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Mag. Elmira Kocheva Markt- und Meinungsforschungsinstitute, Interviews - IFES
Mag. Elmira Kocheva Markt- und Meinungsforschungsinstitute, Interviews - IFES

This document discusses considerations for developing a Massive Open Online Course (MOOC) on emergency medical services (EMS) as part of the EMS Project in Vietnam. It identifies 9 key elements to consider: 1) course components of branding, assessment, and academic integrity, 2) choosing an appealing topic focused on EMS, 3) determining the targeted audience, 4) building a collaborative team, 5) creating a development timeline, 6) establishing learning outcomes, 7) designing communication strategies, 8) creating assessments, and 9) addressing other issues like technology, length, funding, and promotion. The goal is to develop a free online EMS course that can educate various audiences in Vietnam.

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MOOC Massive Open Online Course MOOCs for the EMS Project Herewith are developed some pedagogical, legal, academic, record keeping and security issues related to Massive, Open, Online Courses and especially for such under the EMS Project. 1. Course Component 3 Elements: Figure 1: MOOC elements Branding, Assessment, Academic Integrity The course components of MOOCs seem obvious. In this case, institutional branding is required. What may not be quite as obvious is the grading or evaluation element of MOOC's, this will be the subject of further more detailed research development for the practical use in those EMS MOOCs. Also, it will be a good idea to address academic integrity up front to ensure a shared learning experience for all. The collaboration with a university is inevitable. The idea is that each element represents a learning object within a module. One enforced structure of the course could be that students have to complete a quiz for each module before moving to the next module, but once there, students can choose the order and timing of each learning object interaction and even when to go back to review previous modules. Element: Branding The MOOCs must adhere to institutional branding, course organization and consistency guidelines. To maintain a positive institutional image, course content should be error-free and course elements should be functional. Content and instructor availability should be timely. Element: Assessment, i.e. Grading or Evaluation Success in a MOOC can be defined by a multitude of variables. While the course developer/instructor probably has minimum Passing criteria, even individual participants may define Success in very different ways. Credit is not awarded. Examples: Pass/Fail or certificate only is recommended as a grading policy. This could be measured by: - completing a number of modules - participating for a certain amount of time (minutes per module, weeks) - interacting with at least 3 other participants Element: Academic Integrity Statement No formal academic integrity policy exists for MOOCs. We should Create and advertise one in our course (but we should realize that cheating cannot be altogether thwarted or penalized). Example for Honor Code Certification: In this course, we agree to abide by an honor code. It is a governing principle of our learning community. It is based on the ideal that honorable students do not lie, cheat or steal. This honor code depends on the
idea that people (at least within the community) can be trusted to act honorably. Those who are in violation of the honor code are subject to various sanctions as determined by the community. We find it much more manageable to trust students at the outset, letting them know I the instructor, am aware of cheating and that it will be dealt with but I expect them to behave in an honorable manner. We combine this philosophy with rules of civility on the internet, e.g. Netiquette. 2. Choosing a topic we are passionate about and one that will be appealing to MOOC students (for every MOOC the appropriate self-defined topic) Emergency Medical Services We believe in your content the EMS Project, that enthusiasm will be visible to our students. A MOOC may be an opportunity for you to teach about something that is too narrow for a course or is outside of the primary focus for your field. We should also consider whether the topic will attract MOOC students thus how to DESIGN THE TOPIC AND THE COURSE TITLE (at the end of the course development). Based on our experience, we have considered the attractiveness of the general topic, EMS, and also will scrutinize the issue with the appropriate course design for EMS. 3. Determining our targeted audience, and design the course to meet the needs of that audience The entire design of the course, from content to language, teaching strategies to assessment, should be designed according to the needs and prior knowledge of our primary audience. Language, disability and other specifics should be taken into account. Age, educational background, and prior knowledge may also vary among MOOC participants; therefore it is a good idea to clearly articulate prerequisites or provide supplementary resources. Targeted audiences all from Vietnam, public and private esctor. MOOC is a free online course (or courses) aiming at a Target auditory 1. 1.Traffic and Driving Safety Authorities 2. doctors 3. nurses 4. Other Health Professional Specialists 5. healthcare managers and healthcare administrators 6. patients organizations 7. smartphone manufacturers 8. emergency medical equipment manufacturers Figure 2: Target auditory of the EMS MOOCs 4. Building a team Many faculties who have taught MOOCs recommend using a team approach for the design, development, and delivery. We are aiming at building a joint business-academic team (group) to work on the EMS MOOCs. Rather than working alone, we should consider co-teaching with a colleague. It is important to find students or colleagues who can provide feedback on the design. Our EXCELLENCE GOAL: Identifying at least one person who can test the course before thousands of students are trying to use it is very practical. 5. How to plan the development process
Unlike planning a course on your own, a MOOC has more complexities. We have to begin the project by creating a timeline for design and development tasks, like writing objectives, creating lectures, recording videos, designing assessments, and building the course. It is important to leave time for testing the course before potentially hundreds or thousands of students access it. Our estimates for the first student target groups in Vietnam are very important to know how many students we will have in Tier 1. 6. Establishing learning outcomes for the course before we begin selecting or creating materials This is, in fact, no different from the recommended practice for any course design. First, we need to establish what students will learn in the course. Then it is possible to design learning activities to support those outcomes and create assessments that measure whether students achieved the desired outcomes. It is also important that the number of outcomes is appropriate for the length of the course. In this case for the EMS Project are recommended courses with duration between 8 and 12 weeks up to which student target groups are being taught. 7. Design communication plan and community development strategies Given the potential size of a MOOC, it is time consuming to manage communication with everyone. It can be helpful to encourage discussion and community development among students, so that we are not the central figure in the course. Communities Doctors, nurses, other health professional specialists Authorities - traffic, emergency services Smartphone manufacturers Mobile network operators MNO Patients' organizations, platforms, civic movements, NGOs Medical equipment manufacturers Figure 3: Communities linked with the knowledge sharing and EMS MOOC Discourage contacting you via email by creating discussion forums or using social media. Also, plan how and when the MOOC team will monitor the community and who is responsible for responding to the group or individuals, should it become necessary.
8. Create assessments for a massive audience Assessment is not a required element for a MOOC many focus on forming networks and discussing content rather than formal assessment through tests or written work. If assessments are used, the scale of MOOCs makes many assessment techniques impractical. We could consider using automated grading, like multiple choice exams or programmed response activities, or grading on effort and contribution rather than performance. In many cases, MOOCs offer certificates of completion to participants who submit assessments or contribute to the MOOC community. This should also be considered for some target students. 9. Other MOOC Considerations Technology (If) It is not possible to use institutional technology, like different such from universities worldwide, to deliver a MOOC because of the size of the potential audience. There are, however, many free tools that offer similar features. Length and timing of the course Traditionally, courses follow the academic calendar, but that is not necessary for an EMS MOOC. Courses can begin and end at any time. Currently, there is not any research into the ideal length of a MOOC, but most seem to be between 4 and 8 weeks long, with a few as long as 10 to 12 weeks, in case they are divided into Part 1 and Part 2 of the same MOOC for instance. Funding It is possible to offer a MOOC without significant financial investment, this is seldom the case though. If, however, the MOOC requires special technology, paid staff to monitor it, or additional services, it may be necessary to seek out funding for development or delivery. Several agencies and educational technology associations offer grants for MOOC development, delivery, and research. The latter could eventually be an additional shot for funding the EMS MOOC. http://learningtechnologiesteam.blogspot.co.at/2013/05/the-scharr-moocs-diaries-part-x-cost-of.html The University of Edinburghs MOOCs, run in early 2013 via Coursera, cost an estimated 贈30,000 from development to delivery whilst the University of Pennsylvanias MOOC courses (also developed on behalf of Coursera) cost $50,000 each to develop. Promotion Promotion and marketing are necessary to attract students to a MOOC, this is linked with the promotion and attraction to the whole EMS Project. This will likely utilize social media and professional networks to advertise the course and gain attentionin Vietnam. We will consider emailing the Vietnamese public sector, NGOs, professional associations, colleagues at other institutions, and other groups that may be interested in the content. It may also help to share information via Facebook, Twitter or other social networks. Legal MOOCs require caution regarding legal concerns, particularly copyright of any materials created for the MOOC or used from other sources and the privacy of student data and contributions. These concerns are just the beginning, however. It is important to be aware of the many legal issues that impact MOOCs and to consult with the university as Junior Project Partner and the respective authorities, Office a. o. of the country. The legal environment and background for delivering MOOCs in Vietnam is the main focus for our Project.

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  • 1. MOOC Massive Open Online Course MOOCs for the EMS Project Herewith are developed some pedagogical, legal, academic, record keeping and security issues related to Massive, Open, Online Courses and especially for such under the EMS Project. 1. Course Component 3 Elements: Figure 1: MOOC elements Branding, Assessment, Academic Integrity The course components of MOOCs seem obvious. In this case, institutional branding is required. What may not be quite as obvious is the grading or evaluation element of MOOC's, this will be the subject of further more detailed research development for the practical use in those EMS MOOCs. Also, it will be a good idea to address academic integrity up front to ensure a shared learning experience for all. The collaboration with a university is inevitable. The idea is that each element represents a learning object within a module. One enforced structure of the course could be that students have to complete a quiz for each module before moving to the next module, but once there, students can choose the order and timing of each learning object interaction and even when to go back to review previous modules. Element: Branding The MOOCs must adhere to institutional branding, course organization and consistency guidelines. To maintain a positive institutional image, course content should be error-free and course elements should be functional. Content and instructor availability should be timely. Element: Assessment, i.e. Grading or Evaluation Success in a MOOC can be defined by a multitude of variables. While the course developer/instructor probably has minimum Passing criteria, even individual participants may define Success in very different ways. Credit is not awarded. Examples: Pass/Fail or certificate only is recommended as a grading policy. This could be measured by: - completing a number of modules - participating for a certain amount of time (minutes per module, weeks) - interacting with at least 3 other participants Element: Academic Integrity Statement No formal academic integrity policy exists for MOOCs. We should Create and advertise one in our course (but we should realize that cheating cannot be altogether thwarted or penalized). Example for Honor Code Certification: In this course, we agree to abide by an honor code. It is a governing principle of our learning community. It is based on the ideal that honorable students do not lie, cheat or steal. This honor code depends on the
  • 2. idea that people (at least within the community) can be trusted to act honorably. Those who are in violation of the honor code are subject to various sanctions as determined by the community. We find it much more manageable to trust students at the outset, letting them know I the instructor, am aware of cheating and that it will be dealt with but I expect them to behave in an honorable manner. We combine this philosophy with rules of civility on the internet, e.g. Netiquette. 2. Choosing a topic we are passionate about and one that will be appealing to MOOC students (for every MOOC the appropriate self-defined topic) Emergency Medical Services We believe in your content the EMS Project, that enthusiasm will be visible to our students. A MOOC may be an opportunity for you to teach about something that is too narrow for a course or is outside of the primary focus for your field. We should also consider whether the topic will attract MOOC students thus how to DESIGN THE TOPIC AND THE COURSE TITLE (at the end of the course development). Based on our experience, we have considered the attractiveness of the general topic, EMS, and also will scrutinize the issue with the appropriate course design for EMS. 3. Determining our targeted audience, and design the course to meet the needs of that audience The entire design of the course, from content to language, teaching strategies to assessment, should be designed according to the needs and prior knowledge of our primary audience. Language, disability and other specifics should be taken into account. Age, educational background, and prior knowledge may also vary among MOOC participants; therefore it is a good idea to clearly articulate prerequisites or provide supplementary resources. Targeted audiences all from Vietnam, public and private esctor. MOOC is a free online course (or courses) aiming at a Target auditory 1. 1.Traffic and Driving Safety Authorities 2. doctors 3. nurses 4. Other Health Professional Specialists 5. healthcare managers and healthcare administrators 6. patients organizations 7. smartphone manufacturers 8. emergency medical equipment manufacturers Figure 2: Target auditory of the EMS MOOCs 4. Building a team Many faculties who have taught MOOCs recommend using a team approach for the design, development, and delivery. We are aiming at building a joint business-academic team (group) to work on the EMS MOOCs. Rather than working alone, we should consider co-teaching with a colleague. It is important to find students or colleagues who can provide feedback on the design. Our EXCELLENCE GOAL: Identifying at least one person who can test the course before thousands of students are trying to use it is very practical. 5. How to plan the development process
  • 3. Unlike planning a course on your own, a MOOC has more complexities. We have to begin the project by creating a timeline for design and development tasks, like writing objectives, creating lectures, recording videos, designing assessments, and building the course. It is important to leave time for testing the course before potentially hundreds or thousands of students access it. Our estimates for the first student target groups in Vietnam are very important to know how many students we will have in Tier 1. 6. Establishing learning outcomes for the course before we begin selecting or creating materials This is, in fact, no different from the recommended practice for any course design. First, we need to establish what students will learn in the course. Then it is possible to design learning activities to support those outcomes and create assessments that measure whether students achieved the desired outcomes. It is also important that the number of outcomes is appropriate for the length of the course. In this case for the EMS Project are recommended courses with duration between 8 and 12 weeks up to which student target groups are being taught. 7. Design communication plan and community development strategies Given the potential size of a MOOC, it is time consuming to manage communication with everyone. It can be helpful to encourage discussion and community development among students, so that we are not the central figure in the course. Communities Doctors, nurses, other health professional specialists Authorities - traffic, emergency services Smartphone manufacturers Mobile network operators MNO Patients' organizations, platforms, civic movements, NGOs Medical equipment manufacturers Figure 3: Communities linked with the knowledge sharing and EMS MOOC Discourage contacting you via email by creating discussion forums or using social media. Also, plan how and when the MOOC team will monitor the community and who is responsible for responding to the group or individuals, should it become necessary.
  • 4. 8. Create assessments for a massive audience Assessment is not a required element for a MOOC many focus on forming networks and discussing content rather than formal assessment through tests or written work. If assessments are used, the scale of MOOCs makes many assessment techniques impractical. We could consider using automated grading, like multiple choice exams or programmed response activities, or grading on effort and contribution rather than performance. In many cases, MOOCs offer certificates of completion to participants who submit assessments or contribute to the MOOC community. This should also be considered for some target students. 9. Other MOOC Considerations Technology (If) It is not possible to use institutional technology, like different such from universities worldwide, to deliver a MOOC because of the size of the potential audience. There are, however, many free tools that offer similar features. Length and timing of the course Traditionally, courses follow the academic calendar, but that is not necessary for an EMS MOOC. Courses can begin and end at any time. Currently, there is not any research into the ideal length of a MOOC, but most seem to be between 4 and 8 weeks long, with a few as long as 10 to 12 weeks, in case they are divided into Part 1 and Part 2 of the same MOOC for instance. Funding It is possible to offer a MOOC without significant financial investment, this is seldom the case though. If, however, the MOOC requires special technology, paid staff to monitor it, or additional services, it may be necessary to seek out funding for development or delivery. Several agencies and educational technology associations offer grants for MOOC development, delivery, and research. The latter could eventually be an additional shot for funding the EMS MOOC. http://learningtechnologiesteam.blogspot.co.at/2013/05/the-scharr-moocs-diaries-part-x-cost-of.html The University of Edinburghs MOOCs, run in early 2013 via Coursera, cost an estimated 贈30,000 from development to delivery whilst the University of Pennsylvanias MOOC courses (also developed on behalf of Coursera) cost $50,000 each to develop. Promotion Promotion and marketing are necessary to attract students to a MOOC, this is linked with the promotion and attraction to the whole EMS Project. This will likely utilize social media and professional networks to advertise the course and gain attentionin Vietnam. We will consider emailing the Vietnamese public sector, NGOs, professional associations, colleagues at other institutions, and other groups that may be interested in the content. It may also help to share information via Facebook, Twitter or other social networks. Legal MOOCs require caution regarding legal concerns, particularly copyright of any materials created for the MOOC or used from other sources and the privacy of student data and contributions. These concerns are just the beginning, however. It is important to be aware of the many legal issues that impact MOOCs and to consult with the university as Junior Project Partner and the respective authorities, Office a. o. of the country. The legal environment and background for delivering MOOCs in Vietnam is the main focus for our Project.