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Summary This paper presents the design of two miniMOOCs (Massive Open Online Courses) developed in the Open Virtual Mobility (VM) MOOC. The OpenVM MOOC is aimed at developing Virtual Mobility skills in higher education students. The design is based on diverse concepts and all the MOOC elements were designed to support SRL. From a descriptive and quantitative approach, the research aims to explore participants' satisfaction and their perception on the supporting roles of the miniMOOC for SRL. Data was collected through an online survey through which 375 answers were collected. Results show the general satisfaction of learners with the MOOC design. As for the SRL design gamification and visualization of pathways were more relevant for certain SRL phases such as monitoring learning. OER and related quizzes were useful for all SRL phases. Quizzes especially supported self-reflection. Open Badges supported the forethought phase of SRL. Social elements such as forums and eportfolios obtained the lowest rates in relation to support of SRL. The paper concludes with recommendations for educational research and MOOCs design. Summary Este trabajo presenta el diseño de dos miniMOOCs (Cursos Online Masivos y Abiertos) desarrollados en el MOOC Open Virtual Mobility (VM). Este tiene como objetivo desarrollar las habilidades de Movilidad Virtual en los estudiantes de educación superior. El diseño se basa en varios conceptos y todos los elementos fueron concebidos para apoyar el aprendizaje autorregulado. Desde un enfoque descriptivo y cuantitativo, la investigación pretende explorar la satisfacción de los participantes y su percepción sobre las funciones de apoyo al aprendizaje autorregulado. Los datos se recogieron a través de una encuesta en línea a través de la cual se recogieron 375 respuestas. Los resultados muestran la satisfacción general de los alumnos con el diseño del MOOC. En cuanto al diseño para el aprendizaje autorregulado, la gamificación y la visualización de los itinerarios fueron más relevantes para fases la monitorización. Los REA y los cuestionarios fueron útiles para todas las fases. Los cuestionarios apoyaron especialmente la autorreflexión. Las Insignias Abiertas apoyaron la fase de planificación. Los elementos sociales como los foros y los portafolios electrónicos obtuvieron los índices más bajos en relación con el apoyo al aprendizaje autorregulado. El artículo concluye con recomendaciones para la investigación educativa y el diseño de MOOCs.

The characterization virtual mobility is based on three main conceptual pillars – international, digital and collaborative. We understand that these characteristics are common to other related concepts although an institutional agreement and the transcript of records for the exchange and recognition of credits seems to be a distinct characteristic of virtual mobility. A recent approach to virtual mobility has added the dimension of open education as the fourth pillar of virtual mobility and the new concept has been framed as Open Virtual Mobility. These different approaches show that the concept of virtual mobility can be interpreted and designed depending on the actual objectives, practices and educational contexts, as shown in the articles in this special issue. Going beyond a single perspective on virtual mobility, and focusing on commonalities, we are proud to introduce the collection of five articles which present different approaches to virtual mobility in the sense of facilitating international and collaborative learning experiences in online learning environments. This special issue offers a wide perspective on virtual mobility, which includes different approaches, methodologies and models towards designing and exploring virtual mobility experiences in practice and research.

espanolEn el presente articulo se presenta la revision de la experiencia de movilidad virtual del Congreso Internacional Virtual conectando escuelas, celebrado el 6, 7 y 8 de mayo de 2019 con un colectivo de 411 asistentes de 8 paises de Latinoamerica y Espana que trabajan en torno a educacion obligatoria (K-12) y en pro de la accesibilidad universal y la inclusion en la escuela. Se opto por el formato virtual siguiendo criterios de movilidad virtual abierta como garantia para la inclusion. Se aposto por una inscripcion gratuita para asegurar la accesibilidad economica, el formato virtual para facilitar el contacto internacional y la posibilidad de participacion a agentes educativos de comunidades rurales y la clara apuesta por las alfabetizaciones multiples, ofreciendo de forma simultanea audio, Lengua de Signos Espanola y Visual Thinking. Analizando el impacto y difusion lograda, el acompanamiento de los comites organizativos y honorificos, asi como las respuestas a la encuesta de satisfaccion realizada a las personas que participaron en el congreso llegamos a la conclusion de que este formato posibilita la accesibilidad y la colaboracion, creando ademas un alto impacto en la generacion de una red virtual donde compartir saberes comunes. EnglishThis article presents the review of the virtual mobility experience of the International Virtual Congress connecting schools, held on 6, 7 and 8 May 2019 with a group of 411 attendees from 8 countries in Latin America and Spain working on compulsory education (K-12) and universal accessibility and inclusion in school. The virtual format was chosen following open virtual mobility criteria as a guarantee of inclusion. Free registration was chosen to ensure economic accessibility, the virtual format to facilitate international contact and the possibility of participation for educational agents from rural communities, and the clear commitment to multiple literacies, offering audio, Spanish Sign Language and Visual Thinking simultaneously An analysis of the impact and dissemination achieved, the accompaniment of the organisational and honorary committees, as well as the responses to the satisfaction survey carried out on the people who participated in the congress, led us to the conclusion that this format is very collaborative and accessible, also creating a high impact in the generation of a virtual network where common knowledge can be shared.