Universidad del País Vasco (UPV/EHU) (SPAIN)
About this paper:
Appears in: ICERI2014 Proceedings
Publication year: 2014
Pages: 2852-2860
ISBN: 978-84-617-2484-0
ISSN: 2340-1095
Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain
The Summer Courses of the UPV/EHU have a long tradition (33 years) in the continuous training of citizens with special attention on professionals of Education and Health Sciences. During the 6 last years, in-class training has been complemented with virtual support. Online courses have been designed taking recordings of courses that have previously been given in an in-class format, and have been complemented with further material provided through different platforms and formats.
Many have been the variations of the initial organization as a consequence of the obtained learning and experience. Courses design to evaluation, broadcasting, registration process, generation of accounts, students' digital literacy problems... will be subjected to presentation and reflection.

This abstract deals with some of the lessons learned along the last four years, aspects that will have to be taken into account when running an online courses program of similar characteristics of our Summer Courses:
1.- Dissemination of the program of the courses: the program needs to make objectives, length, deadline for projects and handing in, dedication of students and certification (hours, academic validity and third institutions).
2.- Registration: delay in mail service can cause out of date applications. The process must be agile, through email or online registration.
3.- Generation of accounts: digital platforms require compulsory information and technical deadlines that cannot be forgotten. There also needs to be a period for students to verify accuracy of authentication data in a virtual course and any kind of incidences could be sorted out.
4.- Lack of digital literacy by students can stop their follow-up of the course. Requirements for technical knowledge should be stated, at least, on teaching guides. There could be cases in which some knowledge tests should be done before starting the online course.
5.- Dissemination of teaching-pills on streaming: there should be more than one video-server to guaranty the continuous availability of videos. Nowadays there is free software to simulate a video cut.
6.- Channing of technical deadlines :accurate deadline for each landmark is vital: design of program and platform, dissemination, registration, generation of accounts, presentation, development of course, adjustment or closing week, evaluation and certification.

And, finally, it should be noted that this projects intends to take advantage of in-class sessions developed during summer courses to, adapting them to online format, offer them out of summer period and, that way, reach a wider public. The main material will be composed by video recordings of sessions together with the rest of the didactic material handed out to face-to-face students.

The experience has been successful, as, after evaluation through questionnaires, students expressed a high standard of satisfaction with their experience.

The adaptation of in-class courses to others that are exclusively online, has helped to identify subtle processes of most relevant moments. Besides, regulations have been created to articulate and manage the offer of online summer courses. A guide has also been written to help the teaching team in the adaptation of courses to online format. To coordinate courses in virtual campus and for all of them to have an homogeneous structure, a virtual courses stencil has been created. That way, the activity can be seen and identified and management gets much easier.
Video based e-learning, online education, lifelong learning, continuous education.