Área de Sistemas de la Información y las Comunicaciones
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- PublicationWhat Does the Data Say about Effective University Online Internships? The Universitat Politecnica de Valencia Experience Using MOOC during COVID-19 Lockdown(MDPI AG, 2022-01) Despujol Zabala, Ignacio; Castañeda, Linda; Turró Ribalta, Carlos; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones; European Commission; Universitat Politècnica de València[EN] Universitat Politecnica de Valencia's students can take in-company internships during their bachelor's degrees, and, with the COVID-19 lockdown, 224 students had their internships cancelled. EdX launched a free certificate initiative for its partners, and UPV gave the possibility of using MOOCs to cover for the credit needed to graduate. We have tried to answer the question, "Is it possible to use MOOCs to replace an in-company internship in an emergency?" using Learning Analytics; 179 students chose this possibility. More than 90% of the students got their academic credit, and their satisfaction with the initiative was 4.6/5. They scored MOOCs' quality with 4/5 and the contribution of MOOCs to their careers with 3.6/5; 95% will take a MOOC, and 69.3% think it is worth paying for the certificate. The answers to the question evaluating if MOOCs had given them the same knowledge as a company internship are positive but much less conclusive, with an average of 2.87/5. We conclude that MOOCs achieved the pursued goal during the emergency. With more time for planning and extra resources for remote support, they can be a good solution in environments where online is the only choice, and they can even be used as a tool to reinforce some of the knowledge needed to be successful in a traditional internship.
- PublicationDeveloping a MOOC Initiative: lessons learnt from The Universitat Politecnica de Valencia experience(Anadolu University, 2018) Despujol Zabala, Ignacio; Castañeda Quintero, Linda; Turró Ribalta, Carlos; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones[EN] Universitat Politecnica de Valencia (UPV) was the European institution with more MOOC course runs done by December 2016. This paper describes and analyses the decision-making process, and rationale of the development of this low budget real MOOC institutional initiative carried out by a traditional higher educational medium sized institution. This analysis is done using an Evaluative Research (ER) method based on an iterative approach of 6 cycles of formative evaluation. It has been a multiple stage process that includes many aspects. In this paper, we will analyze two of them: the creation, organization and management of a fast and cheap MOOC production process, including the several tools, plans, and procedures that have enabled UPV to create courses fast and with a low-cost; and the technical evolution of the initiative, with the different platforms that have been used. As a consequence of this process, UPV has its own platform (upvx.es) based on openedX and is a member of edx.org, with 50 courses, 177 editions, and more than 632.000 enrollments. The completion rate is 8.69%, and post-course surveys reveal a high level of satisfaction from students. The paper will finish addressing the challenges of making this an entirely self-sustainable initiative and reflecting about what is required for evaluating this experience globally.
- PublicationIntegración del “User Experience Questionnaire Short” en MOOCs UPV*(Editorial Universitat Politècnica de València, 2018-09-26) Sanchis Font, Rosario; Castro Bleda, María José; Turró Ribalta, Carlos; Despujol Zabala, Ignacio; Dpto. de Sistemas Informáticos y Computación; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones; Escuela Técnica Superior de Ingeniería Informática; Instituto Universitario Valenciano de Investigación en Inteligencia Artificial; Universitat Politècnica de València[EN] The assessment of the learning experience of Massive Open Online Courses (MOOCs) at Universitat Polit`ecnica de Val`encia (UPV) is currently performed through a questionnaire which only evaluates the pedagogical methodology and the functionality of the platforms edX and UPVx, without registering the pleasure of the learning experience. This paper shows the integration of User eXperience (UX) perspective in this questionnaire. User perception on usability and pleasure of using the e-learning platform will be measured in order to achieve a deeper knowledge of users preferences with the ultimate goal to upgrade the UPV MOOCs. To this end, the short version of the validated UX questionnaire of Thomaschewski (2017) “User Experience Questionnaire Short” (UEQ-S) has been adapted to Spanish for UPV MOOC users in order to retrieve answers about joy of use, attractiveness, efficiency and usability of UPV MOOC platforms. In conclusion, the integration of the adapted UEQ-S within the current UPV MOOC questionnaire will provide us new data for further research on the interaction within the platform. The aim is to enhance and improve the future learning experience in UPV MOOCs in order to position them as the best global massive open online courses and UPV as the top world-wide reference in MOOCs.
- PublicationMOOCs as a massive learning resource for a Higher Education Community. The Universitat Politècnica de València experience using the EdX remote access program(Springer-Verlag, 2022-11) Despujol Zabala, Ignacio; Castañeda, Linda; Turró Ribalta, Carlos; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones; European Commission; Universitat Politècnica de València[EN] During the 2020 COVID-19 lockdown, edX launched an initiative, called the Remote Access Program, to give access to free certificates for its Massive Open Online Courses (MOOCs) to the communities of its partners. This paper describes the experience of a Higher Education (HE) institution in Europe participating in this initiative as a strategic action to spread MOOCs, not just as a resource to open the university educational offer but also to improve the professional development possibilities of its community. This case study explores general data about the participation of over 7,700 people (23,4% of the Universitat Politècnica de Valencia¿s community) in these courses and data from participants (1,515) about their initiative perceptions. The data obtained evaluates how a university community integrates MOOCs into their day-to-day life under certain conditions and their perception of the quality and usefulness of the courses. Data shows most of the community did not have experience or knowledge about MOOCs (73%), they used it (they obtained 5,202 certificates, a 33% completion rate), they value the course quality (4.1/5) and are happy with the initiative (4.7/5), and they think MOOCs will be useful for their career (3.67/5) and will take more MOOCs in the future (98%, with 71% thinking it is worth paying for the certificate). These results remark the importance of thinking about MOOCs in HE Institutions not just as a punctual resource but as a strategic investment affecting the university teaching offer, the professional development of its community, and their social compromise.