Seite - 153 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

160 M.-S.Ramirez-Montoya becomeincreasinglyrelevant(Shivdas&Sivakumar,2016).However, it is important torecognizethattherearestillmanyopportunitiesintheopeneducationalmovement, ethical ideologies are not essential components of this movement, academics are required to develop a sense of cultures of digital participation and literacy, with theintegrationoftechnologies(Veletsianos&Kimmons,2012).Theopeneducation movementhashadupsanddownsduetotheinitialinterestintransparency,openness, lack of reuse of open educational resources, but has increased its interest in open masscourses (MOOCs) (Pirkkalainen,Pawlowski andPappa,2017). Open educational resources (OER) have been an important engine in the open educationalmovement.Atkins, Seely andHammond (2007) highlightUNESCO’s definitionwhen itdefines themas resources for teaching, learningandresearch that reside in thepublicdomainor thathavebeenreleasedundera licensingschemethat protects intellectualpropertyandallowsitsusepubliclyandfreelyor thegeneration ofderivativeworksbyothers.OERare identifiedascompletecourses, coursemate- rials,modules,books,video,examinations, softwareandanyother tool,material,or techniqueused tosupportaccess toknowledge. In this sense,MOOCscanbea type ofOERwhen theyareavailableopenlyandwithopen licensing. MOOCs have been studied bymultiple authors (Baggaley, 2013; Bartolomé& Steffens, 2015; Cabero, 2015; Fidalgo-Blanco, Sein-Echaluce, &García-Peñalvo, 2016;Zheng,Chen,&Burgos,2018)defining themasmassdisseminationcourses, throughonline platforms for the achievement of desired learning, characterized by the use of open educational resources, inwhich there could be not a certificate of completionof them.This educationalmodality hasbeenconsidered as adisruptive educational innovationthatallowsimprovingcurrenteducationalpractices invirtual learning contexts. Among the advantages of theMOOCs, one can enunciate the interactivity among the apprentices of the course that allows to generate learning networks,aswellasasocializationofthesameamongtheparticipants;thepromotion andpublicitythateducationalinstitutionscanobtainwiththedisseminationandreach ofMOOCs;aswellas theneedtoproposenewcurricula,whichgrantflexibilityand opennesstoinnovativeeducationalmodelssuchasmassopencourses(Sánchez-Vera, León-Urrutia,&Davis, 2015). However,despite thehighexpectationsofMOOCs,as innovativeandrevolution- ary educationalmodels; there are criticisms and challenges that they face.Among the criticismsmentioned (Castaño,Maiz,&Garay, 2015;Teixes, 2015) is the lack ofapedagogicalmodel thatsupports theteaching–learningprocess inthisnewwork dynamic, a pedagogicalmodel that is flexible,with contents or quality educational resources that focus on the student as themain actor of their learning, allowing to offeramorepersonalizedanddiversifiedteaching–learningprocess,whichentails,in turn, to increasethemotivationanddecrease inthelevelsofdesertionof thebeating. Likewise, there isa lackofevaluationprocesses thataddress theneedsanddevelop- mentofaMOOCcourse; the facilitationordeliveryof thecourse isalsoconsidered aproblem,due to theovercrowding thatcharacterizes them, that is, thecomplicated monitoringof theperformanceof the registeredparticipants. For this reason, it hasbeenconsidered to incorporate inMOOC, innovativeedu- cational strategies that help to face the aforementioned criticisms.One of them is