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The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs

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  • José A. Ruipérez-Valiente

    (Department of Information and Communication Engineering, University of Murcia (UMU), 30008 Murcia, Spain
    Teaching Systems Lab, Massachusetts Institute of Technology (MIT), Cambridge, MA 02139, USA)

  • Sergio Martin

    (Department of Electrical and Computer Engineering, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain)

  • Justin Reich

    (Teaching Systems Lab, Massachusetts Institute of Technology (MIT), Cambridge, MA 02139, USA)

  • Manuel Castro

    (Department of Electrical and Computer Engineering, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain)

Abstract

Massive Open Online Courses (MOOCs) came into the educational ecosystem attracting the attention of the public media, businesses, teachers, and learners from all over the world. The original courses were completely open and free, targeting the worldwide population. However, current MOOC providers have pivoted towards more private directions, and we often find that MOOC materials are completely closed within their hosting platforms and cannot be retrieved from them by their learners. This diminishes the potential of MOOCs by making content available to a small proportion of learners and severely limits the reusability of the educational resources. In this paper, we present a process that we call ‘unMOOCing’, in which we transform the resources of a MOOC into OERs. We taught a MOOC on Open Education in the UNED Abierta platform, and we ‘unMOOCed’ all of its educational resources, making them available to download by the learners that are taking the course. The results of the unMOOCing were very encouraging: the possibility of downloading the course resources was the most highly rated component of the course. Additionally, the two unMOOCed materials that were considered as most useful (presentations and contents in a PDF) were downloaded by 90% of the learners. Now that the majority of MOOC providers are moving towards a more closed educational approach, we believe that this paper sends a powerful message for bringing back the original MOOC concept of ‘Openness’ with the unMOOCing process, thus contributing to the wider dissemination and democratization of education across the globe.

Suggested Citation

  • José A. Ruipérez-Valiente & Sergio Martin & Justin Reich & Manuel Castro, 2020. "The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs," Sustainability, MDPI, vol. 12(18), pages 1-17, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7346-:d:410266
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    References listed on IDEAS

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    1. Jesús Valverde-Berrocoso & María del Carmen Garrido-Arroyo & Carmen Burgos-Videla & María Belén Morales-Cevallos, 2020. "Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018)," Sustainability, MDPI, vol. 12(12), pages 1-23, June.
    2. Sara Calvo & Fergus Lyon & Andrés Morales & Jeremy Wade, 2020. "Educating at Scale for Sustainable Development and Social Enterprise Growth: The Impact of Online Learning and a Massive Open Online Course (MOOC)," Sustainability, MDPI, vol. 12(8), pages 1-15, April.
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    Cited by:

    1. Martín Bustamante-León & Paúl Herrera & Luis Domínguez-Granda & Tammy Schellens & Peter L. M. Goethals & Otilia Alejandro & Martin Valcke, 2022. "The Personalized and Inclusive MOOC: Using Learning Characteristics and Quality Principles in Instructional Design," Sustainability, MDPI, vol. 14(22), pages 1-17, November.
    2. Martín Bustamante-León & Paúl Herrera & Luis Domínguez-Granda & Tammy Schellens & Peter L. M. Goethals & Otilia Alejandro & Martin Valcke, 2022. "Toward a More Personalized MOOC: Data Analysis to Identify Drinking Water Production Operators’ Learning Characteristics—An Ecuador Case," Sustainability, MDPI, vol. 14(21), pages 1-31, November.
    3. Jacqmin, Julien, 2022. "Why are some Massive Open Online Courses more open than others?," Technovation, Elsevier, vol. 112(C).

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