our courses, but later on it will be
discussed by one of our partners of the project.
On the other hand, as I mentioned before,
one of the main goals of the project is to
reinforce the university network, Recointech,
which can be extended to other educational organizations,
that share the motivation to exchange practices.
It was established in 2020,
there are currently about 500 members
in the network, from 35 countries,
different countries, and the vast majority of them are from Europe,
but there are also members from America, Africa and Asia.
We would like to invite you to participate in this network,
if you are interested you can scan the code
as well, and access the form to register.
Some of the data about Recointech, it was launched in October 2020,
and we are working on these lines,
training teachers in digital competences,
we want to develop research projects,
establish agreements between universities,
and set up cooperative innovation projects between universities.
In short, I think that we want not only our goal,
it's not only to grow, but also to give the network stability.
If you want to participate,
please let us know through these links,
that you can find here, you can scan this code as well.
If you want to participate,
please you can write an email to these emails,
and please feel free to contact us,
if you have any questions or comments.
I will finish here, and give the floor to Renata.
Thank you very much Renata, the floor is yours.
Thank you very much Sonia for this nice introduction,
and for the numbers of our main goal, I think,
that of Recointech, which is very interesting actually.
Now we go on with our agenda today,
and I will give the floor to Ruben Gomez,
also from the Universidad Nacional de Educación a Distancia Spain.
So, Ruben, hello, and the floor is yours.
Thank you, thank you so much Renata.
I go to share my screen.
[PAUSE]
One moment, I want to share my completed screen.
[PAUSE]
It's at the bottom, Ruben, at the bottom,
you have the diaparama at the bottom of your screen, I think.
Yes.
Right, bottom right.
[PAUSE]
But it don't let me...
Estás en la versión web?
No.
Sorry, I don't speak Spanish.
No, no, I'm not in web version.
So you can share with a button on the right hand.
[PAUSE] You don't find?
No, I don't find.
Ruben, I think that you can go on because
you are sharing the screen actually,
just not in presentation, it doesn't matter actually.
Anyway, I start.
[PAUSE] Okay.
I will talk about the experience as a teacher in the NETED project.
I will talk about advantages and challenges on micro this time learning
and then how to obtain the diploma and certificate.
[PAUSE]
Well, the advantages of online micro learning.
[PAUSE]
The first one is that the NETED offers pre-quality learning,
which adapts to the individual needs of each person.
Since it offers learning with geographic flexibility,
since the course can be accessed and work from
any mobile device with an Internet connection,
and with flexibility in terms of time and learning pace,
since each individual can access and work on the contents and activities
at the time that best suits their schedule and pace of learning.
The learning environment of this course, in
addition to quality, is attractive and interactive.
All the courses integrate, in addition to
traditional materials in textual format,
descriptive resources in video format and interactive resources
developed with different technological tools,
with a branch environment and using different educational methodologies.
NOC also offers the possibility of raising doubts or difficulties
that students encounter as they arise and
not having to wait for the next class,
as is usually the case of face-to-face environments.
There are a number of forums dedicated to this,
with a highly qualified team that will solve any type of doubt.
Students post their doubts in the forum
and they are answered, if not immediately,
then within a short period of time.
As I have already mentioned, the teaching teams for these courses
are made up of highly qualified staff.
This teaching team is made up of university professors
from different European universities and institutions
covering Spain, France, Italy, Portugal and Bulgaria.
The teaching staff comes from Universidad
Nacional de Educación a Distancia, from Spain,
Sabadell University, from France, Universidad de Catania, from Italy,
Universidad Abierta de Portugal and Burgaspre University, from Bulgaria.
This teaching team is supported in technical
issues by MACK and ECHO from Italy and Spain.
What are the challenges of distance or online microlearning?
One of the main challenges of this type
of education is the high dropout rates.
To avoid this, we work to achieve greater student
motivation and involvement in the learning.
We do this through an attractive course design,
with innovative methodologies and
materials that are attractive to students,
as well as encouraging their participation in
activities that promote interesting learning.
Another of the challenges that we
have detected in the students' feeling
is the students' feeling of belonging to the group.
We also try to promote this through this type of activities
that encourage interaction and participation among them,
mainly in debate forums of the courses.
The student and student-teacher communication processes
are not the same as in face-to-face education,
but we try to maintain a fluid process throughout
the previous mentioned discussion forums.
Virtual environments also have a series of technical limitations,
both in the platform that hosts the courses and in
the tools with which the resources are developed.
We try to minimize these limitations by
developing high-quality theoretical materials
and educational resources that are as
innovative and attractive as possible.
Well, what will you learn in these courses?
With any TeachProject courses you can learn new ways of teaching.
Through these courses, teachers are trained
to design training itineraries that adapt
to the needs of each individual with different educational methodologies.
Designing flexible learning programs courses will help us with this,
helping us to integrate or choose the methodologies
developed in each of the other courses
to best adapt to the needs of our students.
In addition to new educational methodologies, which
you can use both in virtual and in person environments,
you will also develop digital skills, discovering and learning
how to use new tools and developing new digital resources.
Well, how to participate in the project?
The first point is the Recointed Network.
Sonia has previously talked about it.
The International Cooperation Network for
Knowledge Transfer and Digital Learning
facing post-COVID crisis, Recointed Network,
is configured as a space of international,
European and Latin American mainly confluence,
grows and rises and feedbacks by the
participation and contribution of researchers
and teachers of innovative interdisciplinary fields.
that make it up from an international perspective, seeks
to respond to an increasingly uncertain digital society
from an innovative educational approach, where
technology and digital pedagogical innovation converge.
in alternative methodologies that facilitate
progress of the university educational system.
You can join to the net through this link or scan this QR code.
On the project website you have the links to all the
courses that have been developed in this project.
Connected and critical methodologies,
collaborative and research methodologies,
interactive and gamified methodologies, inverted
methodologies and designing flexible learning programs.
You can also access the links to each of the courses
using the link shown or by scanning the QR code.
The registration period is now open for all courses
in five languages, English, Spanish, French, Italian and Portuguese.
Diploma and certificate, how to obtain them?
The courses offer two types of diplomas or certificates.
ECO diploma, on the one hand, the platform offers a free diploma
once the student has completed at least 70% of the course.
This is reflected in the progress bar of the course itself.
It is important to navigate through the internal
links of the platform and not with the browser arrows
so that this progress is recorded by the platform.
And the UNED certificate.
The UNED certificate is a certificate that is issued by the
Universidad Nacional de Educación a Distancia of Spain, UNED,
and grants an ECTS credit.
It is necessary to request the completion of the compulsory
activities required to apply for this type of certificate.
It usually consists of an interview or focus group about the course.
This is all. Thank you for everyone for your
attention and I give the floor to Renata.
So thank you Ruben for this presentation and for
showing how high the challenges of this project are.
And I hope that all the participants will help us in reaching
some of the challenges we have put as goals of the project.
Now we go on and I present you Professor
Divina Meigs from Savoie de Benil, France.
And she will talk about what is a NUC and how it is structured.
And she will show us how NUC5 is organized.
So thank you Divina. I give you the floor.
And I have the same problem as Ruben before. Can you see my screen?
Yes Divina, we see it. Just not in the presentation format.
But it is clear.
How about now?
Now it is perfect.
Ok, thank you very much. Thank you everybody
for attending this hour of the day.
And I am very happy to see all our colleagues also.
My task is going to repeat a little bit
what has been said by our colleagues.
But I think it is because we are looking at a very complex situation.
And Sonia reminded us of what the motivation
of all of us was at the beginning.
Trying to be less unprepared than we were in the days of COVID.
And ensure that at the university we will all be able to
embrace digital methodologies with confinement or without.
So it seemed to us that it was an added value
to be able to improve on our pedagogies.
Because of course a lot of us have
not been in training for a long time.
And the technology has evolved very fast.
So that was I think the original drive of this project.
And the NUC format came at that moment.
And it was very interesting because it renovated in a
way a movement that started in 2008-2010 around MOOCs.
Around Massive Open Online Courses.
So it is a new concept.
And as its name indicates the N for nano.
It is about something relatively short.
MOOCs could last for 8 to 12 weeks.
And some of them imply work of about
40 hours a week and things like that.
But in the context of speedy upgrading the MOOC
system may be less agile than the nano system.
Which is in fact a micro course in which you just need a few hours.
And where you can obtain one specialty, one competence in particular.
So it is a rather specialized kind of training.
With specialized skills and in the case of any teach.
Of course the specialization is in pedagogies.
And theories of pedagogies as they meet agile tools that can
foster innovative ways of teaching and reaching students.
So among the characteristics that are the most interesting
about MOOCs is a sort of compressed time frame.
It responds to today's needs of a speedy upgrading.
The very specific and narrow objective tasks that are reduced.
Very much a result oriented approach.
Very image driven and illustrative content.
And measurable outcomes at the end rapidly.
So you can see the seductiveness of MOOCs.
And compared to MOOCs they share the same philosophy.
Which is to say of a distributed learning.
Of peers helping each other.
Participatory dimension.
So that it's not all on the teachers or the trainers.
And that the burden of the transmission is.
And the openness of this educational model.
Often all the resources are accessible as open educational resources.
The way ECHO as a platform has been constructed is to put all
the materials at disposal of everybody in a share like manner.
The added features of the MOOC and Ruben has mentioned some of them.
I'm just recapping a little bit for those
of you who are interested in this format.
The fact that they are short and ours
are going to be about 20 hours, 25 hours.
Very flexible.
You can train yourself while traveling.
Being mobile.
You are going to go deep in one specific training focus.
And there is a digital component.
Which is to say, as Sonia was saying, we are
adding the hands-on approach to digital tools.
As part of the very process of learning.
Because the tools we have now are smart.
And they can be integrated within
the methodologies and the pedagogism.
So it's coming as a timely solution at the moment.
For universities and higher education.
That don't always have updated departments for training the trainers.
And doing it online, of course, was seen as an option.
Especially joining a very co-entitled network where
everybody can keep nurturing each other that way.
So the basic structure of the NEED-TEACH
MOOC is in line with this nano approach.
And each MOOC has about five units.
With a micro lesson.
Relatively short.
Often in video format.
Often inviting interactive navigation.
And added commentaries by instructors.
That can be of varied length.
And that can be discarded by the students.
Actually, there is no obligation to follow.
The modularity of MOOCs is what makes
them very attractive for participants.
Some of them already trained.
Who just want to update or check that they are up to date.
Not necessarily go through the whole training.
There is different motivations that come in the adoption of our MOOCs.
There is a strong emphasis on OERs.
Open Educational Resources.
Especially the interactive ones.
But we have a colleague who is going
to speak about them in a few minutes.
A lot of complementary material has been suggested.
And it comes in different languages.
And what is very interesting in this project is that the
same MOOC is delivered in all the languages of the project.
Plus English.
So a lot of attractiveness here.
A lot of cultural diversity.
And also value of this kind of approach.
There is evaluation and validation.
And also certification for those who want to go in that direction.
We have one ECTS provided by UNED University
for those who have completed the full course.
There is also a participatory dimension in the MOOC.
Though it is not the main thrust of MOOCs compared to MOOCs.
There is inner communication.
There is a forum on the platform.
There is in MOOC messaging.
Like a small Twitter system with a hashtag.
And then there are activities to enhance participation.
Especially external tools.
Like social media.
But also collaborative worlds.
Like Padlet, etc.
So there is a huge gamut.
And with these five MOOCs you basically will have covered all
there is at the moment in the offer for these kind of tools.
And what is interesting is that because of the diversity of the
colleagues involved, we didn't use the same tools in each of the MOOCs.
So there is a big variety there.
And I think it is an added value of this project.
I am going to take the five MOOCs one by one.
But I wanted to say first that thanks to
Sonia's idea and conception of the five topics,
they taken all together, the five MOOCs, actually basically cover
the majority of the methodologies that are available at the moment.
And it is a very good introduction to this kind of
direction that people may want to take in their teaching.
So the first one is the new connected and critical methodologies.
And as you see, the goals were to introduce the participants to connectivism
in particular, which is one of the theories that is driving NOOCs and MOOCs.
But also the fact that being connected
brings networking and collaboration.
And the idea that even though you are doing that, you still have
to keep your critical thinking, which is the basis of education.
So this NOOC goes in this direction, developing and exploring existing practices,
developing critical thinking about these practices and suggesting new practices.
And in that sense, it's very much like all the other
NOOCs because they all have a mixture of theory,
because we think that at university it's important and a lot of colleagues
will be attracted maybe by the theory rather than the technology.
And so it brings a nice blend of the two and then
a lot of practical approaches to the learning.
The second NOOC is about collaborative and research methodology.
And here again, it's about design of teaching and research,
which is, of course, of interest for a lot of academics.
Again, a mix of theoretical level and practical
fostering of digital users and resources,
so that participants are encouraged to experiment
in particular with participatory evaluation models,
which is renovate a little bit the way of going about evaluation,
which is also what we promote in digital methodologies.
It's not just about giving a grade if you want to.
Active and gamified learning is another interesting NOOC because it goes into
one of the most attractive dimensions and most counter dimensions of the digital,
which is to say the possibility of
motivating participants by gamification.
So it's interesting to bring these games
in the design of teaching and research,
because the idea is that gamification is going to increase motivation,
but also make the participants more interactive and more constructive.
So again, here, a lot of offering, again, a different format, use of
different technologies and different AI systems as they are coming in.
NOOC 4 is about inverted methodologies, and it uses, again, more sort of strategy
for learning that is not intuitive in the traditional transmissive format,
which is the flipped format, the flipped methodologies, where by
giving access to the students in advance and to the materials,
you are able to engage them more and to
push for a student-centered approach.
And this is supposed to also increase their motivation,
but also a deeper understanding of some topics.
So it's one of the NOOCs that maybe encourages
most the potential of online communities.
And the last but not least of the NOOCs
is flexible learning methodologies.
In a way, it's the NOOC that makes the synthesis of all the others,
because it provides solutions on how to incorporate all
the different methodologies and technologies in the design.
So in that sense, it's a NOOC that is extremely rich because it brings
in the connected, the collaborative, the gamified, the inverted,
and encourages flexibility in the design and in the teaching.
And it's based on a universal design for learning,
which is the up-to-date design of the moment.
So these are the five NOOCs on offer.
And this is the reason we always encourage you to register
in several of them and why we had several iterations,
so that those who had missed some could, of course, come back.
The next step, well, the next step is, as
we conclude the project, to produce a guide.
so that the good practices in the flexible digital
pedagogies that we have explored are synthetically presented,
so that we have guidelines to use these
NOOCs, their theories and their technologies.
And also, we maintain an open access to the
OERs that have been produced for this project.
So it will be one of the deliverables and it's
in the process of being designed at the moment.
And I thank you for your attention.
Thank you, Divina. It was really a good presentation of our five NOOCs.
And above all, thank you for gathering the ideas about
the innovation of this project, which is the NOOC mainly,
so that our participants can understand
why it is named NOOC and not MOOC.
And also that they can understand that
it is very flexible what we are proposing
and each person can choose the topic which is most interesting for them.
So now we go on and go on to Maria Zeleva
from the BULGAS Free University, Bulgaria.
And she will explain us what is happening
with these NOOCs after the end of the project.
Thank you, Maria. The floor is yours.
Oh, we lost Maria.
Maria was here, but we lost her.
Yes, she was here. I saw her.
Okay, she just entered, I suppose.
Do you hear me?
Yes, hi Maria.
When I tried to share my screen, I just was dropped
out, but I hope no more such kind of surprises.
Do you see my presentation now?
Yes, we see your presentation.
Okay, I will start full screen.
I am trying to start full screen mode. Yes, I think so.
Yes, it is. Perfect.
Okay, so in the agenda, my presentation was titled "What
is going to happen once the AnyTeach project ends?".
But I allow myself to paraphrase this title to
further exploitation of the AnyTeach outcomes,
taking into account not only tangible but also
intangible results and achievements of our projects,
starting from training program, afterwards mentioned the five NOOCs,
afterwards the methodologies and
approaches developed during the project,
a guide which we are going to produce and propose to the
colleagues from the academia and educational domains.
So, the question regarding the sustainability
of our project is very important, as you see.
Even taking into account that the project is very
near to its end and the Grant period will end,
so the sustainability of the further exploitation and efficient delivery,
the achievements and results of our project to
our target groups is a high priority issue now.
The ensuring of sustainability of our project implies the
necessity we need to continue to maintain all the results,
even without the granting and support from the European Commission.
We also consider and know very well that we have to continue
to deliver our results and outcomes to the target groups,
which are the direct beneficiaries, university
lecturers and educators, but not only.
We address our products not only to the university level,
but to the educators from all the levels in the educational system.
And also we address our achievements, our
results from research and practical activities
to so-called indirect beneficiaries,
higher educational institutions as a whole,
university networks and, last but not least,
local, regional and national governing bodies
responsible for the educational policy, because
the research phase of our project and evaluation
in our experimentation in the framework of these five NUCs,
I think, will contribute with very valuable conclusions
and suggestions related to the further improvement
and change of the educational policy in Europe.
According to the rules of Erasmus+ programme, our project
should continue to promote innovation and knowledge transfer,
helping the impact of NUC project outcomes to be maximised.
How? Facilitating the exchange of effective educational practices,
any teacher approaches and methodologies to the
enhanced network of organisations and individuals.
By this reason, we have to work to include
in our community as many members as possible.
And by this reason, all people talking
before me mentioned the network Rekonintat,
mentioned the website of the project, mentioned the five NUCs,
which will be available to the interested
parties not only till the end of the project,
but even beyond the end of the project period.
And these new members which we invite in our
community could be involved in joint activities.
related to further improvement and enhancement of
these flexible methodologies, approaches and outcomes,
which we achieved during our project starting in 2021.
Concerning the rules of the European Commission and Erasmus+ project,
all the results and outcomes developed in the
framework of the project should be kept alive
as a minimum of five years after the end of the Grant period.
So we are going to continue provision of NUCs,
provision of access to the open educational resources,
developed training programme, methodologies and research results,
sharing them with the community of interested parties worldwide.
under the conditions of the licensed creative
commons attribution non-commercial sharealike 4.0.
On the slide I have provided the link where all interested
participants in this event can see the legal framework
which is behind this license for distribution
of the project outcomes and results.
So in this process we have to respect all the
regulations and preferences of the European Commission.
And even if the project ends, the main results, the
original products and outcomes are our products.
We have intellectual rights on them, but we
can share our products with third parties.
who can use them, adapt them, reconfigure them with
obligation to cite the original authors of these products.
All these issues are discussed among the partnerships.
So every partner will select a contact point.
So if there are interested parties via the project website,
these individuals or organisations to
contact with the project consortium
regarding the further usage of project results and outcomes.
As I said, for sure this will be possible at
least five years after the end of the project,
which means till February 2030.
So if there are interested people or organisations,
they have time to make use of these possibilities.
Join ReconyCAD, contact us, connect with us and let's work together
to continue with the improvement of our results and achievements.
So all the partners involved in the project will continue
to provide and to support the future participants.
According to the tasks and responsibilities under
the project framework in this five year period,
which means that these partners have to support
and to initiate interest to the project products,
how via efficient promotion of the project and its results,
organising dissemination events, presentations of the project,
publications in thematic issues and
different printing and digital materials,
and also to identify new projects so to generate a
synergy between the work done by us and the other projects
so with unified efforts to continue
working and to achieve better results
and good contribution to the European policy focused on the education,
mainly higher education, but not only,
I think that we could contribute to the whole level
of educational system in Europe and globally maybe.
Thank you very much.
So if you have any questions during the discussion,
I will be at your disposal to answer to all of you.
Renata, you have the floor.
Thank you Maria.
I would like to stress how nice it was
to work with all of you all the time
and how professional all the partners are.
So it was a hard challenge that of understanding in
deep all the legal issues of the exploitation matter,
but I think that Maria was really great in explaining
it in a short time in a very complex issue.
So now we go on and we have Dario Assante from MIG in Ettuno, Italy,
and he will try to explain us what an OER is and how
our OERs for any teach were structured and created.
So thank you, Dario, and the floor is yours.
Thanks a lot, Renata. Can you hear me?
Yes, yes, we hear you.
Yes, I don't have a specific presentation,
but I prefer to share part of the project
website to make something more interactive.
So we talk about opening OERs,
that is to say Open Educational Resources,
because this is a feature of most of the actual educational project,
and in particular of all the Erasmus projects.
An educational resource, of course, may be a different kind of contents.
It can be a presentation, a video, a slide, a test,
an exercise that is used for educational purposes.
But in particular, an Open Educational Resource is a
content that is accessible for free to the broad community.
And this is a characteristic of all the Erasmus projects,
because usually in these projects, they don't want that we
just develop content that can be used for the project itself,
but something that can be reused for the whole
academic or educator, for any kind of students.
And so, this kind of resources has to be shared usually
through the project website in a dedicated space
and can be readapted, reused in all their
educational contents, apart from the project itself.
And the development of Open Educational Resources was
a feature, a specific feature of the AnyTeach project.
And as you can see, on the AnyTeach project website,
there is a section containing all the OERs that we have realized.
And we are really satisfied by this result, because
now we have more than 60 different kinds of OERs.
So, a very nice result.
Additionally, I have to say that AnyTeach
has paid attention to the linguistic issue.
So, the OERs that we have developed are not just in
English or in the language of the author of the OERs,
but are translated in the five languages of the project.
So, when you access to an OER, you can access it in English,
in Spanish, in French, in Italian, and in Portuguese.
So, this is really important for the accessibility of the resources.
Not only because AnyTeach wants to focus on innovation in education.
So, at the beginning, we decided not just to focus on traditional OERs,
so just the video, just the slide,
but to think of something that can be innovative
also in the design and implementation of the OERs.
So, that the OER can be, at the same time, an educational support,
but also a way to show to educators how to create
new and innovative educational instruments.
And in our website, we have a lot of
relevant examples that I would like to show.
I say we are more than 60, I have chosen some.
For example, even an infographic like this one,
that is used just to show different learning models,
can be realized in an interactive way.
Because if you basically move the mouse on the infographic,
you have some pop-ups, some additional
information, some links to external resources.
So, even a basic infographic is not just
a picture, but it's an interactive image.
And, as you can see below, it can be fully shared or reused,
because anybody that wants to reuse this OER in its website
can get some embed links and reuse it.
Or even if you want to reuse it as a starting
point for reworking this infographic,
can download, in this case from Genially, but in
other cases from the other platform that we are using,
can download these infographics, import
in their own platform and rework it.
So, we have interactive tools that are also fully reusable
and, as I said before, available in multiple languages.
This is also very nice.
This is a video that has been realized from one of our partners.
I just mute the audio.
But it's not just a video, it's an interactive video,
because when you scroll the image, in some
parts you have some pop-ups with some tasks.
And so you don't need just to watch the
video, but, for example, let me show.
You have some tasks that are, in this case, multiple choice questions.
You can answer, okay, and randomly answering, and so on.
And so you can watch the video,
and while watching the video, the author
has created some tasks that you have to do.
It's a way to check in real time if you
have understood the content of the video,
and in the end, there is the final assessment here.
I have not completed all of it, but you can see.
In real time, you can see if you have
correctly responded to all the tasks.
This is an interactive quiz, because in our project we have quizzes,
but we have tried to make them in different ways.
For example, here you have multiple choice
quizzes that you can check in real time.
I'm lucky.
But you have different kinds of exercises, for example,
in this case, you have to drag and drop the correct answers.
You have a question, you have different replies,
and you have to drag the correct answers, check, okay, here.
I'm very bad.
And of course, in the end, you can check your final score.
So, here is a multiple choice question.
So, even in the exercises, we have to
try to make not just normal assessment,
but even something more interactive.
We have also interactive exercises designed like games.
For example, we have different ones.
In this case, the exercise is about active learning methodologies.
You have some definition, jump some items, some definition,
and with the drag and drop, you have to make the matching.
Oh, okay.
Okay, of course, I'm randomly answering.
And you get the score on the basis of the time
that you get to fully reply to all the answers.
This is another example.
It's very nice because it's an escape
room about the Addie methodology.
So, you have some tasks.
And as you can see, you have five steps like an escape room.
Everything is interactive.
In each step, you have a question.
You have to correctly reply if you, okay, it's wrong.
Let me try again.
Okay.
And if it's correct, you move on.
And in the end, you move through all the
rooms and you arrive to the final result.
This is the last one.
And this is the most complex, but also even the most interesting
interactive resource that we have realized because it's, let me, okay, wait.
It's a 3D interactive video.
I switch off the audio.
And wait, there is an avatar that is speaking with
subtitles, but it's moving in a 360 environment.
So, there is a 360 video with avatar speaking and with some
interactive objects that appear during the video presentation.
The avatar moves, continue to speak.
And there are also, okay, there are also
some contents where you can click on.
There is a dog that is working, we're in the video.
And so, you can add here quizzes.
You can add here additional text.
You can add here additional video.
So, it's the kind of immersive educational resources.
So, this is just to show different kinds of
educational resources that we have realized.
All of them are available on the project website.
All of them are open because they are open educational resources
and can be reused for your educational content courses.
So, they are not just for the AIME teach project, but
if you want to use them for your courses, you can.
And if you need any support for the use of these
resources or for developing new ones, we are here.
Thank you, Dario.
Actually, we learned a lot by doing
this over the years together with you.
So, thank you twice.
And I invite everyone to have a look at the OERs that we produced, not
only because they may be interesting to, as a resource that you can reuse,
but also because in the NOOCs, we explain how it was
made and how was the procedure to reach this goal.
So, we go now on and we go to Vicente Montiel
Molina from Ecodici Digital Learning in Spain.
And he will talk to us about what the platform
has offered to the project and its teach.
Hello, Vicente. The floor is yours.
Good afternoon, everyone.
And thank you, Renata, for inviting us to be here.
Well, yes, I am here on behalf of Ecodici Digital Learning.
It's the portal that has been selected as a member of the consortium to host
and support one of the resources that we are creating, that are the NOOCs.
So, there are five NOOCs.
And first of all, I would like to tell you just that ECO is part of, it's the
technological spin-off of UNED that is continuing the project, Ecodici Digital Learning,
that was founded by the European Commission from just 2014 to 2017.
We have created hundreds of courses and in the last three
years, so we are hosting the NOOCs of any teach project.
And so, the best thing that I can do for you is to show you how to reach the courses and
what are you going to have into the courses at the moment that you enroll in one of them.
So, I'm going to share my screen.
Compartir, pantalla, ventana.
So, toda la pantalla.
Probably you're looking to my screen now.
Yes, we are.
Okay, so this is the ECO portal that you can reach in ecogionlearning.eu.
And so, as you can see, here you have the link, the
access to the four NOOCs in their current editions.
We are in the edition number four of NOOCs from Sao Paulo, Catania, Burgas,
Universidade Aberta do Portugal, and in the third edition of UNED NOOC.
And so, you can reach all of them here.
The previous editions are not available as they were closed then,
so the contents have been updated, new contents, new videos.
We have been understanding what our learners are demanding, and our teachers were
doing the evolution of the different editions, and now we have the final one.
This final edition is going to remain as OER at the end
of the project, and so it will be available for everyone.
So, if we go to, once you register into ECO, ECO is a general portal.
ECO doesn't have only the NOOCs of the courses of this project.
You have courses of whatever you want, okay?
And so, the first thing you have to do is to create your
ECO account, and then you enroll into the course, okay?
And so, let's go, for example, to the course of Catania,
that are the ones that are hosting this webinar for us today.
So, a little presentation, just a short landing page, and when you
go to the course, you have a complete landing page of the course,
where you can read what you can expect from the course.
In this case, the course is made in
all the languages that we are managing.
These are the teachers that are supporting, creating the courses, in
this case, and their learning goals, the objectives, recommend, okay.
Now, let's imagine that you are not
good in English, but you are Italian.
No problem, you go to your profile,
and you can search Italian environment.
At this moment, you will find that
everything is going to your language, yeah?
So, now you are in an Italian environment, and if everything is correct, if it has not
been translated some contents, so we cannot go, but let's go to, for instance, French.
French, in this case, it's happening something that I don't
understand, that I don't understand, because it's in French, but...
Vicente, it's your browser, which is set
to translate automatically to Spanish.
When you go to the Italian language, there is a pop-up from
Google saying that everything is translated into Spanish.
So, it's something from the browser.
Well, this is Spanish, okay?
So, I'm going to enter to the course,
but the multilanguage is available here.
At the moment that you can, you do it.
For example, it needs changing automatically into Spanish, as Francesca is saying
to us, and it's the browser, something that I have to change, because, yes.
As you could see, it changed from Italian to Spanish automatically.
Okay.
And so, but... Vamos al curso.
Let's go to the course.
And let's manage the course, for instance, in English.
Let's try to do it.
If my browser is letting me, yes.
So, we are in English.
In this course, the first thing that you have to
understand, this is the summary of the course.
What is inside the course?
You can find here in the syllabus.
You have here the syllabus, and you go to the syllabus.
One MOOC, or one NOOC in this case, it's
basically made in five, six modules.
The first one is introductory.
It's what it's about, what you can find,
the structure, the guidelines, et cetera.
So, it's introduction to the course.
Then, we have modules that are the contents of the course.
It's collaborative learning, pillars of
collaborative learning, digital environment.
And finally, we have one, two modules
that it's about evaluation and assessment.
And so, what you have to do is to go through
the modules in the order that you want to go.
There is no need to go to the course presentation
if you are coming with NOOCs, for example.
So, what is this NOOC about, or structure and guidelines?
You are very comfortable with that because you
have made others, so you don't have to do it.
But, if you don't do a module, the progress is not counting.
You can go here to the I, and by pressing here, you
see all the modules in this case that are six modules.
And, you can see if you have been doing the module or not.
In this case, this module is totally pending.
It's 0% completed.
The collaborative learning has one module that is correctly finished.
The other one is incorrectly finished.
Probably, the assessment including in the module is not passed.
And, this module, this final is pending still.
So, you have 16%, 60% of the module completed.
You have to understand that the progress is not linear.
The progress is not linear means that
not all the modules have the same weight.
For example, one introduction could be just
5% of the final weight of the progress.
And, the assessment, final assessment, could be
5% or 10% of the final weight of the progress.
But, if you want to progress, you have to go to the contents.
So, there are three modules.
And, inside the modules, you will find basically two, three pillows.
The three pillows, the two, three pillows
in this module, we have three pillows.
What we call pillow, it's a concrete module, a
concrete option that includes at least one video,
teacher attachment and teacher explanations,
and one, this is voluntary to include or not, self-assessment test.
And so, as you can see, I have jumped.
I have not done this module.
I have gone here.
I have been doing this and this.
And now, I prefer to go and jump directly to another.
For instance, let's go to the pillars of collaborative
learning and go to the distributed cognition module.
Remember that now, at this moment, I am 15% of the progress.
So, I'm going to do this module because I am
really interested in this, not in the others.
Or, I will do the others at the moment that I want.
And here, you can see the video, and I'm going to
explain a little the characteristics of the video
because it's the most important part of the
things that we are doing inside the pillows.
You have teacher's comments with attachments.
Like, if we go here, for example, it shows you
material that has been developed by our teacher.
It's coming from any teacher project.
It's not some external.
This material has been directly released by us.
Okay?
And so, you have links to PDFs.
You have links to activities.
You have links to a lot of things.
And finally, you have a summary of
attachments that you can download if you want.
That is no problem.
You can do whatever you want.
But, what is essential is that your progress is not
going to be counted unless you finish watching the video.
The video is the theory.
And so, if you don't watch the video,
it is supposed that you cannot progress
because inside the video, it's everything you need
to progress in the module, in this concrete pillow.
So, probably you will not listen to the video while I am now playing.
And probably you are listening to nothing.
Are you listening to something?
Did you hear Renata Gambino?
Probably no.
Okay.
Renata Gambino is talking in English.
And she is giving us a very experienced
explanation about the content of this pillow.
And you can see that inside the video,
they have provided subtitles in English
because it's the language that she is talking.
But imagine that you are Italian.
And you want the subtitles not to be seen in English.
You want to be read in Italian.
So, you click here and you go to Italian.
And you will see that immediately appears the subtitles in Italian.
But let's go further.
You want to read the translation, the transcription in Portuguese.
So, you click here and you choose, for example, Portuguese.
Now, we are listening to a video in
English, reading the subtitles in Italian
and reading the transcriptions in Portuguese or
French or whatever you want, for example, Italian.
And we can go to whatever part of the
video by clicking in the transcription.
You see that the progress of the video has been jumping.
So, I'm going to jump here again.
So, you can navigate.
You can browse through the video without
any problem with these kind of methods.
We are thinking a lot.
And, of course, you can maximize everything
if you have visual disabilities or whatever.
So, we have been thinking about being real multilanguage.
Not only doing Google Translations, automatic
translation that we all know that is not working.
But there has been a lot of work behind
this kind of contents by our colleagues.
And you see that immediately after showing the lecture.
I am facing now some kind of assessment.
So, I'm going to choose in this self-assessment whatever.
Of course, I'm going to fail.
But I want you to see that I'm facing the answer.
And so, I have failed.
Yeah, so I said true.
It's false.
I said false.
It's true.
I said true.
It's false.
And now, if I submit the answer, it's correct.
So, doing a module, doing a pillow inside
a module means that you look to the video.
You do the self-assessment of the activity that is proposed inside.
And you have read or downloaded whatever you have inside the pillow.
Yeah?
The pill, not the pillow.
The pillow is something to sleep.
The pill.
Yeah?
And at the moment that you go to any other way, you
see that your progress has been passing from 15 to 23.
So, the pill is done.
If you go to the syllabus.
Now, it's done.
It's completed.
Your progress is automatically made.
And you can go wherever you want.
So, how to get into the modules is very easy.
How to acquire all the experience that the
teachers are telling you is very simple.
You watch the video.
You pass the self-assessment that is about the contents inside the video.
And so, the pill is done.
And you can go to other one.
And so, the progress can be going from zero at the beginning to 100%.
But, at the moment that you reach 70%, the system is
going to provide us, to provide echo administrators,
one alert saying that you have finished
your progression that has been marked.
In this case, it's 70%.
In other projects or in other modules, it has been 90%.
In others, it's 100%.
In others, it's 50%.
In this case, we decided 70% of the progress.
So, at the moment that the edition is closed, that will be
by 15 November, we will receive an alert from all the NOOCs,
giving us the complete list of the people that has
been enrolled inside and finishing the progress.
And we will automatically release a diploma for all of you.
But, we have a problem here.
And I want to be, to everyone, be aware of that.
We need, in the profile, we need to know your name and surname.
If you don't provide name and surname,
the diploma will not be released.
Never.
Why?
Because we cannot release to someone anonymous a diploma.
You understand what I mean?
And so, it is important to understand
that the system is very automatic.
You don't have to do nothing to progress in the NOOC.
You can do all the NOOCs that you want, the five of them
that are inside the Echo Portal without any problem.
And every NOOC that you complete, the system will release
you the automatically diploma at the end, after 15 November.
And only if you have provided your name and surname,
and you match with the 70% of progress inside the NOOC.
And that's all I wanted to show you from
inside our, what is a NOOC, what is inside,
what you should do to progress in your NOOC,
and to welcome all of you to this educational methodology.
And, okay, that's all from my side. Thank you very much.
Thank you, Vicente.
It was challenging and interesting as always.
Thank you, especially for explaining
very well how to progress in the NOOCs,
because this was a question that was made by some of our students,
who didn't understand very well how to
check the progress they were achieving.
So, thanks again. Now we go on and go to Lina
Morgado from the Universidad de Alberta, Portugal,
and she will try to explain us how to check the
satisfaction with digital and flexible learning.
I don't see.
Hello.
Oh, yes. Hello. Hello, Lina.
Good afternoon.
Thank you, Renata.
So, now the floor is yours.
Okay. Are you seeing my presentation?
Yes, we see it, although it is not.
Yes, now it's in presentation. Yes.
Okay. Thank you.
I'm going to give you a brief summary, a short one,
of our evaluation of satisfaction of the NOOCs.
So, I'll divide my presentation in two short three parts.
The first one is about how we have
assessed satisfaction in the courses.
The second is dedicated to describe who were
the people who took part in this evaluation.
And finally, the main results, the highlight of these
results, according to the indicators that we were established.
In order to assess participant satisfaction with the course, we have decided
in the project to create an online survey available in five languages,
English, French, Italian, Portuguese, and Spanish, which
are actually the languages in which the courses are offered.
And the survey consists in 43 questions.
It's a long survey composed by multiple
choice questions, and some of them are open.
It is divided in two parts.
The first one with demographic data that is important for all the
teams and the NOOC teams, and also for the evaluation of the project.
And the second one with general information about the NOOCs.
So, we evaluate NOOC satisfaction.
So, we design a survey based in 14 dimensions that addressed
the teams that we want to evaluate through different questions.
As you can see in the slide, they cover everything from learning objectives, the organization of the
NOOC, the activities, the contents, the assessments, the certificates, the facilitation, and so on.
And of the total of the number of applicants, 25.
3% answered the survey, which we consider to be a very good result.
And this is aligned also with other projects and other studies.
The participants that respond to the questionnaires are fewer than the ones that
participate in the course, because generally the surveys are at the end of the courses.
So, this is a good number.
And with this information, who are our participants?
The ratio of the participants who took
this survey was mostly between 45 and 64.
They have a degree in education, a bachelor or graduation.
Of course, there are also master degrees and PhD, but
the great percentage is with a bachelor and graduation.
The vast majority are female and they are employed.
As for the country of residence, the majority of the participants that respond to the survey are
from Italy and Spain, Portugal, France, but also from other countries in a percentage that are minor.
We asked them what is the previous knowledge about the NOOC subjects.
And the results tell us that the vast majority have a basic knowledge of the subjects
offered by NOOCs, although a significant percentage reach intermediate level.
This introduces some challenges to the teams that design the NOOCs, because there
are different points of previous knowledge from the participants in every NOOC.
Moving on, from the indicators of satisfaction designed from the project, we can conclude that the results
are highly positive, meeting defined quality targets and achieving a satisfaction percentage of over 80%.
Items related quality of content and clarity of learning
objectives achieved a satisfaction rate of over 90%.
What are the items that the participants
consider very satisfying with them?
First of all, regarding the learning objectives, the respondents say that the appropriateness of the NOOC learning objectives,
the clarity of the learning objectives, the duration and the organization of the NOOCs are rated as very, very positive.
After the learning objectives, the other one is regarding the
resources and the contents that are designed for every NOOC.
As we know and as you described, the courses have a number of interactive
resources, 10 of them, 10 in total, but 5 interactive and 5 descriptive.
And this is the criteria that was rated better with the survey.
Also, regarding the learning activities, one of the aspects was
the design of the meaningful activities as Divina described before.
As we know, in this case, the adequacy of the complexity of activities, the learning activities
proposed and also the experience of these activities are very well rated here in the survey.
However, there were also a number of items that the
participants drew our attention in order to be improved.
Some of which we would like to highlight here, there are more, but especially
the, what I may say, the desire of more collaboration between the participants.
And these are one of the conclusions to improve in
the next editions or after the project is finished.
As we mentioned before, we asked some open-ended questions,
giving the participants the freedom to Mark whatever they want.
When we asked them to point the two main strengths of each NOOC, they highlighted
the learning content and also its multimedia component of the content.
So, these are the two main, these two strong points of every NOOC.
Regarding the two weaknesses, in these open questions, what is highlighted is
the interaction, what I said is the desire of interaction and collaboration.
And also the content and the platform.
We don't know what it means, but in the interviews and the focus group
that we held later in the course, some of these issues are referred also.
So, the missing aspects, what we asked them
to point, two missing aspects in each NOOC.
And again, they referred the interaction,
collaboration also, and the platform and videos.
We don't know what they mean about pointing here the
videos, because each of the NOOCs has short videos,
and as Vicente described before, with translation, so you can stop the
video, re-re-re-re-re-re-re-again the initial of the video, and so on.
Also, the case of the aspects to be improved, and again,
they say the case of the interaction and also the platform.
And for the first, this is the moment that it's the web design
addressed in some of the comments, the web design of the NOOCs.
Before this, they don't refer this item.
So, in conclusion, we can consider that these results is in general
very positive, and the teams have done great work with the NOOCs.
Of course, we can also improve some of the aspects. Naturally, all these
results were explored in interviews and in focus groups later by the teams.
And Federica will address this issue after me.
Thank you very much. Before we move on, I can ask to collaborate with
us, completing the survey with this QR code to evaluate this event,
because we should address the quality issues
of the meetings also. Thank you very much.
And the floor is yours, Renata.
Thank you, Lina. And again, we are here and
we ask for collaboration from all of you.
And so please, please answer to this satisfaction questionnaire, but
also to the satisfaction questionnaire, which is inside the NOOCs.
I know that such questionnaires are sometimes boring,
but research needs this, needs this, needs this data.
And as you see, Lina and their staff was really great in creating these
little clouds with all the problems and all the good things that we have done.
So again, Lina, thank you very much. And now we go on.
And I give the floor to Federica Bramo from the Catania University.
And she will try to explain us the research part, which is
comprised into the project and what we expect from the participant.
and how much it is important that you participate with the
questionnaires and other tools that she will try to explain to us.
So, Federica, welcome. And here the floor is yours.
Good evening, everyone. And sorry, I'm using Renata's
laptop, but mine decided to not work anymore.
So here is my presentation. I hope that everyone can see it.
OK, so first of all, we already talked about the
project in general, how it is structured and so on.
But in reality, I wanted to stress the five results that we are
expected to provide at the end of the course of the project.
The first one is the training program on digital
skills in flexible and innovative methodologies,
which means that we as universities partner
had to be part of a first training program.
So we were like the first students and we had to improve our
digital competences in order to create the nano open online courses
that you can now find and use through the ECHO platform.
This was the second result.
The third result is the creation of a guide to
good practices in flexible and digital pedagogies,
which was already explained by Divina from Sahuar de Benir.
The fourth result is the creation and the implementation
of a European network in the flexible teaching.
And Sonia, as well as Ruben and the other partners have
already explained the importance to join the Recointad network,
as well as the active participation in the E-PALE platform.
Last but not least, the most important result
is to test the effectiveness of micro learning.
So this is where the stage where we are right now.
First of all, what we need to address.
First of all, the quality of the courses in the
sense of contents, methodology and technology,
as well as how was the feeling of being part of such a network
or a course or the participation in the forums and so on.
So about cohesion and affiliation.
Why we need to do this? Because it's important to create
a scientific basis on micro learning based on nukes.
We need to provide that this kind of
learning work in teaching model works.
And third, how do we intend to do this?
The first option is the online questionnaires,
which Lina already explained to you.
And the other two types are through interviews and focus group.
And this is the moment when we ask all our students to provide feedback to our works
and what we created in order also to improve the last iteration of the project.
Since after the end of any teach project, those courses
will remain active for everyone interested in those themes.
What's the difference between interviews and focus group?
The interview lasts like 10 minutes. They will be conducted online and in the language
of the participants choice, which are English, Italian, French, Portuguese and Spanish.
Each interview will be recorded but will not
be disseminated outside the project team.
And lastly, it will focus on the real experience during the nuke.
The other form of gaining data is through
focus group, which will last 30 minutes.
This is because focus group will be made of two or three participants and
they will be conducted in English, Italian, French, Portuguese and Spanish.
They also will be recorded, but of course not disseminated
and they will always focus on the experience in the nuke.
Right now, unfortunately, we had a lot of
a high rate of drop out during the courses.
Also, because let's face the reality,
we are all working inside universities.
We are all professors at universities and unfortunately, there is no recognition of how
much we work in creating new interactive courses in implementing our digital competencies.
So, it's kind of normal, I think, that some participants of the courses decided to just stop to participate in the
course, but not because they were not interested, but since we don't have a lot of time to learn for ourselves.
And also, Italy is an example, this kind of training is really
requested from Italian institutions as well as European institutions.
But on the other hand, there is no recognition
of the effort made during these trainings.
So, in order to try to change this training, sorry, this
trend, we need your voices, we need to hear from you.
We want to hear if this kind of learning works, if this kind of
model works, how did you feel during the participation of the nuke.
And this is the first point since this project is going to end at the beginning of 2025, but we hope that this
kind of research will go on since this is very important to change our practices in teaching and learning.
So, your feedback is fundamental for us, your participation in interviews and
focus groups is what can change everything about the results of our project.
So, you already listened about our courses, I just want to remind you
that our courses are still open and they will be open until 15th November.
If you scan the QR code, you gain access to the page with all the courses and about the interviews and
focus groups, you will be contacted by us if you, for instance, are from Italy, from us, from Catania.
If you are from Spain, then UNED will contact you in
order to ask to be part in interviews and focus groups.
And we warmly invite you to respond to our call and also since there is still a month for being
part of these courses, please help us in sharing the knowledge about the existence of the courses.
and the fact that this project is something that is trying to start a new way of teaching and learning which could
be easier not only for us as professors, but also for students in the idea of creating blended learning environment.
So, this is what I needed to say and I
thank you very much for your attention.
So, thank you Federica and don't forget to answer to
the satisfaction questionnaire of this meeting today.
You find in the chat the link to this questionnaire and
keep in touch with us because it's important for us.
Now, I thank everyone of the participants and all those who talked
and I would like to open the floor to all who are listening to us.
And if there are questions, we would be very happy to try to answer to
them. So, I open the floor to the Q&A questions and answers section.
I think that all participants are able to open
the microphone and to get in touch with us.
Perhaps, we could invite somebody to… I can ask you if there is
somebody who is taking part to one of the NOOCs right now in these days.
Is there somebody who is already… has already seen the NOOC?
Well, I have a question. I don't know if you can hear me.
Yes, we can hear you. Thank you for the question.
Thank you for the presentation. Sorry, but I can't turn my camera on.
I don't know why. I have some technical issues.
So, thank you for the presentation.
You were all really very clear and really very inspiring.
I would like to ask you something about the
courses that Federica Abramo has just presented.
What about the duration and what about the…
there is a sort of certificate of attendance.
There is something at the end of the course like
an open badge or something like that. Thank you.
Thank you very much for the question.
I give the floor to Federica who was just addressed.
Yes. So, as explained by Vicente, once you participate in the
course, you need to reach the 70% of completion of the course.
This will give you the access to the ECO diploma and it is very
important that in the platform you insert your name and surname.
so that once the courses will be closed at the end of
November and you completed them for 70% of the entire course,
then you will gain an automatic ECO diploma by the ECO platform.
On the other hand, there is also another
certificate which is the UNED certification.
The UNED certification has also… the ECO diploma is free of charge.
On the other hand, the UNED certificate has a fee
of 45 Euros and in order to gain it from UNED,
you need to be part of an interview or a focus group and you also need
to have completed the course for at least 70% of the entire content.
So, there are these two kinds of final certification.
One is free of charge and it's the ECO diploma.
The other one is the UNED certification with a fee of 45 Euros.
For both of them, you need to reach the 70% of the
completion of the course and for UNED certificate,
you need to participate in an interview and focus group.
Yes, we don't have badges in this NUCCS.
We decided not to do this because it was just quite difficult
to explain that there are two forms of certification at the end.
But one is within the platform and the other
one is from the private UNED universities.
So, they have different aims actually.
Of course. Thank you so much and
really congratulations on your project.
Thank you very much for your question.
And I read here in the chat that there is
something we wrote just… I read it to you.
I just entered in the website and
enrolled for one of the NUCCS courses.
Certainly, the problem will be to have the
time to train during the teaching semester.
My question, do you think the courses will be open again?
I would like to talk about them to some colleagues
involved in the new curriculum of the departments.
So, first of all, thank you for asking.
And the NUCCS will still be open until the 15th of November.
So, you can enroll in any time until the 15th of November.
So, we would like to thank you if you can spread news to your
colleagues and we will be happy to have them in the courses.
This is the last iteration for this project, but the courses will
be open on Eco platform, but without mentoring, without tutoring.
So, you will be able to have a look in
the NUCCS even after we have closed them.
But it's more interesting if you go inside now until the 15th of November, because
you can take part also to the research that we are trying to make meanwhile.
And thank you for the help that you give us.
Do we have any other? Yes?
Thank you very much. I'm really interested, of
course, and I'm interested also in your research.
So, I will be in touch if possible.
Yes, thank you. This is very, very nice.
And we need help and we need to go to reconcile everyone so that we can make
a big net of people interested in those improvements in the methodologies.
Thanks a lot also for the event of today.
Thank you. Thank you very much.
I don't think that there are more questions.
Somebody, Helga Ballardini.
I think you had your hand raised.
I had just to say thank you for this interesting meeting.
And I enrolled in all the models because
I'm really interested in this topic.
And if I will finish in the middle of November, I will
also write to you and so on and participate to research.
Yes, it would be a pleasure. Thank you.
Thank you. Thank you very much.
This is really, really helpful.
And we understand that each of us is very, very
busy in this time because we all have lessons.
This is why we try to make the NOOCs as flexible as possible.
So, actually, you can follow the NOOCs
even on your phone, your mobile phone.
And you can improve and do it during times when you
are waiting somewhere because they are really light.
They are not heavy with content.
So, we tried to make it easy to have little portions of knowledge
that one can distribute in the little time we have as professors.
So, thank you very much. And thank you very much
for helping us with the research, of course.
Yes, and if you want to contact us, you can read in the chat.
We also have an address for University
Catania so that we can get in touch directly.
So, okay. I read here in the chat that a lot of people
are going on to other meetings and other things.
So, I think that we can close this part of our meeting.
It was a great, great pleasure to have you all here and to hear
your questions and to see again my colleagues from the project,
which I didn't see them in the last weeks.
So, again, bye bye. Ciao, ciao a tutti.
Thank you very much Renata and Catania
for organizing the event. Thank you.
Ciao.
Thank you. Bye.
Thank you. Bye bye.
Bye.