MOOCs, Flipped Classrooms and copyright issues

In 2012 while I was studying in UCONN Health Center, I was asked to record a 50 min video which would be part of a class Flipped Classroom in Oral Microbiology. My knowledge about Flipped Classrooms or MOOCS in general was null at that time and I was very reluctant on leaving a class in video that will remain for free access to students taking that course. I was worried about my material of course.

But it is not until I started ONL171, where I have learned how truly amazing are all these new teaching opportunities and capabilities we have in the digital era. I am very grateful about this. To get to know facts such as that the first massive MOOC was done in 2011 when a professor in Stanford University uploaded a MOOC in Artificial Intelligence and got 150k participants from 109 countries! Since then digital courses have just grown exponentially.

After having experienced myself and researched on MOOCS, I agree with many promoters of MOOCS that the main advantages are based on interactivity. The possibility to interact with other students that are perhaps at your same level of enthusiasm to research topics in a specific subject and that will promote your research in the topic. The it is also the possibility of using webcams and see the teacher or other members of your classroom. Video conferences are providing great opportunities to break with the barrier of distance by face to face conversations such as in platforms like Adobe Connect, Google Hangouts, etc. Expanding the possibility to add unlimited number of participants and share with people around the world is simply amazing.

From my almost naïve experience with Flipped Classrooms back in 2012, I have been investigating about this. I must say that it is impressive how students may have the possibility to see the class at home and do more interactive learning physically in the school. I am no longer reluctant to this and I want to apply this in undergraduate education! I really think this is the next step in education as we teacher would be able to monitor the individual progress of students and what topics they struggle more with.

However, one of the main concerns regarding MOOCs is the legal aspects behind sharing copyright material. I understand that the research libraries have worked hard in order to confound and establish ways to avoid legal problems implied in sharing copyright material. The pressure of online learning has triggered that the old-fashioned physical library settings needed to get digital and ready to provide researchers from all over the globe access to educational material without infringing copyright laws.

In summary, I must say that after my own experience and initial reluctance, I have dramatically changed my view on MOOCs. I am extremely positive now that traditional classrooms are suddenly going to be changed to digital. If we get the opportunity to experience the advantages that online teaching brings to our teaching experiences, our reluctances and insecurities will be easily overcome.


My own experience with digital literacy

I have always found fascinating how by means of online platforms one can be connected with classmates, coworkers and friends in a virtual-social-professional context. At the beginning of 2008 when I got to know about Facebook, only some of my friends had an account, now almost everybody I know has a Facebook account. Even people I haven’t seen for a long time or rather old parents that one could have imagined that they were going to be connected someday has one. I always wonder though how people that has not grown with Facebook or are digitally ‘illiterate’ manage to keep a regular online activity, or if Facebook or other interactive platforms has also become part of their daily lives, as it has for most of us. In some cases that I know, for example my own mother, she has a Facebook account which was created by my sister. In my mother’s case, my sister stands as an ‘administrator’ of her account, and directs her when she needs to reply to a comment or to ‘like’ a picture that was uploaded by another relative. As in this case described, I think it is common that the a younger, digitally-literate person, creates and administers a social platform account such as Facebook, before the illiterate just forgotten about his/her account.

Professionally, having an online presence has been also very important. Sharing profiles and update my work status and ongoing research on open networks such as LinkedIn or Researchgate, has been great platforms to get noticed and to advance professionally. It is however challenging to keep up with all current online platforms, for the most part is a professional interest nowadays that keep me connected rather than social reasons. As for Twitter, I could never get the hang out of it and I have always felt lazy to learn. I found that I have enough with the other online professional or online platforms for the moments, even though I think I might be missing an addictive and important online platform.


I have found a very interesting online article about the importance of being digitally-literate:


In this article by the University of Southern California, 7 main points are covered about the importance of being digitally literate. In the first point, it is stated that being digitally literate does not necessarily mean to achieve being a pro in every app or software out there, but to be able to know how to use a software that will help you do a required assignment. The second point touches upon being a good digital citizen. This means that it is our responsibility, once we are digitally-literate, to find the best use of the information put on the internet, including to avoid academic plagiarism and cyberbullying. Another important aspect touched upon in this article and that has been of great benefit for my own digital literacy is about the importance of inspiring students to take the most of the technology in order to develop their learning capabilities.

In this digitally oriented world that we are living, many aspects of our own literacy emerges as important, as we need to find out by ourselves how to take the best out of technology for the benefit of our own students and social peers.


It is great to be back in a PBL environemnt!! However my journey in understanding and working in PBL hasnt been the smoothest. In my inquiries to understand Problem-Based Learning (PBL), I found this definition in a web site:, ‘PBL is an instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems’. But then I wonder, what is a messy real-world problem? I have to say that for me it has been certainly a true challenge to understand and adapt my teaching to PBL. The journey started in my first encounters with PBL in Malmö University, where during my first duties as a tutor I had to lead a group into finding solution to a problem. Not easy at all for someone that has learned ‘the traditional way’ and is used to standing in front of a class lecturing. But it took me some time to realize that the whole idea of PBL is not necessarily to solve the problem, just like Wood in her paper of 2003 describes, but it is to trigger a rationalized learning process starting from a scenario to define learning objectives. it is an independent and self-directed way to learn and anamnlo%cc%88scquire new knowledge.

Understanding the role of the tutor was also difficult. At the beginning, it was mainly seen by me as boring, especially if we already have a student-leader in the group that leads the discussion. Many times, I was falling asleep or though it was a waste of time. I shortly understood that as it was not easy for me it hasnt been easy for most of us that have been used to be an information provider, i.e. standing in fromt of an audience and delivering information, to be a facilitator of learning. The same questions that I could find in the paper published by Neville in 1999 arose, as to: what are my exact roles as a tutor, how directive should I be within my PBL group?, and what are those skills that I need in order to be a facilitator. At the beginning, I thought I needed to be only an expert in the matter at stake, typical information-provider thinking, right?

Gratefully, the process is very clear to me now that a good tutor in PBL not only needs to be expert in the subject but it also needs to be an expert in facilitation of processing information.

Regarding PBL, I had also found the question if PBL works in other areas than in medicine really intriguing. It is still to me a matter of surprise that it really does work in other areas other than in medicine, where other problems that are not related to health issues can be solved by problem-based learning and that most of all, the journey that the students take during the process of solving them is that what makes the true difference in their careers.

Hello ONL171 PBL9

My name is Luis Chávez de Paz, I am a dentist and the head of the Endodontic section in Karolinska Institute. My section is situated in Huddinge (Campus Flemmingsberg) in the School of Dentistry.

lchp-2I am currently supervising the international post-graduate program in endodontics where we have students from different nationalities. Online supervision and teaching is thus a great possibility to interact with teachers and supervisors from all over the world to interact and share important information.

I am very glad that our PBL GROUP 9 is so diverse and that we are having our first meeting on the 16th of February.

See you all at our meeting!