Abstract:

The design of this Massive Open Online Courses (MOOC) has been grounded on the competency-based learning model of the National Institute for the evaluation of Education Evaluation (INEE) in Spain.

This study is focused on exploring teachers’ perspectives on difficulties in building and developing a health-related MOOC. The role of teachers in the assessment procedures of this course besides is considered.

Methodology:
We performed qualitative research and an eidetic phenomenological analysis through semi-structured in-depth interviews. The thematic categories have been defining upon assessment tools used in the MOOC, through the experiences and difficulties during the planning and design of this course. The xMOOC topics show the different pathological postural patterns and possible postural and technological adjustments that enable physical motor control. You will learn to design and build with the help of Low-Cost Philosophy. The last module will facilitate the game-based learning where individual adjustments will be made for people with functional diversity.

Results:
Development of MOOC has demonstrated to be a procedure of enriching collaborative learning, through which it has been possible to transmit knowledge of the different professionals.

The first difficulty that we have found was the develop schedule and course planning, because it is very difficult to achieve the dates when you rely on a large group of teachers. Collaborative work is very enriching, during the design of the course you become a facilitator of the content and you are filled with satisfaction when you achieve the expected outcome after many long months of work. However, such development has brought a number of challenges that the teachers have faced in the design of the audiovisual content.

The creation of the MOOC was a big challenge because it is a new format in which the theoretical main content of a course has been summarized into small didactic and short videos. Respondents mentioned as an impediment to reduce video time. Because It is essential that the content of the video keeps the interest and motivation of the participants. At the same time, loss of information should be avoided in this process and the import idea should be organized in order to not repeat the content in various modules. One of the main challenges in the MOOC is to reduce the number of dropout rate by providing content that is attractive and stimulating to the student.

During the qualitative research, teachers concluded that the assessment was dynamic, active and participatory. A mixed assessment will be used, through engagement with and participation in online discussion forums and to evaluate cumulative achievement at the end of each module. A preliminary assessment will be made before starting the course content. An assessment could be enhanced through learner analytics (LA), analysis of quantitative audience usage data generated by video-sharing platforms. Students that make all cumulative assessments at the end of the modules will receive the certificate of completion of the course.

Conclusion:
Teachers agreed on the importance of generating discussion and exchange of knowledge among participants to enable and encourage creativity. The most common difficulty was to summarize the content of the video to achieve the motivation of the participant in MOOC.

Keywords:

Collaborative learning, Pediatrics, MOOC.