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Loss of expertise in the fields of Nuclear- and Radio-Chemistry (NRC) is problematic at a scientific and social level. This has been addressed by developing a MOOC, in order to let students in scientific matters discover all the benefits of NRC to society and improving their awareness of this discipline. The MOOC “Essential Radiochemistry for Society” includes current societal challenges related to health, clean and sustainable energy for safety and quality of food and agriculture.
NRC teachers belonging to CINCH network were invited to use the MOOC in their teaching, according to various usage models: on the basis of these different experiences, some usage patterns were designed, describing context characteristics (number and age of students, course), activities’ scheduling and organization, results and students’ feedback, with the aim of encouraging the use of MOOCs in university teaching, as an opportunity for both lecturers and students. These models were the basis of a “toolkit for teachers”. By experiencing digital teaching resources created by different lecturers, CINCH teachers took a first meaningful step towards understanding the worth of Open Educational Resources (OER) and the importance of their creation, adoption and sharing for knowledge progress. In this paper, the entire path from MOOC concept to MOOC different usage models, to awareness-raising regarding OER is traced in conceptual stages.
Innovat MOOC
(2023)
The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.