 Hello everyone, welcome to this Eden app webinar. We are very happy to be here with you. We still have people joining us. We have many people registered for this webinar. So we are very happy to share all our experience with you. Hello to people on both on the Zoom platform and also on the YouTube channel. As I said, this is an Eden webinar and I'm welcoming everyone who is attending. Our topic today is designing online courses, a practical approach. And I will shortly move to the agenda of this webinar. Today is the 7th of October. Only two days have passed since International Teachers Day. So happy birthday to all of us as I also mentioned during the webinar on Monday. In these times, we have the opportunity to be leaders of our communities and I strongly encourage you to do that. And I'm sure you are doing that. Please write in the chat your name and where you are coming from so that we can meet each other at least virtually. We see we have people from many places, from many continents, we have people from Greece, from Ireland, from Switzerland, from Palestine, from Paraguay, from Romania also, Croatia, many, many countries. Thank you all for joining this webinar. This webinar is organized by the Eden NAP, the Network of Academics and Professionals, which has a purpose of encouraging collaboration and networking possibilities for Eden NAP members. We are around 1,000 members all over the world. And it is my pleasure to give a start to this webinar by presenting my co-anchor, so just take my co-moderator. Very good colleague of mine from the NAP Steering Committee. So please let me introduce Igor Balavan, associate professor at FOI, Vice Dean for Science, International Cooperation and Projects, head of laboratory for advanced technologies in e-learning, he's coming from the University of Sagra in Croatia. Igor, please, the floor is yours. Thank you all very much. Dear ladies and gentlemen, dear panelists, presenters, dear participants, welcome. We are very honored to have you with us. We are pleased. There is a really respectable number of you attending, and I'm glad to see you from all over Europe. As a lot of you mentioned, two of us would be actually co-supervising this session. Hopefully, we will get many, many interesting examples of in-course usage of, I would say, new trends in e-learning. As already mentioned, the title of today's webinar is Designing Online Courses, a Practical Approach. So within this webinar, we would like to see how to efficiently transfer teaching practice online. At the same time, avoiding to use learning management system as online repositories. These days, teachers are actually forced to move online. Many of them have been doing that practice for many, many years. But still, many of them have been using just LMSs as the online repositories without actually moving the teaching methodology online. So with this webinar, we would like to pinpoint some useful examples on how this can be done in a very efficient way by listening to our speakers that I will announce in just a couple of minutes. Considering, I would say, the main topic, which is design online course, how to design online course, we have actually two subtopics. The first one we want to tackle is about best practices that are related to instructional and learning designs used in different online courses. And for that purpose, we have Mark Lampere with us and Marian Krashna, two professors that will speak more about that subtopic. And in the other part of the webinar, we would like to see the issues with integration of MOOCs in online courses. And for that, we have Professor Jenkins Hakan Einem and Vlad Mihayevskou, which is also a supervisor of this webinar. So as for the layouts, we have four presenters, two subtopics. We will allow 10-minute presentation per presenter. And then we will see, depending on the number and the type of your questions, we will decide whether we will have the questions immediately after the presentations or we will actually just do the presentations first and then we will allow for a discussion. So as the first presenter, I would like to announce Mark Lampere, which is senior researchers from senior researcher from the Center of Educational Technology, Tali University Estonia. Mark holds a PhD degree in educational science, as you could have read from his bio, while his main focus in research is conceptual design and analysis of affordances of technology and hands-learning systems and tools assessment of digital competence of teachers and digital maturity of schools, instructional design, the decades of computing, education. Mark is also a member of a steering group of National Strategy for Life from Learning and has contributed to development, piloting and implementation of European digital competence models, such as DIGCOM, DIGCOM OR and DIGCOM EDU. Mark, please, the floor is yours. Please share your presentation. The microphone. I'm trying to find the right window now for sharing. So 10 minutes is not much for academic people who are used to talk for 90 minutes in a row. But I'm trying to be brief. So I'm teaching instructional design to master students here in Tali University. And partly because of that, I'm going to share my experience with you, but I also put this practical guidelines of instructional design into practice recently in different contexts, in swapping my own courses which were blended courses anyway, but at some point in spring I had to switch them fully online and also I was consulting my colleagues to do the same. And I'm right now consulting also my other colleagues in the training company where we have been providing Erasmus Key Action 1 mobility courses to hundreds of European teachers. And now we are trying to switch these courses also online. And one thing that we learned is that you cannot or you should not transfer the pedagogical design that you used for your on-site course to fully online version. Radical redesign is needed. And of course, when you need some knowledge and support, it's always a good idea to ask a specialist. A specialist in redesigning the course actually, they belong to the community of professional instructional designers. So it's a good ideas, models, guidelines for a redesign process. And actually this redesign process eventually even might help you when you turn back to your normality and normal face-to-face courses because during this redesign course you usually discover some things that you didn't even notice and they actually harm your course. And one thing I recommend is to start with a really agile approach. It means that to get very fast the first part of your course online and then monitor carefully what happens and use this feedback from your first experiences or redesigning the second part. You don't need to redesign the whole course immediately when another emergency distance education period begins. So what is instructional design? It's the systematic process by which instruction is improved through the analysis of learning needs and systemic development of learning materials So I have tried in my instructional design several I think at least four courses now during the last 15 years but the last five years I have used Merrill's model and first we start with the principles of instruction defined by Merrill and actually they are quite common and very logical that he says that learning is promoted when the learners acquire concepts and principles in the context of real world tasks so it means that you can design your course only with the help of structuring it through tasks simple tasks in the beginning a little bit gradually more difficult tasks next with tasks that are performed completely independently based on the skills acquired from practice and this is what I wanted to share with you Merrill calls this instructional design model pebble in the pond probably just by using some mnemonic tricks to help you remember his model because other models are usually consisting of boxes or swim lanes or something like this but basically Merrill has also a generally linear idea but there is one very important part of Merrill's model and this is scaffolding and kind of like problem-based approach and the main idea that is different for Merrill is that he suggests to select three to five real-life cases and then to reuse for all of your tasks throughout your course and first still after identifying these three real-life cases he asks you to analyze the components of your instruction that what do you want to explain what facts, concepts, procedures and rules and how do you want to deliver it and there is a very simple model for component analysis in four types of resources tell, show, ask and do tell you explain something in generic terms like definitions of concepts or general procedures in show you illustrate with real-life examples in ask you check with self-assessment or interactive exercise whether the students understood this tell and show and then you give practical assignments and then you do where students have to actually complete it in real-life practice so this is the course I use for demo the course of teaching Microsoft Excel to 15 years old youngsters face-to-face and now when we switch it online we start for defining this so if we teach Excel to youngsters we don't use this staff cost sheets or time sheets which are typical starting points for adults in the office situation but we pick the real-life case which is relevant for youngsters it means collecting and analyzing data but classmates for instance sport results in this show and tell and show and ask and do sequences of screencasts, texts with images H5P self-tests or interactive exercises this has become one of my favorite tools recently and I really recommend it to use for this ask type of activities so this H5P is actually the bundle of 40 different interaction templates including interactive video that any teacher can easily use and then embed or import it to your Moodle platform or you can also use it outside of your LMS but through redesigning your course as a part of this show tell, ask and do components you are guaranteed to give really practical and new look to your courses and after the emergency distance education period is over I can guarantee you will not switch back to traditional lectures this is it from my side, thank you thank you very much Mark really fast, much faster than you announce in the beginning thank you, as I couldn't see any questions raising in the chat window I suggest to move to the second presenter and then to leave discussion after the other presentations are done so thank you very much Mark this is very, very useful I would say quick tips on how to do it efficiently our second presenter is professor Marjan Krashna who comes from University of Maribor professor Krashna Marjan is working in the area of application of computer education and adaptive strategies of teaching with ICT and communication interactive technologies at the faculty of arts he was also appointed to the work group for development of e-learning at the University of Maribor he was a head of quality control committee at the faculty of arts, he is also a member of student committee of creation society for information communication electronic technology and he is also a long ICT member when he was in the classroom if I understood correctly Marjan is today with his students in the classroom hopefully having some students physically present there and they will also be joining this session so Marjan please the floor is yours thank you Egor I have to tell you this, Igor called me and says I need you to be my panelist next Wednesday I said could you be more specific he says five o'clock and I said it's going to be really really nice schedule so yes I have students at the same time so I'm going to show it to you, these are my students please wave as you can see we have to maintain social distancing, it's a meter and a half so they can take the masks off and we can communicate anyway I'm going to start my 10 minutes now and give you a presentation about instructional design and let's see we have a course that has title information support for deducted strategies and these are my students today and if it's working I will show you this course has 30 hours lecture, 30 hours tutorial and 120 hours individual work and worth 6 ECTS this is quite a large course in our studying program so we have to do quite substantial working in structural design what to do in this course is to do deducted strategies in different educational levels influence, OCT support and test cases but we try to do it a bit different because I have a free hand so I do a course as a project and learning by doing so the first thing I want to give to my students is teamwork because I have seen a lot of courses that actually depends on individual work all the time so in real world it's teamwork, it's not individual work it's team and always you have to ask somebody because you're not the wisest guy in the world so how to form the team internal and external communication work assessment and relation and human resource and how to do this we see, I'll have to skip this on the other side, first we do online team forming then I give them a temporary problem and they have to do a breakdown structure and assignment, do the progress do a presentation and report and finally evaluation because every time we do anything at the end it's evaluation phase the second task is how to do the goal definition in constraints, planning, organizing, scheduling, control and also SWAT analysis and how to do this well, I give them the assignment how to do a round trip around hometown it actually involves highly involves the teamwork and we give them a competition as a team competition which is positive competition individual competition is not always positive it might be negative and it is more negative than positive then they have a presentation, proposal election, field trip and also evaluation at the end then we have distance education as you can see now they have practical experience how this can be done, self preparation how to do a document repository meeting a schedule a meeting video conferencing lectures and also do the evaluation to do how to get it back better or worse so they're going to get a self assigned task they can pick a task for themselves and do a preparation so they can prepare learning material they can use learning management system and do presentation it's totally by they're doing, they can be a creative as much as they can and they also prepare test so they have to know how to prepare electronic tests and afterwards they do a presentation of how to do some kind of evaluation and they do it as a report flip classroom is also part of this so what is the flip classroom is a theoretical background goals of the flip classroom strategies preparing the flip classroom teamwork and result presentation discussion and also at the end evaluation so I have tried to do a flip classroom with the flip classroom so why not, these are students that are not the first year, they're actually five senior students at last year so they can do it, they study the resources they select the appropriate YouTube videos lectures with the colleagues and we later have a discussion because they can always tell each other what they could do better what was not so good how can they be better at the end so how to do a student's active involvement well we can do active involvement in the classroom and also in online and we have seen in the past semester when we were first going online for true, that many of our colleagues have a problem with the students' involvement much of the time we could see that the student actually enrolled to the start of the classroom and they started to being present and after 90 minutes they were still present and after two hours they were still present so they probably had gone out and not been on the class so how to do it pro and contra the different principles, online tools for student activation gamification study if yes or no, where yes, where no social network in education, these are the questions so I give student research the topic then they study resources, test the different tools and then they do a testing with the colleagues at the end we have discussion and also evaluation and I find out it's interesting because if you do it in the groups each groups find different solutions and when they compare them at the end gives you the positive results also we must not live out economics of education we are bound with the law and recommendations, there is also a budget and the cost in education and the analysis of public available data and reports so how to do this, I give them an assignment to analyze their homeschools they will study online material, gather data reports from the Google Maps, they will actually try to find the matrices and recommendation checks because our ministry have the recommendation for the primary school and they will do reports and final discussion so I think what they find out what they should have been done and what reality is and for the end I would say active use of ICT is something that is not new to some of my colleagues but it is very very new for the others and I think that ICT is not a cure, it's just a tool application of ICT and student work is not something that should be an odd strange because every our students have lived and lived with their interactive devices every day, they have smartphones they might also have computers, laptops whatever and they use it not once a day, I would say they use it many times a day and we must not forget that collaboration and communication is really paramount in this environment and you have to find the right way and right amount where you could cut off and how to do the right communication path because if everybody can communicate with everybody you get chaos and then the students actually when they make a self-evolvation report they find out at the end what we actually go through our course and I really would like them to be a creative so I quite annoy them because I don't give them how to do it, I just give them I have to do this, how you gonna do it it's not my problem, it's yours to solve so I think that this is my time and I thank you for your listening, if you have any questions you can ask me and yes please don't make a clear distinction between lectures and tutorial because if you want to do it like I do then you can't do it, thank you thank you very much Marjan it has been really really nice to hear that actually I think I have had some education in the past months for other teachers of higher university, I have educated more than 100 people through my workshops and pretty much all of them had similar issues that you mentioned in your speeches, how to use properly the ICT actually how to use ICT as a help as the add-on, not the other way around maybe just since we have reached the I would say thematically we have covered our first topic which is about how to integrate instructional and or learning design used in different online courses we have had a fruitful discussion in the chat window between Mark and the rest of the world I would say we also have had some YouTube questions or live questions for Marjan but I would first just like to refer to the communication between Mark regarding the question about the timeframe needed to move the or to switch the teaching from face to face to online I've noticed that Mark has tried to provide the answer in the chat window but I've said that I will note down the question because this question is a rather complex especially in ways how to evaluate if the new way of delivering course is efficient or not so maybe I would first like to ask Mark if he would like to add up something to that specific question Yes, in this spring I believe that all of you or most of you experienced the same thing that this pandemic situation and also closure of schools happened so fast and unexpectedly that you didn't have time to really implement the fully full redesign process of your course it means that you had to do it on the go when school closure was announced you probably were able to only redesign the first part of your next contact day or lesson or something like that and it felt at that time as this is like firefighting method but actually this is quite common method of organizing the work in start-up software engineering companies they call it agile method it means that you try to come up very fast with the solution that can be already shown to user or your customers or in our case to our students and it's not necessarily the bad idea to start agile to do this design during your teaching because this eventually your course much better but of course most of the instructional designers would recommend to complete your redesign before you start teaching a new format of the course and that's why I cannot say how much it takes time and also there are very different expectations for instance we have been discussing in our university the video lecture part because this is one thing that we learned during the first two weeks of distance education in spring so in zoom you cannot give long lectures anymore because they are so boring everybody goes asleep they will switch their screen and the camera off and they are gone so it means that if it's a lecture you have to pre-record it and then we have like three different quality levels and expectations so one of my colleague he says that absolute minimum for him is 4k and the equipment that costs around 450 euros and this is absolute minimum he cannot move his quality of the video lower than that it includes wireless microphones and everything so I would say most of my colleagues are quite happy with this 50 euros a nice webcam with good microphone this will do the trick and then we have also professional educational technology support people in our university who would come with 4k cameras always two cameras from two different angles and so on professional cut and everything which makes it really expensive so everybody has to set their expectation level where they feel comfortable when their students feel comfortable so there is no one single solution or answer thank you perfect Mark thank you very much for the answer I could very much agree with you because we have also tried out with a number of different length of the videos most efficient ones are like 5 to 10 minutes but many small ones which are really something that the students will take a look at and as for the transferring course maybe I can just point out to my example we have had two courses that we have actually migrated I would say according to the instructional designs fully into online courses but three people were doing that as we go so from week to week and yes in the end we have had a course also redesigned as the courses have ended because we did it along the way but now yes we have finished the courses that are pretty much good and in line with instructional design and we even used the learning management system because for example I worked with 300 students and we did the program learning we did much we did a bunch of rules within the system so the large number of students get the feedback from the system much more quicker than they would do it for example if I need to do it manually but yes thank you thank you very much as for the Maria's question if you can note in question and answer session there was a question and Marian responded so if Tatiana has any other questions she can put it in the box as well so at this stage I would like to thank to both presenters Marian and Mart both for the presenting part and for the discussion very very fruitful and quality discussion now let's move to the second part of this webinar that will be dealing with the integration of MOOCs in online learning courses for this part I would like to ask our dear guest Cenkis Hakkan Aydin who is a full professor at Andolu University of Turkey to share with us his presentation maybe just a few words about professor Aydin except being a full professor in Andolu University of Turkey he has been there offering courses in the field of open and distance learning and he has also served as instructional designer in the open education system his current research interests focus on the design and development of open business learning environments of new technologies into open and distance learning open educational resources and massive open online courses professor Aydin is also a member of many respective international bodies related to education so please professor Aydin share with us your presentation thank you thank you for this opportunity and thank you for the nice introduction let me start with sharing my screen and the presentation I promise I will try to be quick although you mentioned there are two things I would like to express about myself one of them is I have been trying to learn distance education since 85 it was the year 35 years ago I start learning about distance education open and distance learning actually this is how I call it well and still trying to learn how we can really provide better learning opportunities through open and distance learning to the everyone who wants to learn the second one is about the last item I have actually I always say that I have 120 doctors we have a basketball team all of them almost are girls and they come from the vulnerable vulnerable groups so we try to provide them both education well education and also try to make them good basketball players one of them is currently playing in the Spur League of Turkey we are proud of it and another thing that I have been doing is what we call Akadema which is actually a MOOC platform we started like five years ago now we reached 120 courses offered by the University professors majority of them currently are guided study mode which means there are real instructors who interact with the students in this MOOC environment we don't have courses like millions of students but we have some thousands of them our instructors are struggling but still it's a good challenge for them and we learned a lot I wanted to express this MOOC platform because first of all we started it as I said five years ago without before the pandemic and everything the goal was to open up our educational opportunities our experiences, our resource to everybody but at the same time we had two different goals that we didn't really mention anywhere the first one was to help instructors to acquire skills about teaching online and we see now really well that it worked those instructors who offered courses in our environment transferred their face-to-face courses easily into online mode during the pandemic so we reached one of our hidden goals the second one was also related to trained instructors showing them how to teach courses in different fields not only social sciences but also at the same time in science field, in medical science in health fields and also in performing arts like music and all the others and that kind of physical arts all these kind of courses can be taught online so we are proud that we did this project especially now we are collecting our its benefits especially during the pandemic and now the next term also we are a part of OpenUpEd initiative where I am also trying to help people to sort of publicize to share their MOOCs I mean the Unipine University MOOCs and also I would like to share two of my courses what I am doing is this is also started before pandemic since I believe in the power of MOOCs for example in this course it's a research methods in social sciences course it's a masters level course in this course I ask my students choose one of the MOOCs where I prepare I first make a list of courses that will start and end during the time of my course usually I choose shorter courses like four or six weeks long courses and I use Coursera courses edX courses, future learn courses all different kinds of MOOC providers courses and prepare a list that will also create an impact on my course and provide some more experience to my students for example in this course in research methods course I usually choose some of the courses that are focusing on that are focusing on specific statistics analysis that kind of courses and I ask my students to complete at least one course and from my assessment you see that they get 25% of their whole grade from completing that MOOC which is really a working method and students are showing real interest in this so they are taking a course usually gaining a certificate as an add-on to my course plus they are completing one of the requirements of my course this is master's course but at the same time I use it in my undergraduate courses too here you see only 20% but midterm is more important here so it's 30% but 20% is for completing a MOOC is not really bad and the course is about educational communications so this is the whole assessment system for me for my courses what we've been telling everybody that I am also sort of consulting some of the universities along with my university in Turkey I'm always telling professors that especially during the pandemic they don't have to create all those materials by themselves or they don't try to create all different kinds of activities of course they have to design and they have to do their own courses they have to own their courses but at the same time as a part of their courses that's what I have been doing for years and it works very well besides not just courses we can sort of blend a program where we can use some of the MOOCs as a part of the program requirement as a standalone course or courses students should complete to be able to get a credit for their program so this is also there are some examples not many in Turkey but in other part of the world there are a lot of examples and they are working very well so for this presentation my main message will be please think about integrating MOOCs into your individual courses and at the same time when you are designing a program think about available materials available courses so they will be quite a good add-on or added value for your courses and programs not just integrating whole courses or programs but at the same time what you can do there are a lot of nice pedagogical approaches in different MOOCs and what I do is simply I register a lot of MOOCs every time I don't complete any of them but I get really good design ideas out of those MOOCs and implement some of those pedagogical ideas or sort of sort of adapt those ideas into my courses and actually students will be able to see different approaches in my courses so this is what I have been doing but at the same time we have a project five institutions throughout Europe we came together FHM from Germany Vlad from University of Politecnica Kaunas University of Technology My University and the University of Politecnica University of Porto we came together to design and conduct this project in this project we are also focusing on how to integrate MOOCs or MOOC-based pedagogies into courses and also in the programs please follow our project and if you can ask any question if you like that's my message that's my presentation, thank you very much Thank you very much since you have been presenting Haqqan there has been also a lively discussion going on in the chat window and in the questions and answer session so I would like to invite you to have time during this session to take a look at the questions in the last session and try to respond what you can and maybe if there are some questions still pending after we have the last presentation then you can answer in live, okay? Sure, sure, thank you I'm trying to look at the questions now Thank you and the last presenter but not the least important is our colleague Vlad who is as already mentioned in the beginning Eden Knapp Chair, Student Committee Chair Vlad is with the Faculty of Electronics, Telecommunications and Information Technology Polytechnica University of Tabishuara Vlad holds a PhD in Educational and Technological Models of MOOCs and has more than 10 years experience as a training teacher in areas like Multimedia Technology, Social Media, E-Tourism E-Learning, Usability, Programming, Self-School and Centra He has authored over 25 scientific papers and book chapters published in international conferences and journals He is also involved in several European research projects in the field of E-Learning Please, now the floor is yours Thank you Igor for this very nice presentation It's very difficult to present after so good presentations from our colleagues and so interesting presentations when you get in your head all the good debates and questions It's very hard not to switch from what you were talking to preparing and just continue the discussion This is what makes a good webinar interactive and I'm really happy that we have this opportunity to both present and then interact with these Q&A's I'm going to talk about how we integrate MOOCs in our university, the Polytechnica University of Tabishuara and you will see that our approach is in some ways similar to the one from Anadola University which you just saw from our colleague Hakan just previously So we have been integrating MOOCs and OERs into our courses since 2013 We are around 20 teachers from my university who are doing this and we do this in over 20 courses in programs but also some from bachelor programs Our university is mainly an engineering one so most of these courses are ICT related. Of course during these times much more teachers joined our ranks and I'm sure if we ask correctly these numbers will grow. So I'm going to give you one particular example of how you can easily integrate MOOCs into your courses. What we do is we identify a list of MOOCs and students are given this list so that they can each choose one MOOC to follow. For example if we have a course related to programming then we look for MOOCs which are related to that topic. We try to find MOOCs both from several platforms from all over the world. Not only in English we try to offer several languages so that the language barrier is overpassed. What the students need to do after choosing the MOOC is to follow that. They are not required to pay for anything so they only have to do the activities which are free. After they finish they need to do a report which is graded. The report contains their experience during that MOOC not only what they learned but also how they felt what they think about usability aspects about learning design so that we can see what they love and what they hate about these courses. In the end they do a presentation in a plenary session with all of their colleagues so that they can interact with each other and ask questions. After that, after we finish, we do a questionnaire to evaluate their work and to help us in our research for further improvement of our courses. So if you see that students tend to like some aspects of a course you can then try to redesign your course taking them into consideration. This is in respect to the discussion which just started in the chat 10 minutes ago about using and involving students for redesigning our courses. Our students need to show us the completion rates of their courses. You see here some courses from an European project we were involved in, open virtual mobility which has very nice courses still free and available and students were taking the screenshots besides writing reports so that they can prove also their involvement in the courses. Also they show us the badges they received. Many of our students were not familiar with digital badges and the fact that they can use these digital badges to improve their portfolios and to promote their work and their achievements on social media was very interesting for them. What were the conclusions of this type of activity? The students loved the freshness of this idea the novelty of listening to different type of course, not the same courses they were used to in our university because they think outside the box if they change the type of course also they had some challenges because the language barrier can be a challenge and also they experience various frustrations in regards to peer assessment for example when they put effort and passion into assessing a task and their peer does not then we can see some frustrations and if you don't know who that person is then they don't know how to solve them also the participation was very good because they had the opportunity to learn in an international environment which is very good for them and they find it useful because since they have the possibility to choose from a list then they usually choose something that is useful for them for their careers, for their interests so they have the possibility to learn something besides what we already are planning to show them in our courses we are doing not only integration of outside MOOCs in our university we also developed our own MOOC platform UniCampus it's called which is the first Romanian MOOC platform it was initiated by the Learning Center from my university in 2014 and it is based on Moodle since most of the Romanian universities are using Moodle as their LMS platforms also we developed a mobile app for this platform it is not very populated yet with courses we are working on it but there are some courses especially in relation to open educational resources and digital skills from various events and workshops which we held students and whoever registers to this open platform can access videos and presentations which were presented in that section we also put some assignments so that they feel more course alike also inside this platform what we inserted was a course related to another project which we are involved in a project where we also involve students for testing the usability and of the learning design so the project is digital culture and its purpose is to improve the digital competencies and the social inclusion of adults in the creative industries since creative industries are extremely large as an area we can find something in this course for each student no matter their interest and their specialization the purpose of this was to enhance awareness of the need for training in digital skills for creative industries also to design and validate cross-country guidelines for digital competencies for the creative industries we created an integrated virtual learning hub which I already mentioned in the campus and in this hub we designed, developed and delivered a digital skills and social inclusion for a creative industries course this is translated into all partners of languages and it has a lot of MOOCs and OERs integrated we also introduced digital skills, e-assessment and open badges in creative industries and we try to encourage collaboration in this respect for this big MOOC we have 13 mini MOOCs 13 mini courses which are designed each as an individual MOOC on topics which vary from internet basics to digital safety AR, VR, social media and several other interesting topics which you can see and as I said we try to think this as a multi-language online platform and where the courses are hosted you can see here how it looks as I said we have the 13 courses, some of them are already available some of them will be in the near future and all of them are thought for a basic level training what is included in these courses but our OERs are best practices in the field are various examples from culture and technology also examples of digital artists and various study cases which can be useful for students and participants also as I said we introduced digital open badges for the digital culture project which will offer the participants also the possibility to share this in their e-portfolio I want to leave you with some things to remember, why to integrate these courses and why to involve students in MOOC courses MOOC design and in your traditional education. For students it is a very good new learning experience they develop several skills in autonomy critical thinking, digital literacy, creativity collaboration, they curate information they learn how to analyze and synthesize if you ask them to do the reports and also their satisfaction levels are very high they were very happy with this activity and then for us the teachers we have the opportunity to curate MOOCs and OERs and we also get new skills we learn how to do a better evaluation, to do a better assessment we improve our digital literacy, we can learn how to facilitate local learning communities and last but not least we get fresh new courses so thank you for listening to this presentation, you can contact me on either of these channels and I'm happy to answer questions and to see what other questions are from my fellow speakers thank you, Igor? Thank you a lot, thank you very much yes there has been some discussion developing the questions and answers session since we are pretty much running out of time I noticed one interesting question here maybe for both presenters what should be the evaluation strategy if we want to integrate MOOC or OVR courses in an academic program so this is the question I would like to pinpoint from the chat window and maybe you can refer or Hakam can refer to this question let me go first actually briefly about the evaluation briefly about the evaluation I ask students to reflect on what they learned and I follow up students' progress, I always every week or every two weeks I ask students what they learned in that course and I use that as one of the assessment strategy self-evaluation, self-reflection of the student I think it's an important tool your turn, you have more to say actually I agree with what you are saying the evaluation strategy should be a mixed one because we need to take into account the experience of our teachers and to take into account the whole purpose of the program where we are introducing this MOOC but on the other hand we need to take into account the opinion of students because we are designing the courses for students we think that we designed the courses for us we think that they are fine, they are very good courses but we are not asking the students what they think about the courses or what is that is fine, it is not fine at all for them so I think that the process of evaluating the strategy of integration should go both ways both the teacher side and academia and also the students of course student has to present a certification or at least if it's free, at least a letter or an email showing that they completed the course that's what I was saying we also do at the end a general discussion where we can ask some questions so that we realize the quality of that OER, that MOOC if we have a little more experience with this then we can easily find out from those questions from the answers of the students if it is good quality or not I think it was also for Hakkan from Ken, he was asking how do we scale these ideas because there are many instances where we have both good and bad examples and it is very difficult to scale integration of MOOCs into courses maybe Hakkan can try an answer for this one as well well, I think it depends on the context there are some instances still you can sort of scale up that idea and you can integrate there are a lot of examples like MicroMasters or short learning programs you can use that kind of ideas to scale all these scale up to your project or this integration even for example in my undergraduate courses I have like 50 students 50 is for some people may not be too many but still it is a big group I think I am doing well following or monitoring what they are doing in those MOOCs but I cannot imagine if it is like 100 or something to measure but the idea is someone else for example wrote peer assessment self-assessment those are the ideas we should integrate our courses to be able to also scale up those integrations okay, thank you very much maybe final question for all presenters you have presented I would say pretty much in line with your subtopics and now what we would like to maybe see for the end according to your opinion what is the biggest challenge in the field for Mart and Marjan in the field of this instructional and learning design moving or switching from face to face online course maybe for blood and Hakan in respect to integration of MOOCs in online courses maybe we can go by the order of presentation yes I would say probably the biggest challenge is not skills to use some new tools because you can acquire them very fast once you get started I think the biggest challenge is to leave go your old design when you start to redesign the course with the same content to the new format and you probably cannot let it go the first try so that's why I say that I really like this agile and iterative redesign process that you move step by step you continuously reflect on what went wrong and you involve your students in giving some ideas and making the course more appealing challenging and interesting for them engaging but it takes some time and it probably needs really I would say in Estonian language we say the cold stomach it means that you need to handle lots of uncertainty and not all people can especially among teachers and lecturers in universities can handle such level of uncertainty especially if they have been teaching the same course for years and years in face to face mode but yeah it's like swimming once you jump in the water and start moving your legs and you probably will survive and over the time you will polish your skills and you will be ready to listen to the guidelines of the experts in our case the instructional designers thank you but you shouldn't stop moving your hands and legs otherwise you will thank you very much Marc Mane I think that Marc opened the question it's a let go and change mind it's the biggest challenge I guess and it's not that the old teachers has the most problem with some of my colleagues that are you know having 30 years of experience I guess they switch immediately because this is a challenge but then I can see the younger colleagues that they couldn't leave their chalk so that's the problem I think that's a mentality how to change it, how to leave the comfort zone I think that's something that has worked before to something that is new that's untested and I think that that this corona is not just bad I think it's good because we were forced to change and because we were forced to change everybody can see that this is not something that is unfeasible, untested, untrustful you know because as I said before some did it better than the others and if you just give assignment to the students and leave them for months and not having a discussion with them then this is not the online course I think this is sub-study but if you have a conversation with them then it's also a problem with the teacher and students because they find out that the working hours of a day has extended it is not just from 8 to 5 or something like these 8 hours a day but it starts in early morning and it starts late at night or maybe early hours in night because when you are always online and when you try to give the students responses and during the midnight I find myself you know that I actually I'm kind of stupid because I was answering students at one o'clock in the night when I shouldn't actually, I should give them a good example not to let these gadgets roll your life and I think that we will have to work on these topics too Thank you Maria, thank you very much and now let's move to Hakam I agree with the previous panelists they already expressed some of my ideas I will say one of the biggest problems is resistance resistance of the instructors at the same time resistance of the minds of the students also they are coming with higher education, they are coming with some preconceptions about learning they acquire during their K-12 education and when you try to do something different they resist you at the same time instructors resist you to change their mindset so that's the biggest challenge we've been dealing at least in the institutions that I am involved in but the solution is simple they tested that they can do it at a distance, they can use some technologies now our challenges at the same time to change their preconceptions that they gain during that pandemic during last semester because majority of the people started to teach only with the synchronous tools it is not distance education, it is just an imitation we have to also deal with this mindset but what happens when you ask them especially if the university or if the administrators support you and when you show them the right ways when they start swimming and moving their hands and legs they change easily that's what I saw and there's one more thing we have to be careful about intellectual property rights that's a big challenge for many instructors to resist sharing their materials sharing their designs and we have to have good legislations to keep their to secure their intellectual property rights thank you perfect Haka, thank you very much what? as all of these challenges also apply to me I'm going to move on a different layer one of my main challenges now is how to design the courses with the correct amount of activities for students in order not to overwhelm them because many of us now when we move to online we thought okay we need to give more activities to students because they have more time to do them because we don't ask them to come to school so we overwhelm them with many activities especially if all of them have the deadlines in the same period at the end of the semester and we don't evaluate as Marian said from time to time then they will do everything in the last minute and they will do a poor job and we are going to stress them a lot so I don't have a solution for this still working on it but I think this is my challenge as we have seen it's not simple to define only one note and say yes this is the main issue but rather we have many many parallel things that needs to be tackled and responded to so in the end I would like to thank once more and again to first of the presenters and then to all of you who took the time to attend the session who put your voice in the chat window who have discussed with us so thank you for your active participation and very fruitful discussion it has been a pleasure to listen to all the presentations and to also being part of this lively discussion during today's session on behalf of Vlad and me and on behalf of the Eden Lab Steering Committee and on behalf of organizers I wish you all a very nice day and kindly invite you to follow Eden and Eden Lab webinars in the future thank you very much, take care and have a nice day