Abstract:

In Latin America there are great challenges in educational training opportunities for a predominantly young population with high needs in the field of teaching. In this context arises the first MOOC in Latin America that sought to provide an option for teachers training on the issue of open access to knowledge as a democratizing opportunity for learning. The MOOC was delivered by a network of academics incorporated in ten Mexican’ universities supported by the fund of the National Distance Education System (SINED) in Mexico, through the content platform (LMS) CourseSites by Blackboard. The study presented here addresses the question what are the learning design components that support students and teachers to be successful in a MOOC in Latin America?. The study has a mixed methodology with a quantitative approach (through surveys and self-assessment) and a qualitative approach (through focus groups, diagnostic tools, as well as observations from participants and analysis from significative documents). The instruments explored participant's perceptions, usability from the platform and competences for open access. The results shows essential components for learning's design with a connectivist approach, open educational resources for self-management in the Spanish language, follow tutorial, motivations for using OER, participation of experts in facilitating the learning process, usability of the platform and the participation of academic networks for the MOOC management and implementation.

Keywords:

MOOC, learning design, open access, competences, instructional design, social learning, collaborative evaluation.