Implementation and experience assessment of a Massive Online Open Course (MOOC) at the Universitat Jaume I

Comunicació presentada a ICERI 2014 7th annual International Conference of Education, Research and Innovation (Seville, Spain. 17-19 November, 2014).The MOOCs come to represent for public University the end of an institution of this kind: open transference of knowledge . Faced with the emergence of this new form of learning, there are news similar to, "the San Jose State University decides to ‘pause’ the experiment Udacity. The reason? Learning outcomes of the MOOC students are not similar to the attendance ones". Any university that is interested should consider some important aspects before implementing the use of the new active methodologies for dissemination of knowledge. Besides other issues identified below, the present study should be to reflect on the usefulness and interest of the MOOC and what should be taken into account to improve results in the case of courses with a mainly vocational guidance. Therefore, based on a case study released by the Universitat Jaume I in 2014, six aspects will be analyzed: (1) What are the reasons that led a group of professors in the Department of Mechanical Engineering and Construction of the Universitat Jaume I to conduct a MOOC on "Urban Regeneration", who also form working group on the project VIA UJI équipe (team participating in the Solar Decathlon Europe 2014). (2) What is the format that appeals to your followers? (3) What is the level of monitoring that students do? (4) What profile of student enrols, endures, continues and finishes a MOOC? (5) What differences can be identified between a MOOC and an on-site training? (6) What benefits obtain teachers and students? With the analysis and monitoring of the MOOC, "Europe 2020: Urban Regeneration" at the Universitat Jaume I, it is intended to answer many questions for creators and supporters of new teaching methodologies, who defend the "open source ". The main conclusions drawn are that the approach and theme of the MOOC must be designed with an appropriate format to ensure the maximum audience and the lowest dropout rate. Therefore, MOOCs can be oriented towards a professional field if design and implementation are based in issues that raise awareness and prepare for major changes in the professional activities of course followers. In addition, the exchange of knowledge and information generated in the course creates a high interest, making the MOOCs a valuable tool whose benefits should be made known to society