BestPracticesInEuropeanUnionAndLatinAmericanCollaborativeMoocEducation

FirstEdition,2018

Attribution-ShareAlike4.0International(CCBY-SA4.0)

TogiveErasmus+UniversidaddelaLagunaFundaciónGeneraldelaUniversidaddelaLagunaUniversidadAutónomadelEstadodeMéxicoBuckinghamshireNewUniversityUniversitàTelematicaInternazionaleUNINETTUNOUniversidadMetropolitanaparalaEducaciónyelTrabajoUniversidadNacionaldelRosarioUniversidaddelDesarrolloEmpresarialyPedagógicoEVMNovagobAV6CLAD

Thislicenseallowsotherstoremix,retouch,andcreatefromtheirwork,evenforcommercialpurposes,aslongastheygivecreditandlicensetheirnewcreationsunderthesameterms.

ISBN:Inprocess

HechoenMéxico/MadeinMexico

EditorsFundaciónGeneraldelaUniversidaddelaLaguna

Lic.FranciscoYerayRamosSapenaLic.JuanMiguelAbreuGonzález

Dr.JulioBritoSantana

UniversidaddelaLagunaDr.AndrésGonzálezNovoaDra.ÁngelaSierraGonzález

Dra.MaríaLourdesGonzálezLuisDr.PedroPereraMéndez

BuckinghamshireNewUniversityPhD.FlorinLoras

PhD.IndrachapaBandaraPhD.NickEade

UniversidadAutónomadelEstadodeMéxicoDr.DavidValleCruz

Lic.JorgeHurtadoBarajasJosuéVegaHernández

Dr.RodrigoSandovalAlmazán

UniversidaddelDesarrolloEmpresarialyPedagógicoLic.ErnestolunaMartínez

Ing.GonzaloRodríguezPineda

Mtro.JorgeEnriquePérezLaraDr.OscarMauricioCovarrubiasMoreno

UniversidadMetropolitanaparalaEducaciónyelTrabajoLic.AgustínRoda

Lic.AnalíaSalvatierraMtra.CamilaChirino

Dr.DiegoPandoLic.ExequielMeza

UniversidadNacionaldelRosarioLic.ExequielRodríguezMtra.IreneCastagnaniLic.MarcelodelaTorre

Lic.NoeliaRadynaDra.PatriciaNari

Dra.RitaGrandinetti

UniversitàTelematicaInternazionaleUNINETTUNOPhD.AlbertoRomoliniPhD.ElpidioRomanoDr.FedericoCarli

AV6Dr.EmilioJoséCorderoGarcía

Mtro.MarcCisaiTomàs

EVMMtro.JoséMaríaEstévezMéndez

Mtro.PabloJavierDíazCruzMtro.RicardoTavíoGallo

NovagobDr.J.IgnacioCriado

Dr.FranciscoRojasMartínMtra.LoredanaStan

FundedbyErasmus+

INTRODUCTION

The global trend of open government has spread throughout many countries in a short time.Because of the increasingly frequent use of information and communication technologies ingovernments,thistrendhasimprovedsteadilyatdifferentlevelsofpublicadministration.However,there are important differences in understanding its dimensions and the impact it has on publicadministration.Manycountriesunderstandopengovernmentfromtheperspectiveoftransparency,othersasopenaccess,somemorefromopendataand,afew,consideritasastepforatechnologyintroduction.Alltheseinterpretationsarevalidaccordingtotheleveloftechnologicaldevelopmentandlegaladvanceofeachgovernment.

Opengovernmentisatrendthatleadsustowardsanopenstate,amuchmoreintegrativeconceptthatencompassesthedifferentpowersofthestate.Nevertheless,formanypublicofficials,politicalleaders and administrators, this is not evident, nor are they very clear about the scope of thistransformation.

One way to broaden the understanding of publicmanagers and citizens is through training andparticularly through a specialized training in the open government field. That iswhy the idea ofcreatingtheTransatlanticVirtualEducationProjectonOpenGovernmentarose.

The touchstone of this project has been to promote the notion of open government including allconceptsaroundthem:ethicsof thepublicofficials, transparency,opendata,openaccess,citizenparticipationand collaboration, etc.Toachieveagreater impact, itwasdecided touse themoreadvancedtechnologyineducationwhichisthemassiveonlinecourses,knownasMOOC(MassiveOpenOnlineCourses).

This digital book collects the result of this collective effort led by the University of La Laguna,Spain,creatingaconsortiumofEuropeanandLatinAmericanuniversities,suchas:UNINETTUNO:Università Telematica Internazionale in Italy, Buckinghamshire New University in England. TwoMexicanuniversities:UniversidadAutónomadelEstadodeMéxico(UAEMEX)andUniversidaddelDesarrollo Empresarial y Pedagógico (UNIVDEP). And two Argentinian universities: UniversidadMetropolitanaparalaEducaciónyelTrabajo(UMET)andUniversidadNacionaldelRosario.

Additionaly, two non-governmental organizations were integrated into the consortium, theNOVAGOBGroupand theLatinAmericanCenterofAdministration forDevelopment (CLAD).TheconsultingcompaniesEVMfromSpainandAV6fromMexicowerealsoaddedinordertoguaranteethequalityoftheprojectandthedevelopedcourses.

Thisdigitalbookisorganizedinthreelargesections.ThefirstsectionaimstopresenttheprojectTOGIVE(TransatlanticOpenGovernmentVirtualEducation)andthewayinwhichallactivitiesfromfinancialactionstoacademicactivitiesweredeveloped.Challengesandfindingsareaddressedfromthevisionofthoseresponsibleforeachactivity.

Thesecondsectiondescribes the technicalpartof thecreationprocessof theMOOC,having thepurposethatthiseffortcanbereplicatedbyotheruniversitiesorpublicorganizations.Weexplainindetail, which the actions and procedures were that we carried out for each one of the videorecordings, the script construction, and the digital platform implementation including all thecourses.

The third section describes the eightMOOC thatwere developed throughout the project. A firstMOOCtodiscusstheconceptualizationofopengovernment;asecondonetohavethetheoreticalpractical experience of the citizen participation and collaboration. A third MOOC focuses onproviding knowledge about public innovation and open government; the fourth MOOC seeks tointegratetheconceptofopendata,subjecttodiscussion,complementingitwithinformationfromthepublicmanagement.ThefifthMOOCseekstoprovidedigitaltoolstopromoteopengovernmentpractices,whilethesixthMOOCissupportedbytheformulationofopengovernmentpoliciesthatcanbe implementedby theparticipants.TheseventhMOOCcloseswith thediscussionofethicalprinciples inopengovernmentandthe latestMOOCisan integrativeprojectwithpracticesofalltheabove.

Theconstructionofthewholecoursehasbeensupportedbytheexpertsinopengovernmentsentby the different universities participating in the consortium, creating the content, evaluations,practicesanddynamicsthatallowstudentstoacquirethemostknowledgeandexperience inthis

field.

Wehopethatthiseffortwillhelptoimprovetheimplementationofopengovernmentintheworld.Likewise, that theparticipants in thecoursesacquire theessential skills forpromotingpractices,contents and transformation in their organizations, in such away that the dreamof reaching anopenstatecanbepossible.

Finally, collaboration and coordination amongpartners has been fundamental. In the case of ourcourse,developedbysevenuniversitiesfromdifferentcountries,thecoordinationandcollaborationamongthedifferentpartnershasbeendecisivetoachieveanefficientcommunicationfortheonlinecourses.

FIRSTPARTSettingtheContextandtheEnvironmentfortheTOGIVEProjectTheobjectiveofthisworkpackageistoestablishthenecessaryconditionsfortheeffectivematerializationoftheproject.

Thisworkpackagecomprisesthreetypesofanalysis.Thefirst,apreliminaryanalysisofthecapacitiesofthe involvedLatinAmericanInstitutionsofHigherEducation(IES) for theeffectivedevelopmentofMOOCanddigitaleducation ingeneral.CarriedoutbytheinstitutionsofHigherEducationofLatinAmerica,itsobjectiveistoknowtheiropinionaboutthestatusandtheneedsoftheirfacilitiesfordigitaleducation,softwareandpersonnelskillsbeforethe"CommitteeofExpertsinDigitalEducation"visitsthefacilities.

The second one, an analysis of the current state of the open government paradigm in each Latin American countryinvolvedand,specifically,onthelocalIESenvironmenttoevaluatethestrengthofthedisseminationandpromotionplanfortheplatformofDigitalEducationforOpenGovernment.

Thethirdsection,acomparativereportoftheMOOCforopengovernmentavailableinalltheassociatedIEStoidentifythemostimportantandrelevantcontentforthecreationofOpenGovernmentMOOC.

Simultaneously, the IES prepare the ground for a successful implementation of the project and a first approach topotentialcontributorstoadigitaleducationalcooperationprogramthatmanagesadigitalopengovernmenteducationplatform.

TheWP1willpreparethegroundtoattractpublicofficials/managers(both,publicuniversitiesandpublicinstitutionsinthe country), to follow the open government MOOC when meeting with associations of regional civil servants; andapprovingasurveycreatedbytheOpenGovernmentCommitteeofExpertsforpublicofficials'recommendationsfortheMOOC.

ThepreparationphasealsoincludedtheplanningofactivitiesofinterregionalcollaborationamongLatinAmericanIESrelatedtodigitaleducation.

InstallingCapabilitiesforDigitalEducationDevelopingMOOC,amongtheirpremises, impliesthatthechoiceofthischallengehas installedcapabilitiesfordigitaleducation.TakingasareferencetheTOGIVEexperiencetoachievethisobjective,twogreatcapabilitiescanbeidentifiedtobedeveloped:infrastructureandworkskills.

Infrastructure:EducationalPlatformandAudiovisualProductionThiscapabilitycombinestwoaspects,hardwareandsoftware.

EducationalPlatform:TheLearningManagementSystemLMSmustberobustaccordingtothescopeanddevelopmentthat theeducationalplatform is expected tohave.This implieshaving serversand technical support according to theamountofMOOCtobedevelopedandthenumberofparticipantsthatareintendedtoaccessourMOOC.

AudiovisualProduction:ThisimpliestohavetheappropriatesuppliesaccordingtothenecessitieswhicharerequestedbythedesignoftheMOOC.AsetofresourceshasbeenlistedinTOGIVEforasuitablerecordingstudioandwiththecombination of different types of software to develop more dynamic videos. In this regard, it is advisable that theinstitutionthatalreadyhasarecordingstudioorisabouttoinvestinit,carriesoutregularlyamarketsurveyaboutnewtrendsandavailablesoftware(animationresources).Itishere,inthislastpoint,wheremoreinformationcanbefound,since,ononehand,itsimplifieseditingprocesses,andontheotherhand,itallowsapplyingnewstrategiesthataretrendintheaudiovisualworldandcanbeeffectivefortheMOOC.

WorkSkills:TeamTrainingA critical aspect is how to develop or strengthen the work skills of the profiles involved in the elaboration andimplementationofaMOOC.Wecangroupthemin:teacher/dynamizer,platformmanagementandaudiovisualtechnician.

Weagreethataspecifictrainingisnecessarybasedonthetasksthathavetobedeveloped.Themostrelevant inthisaspectisgiveninthepossibilityoftrainingintwolevels,segmentedbyprofileandwiththeteam.Theemphasisinthissecondaspectisthateachroledoesnotworkinanisolatedway,soitwillbeabletointeractinadynamicwayintheproductionofaMOOC.Thisdoesnotimplythatallmembersfulfillthetasksofalltheprofiles,butthattheycanknowthe work that their peers do. This way, they can bemore aware of what the critical points are and what has to bedevelopedateachstageofthecreationofaMOOC.

Tohaveanintegralvisionofallprocessesfavorsthecollaborativeworkamongthedifferentprofilesandthistranslatesintoahigh-qualityMOOC.

Table1.ObjectivesbyProfile

Wedescribetheexchangeofknowledge/criteria/proposalsinTable2whichareadvisabletobesharedamongthedifferentkindsofprofiles.

Table2.ProfileandSuggestedCriteria

Therefore,installingcapabilitiesindigitaleducationimpliesatwofoldchallenge:toidentifynewemergingresourcesonapermanentbasis,aswellastostrengthenthetiesoftheworkteamsbypromotingtheexchangefromtheirdifferentperspectives,motivatingcommunicationandlearningatthesameworkplace.

Thecoordinationof thiscoreand its implementationrequireaddingcriteria thatare translated instylemanuals,withhomogeneoustechnicalcharacteristicsthatorienttheworkofeachoneoftheprofilesproducingMOOC.

StrategiesfortheProductionandEvaluationofMOOCInordertoguaranteetheproductionandevaluationoftheMOOC“SpecializationCourseonOpenGovernment:ReviewingthePrinciplesforChallengingthePractices”itisadvisabletoestablishaTeamofExpertsinopengovernment,whichdefinesthebasicagreementsfortheeffectiveelaborationoftheMOOC.

As for the curriculumandmethodology to be implemented for eachMOOC, it is recommended that the coursehas atheoretical-practical naturewith an Ibero-American approach, whichwill allow presentations and analyses of diverseexperiencesfromanethicalapproach,accordingtodifferentscalesofgovernance.

Amongtheobjectivesofthecourse,thedevelopmentofcompetenciesforOG(OpenGovernment)forcivilservants,socialorganizationsandinterestedcitizensareforeseen,anditisproposed,interalia,thatparticipantsdevelopcriticalabilitiesfor:

UnderstandingconceptualdevelopmentsthatunderlietheOGandtheirdifferentscopes,processesandtreatmentforpublicdecision-making;RecognizingandexaminingtheprinciplesoftheOGandtheirrelationshipwiththeknowledgesociety:participation,transparency,innovationandtheintensiveuseofinformationtechnologies;QuestioningtheimpactofOGondemocracies,politicalpartiesandsocialorganizations.

Ontheotherhand,intermsofdesignstrategies,thepedagogicaloptionsagreedonbytheexpertsare:

Design-orientedproblemsolvingandlearningexperiences.Thisimpliestheprivilegeofpracticaloptionsandspecificactivities,awayfromaproposalofamerelycontenderMOOC;Adjustingthecontentofthestrategies.Thedynamicandgamificationofallmodulesareemphasized,allowing

tobringthecontentclosertothepracticeandthechallengesofthepublicmanagers;Modularandtemporalorganization.TheMOOCisstructuredinasequentialmodulardesignandproposesatourofthemodules,developingaMOOCeverythreeweeksasapilotexperience;EachMOOCisstructuredbasedontwoorthreestrongideasthatbrieflysummarizeandguidethosewhoinitiateeachmodule.Theuseofa#hashtagforthebroadcasting,expansionandrealizationofeventualactivities;Transversalevaluationbasedonrubrics.Itworksbasedonacumulativeandalgorithmictransversaltype(automated)evaluation,combinedwitha'self-organizedlearningdesign',throughpeers’assessments;DynamizationoftheMOOC:Withouttraditionaltutors,butwithmoderators/dynamizerswhosolvedoubtsaboutthecontentandfunctioningoftheplatform,encouragingparticipation.Thisanimationhasmodalitiesandsharedtoolstomakeitoperationalandinteractive.Thecourseisstructureconsideringethicalstandardsandbehaviorsthatareequallylegitimateinallcultures.

Theeducationalplatformisrecommendedtobuildanopenandself-designedplatform.Thecourseplatformprovidesthe 'metrics'of thedynamicsof theMOOC,whileemphasizing theopeningof forumswithactionsonsocialnetworks(TwitterandFacebook)andspacesfor“frequentlyaskedquestions”.

Regardingthecriteriaandparametersfortheaudiovisualresourcesinthecourse,itissuggestedtohave:

Dynamic,non-staticaudiovisualresources,accordingtothetopics:useofINSERTortextualplates(e.g.,anchoringstoppedquestions),videographs,infographics,othervoiceovers,sensitivebuttonsthatshoototheractions,etc.;Consolidationofstylesamongthedifferentmaterialstobeproduced,basedona'ManualofStyle'developedcollaboratively.

ThestructureoftheSpecializationCourseinOGiscomposedofeightMOOCwithadifferentcontent.EachuniversitytookcareofathemerelatedtotheOGanddevelopedthecourse.Amongthechosentopicswecanfindtheparticipationandcollaborationfromcitizen,publicinnovation,opendataandmanagementofpublicinformation,digitaltechnologiestosupporttheOG,OGpolicyformulationandethicalprinciplesintheimplementationoftheOG.

The last MOOC seeks to integrate the contents addressed by the rest of MOOC and to provide students with thenecessaryapprovalactivitiestoaccessthespecialty,andfinaldegreeofthecourseaftercompletingall theevaluationrequirements.

Asforthecriticalpointstoconsider intheproductionof theMOOC,wefoundsomedifficultiesrelatedtotheneedtocoordinatethepresentationofmaterials,activities,andotherresourcesbythepartnersandthe finalassemblyonthevirtualplatform.ToovercomethesedifficultiesandasarecommendationfortheeditionoffutureMOOC,wesuggesttheelaborationofastructuretemplateofthesharedcourse,whichcontributestotheunificationofcriteriaintermsofthetypeofactivitiestobeperformed,characteristicsofthematerialsandaudiovisualresourcestouse.

Communication and continuous coordination among partners are key factors for the success of collaborativemanagementintheproductionofMOOC.

QualityCriteriafortheElaborationofMOOCDuetotheimmediateeffectoftheinfluenceanduseoftheMOOC,educationalinstitutionsthataredirectlyrelatedtoresearchandtheknowledgegenerationhaveopenedanewfieldofstudy.Throughthisexplosiveanduncontrolledevent,thequestionariseswhetherthesecoursesandeducationalplatformshavetheappropriatepedagogicalbasisornotthatcanguaranteethequalityandefficiencyintheuseofthesetoolsinlearning.

The objective of this section is to identify, in a nutshell, some of the key elements that, from the experience of theimplementationoftheTOGIVEproject,havehelpedtoimprovethequalityindexesinthedevelopmentandmanagementofMOOC,startingfromthebasethattherearenospecificrulesforthispedagogicalmodel(mostarebasedonexistinge-learning platforms and evaluation criteria for this type of online education) and therefore they are in constantevaluationandreview.

Perhaps,becauseofthissameissue,wecanfindaninfinityofqualityassessmentproposalsforMOOCinthenetwork,although,itistruethat,inmostcases,theyrefertotheapplicationofcriteriainthemeasurementofthequalityoftheMOOCfromamarketingpointofview(diffusionandcommercialization),opposedtotheevaluationofthequalityofthemethodologyitselforoftheoffereddidacticcontent.

QualityandMOOC

In any case, literature on the quality criteria of MOOC is still scarce, so the criteria continue to proceed from theregulations regarding e-learning education, especially those from the EFQUEL, the European professional entityresponsible for the quality of E-Learning, whose guidelines are being adapted to the application of massive onlinecourses.

InthenextparagraphswewillrefertotheMOOCqualitycriteriathatisbasedonstandardizationbodies,referringtotheworkofexpertswhoseindicationshavecontributeddecisivelytothebestdevelopmentofTOGIVE.

OneofthemostinterestingandobligedtovisitinitiativeforthecreationofaMOOCistheproject"TheMOOCQualityProject"oftheEuropeanFoundationforQualityinE-learning(EFQUEL).This"participatoryblog"showsthatsomeoftheissuesrelatedtoMOOCrespondtoasimilarcriteriaofqualityassessmentoftraditionalteaching.However,oneofthedifferentiating aspects is the amount of pre-course information that should be available for students: type of course,pedagogicalapproach,levelofcommitment,timetable,deadlines,technicalrequirements,teacher/tutorrole,credentials,etc.

ThisfactdoesnothingmorebutobservethestatementofProfessorMiguelGeaMejías[1],forwhomtheassuranceofthequalityofaMOOCisbasedontheuseofarigorousmethodologyinthedesignstageofthecoursethatcontemplates,amongotherissues:

Planning:Identification,duration,hoursanddidacticsupportguides;

Design:Contents,didacticresources,communicationtoolsandactivities;Tutoringandfollow-up:Communication,incidents,supportandtutorials;Evaluation:Bypairs,self-assessment,final,achievement,etc.;Includessupportforteachersandteachers’training.

Following theseguidelines, theTOGIVEpartnershippaid special attention to theMOOCconceptualizationanddesignprocess,consideringtheuseofastandardizedmodelthatwouldrespondtothegeneralqualitycriteriaoftheproject,aswellasthedifferenteducationalmodelspresentedinamulticulturalprojectasthisone.

Muchofthis"normalization"affectedthecharacteristicsofaudiovisualcontent:numberofvideosandduration,locutionandsubtitles,useofthebrandorcorporativebranding,aswellasotherdetailsrelatedtopre-production,productionandpost-productionprocesses.

Most of these agreements are collected and distributed between the paragraphs of the different chapters in thishandbookwhich,ingoodpart,andbyitsowndefinition,isalsoabriefmanualofqualitycriteriaapplication.

OnlineCourseCommunicationStrategyWhen presenting a communication strategy for an online course (MOOC or other type of course), it is important toconsiderthefollowingaspects:

Clearlyidentifytheobjectivesofcommunication;Identifythetargetaudience;Dependingontheaudience,establishthebestcommunicationchannelsandcommunicationactionstomeettheobjectivesidentified;Coordinatecommunicationactionsbetweenpartnersandassociated.

Inthecaseofanonlinecourse,themainobjectivesofcommunicationarerelatedto:

Spreadingthecourseamongthetargetaudience-Topublishthecourse,itscontentandincludedactivities;Achievingenrollment-OnlinecoursesandMOOCcoursesaredesignedforalargenumberofparticipants.That’swhyitisimportanttohaveanimportantcommunicationactivitytoreachasmanypeopleaspossibleandtoincreasethenumberofregisteredpeople.Achievingcommitment,participationandcontributionsbytheparticipants-Itisalsoknownthatonlinecourses,MOOCand,especiallythosefreecourses,haveahighlevelofabandonment,soachievingcommunicationwiththeparticipantsisfundamentaltoreducethedesertionrate.

IdentifyingthetargetaudienceofthecommunicationofaMOOCcoursehastwoaspects:

Ononehand,thedirecttargetaudienceisidentifiedbythesamecourse.InthecaseoftheSpecializationCourseinOpenGovernment,thetargetaudienceweremainlypublicservants,students,socialorganizations,andcitizensinterestedinopengovernment;Ontheotherhand,facilitatorsorstakeholders,that,inadditiontoprovidingdirectenrollees,cancontributetothedisseminationofthecourse.Inthecaseofourcourse,organizationswerepublicinstitutions.

CommunicationChannelsandMainActions

Identifyingthebestcommunicationchannelstoreachthetargetaudienceisfundamentalforasuccessfulcommunicationcampaign.Inthecaseforonlinecourses,thebetononlinetoolsisnecessary, incombinationwiththemosttraditionalchannels(promotionalevents,postersandimagesofthecourse).

WehaveusedseveralcommunicationchannelsfortheSpecializationCourseinOpenGovernment:

Socialnetworks:SocialnetworkssuchasTwitterandFacebookhavebeenused,butalsospecializedonessuchasthesocialnetworkNovaGob(socialnetworkofpublicprofessionals,with15,000members).Forthecampaignonsocialnetworks,itisessentialtocreateahashtagofthecourse(inourcase,beingacoursecomposedbyseveralMOOC,wehaveoptedtocreateahashtagforeachMOOC).Insocialmediamessages,wheneverpossible,theuseofaudiovisualinstruments(images/videos),labellingtovitalizethecontentandlinkstosupportthemessagewithmoreinformationisveryimportant;Massmailingornewsletterwiththenecessarycourseinformationpresentedinanattractivewaytopromoteenrollment;Exposureontheprojectwebsite:itisveryimportantthatthewebsite(landingpage)ofthecourseprovidesthenecessaryinformationforpotentialparticipantsinanagileandeasywaytounderstand.Informationsuchas:durationofthecourse,start,objectives,contents(summarized),teachershastobestated.Thisisbasicandessentialtoattractthetargetaudience;Postersandpamphletsasdiffusionmaterial:Thesematerialscollectthecourseimageandmaindata;Coursepresentationeventsindifferentorganizationsandconferences.

AnalyzingtheResultsoftheMOOCTheexecutionoftheworkpackage6hasbeenagreatchallengefortheentireTOGIVEteam.Thesixdeliverablecoursesinthissetofactivitieswererelatedtoeachother.

Firstly,weneededtomakethedivisionoftwoveryspecificobjectives.Thefirstobjectivewastopromoteeffortsaimedatthe sustainability of the project and ensure the viability of the consortium. The second objective was to ensure theregisterofthisexperienceinadigitalbook.

Toachieve the firstobjective, thesigningof several collaborationagreementsbetween theorganizations forcoachingand training of public servants in the different countries was promoted. This would allow us to have the necessarysupporttoprovidefutureworklinks,aswellastoensurefutureactionswiththoseagencies.Thepartnersweregiventhe

taskofseekingcontactswiththeseorganizationsandtoencouragethesigningofthesegeneralagreements.

In this same direction, a second point was to promote the institutionalization of the Open Government DigitalGovernancePlatform(OGDEP),seekingthateachmemberoftheconsortiumwouldformalizeintheirinstitutiontheuseofcontentsandprogramsdevelopedbytheTOGIVEproject.

Oncethesepreparatoryactionswerecarriedout,themembersoftheconsortiumdiscussedinmeetings,bothformallyandinformally,howadigitaleducationprogramcouldbegeneratedthroughdifferentactions.Thiswasreflectedinthesubsequentdocumentcalled:SustainabilityPlanoftheDigitalEducationPlatform(OGDEP).

Forthecreationofbothdocuments,weworkedinparallelwiththeconsultingcompaniesEVMandAV6,whicharepartoftheConsortiumWorkingGrouptoguaranteethatthequalityandcontentfocusedonthecreationofourplatform.

Once theplanand thedigitaleducationprogramweremade,aproposalofa frameworkcollaborationagreementwassent to the participating universities for their signature and approval. Since each institution of higher education hasdifferentregulationsandcriteria,normally inaccordancetoeachcountry, itwascomplicatedtoreachaproposal thatincluded all the agreements. Therefore, a general proposal without many limitations was a solution to include alldifferences.

Finally, a strategic plan was suggested with appropriate actions to maintain the viability of the project, includingfinancial and academic components and where those members of the consortium, who were willing to promote theprojectinfutureyears,couldbeincluded.

Thesecondobjectiveofregisteringtheexperiencesobtainedinthisinternationaleffort,wasthroughtheelaborationofan electronic book. Given the international nature of it and to promote the maximum diffusion of its content, anelectronic book was chosen, which can be printed and subsequently reproduced. This book consists of three largesections.Thefirstsectiondescribesthedifferentstagesoftheproject’simplementationwithitsdifferentsections.Thesecond section shows the contents of eachMOOC course developed by this program, and the third technical sectiondescribesthedetailsofrecording,design,platformimplementationandvitalization.

Thesetofactivitiesinthisworkpackagesoughtboth,thespreadingoftheprojectTOGIVEandthepromotionthatwouldallowitssustainabilityinthefuture.Thegreatestchallengewasthecollaborationandthecooperationineachoneoftheproducts,butitwaspossiblethankstothepreviousworkandtheorganizationofpreviousworkpackagesthatallowedtoreachtheobjective.

CoordinationMechanismsintheCreationofCollaborativeMOOCThe creation of collaborativeMOOC involves theparticipation of different actors (universities, public administrations,professionals,etc.)withdifferentinterests,roles,knowledgeandcapacities.Regardlessoftheirnatureandduration,itwasnecessarytoestablishaseriesofcoordinationmechanismsthatregulatedandguaranteedtheproperfunctioningoftherelationsbetweenthedifferentagentsinvolved,aswellastheefficiencyandqualityoftheproductionprocesses,andstart-upofnewtrainingactions.Inthissense,wecoulddistinguishatleastthreelevelsofcoordination:administrative,technicalandcontent.

Based on the TOGIVE project experience, besides the distribution of roles among participants in terms of the workinvolved in thecreationofMOOCcourses, these threecoordinationareascanbeaddressed through thecreationofaseries of committees, with the representation of all the involved parties, responsible for the management of theseaspects.The structureusedduring thedevelopment of theproject, and for the subsequent exploitationof the resultsthereof,comprisesthreecommittees,whosefunctionsandareasofactionshallbedefinedbelow:SteeringCommittee;DigitalEducationSpecialistsCommitteeandKnowledgeSpecialistsCommittee(opengovernment,forourconcern).Thecreationofthesecommittees,aswewillsee,isfundamentaltospeedupandensurethequalityofboththemanagementandthedecision-makingprocesses.

SteeringCommittee:CoordinationandAdministrativeManagement

Intheeventofanytypeofcooperativeactivity,itisnecessarytodefinewhichruleswillregulaterelationsbetweentheinvolvedagents.Thiscanbedonethroughthedevelopmentofacollaborativeagreement,agreeduponbyallparties,inwhichtheobjectives,rightsanddutiesofthepartiesaredefined,aswellastheprocedurestobefollowedtodealwiththedifferentsituationsthatmayoccurduringthedurationofthisrelationship.

The role of the steering committee is to ensure compliancewith the agreements and objectives agreed between theinvolvedagentsinthecreationandmanagementofcontentandfindthebestsolutionsforallparticipants.

Thus,thefunctionstobeperformedbythesteeringcommitteearethefollowing:

Creationandcontrolofthecalendarofactivitiestobedeveloped;Settingupofatimetableforperiodiccoordinationmeetings;Findingagreementsregardingtheincorporationofnewmembersintotheworkteam;Establishmentofqualitycontrolmechanisms;Controlofthedistributionofexpensesandincomerelatedtotheactivitiestobedeveloped;Studyofnewproposalsforactivitiesofinteresttotheteam;Establishmentofcontactsandagreementswithorganizationsinterestedinreceivingthetrainingofferedfromtheworkteam;Controllingthevisibilityanddisseminationofdevelopedproducts;Periodicreviewoftheagreementsestablishedintheagreement.

DigitalEducationSpecialistsCommittee:CoordinationandTechnicalManagement

As previously mentioned, teaching through MOOC courses is a relatively novel strategy, and therefore, subject toconstant revision and evolution, both in termsof adaptation of didacticmethodologies that facilitate the autonomyof

students in their training, as well as the type of computer supports that facilitates their development. The technicalcoordination of the development tasks of these types of courses should encompass both the pedagogical andtechnologicalaspectsassociatedwiththistypeofdigitaleducationalenvironment.

Regarding pedagogical aspects, aswill be seen in the section dedicated to the assembly andmanagement ofMOOCcourses,acommitteeofexpertsindigitaleducationwillhavetoensurethefollow-upoftheguidelinesmarkedinthenewtraining proposals, ensuring the quality and homogeneity of the product offered, in addition to the study andimplementation of newmethodology thatmaybe a benefit for students. Thiswill be considered in the elaboration ofcontent videos, as well as in the selection of complementary materials, evaluation and self-evaluation systems, andmethodsofdynamization.

Inrelationtotechnologicalaspects,thecommitteeshouldmonitortheproperfunctioningandsuitabilityoftheselectedplatform(inourcaseOpenEDX),toguaranteeitsmaintenance,anditsadaptationtothenewtrainingproposals,andviceversa.Currently,onlinetrainingplatformsofferawiderangeofoptions,andwillbethecommittee'sroletoselectthemostappropriatedtotheneeds,andonceselected,ensureitsmaintenanceandcontinuousdevelopment.Forthisreason,itisimportantthatacommitteeofthesecharacteristicsisintegratedbyboth,educationexpertsandprofessionalsinthetechnologicalarea.

KnowledgeSpecialistCommittee:CoordinationandContentManagement

Finally, and no less important, when considering the developing of collaborative courses, it is necessary to have acommitteeofexpertsintheknowledgeareathatguaranteesthequalityofthecontentstobedeveloped.

Thiscommitteecangroupboth,academicsandprofessionalsfromthesectortowhichthetrainingisdirected,toproposenewformativeactionsandtoevaluatetheadequacyofthe internalandexternalproposals.Theseproposalsshouldbeevaluated considering aspects such as: their suitability for the area of knowledge, variety, novelty and quality of theofferedcontent.Also,thepreventionofoverlappingofcourses.

Among its functions, it could also include the search for professionals and academics referring to the area for thedevelopmentofnewcoursesor for theirparticipation insomemodules, takingadvantageof thecontacts inacademicnetworks.

[1]Gea,Miguel(coord.)(2015),InformeMOOCycriteriosdecalidad,Toledo:CRUE.

SECONDPART

GoodPracticesfortheCreationofaMOOCTheMOOC(MassiveOnlineOpenCourse)aretheresultofthepairingofinformationtechnologyandeducation.Theirfusionisavirtualanddistanceeducation,whichhashadanimportantbreakthroughinthelastdecades.

Manyteachersareinterestedinthisnewmethodologicaltrendofonlinetraining.Hence,inordertoadaptthetoolsoftheclassroomeducationtotherequirementsofthisnewmethodology,theTransatlanticOpenGovernmentVirtualEducation-TOGIVEprojecthasbeensuccessfulindevelopingagoodpracticehandbookthatworksasaguidelineinthepre-production,productionandpostproductionoftheseonlinecourses.

Thismanualwilltherefore,notonlyhelpteacherswhodecidetorecordaMOOC,butalsothetechnicalstaffthatgivestechnologicalsupporttotheseonlinecourses,givingboth,thestrategiesforthetransformationofacademiccontentintoaudiovisualscripts.

Image1.Exampleofvideoeditingandcorporalexpression

Also,certainrecommendationsofcommunicationandcorporalexpressionwillbeprovidedforthedynamizationofthecontentsandfortheintegrationoftheaudiovisualwiththespeech.

ThePlanningoftheMOOCStructuringaMOOCmayhavesomesimilaritywiththetransformationofthecontentofasubjectinateachingguide.ThemaindifferenceisthatthenatureoftheMOOCaffectstheautonomyofthestudentsandfavorsthat,collaboratingwithother,theycankeepgoingonwiththeminimumofinterventionofboththetechnicalteamandthedynamizingteam.

TheMOOCaredividedintomodules,whichcouldbeequivalenttothethemesofasubject.Andineachmodule,wecanincludecontentvideos,documents,dynamizationactivities,linkstoonlineresourcesandevaluationactivities.

Wemustconsider-basedonthestudiesdevelopedbythemainvirtualeducationplatforms-thattheautonomousworkofeachmoduleshouldnotexceed6hoursandthatacompleteMOOCshouldbedeveloped,maximum,in4or5weeks.

ItisimportanttoknowthedifferentlevelsofinterestofthestudentstostructuretheMOOCfromaminimumlevelandthatthroughthedynamizingactivitiesandthecomplementaryresources,theyallowstudentstodeepeninthesubjectsbasedontheirowninterestsandknowledge.

Image2.Moduledesign

Thefirststepistodesignanintroductorymodulethatpresentsthecoursetothestudentsandthatspecifiesthecontentandobjectives.

Inthisintroductorymoduleitisadvisable,asshowninthefollowingimage,toincludeatableofactivitiesinwhichstudentsareorientedontheworkload,sotheycanorganizetheirtimeavailabilitywiththeneedsoftheMOOC.

Image3.Exampleofmodulecontentstructure

Itisalsoappropriatetoaddapresentationvideoshowingtheteachingstaffofthecourse.Inaddition,explaintheobjectivesandgeneralideaofthecontent.Itshallbrieflymentionthedifferentresourcesandactivities,aswellasitstemporalityandevaluationsystem.

Eventhoughweunderstandthecontentsasinterdependent,itisimportanttobuildeachmoduleasanautonomousstructure,sincestudentscanfreelymoveintheMOOC.Thesequentialityofclassroomeducationhasbeenbrokenbythefreedomofchoicethatstudentshaveinvirtualeducation.Itisanaspecttobeconsideredbyteachersonwhichwewillinfluencewhenrecordingeducationalvideos.

AftertheintroductorymodulewestartbuildingtheMOOC.Eachmodulemustincludevideosofcontent,supportingdocuments(itisimportantnottoabusethewrittenformat,donotforgetthatthebasisofvirtualeducationshouldbeaudiovisualandinteractive),stimulatingactivitiesandevaluationactivities.

Thedynamizationactivitiesseekthesocializationofstudents,tobreakwiththesolitudebehindthescreenandtohumanizetheeducationalprocessesatdistance.

Weemphasizetheimportanceofforumsamongthedifferentresources.Theyserveboth,forconnectingstudentsandgivingthemaspacetosolveanydoubtsthatmayarise.Also,theforums

areusefulfordynamizerstoraisequestionsorrespondtotheconcernsofstudents.Finally,theycanresultininterestingactivitiessuchasdebates.

SocialnetworksareusefultobreakwiththehermeticismoftheMOOC.Theyopenawindowforstudentstoparticipatewiththerestofthecommunityaroundthetopicthatisproposed.ItalsoservestovisualizetheMOOCandtoorienttheworkofstudentstowardsthecommunity.

TheWiki,forexample,isadynamizingactivitythatfavorscooperativelearning;apreviousactivityforthecreationofacommondatabaseofcontentthatwillservetoundertakeevaluationactivitiesthatextendordeepenintothesuggestedconcepts.

Ingeneral,theactivitiesofdynamizationarevoluntary,sincetheyarenotevaluated.Itdependsalotonitsattractivenessandrelevanceforstudentstodecidetoparticipate.

Aboutevaluationactivities;basedontheprincipleofautonomyoftheMOOC,wecannotuseanykindoftestsasintheclassroom.

Ontheonehand,afterparticipantswatchthevideosofcontents,questionnairesareagileandeffectivemechanismsasreinforcement.Intheirconfiguration,itshouldbeconsideredthatboth,incorrectanswersorerrors,thereshouldbeaclarifyinganswerthatreflectstheobjectiveoflearning.Includingtwoorthreeattemptsfavorsthisobjective.

Peeractivitiesarealsoidealforreflectionanddeepeningchallenges.Tocarryoutthedevelopedcontenttorealcasesortosimulationsinthemodulewillallowstudentstoshowtheircreativityanddisplaytheircriticalthinking.Becauseoftheircomplexity,theseactivitiesmustbesupportedwithexplanatoryvideosandcomplementaryresources,bothbibliographicandaudiovisual.Theirevaluationwillbedonethroughclearheadingsthateasilymeasureobservableelements.

Image4.Exampleofactivitiesqualificationrubric

Theweightingoftheactivitiesmustbeproportionaltotheirdifficultyandconsiderthatpairsactivities(P2P)shouldnotexceed50%ofthefinalqualificationtoavoidthepossiblebadpracticesofstudentswithdeterminanteffectsintheautonomousdevelopmentofthecourse.

Beforeenteringspecificaspectsrelatedtothetransformationofacademiccontenttotheaudiovisualformat,itisimportanttopointoutthatMOOCareusefulwhenintroducingstudentsintosubjects.But,aboveall,theirvalueunderliesinconnectingstudentsthroughactivitiestosearchforresourcesandsourcesthatallowthemtobuildknowledgebasedontheircapacitiesandinterests.

Itisnecessarytocreateadynamicandflexiblestructurethatadjuststhebestofwaystotheidiosyncrasyofthestudents.Thisstructuremustbecompatiblewithitspersonalandprofessionalburdensandmustbeendowedwiththegradualnesstorespondtothedifferentlevelsofknowledgeandinterests.Inaddition,itshouldencourageinternalandexternalconnectivitythroughforumsandsocialnetworksandencouragecooperationthroughchallengesthatrequireteamwork.

MOOCScriptingTocreatethescriptforeachoftheunitsistopassthecorethematicoftheproposedcontenttoanaudiovisuallanguage.Atthistime,therequirementsandadviceofthetechnicalpersonnelbecomefundamental.

Thenegotiationshouldfocusonnotlosingtheessenceofwhatismeantandwhattheaudiovisualplatformshouldshowtoattractthepairstocommunicate.Itis,attheend,anegotiationbetweentheacademicandthetechnicalworld.

Image5.DesigningonlinecoursesinArgentina

TeachersneedtohaveplannedwhattheywanttotransmitintheMOOCandineachoneofthevideosfromthepointofviewoftheobjectives,aswellasfromthescopeandstructureaccordinglytothetargetparticipants.Besides,teachersshouldalsobeawarethataboutonethirdoftheplannedcontentcanbetransmittedthroughimages.

Itisrecommended,therefore,tohavetheunitdesigned.Weproposesometypeoftemplateforthescripts,wheretheblockofcontentsmustberecorded(whatisgoingtobesaidinatextualway),visualresources(texts,graphs,animationsorschematicswhichwillaccompanythelocution)andthetiminginsecondsforeachsection.

Image6.Templateforcontentofcoursevideos

Insteadofatemplate,astoryboard(agraphicscript)couldalsobeused,withbulletsinatimelinethatwillservetopreviewthestepbystepofthevideobeingrecorded.Thestoryboardisthemostcommonpreviewmodeofpreproductioninthefilmindustry,wherethescene-by-scenebreakdownisconsideredandtheneedsforeachsceneisconsidered.

TheContent

Mostoftherecordingsetshaveteleprompterandteachersmayreadthetextualcontentofthevideo,butitispreferablethatteachersrehearseitmanytimesbefore.Thiswillassureabetterresult.

Image7.Recordingstudio

It is suggested to avoid temporal or sequential order references and orient speech to a neutrallanguage,thisis,inclusiveandnon-sexist.Inthisway,thesubstitutionofcertainmasculinewordsby other neutralswill be promotedwhen all genders are being alluded to. It is advisable at thispoint, and if in doubt, to go to any of the numerous non-sexist language guides that can beconsultedinline.

VisualResources

Eachoftheideasthatwewanttointroduce,involvevisualresources.Thesecanbegraphics,stillormoving images, animations and even sounds. However, these resources shall be considered inrelationtothecontentandnotasasuccessionofunrelatedimagesthatdonotsupportorillustratethecontentthatisbeingaddressed.

Image8.Recordingthevideoforthecourse

Ingeneral,itisrecommendednottouseatypographylessthan18,otherwise,wemaybeinsertingtoomuchinformationintoasingleslide.Ifstrictlynecessary,andnotbeingabletosynthesize,thendividethetextinmorethanoneslide.

Trytoavoidtheuseofdecorative-edgedfontssuchasTimesNewRoman,since,havingroundedcontours,theymaynotlooksharplyonscreens,composedofpixels,whicharesquare.

Ifyouwanttouseaslideshowasavisualresource,beawarethatboth,thetextandtheimagesorgraphicsmustbereadable.Todothis,useasuitablefontsuchasHelveticaorArialandenoughcontrastbetweentheletterandthebackgroundcolor.

Image9.Letterwithborders(Serif)andwithoutborders(Sans)

Theteachingstaffproposes,discussesandagreesontheaudiovisualresourcethatwillserveassupporttocontextualizetheirmovementsandspeech.

Ifitisaslideshow,itisadvisabletoadvancemanuallyatthetimeofrecording,sothattheexhibitorandtheslidescangotothesamerhythmandnotwithtransitiontimes.Thisis,nothavingtheslideshappeningaloneafteranintervaloftimesetinthesoftware.

Timing

Thetimingisimportantfromthreefundamentalaxes.TheaxisoftheinitialorganizationoftheMOOC(preproduction),therecordingofthevideooraudiovisualresource(production)andthevideoeditingbytechnicalstaff(post-production).Inthefirstcase,teachersandtechnicianshavetoagreeontheduedateandtheworkingplanbyeachworkgroup.

Image10.Pre-designingthesequence

Fromthepointofviewoftheinternaltimingofthevideo,theideathattheMOOCconsistsmainlyofrecordinganentireclassanddividingitintosegments,hastobeeliminated.Thedurationofthevideowillhaveamaximumofsix(6)minutes,includingthefifteen(15)secondsforthestartandcloseshutters.Ontheotherhand,theTOGIVEteamstudiesreportedthatapedagogicalcommunicationneedsaround120wordsperminute.

Anotherimportantaspecttoconsiderintermsoftimingisthatthepotentialstudentiscapturedduringthefirst15seconds,hence,itisdecisivetohaveapowerfulstart.Ifthevideodoesnotstartstrong,involvingstudentsandsettinggoals,itispossiblethatthestudents’interestdecrease.

Copyright

Itisimportantnottolosesightofthelegalframeworkinthevisualresourcesthataregoingtobeusedassupportinthevideo.Ifwearegoingtouseimages,animationsorsounds,theymustbefreeofcopyrightor,ifnot,acquirethem.

Image11.Banksofimages

WerecommendtheuseofimagesfromCreativeCommons(CC),anon-profitorganizationdedicatedtopromotingaccesstoafree-useimagebankwithmorethan10millionofavailableresources.

Light,CameraandAction:WeStartRecordingAfteragreeingontherecordingtimebetweenthespeakerandtheproductionteam,thefirstminutesshouldbeusedasatest,aimingarelaxedenvironmentatthenewworkingarea(set,microphones,etc.),consideringthetimeofthespeaker,thetechnicianandthestudio.

Technicalstaffhasalsotobeespeciallyawarethatthespeakerisnotaprofessionalactor,sohe/sheshouldbegiventheopportunitytoperformoneormorepre-recordedsessionsandevenshowhim/hertheresultsobtainedbeforeproceedingtothefinalrecording.

Image12.Practicingtherecordingofthematerial

Itisrecommendedthatthespeakerimaginesthathe/sheistalkingtosomeonewhilerecordingthevideoandlookingdirectlyintothecameratoconnectwiththeaudience.

Thecommunicativeintentionalityofteachersandthetoneoftheirspeechshallapproximatetheoneperformedinanindividualcoaching,ratherthanamasterclass.Yeteachpersonhasavoiceoftheirownandauniquewayofnarrating.Beingtruetoitselfendowsauthenticitywiththelocution.

Foralltheabove,locutionissomethingtotakencareof,tryingnottobemonotonous,withshortsimplesentences,andlookingforthebalancebetweenanacademicexpressionandapassionateone.Topausebetweenideasandconcepts,markingthemostimportantwithshortsilences,changingtherhythmaccordingtothetextand,also,takingcareofthebreathforthespeechtobeclear.

Finally,technicalstaffmustremindteachersthattheyneedtokeeptheireyesonthecamera4secondsatthebeginningandattheend,togivetimeintheeditingofcuttingthesequences.

Image13.Recordingthecoursematerial

Clothing

Itisimportanttoavoidclothingthatmatchesthecolorofthechroma.Donotweargarmentsthathavepicturesorstripes,avoidingthemoiréeffect,whichisastrangevisualsensation,likewaves,sincethecameraisnotabletoreproduceitwithextremedefinition.

Image14.Recommendationsforthecostumesduringtherecording

Itisalsoadvisablenottowearclothesandornamentsthatmakerubbingnoises.Itisbetterforteacherstochoosecomfortableclothesthatdonotcauseanykindofdistractiontotheaudiencewhenspeaking.Itisrecommendedthatthetechnicalstaffhasonhandmakeupinthesettoremovetheshinesfromtheface.

Edition:Post-ProductionPhase;FirstDraftsandProposalsforImprovementThefirststagewillbethetechnicalstaff’sresponsibility.Theywillbeinchargeofeditingthevideoandmakingthesoundmixifnecessary.Timingwillbeagreedforafirstcut.Thiseditionisessentialforthefinalproducttobeoptimalandsuitableforbroadcasting.

Image15.Post-productionofmaterial

Afterthisfirststage,ameetingwillbeagreedbetweenthetechnicalandacademicstaffwhereagreementswillbereachedtoimprovethefinalproduct.

Subtitled

BeingthenatureofthevideosMOOC'storeachthegreatestnumberofstudents,itisrecommendedthatallofthemaresubtitled,atleastinEnglish,toguaranteeaminimumofaccessibility.Thefontstobeused,asindicatedinthecaseoftheuseofslideshowprograms,shallavoiddecorative-edgedfonts.

Credits

Finally,itisrecommendedthateachvideohasitscorrespondingcreditroll,withamaximumdurationof10seconds,inblackbackgroundwithwhiteletters(againwithoutdecorativebackgroundsthatdonotlookgoodonthescreens)andtheyshouldappearaftertheinstitutionallogos.

Subtitleswillbeadaptedtothevideospeed,consideringthereadingspeedandmakingthenecessaryadjustmentstotheautomaticsubtitlingprocessthatisbeingused.

HowtoDynamizeaMOOCTheessenceoftheMOOCliesintheautonomyandcooperationamongstudents.Thephilosophyofdynamizationcouldbesummedupintheminimalandtimelyintervention.Letdoandknowwhentoappear.

Topromoteautonomy,wemustconsiderthatthestructureoftheMOOCisclear,sequentialandcoherent.

Itisadvisablethatthepresentationunitincludesasummaryofthecourse,itsobjectives,atableofcontents,atablewiththeactivitiesandtheirevaluation,andatablewiththeworkload.Thisway,studentscanplantheirtimeofparticipation,studyandperformanceinapersonalizedway.

Byappealingtotheminimalinterventionprincipleandopportunity,agoodpracticefordynamization,istoreportpunctuallyandperiodicallyatthebeginningoftheworkunits.Clearlyidentifyobjectives,contentandactivitiestobedeveloped.Wecanalsoincludemessagesofencouragement,clarificationsondoubtsthathavebeengeneralizedandeven,tothankfortheeffortandperformanceshown.Withlittlewecanhumanizethedigitalscenario.

Wedonotonlyshowup,wemarktheworkrhythmthatguaranteesthefulfillmentofthedeadlinesdefinedinthecourse.Thebalanceliesinthepersonalmanagementofthestudent'sperformancetimes-basedontheiravailability-withtheworkscheduleplannedbytheteachingteam.Itis

appropriatetoincludeaparagraphofencouragementparticipantsthathavefallenbehind.

Tothisend,itisimportantthatthesedeadlinesareclear,wideandre-adjustable.Let'snotforgetthatwearetalkingaboutcourseswithahighnumberofstudents,andtheygenerateimportantdropoutrates.

Theotherelementthatstrengthensparticipationandenrichesthecourseiscooperationamongequals.Forums,socialnetworksandP2Pallowstudentstointeract,shareanddiscusstheproposedcontent.Weretaketheprinciplesofdynamization;minimalandtimelypresence.Theworkofthedynamizationteamincooperativeactivitiesmustfocus,ononehand,totheattentionofdifficultiesthatstudentscanperceiveandontheother,totheanimationofthedebatesandforumswithquestionsthatfocusthedialoguesonthecontentsofthecourseandorientthemtotheproposedchallenges.

Thehighdemographicsofthesecoursescandispersetheconversationsifexcessivethemes.Itisnecessarytoconcentratethediscussionforumsinjustafewquestionsthatallowthestudentstodebate,deliberateanddeepeninthecontentfrommultiplepointsofview.Inthiscase,lessismore.

Giventhestudents’concernforevaluationactivities,itisappropriatethattheyareprecededbyclearinstructionsandthatthedynamizingteamisespeciallyattentiveintheperformanceperiodstoclarifydoubtsandconcerns.Atthisparticularsensitivetime,wemustbeawareofthediscussionforumstorespondinagenericway,whichimpliesreadingtheemailsandnotansweringthemuntilasituationthathitsoraffectthegoodperformanceoftheeducationalcommunity,isfound.Ingeneral,smalldoubtsordifficultiesaresolvedbythestudentsinacooperativeway,whichisricherandgeneratesabetterstudyclimate.

SpecialattentiontotheP2Pactivitiesthatareevaluatedamongstudents.Ingeneral,iftherubricandtheactivityareclear,theydonottendtogenerateconflicts,butwecanfindqualificationsthatdonotconformthestudent'sperformance.Atthattime,theacademicteammustaccesstheproposedworkandre-evaluate.

SpecialattentionmustbepaidtotheweightingofthedifferentevaluationactivitiesoftheMOOC,sothatP2Pcannotassumethesustentionofthecourse.Theyareevaluationandlearningactivities,bothfortheevaluatedandfortheassessor,sothateachdynamizingteammustinfluencethecommitmentoftheparticipantstofacetheevaluationoftheirpeersfromapointofviewofrespecttowhatisrequestedandprovidingconstructivecritics.

Facingcomplaintsorclaims,wemustlistencarefully,butwemustalsoshowsomefirmness.TheMOOCcannotfallintopatronage,quitethecontrary,theyfacethechallengeofshowingthesamerigorasaclassroomcourse.Wecanbegenerousandevengivenewopportunities,butthelevelofdemandshallnotbenegotiated.However,ifweobserveahighrateofmistakesinatestoractivity,wemustreconsiderthepossibilitythatstudentscanrepeatitclarifyingelementsthatweobservehavenotbeenunderstoodorthathaveledtoacertainconfusion.

Thecoordinationbetweenthedynamizationteamandthetechnicalteamisvital;asharedvigilancetorespondtopossibletechnicalproblemsthatcouldariseduringthedevelopment.Inthesecircumstances,goodinternalcommunicationisneededtourgentlyinformthestudentsandsimultaneously,tosolvetheincidentssothatparticipantswon’tbeaggrieved.

InaMOOC,surveillanceshouldnotbestrenuous.Astrategybasedonperiodicityandcenteringoncertainpointssuchasdiscussionforumsortherecordsofparticipationintheactivitiesshallbeenough.Makingatimelyreadingofbothscenarioswillhelpustospotconcernsorcomplaintsofparticipantsandthedegreeofparticipation.

ItisimportanttoconsiderthatMOOCincludeanethicalassessment;aboutbehaviorthatrequiresourfirminterventionwhennecessary.Wemustactimmediatelytoexpressionsthatviolatethedignityofstudents.

Summarizing,dynamizationisaworkofpatience,prudence,mediationandtheproperuseoftheestablishedevaluationcriteria.Bewithoutdisturbing.Actbalancedsothatstudentsfeelthattherearepeopleandnotmachines,thatthereissomeonewholistensandatthesametime,watchesforagoodperformance.Participantshavetofeelfreeandthemaincharacteroftheirowncourse.

THIRDPARTTheMOOCContentonOpenGovernmentTheobjectiveofthislastsectionistopresentthecontentofeachofthestagesoftheMOOC.EachmodulehasalsobeencalledMOOCbecausetheycanbetakenseparatelywithoutconsideringtheoriginalsequenceofthecourse.Thiswilldependontheirowninterests.

MOOC1.TheOpenGovernmentJungleInthefirstintroductorymoduleofspecializationinopengovernment,weconsideredasachallenge,tomakea two-wayapproach.Ononehand, from thepointofviewofdifferentactorsconvergingaroundopengovernment,invariousspheresthatarenotconfinedtothepublic-stateambit.Andonthe other, from the perspective of the essence of open governmentwhich is reflected in specificpublicpoliciesthatusethetoolsofthismodeltogiveagreaterscopetothesubstantiveissuethatconvenesthem.

Thesetwocharacteristicsrelatetothefactthatopengovernmentisaconceptinconstructionandthereisnotyetasingleconsensusonitsdefinition.Thisisourstartingpoint.Byrelievingvariousdescriptions, itwas intended that theparticipantsof theMOOCcould feedondifferentpointsofview and thus achieve to self-build and to define the scope that they wish to grant to the opengovernment.

In this sense, it seemed appropriate to make a broad panorama available, highlighting that themultiplicity of voices also reflects different interests in an open government that can reachagreements, without losing sight of the differences between themselves and their positions aspoliticalactors.

Thecallfordifferentspecialistswhogavetheiropinionfromdifferentsectorsallowedtoreflectthescopeofopengovernment inmultipleareas,whichalso involved tomovea little the focusof thedebatetowardstheopensocietyaxis.Wegatheredtestimonialsfromanentrepreneur,atradeuniondelegate,arepresentativeofacivilsocietyorganization,ahistorianandrepresentativesfromtwomultilateralagenciesCLADandOGP.

About the second dimension, another viewpoint arose to address open government. From ananalyticalperspective,throughthecaseofthemovement“NotOneLess”,weaskourselves:Whatdoweknowabout femicides?Howissociety involved?Whoparticipates?Whocollaborates?Doesopengovernmentapplytothisgenderpolicy?andmanyotherquestionsthatallowedsearchingandidentifytheinteractionofdifferentsocialactorsunderthistransversalmodel.

Undoubtedly,ethicalstandardsalonedonotensurethatgovernmentsareeffectiveinpractice,butitdoesprovide themwithextra institutionalbases.This factdoesnotstophavingeffectsoncivilsociety.Thereareavarietyofproblems,butthetendencytoregistertheirsolutionsonveryspecificideological axes. For example, in bipartisan countries, reduces their autonomy to control andcriticizepublicauthorities.Inshort, itdeterscitizensfromgettinginvolvedinthemanagementofpublicaffairs.Ontheotherhand,theindependenceoftheinstitutionsisalwaysindanger,specially,constitutional and regulatorybodies.So, transparency remainsamore symbolic reference thanarealonebecauseithindersaction.But,whileestablishingtheneedtoimposeethicalstandardsongovernance,thereisnoagreementonethicalstandardsandtheirvaluecontent.However,throughthe application of them, citizenship recognizes the legitimacy of the constitutedpower, so that itcollaborates with it. The collaboration that implies the subordination of the individual wills andinterests, are thus constituted in guarantors of the democracy. The various means to solve thediscredit of governance and administration leads to a point that, from a common ground ofconsensus in the diagnosis of the causes, the same consensus should be reached to proposesolutions.

This way, the first MOOC invites to reflect from which perspective we approach the opengovernmentandwith it, topublicpolicies.Weconsiderthatparticipants inthis firstMOOCcouldcontributewith their reflection, and so, provide concepts and substantive tools that enhance theopengovernment.

MOOC 2. Citizen Participation and Collaboration with

DigitalSocialNetworksOpen government is the evolution of e-government in the world. Even though there are thenecessary technological or infrastructure conditions to implement open governments, scatteredpracticeshavebeenpromotedinmanycountriesindifferentdirectionsonhowthischangeshouldoccur.

A central part of open government is citizen participation and collaboration in governmentprocesses. The substantial difference between public administrations of the 20th century incomparisontothoseofthe21stcenturyispreciselythedegreeofinvolvementoftheircitizens.Thespiritthatpromotestheconstructionofopenstatesisthelegitimacythatcanbeofferedbyrelationswiththecitizens.

TheaimofthisMOOCispreciselytoprovideideasthatsupportpublicservantsinchargeofopengovernment, citizens interested in this issue and politicians who seek to better understand thepoliciesoftheopenstate.

This MOOC organizes its contents according to this objective. A first part is to know the mostcurrentideasaboutcitizenparticipationandcollaborationinthegovernment.Throughvideosandsimplereadings,weseektoprovidethemost importantelements thathelp in theconstructionofthismentality.

AsecondpartoftheMOOCispracticalexperience.Participantswillfindanexerciseofparticipationand collaboration based on digital social networks. The use of these emerging technologies, thathavebecomeacommonplaceamongcitizens,willallowthemtoput intopractice thetheoreticalknowledgeandimplementationintheirorganizations.

ThecombinationoftheoryandpracticethatisachievedinthisMOOCcourseallowsparticipantstohaveacompleteexperienceaboutcollaborationandcitizenparticipation,whichwehope,willhelpthem to become motivated to replicate these same practices in their organizations and thuspromoteopengovernment.

Finally, thisMOOC is a first link to a chain of basic practices and skills oriented throughout thedevelopment of the course. The sum of these skills will allow the participants to acquire theknowledgeandexperiencestoincreasetheirabilitytoactinopengovernment.

To design Module 2, on citizen participation and collaboration, it was necessary to carry out areviewofvariousworksrelatedtothetopic.Documents,projects,andwebsiteswerereviewedwiththepurposeoffindingmaterialsthatwereusefulfortheparticipantsoftheMOOC.Wedecidedtodividethismoduleintothreeparts:citizenparticipation,citizencollaborationanddigitalmediaandsuccesscases.

One of the most important challenges was to think about what kind of materials and activitiesshouldbeintheMOOC.Itisimportantnottosaturatethemodulewithactivitiesandinformation,aswellastoadjustthecontentto25hoursforthreeweeks.

In relation to the audiovisual material, a script had to be created that did not have a complex,technicalorscientificterminology,butthatwasbasedonorsupportedbyreliablesources.Insuchawaythatdifferentdraftswerereviewedandeditedseveraltimes.

Forthedesignoftheactivities,itwasnecessarytothinkabouthowanonlineactivitycouldbedonewith the following characteristics: itwill confirm the learned in theMOOC,will have a practicalapplication,willbevisualizedbyothermembersoftheMOOC(togeneratefeedback),andwillbeself-administered(giventhenumberofparticipantsthatcouldberegisteredintheMOOC).Itwasdecidedtodesignareadingactivitywhereparticipantswillwriteabriefabstract,implyingthatthereaderhasaveryclearunderstandingofthetext,andalsoknowshowtoexpressitinaclearandconciseform.Theabstractwillbepublishedinaforumtogeneratediscussionamongparticipants.

MOOC3.PublicInnovationandOpenGovernment.Myths,JourneysandAvatarsIn this course we review the concepts of innovation developed by different paradigms thataddressed public management in the last century to finally reach the concept of open publicinnovation.

In this context,weapproached the focus froma linear innovation, asanassociatedmodel to the

intra-bureaucratic processes, fundamentally supported by technological developments, until themost recentmechanisms linked to the coordination of public actors and civil society for the co-creationofpublicpolicies.

Ontheotherhand,weanalyzeddifferentexperiencesaimedatstrengtheninginnovativespacesatdifferent levels of government management. We worked on the presentation of cases ofgovernmentsthatbet,forexample,onthedevelopmentofopendataportalsfortheconsolidationoftheprinciplesof transparency,collaboration,accountabilityandopeninnovationdrivenwithintheframeworkoftheworkedapproach.

Among the suggested activities in the MOOC, there were those aimed at reviewing differentconceptualizationsoncurrentpublicinnovation,identifyingthemostimpactfulfortheparticipantsandthedevelopingofaconceptoftheirownforeachoneofthem.

The question about what is and what is not innovation covered the shared reflections in thedifferent forums, aswell as thequestioning if it isuseful to innovate inpublic organizationsandwhicharethefrequentobstaclestopromotetheseprocesses.

Thegenerationofpublicvalueisoneofthepillarsofinnovationand,inthissense,indicatorsandconsiderations about desirable environments for the multiplication of innovative initiatives wereanalyzed.

Finally, we invite students to reflect on the analyzed experiences detecting strengths andweaknessesoftheworkedcasesandincorporatingthedifferentlearnings,transferringtheacquiredknowledgeandskillstotheirrespectivemanagementspaces.

MOOC4.OpenData.PublicInformationManagementIn this coursewe approach the ideas about public data, the different involved actors andwhichtheirrolesare,inthecontextoftheopeningofinformation.Thisideaofopengovernmentdataispart of a sequel of amuchmore broadenmovement, theOpen Source. It applies to the idea ofgovernmentbecause itgeneratesoneof the innovations that, fromourpointof view, is themostuniqueofalltheinnovationsthatthepublicadministrationcantake:tomakethegovernmentdatapublic.

Inthiscontext,olddebatesaboutthepublicflourished,bringingthemtothepresentwiththeaimofrethinkingthemanddebatingonhowmuchandhowtheyhavechanged.Whicharethefeaturesofpublicinformationandwhatshouldbeconsideredwhensharingandmanaging?Thisquestionwentthrough thevariousdebatesworkedon thecourse forums torethinkabout thedigital spaceasanewterritoryinwhichthepowerofinformationisdisputedwithintheknowledgesociety.

The Internet had an emancipatory development in the early years of the first decade of thismillennium. It had values and some axiology that we all shared and that had to do with thehorizontality, the communicationwithout restriction, and thatphilosophy thatweconsidered thatstumbledattimes.Fromthissituation,weidentifytherolesofthedifferentactorsinvolvedinthemanagementofpublicinformation:theirdegreesofpower,autonomyandinfluence.Inthissense,weanalyzedwhoarethewinnersandlosersaroundtheopeningofdata.

Finally,inordertodevelopcompetenciesfortheprocessingandanalyzingofpublicinformation,aspartoftheproposedactivities,participantswereaskedtoshareontheirsocialnetworks,apublicorprivatewebpagecontainingopendatathatcouldbeanalyzed.Wesharehereatutorialvideotoorganize and present the set of data that can be obtained from an official portal of a publicorganism,usingthedynamictablestool.

MOOC5.DigitalTechnologiestoSupportOpenGovernmentThisMOOCaims toaddress thedevelopmentof opengovernment tools, framing the issue in thebroader path of the digitalization of public administration. To this end, the development of theformative interventionstarts fromthestudyofsupranationalexperiences,suchastheEuropeans,thatrepresentagoodpracticeforthedigitalizationofpublicadministrationsinsupranationalandfederal contexts. The objective is, therefore, to analyze the best practices that may be anopportunity forpublic servants orgovernmentofficials to reflect on thepossibility of exchangingexperiencesbetweentheEuropeanandtheLatinAmericancontexts.

Theanalysis is extended to theexperiences related to thecreationof opendataplatforms in thepublicadministrationwiththeaimofgivingaconcreteapplicationtotheprinciplesoftransparency

and citizens’ right of access to public administration data (Freedom of Information ACT). Theanalysis perspective focuses on the transparency of data on the economic and financialperformance. Finally, the creation of open data platforms is framed within the perspective ofgovernance among the different government levels. In this sense, technologies are not onlyinterpreted as instruments of transparency but as real levers of government for the publicadministration.

MOOC6.OpenGovernmentPolicyFormulationTheobjectiveofthiscourseistoprovideanintroductoryoverviewofthepracticalinterpretationofopengovernmentphilosophy,ajointvisionthatallowsustohaveageneralideaofwhereeffortsarebeing directed to advance in the cultural and technological transformation that implies theinstitutionalizationof thevaluesofopengovernmentand itsadoptionasabehaviorguidelinenotonlywithin publicmanagement but in the field of interactions between the state and citizens togenerate more transparent, participatory and collaborative links. The course presents differentexamples of open government policies and initiatives, according to the following categories:transparency and access to information, accountability, citizen participation and publiccollaborationandinnovation.

Oncetheconceptualelementsofapublicpolicyarereviewed,thenweaddresstwocriteriathatcanhelpusidentifythenatureofopengovernmentpolicies.

Thefirstcriterionconsidersthepolicyemphasisononeofthefourpillarsofopengovernment.Thisway,policiesareorientedtoensurethatinformationheldbypublicinstitutionsisavailableforfree.Policies which aim to establish rules, procedures and mechanisms for the authorities to takeresponsibilityfortheirdecisionsandtoreportontheuseofpublicresourcesandtheresultstheyobtain. Policies aimed at involving citizens in decision-making, as well as in the formulation,monitoring and evaluation of public policies. And finally, policies related to the generation ofmeeting spaces, and dialogue andwork for the co-creation of initiatives and the coproduction ofpublicservices.

ThesecondcriterionforidentifyingtheopengovernmentpoliciesthatareaddressedintheMOOC,considers the way they are formulated, i.e., the scope of their acting program which may benational,regionalormunicipal.

Thecoursehighlightsthatopeningprinciplesareapplicablenotonlytothepublicadministration,buttoallthestateinstitutionsaswellastoallthoseorganizationsfromthepublic,privateorsocialsectorsthat,becauseoftheirmissionandactivity,managepublicresources.

MOOC7.EthicsandOpenGovernmentIncurrenttimesofcrossingbetweencentersandperipheries,oftransmigrationanddisplacement,the demand for public ethics emerges as an expression of a democratic institutionalism. From atheoreticalperspective,theadvancesofethicsinthepoliticalpracticesoftherepresentativesoftheinstitutionsarebasictoprovideanarrayofideasthatconsolidateanewparadigmofgovernability.Thefundamentaldilemmatoexplainthesuccessorfailureofdemocraticgovernanceofsocietiesisthattheinterestsbetweenrulersandgoverneddonotgetintoconflict.

In this context, from a prescriptive and normative orientation, the establishment of ethicalstandards in the practices of the administration has become a ground of convergence in whichsocialcollectives, inspiredbydiversetraditions,coincide,butalsocoincidinginthepostulationofan inspiring ethical behavior for the managing practices developed by the government in theirdifferentstages:national,regionalandlocal.Thepoliticalreasonfortheinclusioninall itsscaleshasitsmainjustificationinthatthevaluesandethicaljudgmentsmustserveassupporttothestate.It is a logical vindication, since public ethics is related to different functional areas of theadministrationofthestateandpolitic.

MOOC8.IntegrativeFinalProjectMOOC8consistsofsevenactivities,eachonemanagedbyeachoftheuniversitiesthatarepartoftheTOGIVEproject.TopassMOOC8,studentshavetodevelopfourofthesevenactivities.Eachofthe P2P activities’ accounts for the 25% of the total qualification of the course. The four best-qualifiedactivitieswillbeconsideredtoevaluatethiscourse.

Toget specific attention fromeach teaching team, there is adiscussion section,where thereare

differentforums,eachonereferringtoeachofthesevenactivitiesthatformtheMOOC8module.

Eachoftheactivities,asyoucanseeintheworkload,involveapproximately6andahalfhoursofperformance. In each one it is necessary to overcomea challenge and evaluate two companions.Peerevaluationisanactofresponsibilityandcommitmentthatrequiresfromeachpersonastrictfollowingofthecriteriathatcomposeseachrubricandtheelaborationofaconstructivecritiqueinthewindowsarrangedforobservations.

ConclusionsTheTransnationalVirtualEducationProject(TOGIVE)focusedonopengovernmentisthefirststeptowardstheformationofdigitalcitizens.Thiseffort isnotonlyaimedtopublicservantsinalltheparticipatingcountriesoftheconsortium,butalsofortheircitizens.

Theimplementationofanewdidacticpedagogyformassiveonlinecourses(MOOC)hasallowednotjust to expand the ideas of open government, collaboration, co-production, open data, publicinnovationamongmanyothersthatarecomplementarytoencouragethe implementationof thesepracticesindifferentcountries.

Ithasalsosoughttobroadenthecollectiveconsciousnessandcriticalthinkingoftheparticipants,sothattheyaretheoneswhojudgetheadvancesorsetbacksofopengovernmentintheircountries.

Thedevelopment of this international effort betweenuniversities, industry andnon-governmentalorganizationshasmadeitpossibletoachieveafirstphaseoftheprojectbylayingthefoundationsforothermassiveonlinecoursestobegeneratedontheOGDEPplatform.

Because of this effort, at least five conclusions can be drawn. The first one is that the TOGIVEproject, with the generation of massive online courses, focused on open government, providingevidencethatitispossibletopromotedigitaltrainingpoliciesaimedtopublicservantswithasingleforefronttheme.

Oneofthechallengeswastoconfirmifitwaspossibletotrainlargegroupsofpeopleworkinginthegovernmentbureaucracy.Itisnotveryeasytoaskthepersonnel,whoisusuallyoverwhelmedandareaskedtodevelopimmediatetasksunderagreattimepressurestotakeonlinecoursesandlearnspecializedtopicstoimprovetheirperformanceandthatoftheirorganizations.Thisprojectshowsthatitispossibletoreachtheseaudiencesandtrainthemwithspecificthemes.

Notonly that, italsoopens thepossibilityofpromotingMOOCcourses todifferentgovernmentalissues to address specific problems in the public administration. It just requires from theparticipants, the time to open their computer to learn. Instead of wasting time moving from oneplacetoanotherinordertotakeaclassandonlyhavingthepossibilitytoshareteachersfromtheircountryorfromlocaluniversities.

Asecondconclusion is that theTOGIVEprojectmanages togeneratea trainingproductwith thelink between many institutions, from different countries, with diverse paradigms, differentlegislationsandseveralbudgetary,technologicalandhumanlimitations.Theresultofthissynergyhasbeenacompactgroupofwork,whosespecialistsfocusedontheareaofthedigitalgovernmentandopengovernment,proposedtodesignacoursethatletpublicofficialsfromdifferentcountriesto conform a thematic and to develop skills that allow them to implement it in their publicorganizations.

To reach this synergy and move the dynamics in all areas: logistical, financial, organizational,generationofcontent,etc.,hasbeenahugetaskthathasrequiredtime,empathyandeffortfromallmembersoftheconsortiumthatintegratetheTOGIVEproject.

The thirdconclusion is that thisproject contributes togenerate internationalknowledgeonopengovernment. This implies that participants have acquired knowledge on open government frominternationalexperts.Thiscouldbethoughtofasatruism,butintheeyesoftheparticipants,itisnot. They have the experience of having participated in a single course, in a single platform, indifferentmodules,withthesupportofspecialistsfromseveralcountries,bothEuropeanandLatinAmerican.

Addedtothisknowledge,participantshavehadthevirtual internationalexperience, tobeabletoshareideas,judgements,argumentswithpeoplefromothercountries,whoseviewshaveenrichedtheir professional training and their vision on opengovernment. This is perhaps oneof themostimportant legacies from the TOGIVE project, the possibility of building multi-national courses,taught by specialists from different countries and whose participants may be from othernationalities.Thischaracteristic isoneof thedifferentiatingelementsof thisMOOCcompared toothermassivecoursesthatarecurrentlyinotherplatforms.

Afourthconclusionisthecreationandadaptationofaplatformspecializedingeneratingcontentfor public servants, public managers and citizens interested in open government. This technicalefforthasalsobroughtwithitthelearningtoimproveit,butatthesametime,itallowstoconclude

thatitispossibletoadaptcommercial,traditionalplatformsforthedigitaltrainingeffortsofpublicofficials. We don’t need to start from zero. It is possible to adapt and combine the knowledgegeneratedbytheTOGIVEproject,asitisregisteredinseveralsectionsofthisdigitalbook,sothatthiseffortbereplicatedbyotheracademics,governmentsornon-governmentalorganizationsthatpromotethiskindofactionstostrengthenknowledgeandactivitiesforpublicservants.

Afifthconclusionisthedevelopmentofinternationalcontent.Perhapsoneofthemostoutstandingcontributions from this project, is the possibility of combining the Italian, Mexican, Spanish andArgentineanexperience in thegenerationof contents, videos, andpracticesgeneratinganonlinecourse.Butatthesametime,thissynergytoco-createandcollaborateinthegenerationofthematiccontents,allowedtoachieveacoursethatwouldadapttothesecountriesandtheirveryparticularcontextsinbothlanguageandinterpretationofthecontents.

At the same time, the gained experience by each of the members of the consortium has beenreflected in both, this digital book and the MOOC developed by them. Without any doubts, thiseffortisperfectible;manyideas,content,andtheorieswereleftouttoconveyacoherentmessageand to develop certain skills. In the technical part everything is better, from creating a moreubiquitousplatformthatcanbeseenonanymobiledevice,uptoimprovethequalityofsomevideosandevencertainpracticesthatcanbecarriedoutwithothercontent.

Anotherconstrainthasbeenthatthiscourseonlyfocusesonasingletopic:opengovernment.Andgiventhebreadthofthethemeandthespeedwithwhichit ischanging,onecouldsaythatmanyMOOC courses can be generated with different aspects of open government. This is just anintroductory approach that seeks to encourage both governments and citizens to implementpracticesofthisnewinternationaltrend.

Manyotheropen-governmentandthematiccourseswouldbelackingtosupporttheeffectivenessofgovernmentsatalllevelsandindifferentorganizationalfields.

Despitetheselimitations,webelievethatgoodresultshavebeenachievedbothbythenumberofpeoplewhocompletedthecourses,andthelearninggeneratedinthecoordinationandpromotionmechanismsoftheproject.Aswellasthedifferentsynergiesachievedamongtheparticipantsoftheconsortiumandotheracademicorganizations,professionalsandeducationalinstitutionsthatweredirectlyandindirectlylinkedtotheTOGIVEproject.

Wehopethattheresultsofthiseffort,aswellastheplanstocontinue,willhaveadequatereceptioninthevariousLatinAmericanandEuropeangovernmentstogeneratechangesinthepublicpoliciesfrom the public administration, which will promote better practices of open government, thusachievingagreaterethicalsenseinpublicdecisions,ensuringmoreinformationtransparencyandless opacity, which will involve expanding access to information and accountability practicesachievingtheopenstatewecravesomuch.

ThiselectronicbookwasproducedintheRíoSubterráneoDigitalWorkshop

OnlyOpenSourcesoftwarewereusedforitselaboration.

MexicoCity|October2018

www.riosubterraneo.com.mx

ÍndicedecontenidoINTRODUCTIONFIRSTPART

SettingtheContextandtheEnvironmentfortheTOGIVEProjectInstallingCapabilitiesforDigitalEducationInfrastructure:EducationalPlatformandAudiovisualProductionWorkSkills:TeamTrainingStrategiesfortheProductionandEvaluationofMOOCQualityCriteriafortheElaborationofMOOCOnlineCourseCommunicationStrategyAnalyzingtheResultsoftheMOOCCoordinationMechanismsintheCreationofCollaborativeMOOC

SECONDPARTGoodPracticesfortheCreationofaMOOCThePlanningoftheMOOCMOOCScriptingLight,CameraandAction:WeStartRecordingEdition:Post-ProductionPhase;FirstDraftsandProposalsforImprovementHowtoDynamizeaMOOC

THIRDPARTTheMOOCContentonOpenGovernmentMOOC1.TheOpenGovernmentJungleMOOC2.CitizenParticipationandCollaborationwithDigitalSocialNetworksMOOC3.PublicInnovationandOpenGovernment.Myths,JourneysandAvatarsMOOC4.OpenData.PublicInformationManagementMOOC5.DigitalTechnologiestoSupportOpenGovernmentMOOC6.OpenGovernmentPolicyFormulationMOOC7.EthicsandOpenGovernmentMOOC8.IntegrativeFinalProject

Conclusions