µMOOCs for lecturers – O4

Main goal: Development of CPD Materials and Modules

Synopsis

In line with the goals of the O4 (CPD MOOCs) initiative, we have developed a series of concise, freely accessible online modules specifically designed to improve STEM-CPD. Based on the roadmap outlined in Initiative O1 (The road map of the project), we prioritized the identification of key topic areas and used these to determine the content of our modules. These online modules have been designed to serve as valuable resources for faculty at European Union universities, providing guidance on effective teaching practices. The modules have been positioned as an important component of the O3( STEM-CPD scenarios and user cases) initiative.

Focusing on areas such as laboratory safety, the use of rubrics to assess laboratory work, and guidance on the use of specific digital tools in a pedagogically relevant context (TPACK), our modules aim to transform the approach to teaching and learning. Each micro-online course (µMOOC) developed under this initiative is designed around a specific teaching/learning concept and is based on an active learning approach. Each course has been structured so that students can complete it in about an hour to ensure concise but effective delivery of the content.

These modules were enriched with embedded media content, including reading materials, short video clips, and assignments. In addition, teachers who joined the ranks of CPD Ambassadors – Initiative O5 (STEM – CPD Summer Schools) actively participated in the creation of these µMOOCs, working in small, internationally mixed groups on their common requirements. Our online modules were developed with an active online learning approach and a constructivist orientation following the ADDIE (Analysis,Design,Development,Implementation,Evaluation) development model. We are proud to host our µMOOCs on ECTNMOOCS.EU, a platform we innovatively developed from the established open source platform Open edX.

Currently, we offer 25 microMOOCs for university lecturers on our online platform. Check them out at ECTNMOOCS.

Main Objectives

The main objectives of this initiative is to formulate a series of micro-MOOCs. To do this successfully, we have set the following goals:

• Conceptualization of online courses: develop comprehensive online courses, each based on a unique teaching/learning concept.
• Realization of µMOOCs: Develop µMOOCs that contain a range of resources to enrich learning, including media-enriched reading materials, concise video clips, and assignments.
• Facilitate active learning: ensure courses promote active learning by using engaging and interactive design.
• Promote international collaboration: facilitate collaboration among faculty from different countries in the development of these modules to promote a diverse and inclusive range of educational perspectives.
• Use an effective development model: Adhere to the ADDIE development model to create high-quality and effective learning experiences.
• Ensure accessibility: Ensure accessibility by hosting the modules on our open source platform ECTNMOOCS

By achieving these goals, we aim to change the approach to improving STEM-CPD and revolutionize teaching methods.

Outputs

What is a µMOOC?

A MOOC, or Massive Open Online Course, is a type of educational course which is made available over the internet to a very large number of people. The “massive” component refers to the scale of enrollment, with some courses having thousands or even millions of students from all around the world. The “open” component means that these courses are open to anyone with an internet connection, without prerequisites or formal admission requirements.

A µMOOC is a didactic online activity in which a topic is usually presented in the most condensed and informative form possible. The duration of the µMOOC, which includes all the activities that the learner must complete in the course, should not exceed two hours. As part of a broader course, the individual µMOOC can also be a completely stand-alone learning unit. Participants receive a certificate for successfully completing a µMOOC, but they can also be rewarded with microcredits, which they then combine.

A template for design and development of a µMOOC is avaible here: µMOOC Template

Who are the ECTN µMOOCs for?

So the target audience for ECTN µMOOCs is primarily teachers in higher education, especially those teaching in the sciences (given ECTN’s focus on chemistry). These courses can help educators improve their teaching strategies, especially with regard to incorporating digital technologies and modern pedagogical theories into their teaching practices.
They could be useful for educators who:

• Want to update their knowledge of the latest didactic methods in science.
• Want to learn about effective pedagogical processes and strategies for the digital age.
• Enhance their ICT skills for use in teaching and learning.
• Understand the TPACK model and apply it to instructional design.

What is the ECTNMOOC.EU online platform?

ECTNMOOC.EU delivers its online micro-modules through the OpenEdX platform, a popular, free and open source course management system. These modules are designed to promote STEM – oriented professional development (CPD) for educators and cover various topics such as safety protocols for labs, grading rubrics for lab work, and how to best use digital teaching tools (TPACK).

Each module is based on the µMOOC format, focuses on a particular teaching or learning concept, and can typically be completed within a few hours. Modules include engaging, media-rich readings, concise video tutorials, and hands-on assignments to create an intensive and interactive learning experience.

In developing the modules, great emphasis was placed on active learning and a constructivist approach. The modules were designed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. OpenEdX’s robust, user-friendly, and flexible platform ensures a smooth, enjoyable, and useful learning experience for all participants.

You can find our µMOOCs on the following website: ECTNMOOCS

The list of our µMOOCs

Are you interested in creating your own µMOOC course, but unsure where to begin? Kick-start your journey with our two dedicated µMOOCs that guide you through the process. These courses are specifically designed to provide you with the knowledge and tools to create your own engaging and effective µMOOC.

	How to Create a microMOOC Course? In this course, you will learn how to develop a microMOOC: from the idea to the definition of the ILOs and the development of the content to the final product. #microMOOC #online course #Open edX
	MicroMOOCs with Open edX Learn to create engaging online courses using the Open edX platform. Develop your skills in course creation, content design, and assessment. Join now! #microMOOCs #Open edX #Studio

Join us in our two µMOOCs specifically designed to boost your teaching skills. In “Facilitating Project-based and Problem-based Learning with the use of Moodle”, you’ll explore the benefits of Project-based and Problem-based learning for both you and your students. Our second course, “Mastering the Flipped Classroom: The Power of the Guide on the Side”, offers valuable insights into the flipped classroom approach to foster active learning. Ideal for higher education educators, these courses offer innovative strategies to revitalize your teaching techniques and engage students effectively

	Facilitating project-based and problem-based learning with the use of Moodle This course is about Project-based and Problem-based learning, how it can benefit both you and your students.
	Mastering the Flipped Classroom: The Power of the Guide on the Side In this course, you will learn about the flipped classroom instructional approach. #Flipped Classroom #Active-Learning #Higher Education

We invite you to join our selection of µMOOCs focused on student assessment. Learn how peer assessments can enhance learning, delve into the creation of effective rubrics for peer evaluation, and explore how to provide constructive feedback in STEM education. Tackle the challenge of online assessment in large classes and discover how to design engaging self-evaluation tests. These µMOOCs are perfect tools to refine your assessment techniques and enhance the learning experience for your students. Enroll today!

	Better evaluation with students peer assessment Discover how peer assessments can enhance student learning and improve communication, collaboration, and writing skills. #Peer assessments #Student learning #Rubric creation
	Rubrics for students peer assessment This course describes Rubrics as a tool for peer assessment. Participants will learn to prepare rubrics for P2P assessment #Assessment #Rubrics #P2P
	Assessment for learning – providing feedback This course is intended to improve STEM teachers’ ability to provide feedback that supports students learning. #Feedback #Assessment #Motivation
	Continuous online assessment for large classes This course is designed for teachers of STEM subjects who work in higher education institutions #Assessment #Large-classes
	How to design innovative on-line continuous self-evaluation tests In this microMOOC, we intend to provide insights into how to design and create stimulating self-evaluation tests. #Assessment #H5P #self-evaluation

Explore the transformative potential of 3D printing in STEM education with our engaging µMOOCs. Discover how this innovative technology can revolutionize learning, overcome training and resource challenges, and facilitate creativity. Dive deep into the world of molecular modeling with 3D printing, breaking down traditional barriers to enhance STEM education. Join these forward-thinking courses today to uplift your teaching approach and elevate student learning.

	3D Printing for STEM Educators 3D printing in higher education can revolutionize learning, but training, resource & time constraints hinder adoption. This MicroMOOC solve this. #3D Printing #Creativity #TPACK
	3D Printing of Molecular Models Revolutionize STEM education with our comprehensive 3D printing course, enhancing learning through hands-on molecular modelling & overcoming barriers. #3D Printing #Molecules #STEM

We warmly invite you to participate in our specially designed µMOOCs aimed at enhancing communication and understanding within STEM education. In our first course, improve your communication skills as a university teacher, fostering stronger interactions between students and scientists. Our second offering delves into the detection and clarification of misconceptions in STEM classes, equipping you with the tools to enhance understanding. Finally, learn how to identify and bridge pre-knowledge gaps in your courses, ensuring all students can succeed.

	Communication between students and scientists This course aims to improve the communication skills of university teachers in STEM education. #Soft-skills #Communication #STEM
	How to elicit misconceptions In this course, we will learn how to expose misconceptions in STEM classes at High education institutions. #Misconception #Communication
	Bridging Pre-Knowledge Gaps In this course, lecturers will explore whether pre-knowledge gaps occur in their course and what they are. Also, the course provides lecturers with possible solutions to deal with these gaps. #Communication #Bridging gaps

O4 Leaders: Črtomir Podlipnik, Krištof Kranjc

Affiliation: Faculty of Chemistry and Chemical Technology, University of Ljubljana (Ljublijana, Slovenia)

Disclaimer: The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.