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The ongoing and rapid development in technologies in the last few decades has given rise to a great amount of research in the area of Technology Enhanced Learning (TEL). O’Donnell and O’Donnell (2015) state that TEL supports teaching and learning through the use of technology and can carry a similar meaning to e-learning. However, Fominykh and Prasolova-Førland (2019, p. 38) add to this definition by indicating that TEL is not limited to the use of technologies for teaching purposes, being “a research field that explores new ways of learning enabled by technology and designing new technologies that can support learning in new ways.” The term TEL has also been coined as Educational Technology, Digital Education, and Learning Engineering, with the last term implying that this area requires technical competence in order to become involved in learning and development initiatives especially in areas that methodologically depend on data science, Computer Science and Learning Sciences (Pammer-Schindler et al., 2020). However, according to the authors, all terms “recognize the need of epistemic fluency to facilitate interdisciplinary dynamics” (ibid., p. 3), highlighting how the specific field overlaps with a variety of disciplines. This interdisciplinary aspect can become an indicator of the vast amount of research that has been conducted and will be in the future. However, as the knowledge and amount of data and published work in the specific field grows, the requirements with regards to researching TEL become more demanding. Research conducted on the use of technologies to support doctoral students’ learning proves that the affordances of technologies can be beneficial for doctoral students (Boulton, 2019); this applies especially where co-construction of knowledge is a course expectation and in cases where transnational doctoral students wish to share experiences. The appropriate choice of technologies can lead to a richer learning environment, inclusivity, intercultural communication and more engagement. Thus, training and guidance in conducting research and using technologies for learning at a Doctoral level may be a key activity in dealing with the ever-growing requirements in research. In particular, Chen (2012, p. 1) has identified that “due to a lack of formal research training and experience, students can find completing research projects a daunting task. This, coupled with a fear of statistics, can culminate in quite an overwhelming experience for many students”; while Dermo (2009) stated that the key aspect would be to improve the quality of students’ learning experience in higher education. Similarly, Pammer-Schindler et al. (2020), based on the results of the Doctoral Education for Technology-Enhanced Learning (DE-TEL) project, have also identified the need for providing doctoral training in TEL related areas. In particular, the DE-TEL project aimed to improve and innovate the European doctoral education in TEL, by identifying good practices in doctoral education in TEL and developing a new program for doctoral education in TEL and OERs The proposed paper aims at presenting part of the quantitative and qualitative results yielded from an online survey which aimed at collecting information on doctoral education in TEL from PhD candidates and researchers involved in doctoral education or carrying out research in TEL. The survey was designed based on prior secondary research (Pammer-Schindler et al., 2020). The questions of the survey were structured into eight thematic areas: professional background, TEL topics, general PhD education, research methods, learning sources, challenges, supervision and mentorship, and personal background. In the TEL topics, general PhD education and research methods groups, the respondents evaluated the importance and availability of educational resources on the corresponding topics. In this paper, we focus on the results of the two groups of questions: general PhD training topics and research methods. A total of 229 participants from 40 different countries around the globe responded to the survey. In terms of their educational background, 45% (n=103) were PhD candidates, 40.2% (n=92) held a PhD and 11.4% (n=26) a Master’s degree or equivalent, and this is their highest degree. Only 3.5% (n=8) of participants held a degree that is lower than a Master's degree or equivalent. In this study we report on the results of the first two groups. A mixed methods design was employed to analyse the data. Descriptive and inferential statistics were performed using SPSS to analyse the results of the closed-ended questions. Qualitative data analysis was used to analyse the results of the open-ended questions. Findings on the need of courses and educational materials on the general PhD training topics show that both PhD candidates and PhD holders agree on the need for “academic writing” courses as the most relevant course. However, both groups discern in their rank order of preferences for other courses. With regards to research methods, responses indicated that Design-based research is the most common method for both PhD students and Phd holders. An exception are researchers working in the field of ‘Education using technologies’, where experimental research and field qualitative methods are the most reported methods. Regardless of the level of training, the participants reported a need for more training in the research methods they work with. In terms of the learning sources used by the participants, the latter indicated that these were influenced by their educational background, although all tended to choose the academic publications as their primary learning source for TEL topics. For the general PhD-level training topics both PhD candidates and PhD holders selected the supervisor help as their primary learning source. Additionally, the data has also shown that three learning sources seem to be the most used by PhD candidates and PhD holders with regards to research methods: Supervisor help, Academic publications, and courses in the PhD program. The inferential results of the study showed statistically significant differences when it comes to the stage of PhD of students on the availability of courses and learning materials used. Specifically, as PhD students progress to the middle and late stages of their studies, they seem to have access to a wider range of resources and materials in topics related to academic writing (e.g. academic language style, supporting arguments with references, formats of academic journals and conferences) and dissemination of research results (e.g. submitting manuscripts to academic journals, research databases, open data, open science, social media, and reproducibility consideration). All in all, despite the increase in the availability of resources and materials as PhD students move to more advanced stages of their studies, the survey indicated that doctoral students need adequate support and training in academic writing and research methodologies. This has prompted the design and implementation of a training program for doctoral students by the DE-TEL consortium.

This report informs about the state of doctoral education in the area of Technology-Enhanced Learning (TEL) in Europe. The report aims to inform policy decisions in doctoral education and in the implementation of these policies. We reviewed 35 cases of institutional doctoral education in TEL identified in 11 European countries. The results indicate that educational institutions use different approaches to doctoral education in technology-enhanced learning. The doctoral degrees in this field are awarded by departments in different academic areas, within different study programs, with correspondingly different curricula, and therefore heterogeneous foundational knowledge. The report also contains the results of the survey of doctoral education in TEL. The objectives were to inform the design of curricula in the field, improve doctoral education overall, and to collect background on the current practices and challenges. The survey was implemented as an online questionnaire with 31 close and open questions in seven sections: professional background, thematic content, general PhD training topics, research methods, learning sources, challenges, supervision and mentoring, and personal background. In total, 229 participants responded to the survey, including 103 PhD candidates, 92 PhD holders, and 26 Master’s degree holders. The survey results indicate that doctoral courses and educational materials are most needed in the TEL community for the topics: learning analytics, artificial intelligence in education, personalized and adaptive learning, self-regulated / informal learning, smart / intelligent learning environments, pedagogical patterns, gamification, visualization / visual analytics, mixed and augmented reality, and engagement / emotion / affect. There is a need for courses and enough materials on the general PhD training topics of academic writing and publication, dissemination of research results, communication about research, project management, and research ethics. The primary learning source for TEL topics is academic publications, for general PhD-level training is supervisor help, and for research methods: supervisor help, academic publications, and courses in the PhD program. The most difficult barriers for TEL PhD candidates are work-life balance, project management, and psychological challenges. Among the different challenge areas, those related to supervision are the most reliable predictors of student satisfaction with their doctoral studies. Most innovative supervision practices, such as learning how to write scientific papers by example, team supervision, and discussion of the overall PhD ideas, were found useful by both PhD students and PhD holders. Many of the innovative supervision practices are rare within the TEL community. Overall, doctoral education in TEL reflects the complexity of the interdisciplinary field of TEL. This report provides an input for curricula design, educational and supervision practices, examples of administrative contests, and existing challenges.

This doctoral thesis focuses on a gap identified in the literature by investigating how visual representations, authoring support, and data analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. The contributions lie in the research domain of Learning Technologies, and more specifically in the domains of Learning Design, Authoring Tools, Data Analytics, and Blended Learning. In particular, the thesis presents and discusses design principles, challenges, and implications for designing complex blended pedagogies, a visual analogy, and theoretical representation of these complex scenarios. Moreover, it advances the design and development of edCrumble, a data-enriched visual learning design authoring tool for educators. The thesis follows a design-based research approach involving co-creation processes. In doing so, the thesis also contributes with a co-creation case study that brings to light lessons learnt and challenges encountered during its implementation. La present tesi doctoral es centra en investigar com les representacions visuals, el suport tecnològic i l’analítica de dades poden ajudar al professorat a dissenyar processos d’ensenyament-aprenentatge complexos que combinen l’ús de diferents espais, eines i recursos tecnològics, com per exemple els Cursos Massius i Oberts en Línia (MOOCs). Les contribucions s’emmarquen en el camp de la investigació en Tecnologies per a l’educació i, més concretament, en els camps de Tecnologies per al Disseny d’aprenentatge, Analítiques de dades i Aprenentatge combinat. En particular, la tesi contribueix amb principis de disseny, reptes i implicacions per a dissenyar pedagogies combinades que inclouen l’ús de tecnologia, així com amb una metàfora visual i una representació teòrica d’aquests escenaris complexos. A més a més, contribueix al disseny i al desenvolupament de l’edCrumble, una eina de disseny d’aprenentatge visual enriquit en dades per al professorat. La tesi segueix un enfocament de recerca basat en el disseny, que inclou processos de co-creació. En fer-ho, la tesi també contribueix amb un estudi de cas de co-creació aportant les lliçons apreses i els reptes que s'han trobat durant la seva implementació. La presente tesis doctoral se centra en investigar como las representaciones visuales, el soporte tecnológico y la analítica de datos pueden ayudar al profesorado a diseñar procesos de enseñanza-aprendizaje complejos que combinan el uso de diferentes espacios, herramientas y recursos tecnológicos, como por ejemplo los cursos en línea masivos i abiertos (MOOCs). Las contribuciones se enmarcan en el campo de investigación de las Tecnologías para la Educación y, más concretamente, en los campos de Tecnologías para el Diseño de aprendizaje, Analíticas de datos y Aprendizaje combinado. En particular, la tesis contribuye con principios de diseño, retos e implicaciones para el diseño de pedagogías combinadas que incluyen el uso de tecnología, así como una metáfora visual y una representación teórica de estos escenarios complejos. Además, contribuye al diseño y desarrollo de edCrumble, una herramienta de diseño de aprendizaje visual enriquecido con datos para el profesorado. La tesis sigue una metodología de investigación basado en el diseño, que incluye procesos de co-creación. En consecuencia, la tesis también contribuye con un estudio de caso de co-creación aportando las lecciones aprendidas y los retos que se han encontrado durante su implementación.

This paper presents a case study of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students. The aim of the study is to explore the design challenges emerged from this blended learning ap-proach, the students’ learning outcomes and satisfaction with the course content as well as investigating the students’ behavior with the MOOCs once the f2f course ended. Results indicate that students learned through the course and were satisfied with the learning design. Moreover, some of them took advantage of the MOOCs once the campus course finished. This research is partly funded by the Spanish Ministry (TIN2014-53199-C3-3-R, MDM-2015-0502). Authors want to thank K. Michos, K. Manathunga, J. Chacón and all the students who participated in the CJ course as well as S. Losa for her help in the legal issues. Special thanks to I. Kereki, A. Manataki and E. Martí for giving us permission to use the videos of their MOOCs.

This paper presents a case study of transforming an existing MOOC into a SPOC for being used in a campus course using a blended learning ap-proach with the aim of providing a reflection of the experience and reporting the challenges of the hybridization process. Results point out that blended learn-ing with MOOCs can be a sustainable model for universities as well as a trigger to the change from teacher-centred to student-centred learning. This research is partly funded by the Spanish Ministry (TIN2014-53199-C3-3-R). Authors want to thank FL team, UPF LaFactoria+ as well as the professors involved in the project.

Most MOOCs offer open learning opportunities at Higher Education (HE) level./nHowever, it is still unclear how HE students are taking this type of course. This/nstudy focuses on the profile of HE students participating in MOOCs, their/nregistration, preferred topics and completion patterns and how they compare to/nother types of participants. The paper presents a descriptive analysis of the/nMiríadaX platform data up to the end of 2014, including an analysis of 144 courses/nand 191,608 participants. Results indicate that current HE students, who are/nmostly Latin American and Spainish males interested in technology subjects,/nregister for and complete lower numbers of MOOCs than participants who have/nalready completed their HE studies. HE students older than standard ages have a/nsignificant presence in MOOCs and have higher numbers of MOOC registrations/nand completitions. The data have been provided by Telefónica Educación Digital, MiríadaX, in the/ncontext of the UPF-Telefónica Chair. This research has been partially funded by UPFTelefónica/nChair and the Spanish Ministry of Economy and Competitiveness (RESET/nTIN2014-53199-C3-3-R).

Cátedra Telefónica - UPF Este nuevo informe realizado por la Cátedra de Telefónica de la Universitat Pompeu Fabra/nrepresenta un segundo análisis del fenómeno MOOC (Massive Open Online Course) desde una/nperspectiva más centrada en la demanda de este tipo de formación. Hace un año apuntábamos a/nEspaña como el país líder en Europa en generación de cursos masivos en línea, podemos afirmar/nque sigue en la cresta de la ola aunque las distancias con otros países productores de MOOCs se/nhan acortado./nEl análisis realizado en este informe nos permite hablar de consolidación y diversificación del/nfenómeno MOOC, dando lugar a subproductos formativos como los SPOCs, o los NanoMOOCs/nentre otros. Este fenómeno de hibridación se debe a la gran demanda existente por parte de/ndiferentes colectivos, algunos de ellos orientados a la especialización de crear una oferta de/ncursos para su consumo local con estudiantes principalmente universitarios (SPOCs, Small/nPrivate Online Courses); o bien la creación de módulos o fracciones de cursos de muy corta/nduración con fines formativos muy prácticos (NanoMOOCs). La consolidación del fenómeno/nMOOC se observa a través de la aparición de segundas y terceras promociones de una misma/noferta, convirtiéndose en cursos de éxito y que aglutinan ya a varios miles de participantes. /nPero en este análisis nos hemos querido centrar en analizar la demanda, es decir en estudiar los/nperfiles de los participantes en MOOCs. Nos ha interesado particularmente estudiar los patrones/nde consumo y su perfil social. Para ello hemos contado con la colaboración del equipo técnico/nde la plataforma líder en Latinoamérica Miríada X (www.miriadax.net) con Telefónica/nEducación Digital que nos ha brindado información de cerca de 200.000 participantes de casi/n150 MOOCs lanzados en 2014. El análisis de la demanda es una de las claves que nos permitirá/nentender mejor el fenómeno MOOC y las posibles derivadas que se desprendan durante los/npróximos años./nAsí, el análisis realizado nos permite descubrir y cuantificar peculiaridades de este tipo de/nformación como por ejemplo que las mujeres tienen un rendimiento, o tasa de finalización de/ncursos, superior al del público masculino. También descubrimos que no hay grandes diferencias/nen cuanto a preferencias temáticas de cursos en función del género, siendo los MOOCs de/nCiencias Tecnológicas los más demandados incluso por el público femenino. Sabíamos que el/ntalón de Aquiles de los MOOCs es la tasa de finalización, pero descubrimos que no está/nhomogéneamente distribuida, y que los cursos de Historia, Geografía o Artes y Letras, cursados/npor un público más sénior, pueden llegar a doblar la media de finalización. Descubrimos que/nColombia es el país que más demanda genera en Miríada X después de España, claro./nFinamente, vemos que el público de Miríada X en Latinoamérica sigue un patrón formado/nmayoritariamente de estudiantes universitarios y con una media de edad más baja: lo cual nos hace pensar en que es la plataforma ideal para promocionar formación de postgrado o de/nespecialización por parte de Universidades en España en esta parte del mundo./nÉstas son sólo algunas de las conclusiones a las que llegamos en este informe. Esperemos que/nayude a aportar reflexión, datos y conocimiento sobre el fenómeno MOOC desde una nueva/nperspectiva global.

Nowadays Higher Education is adopting new ways of teaching such as ways of Video-Based Learning (VBL) with the/naim of moving away from the traditional classrooms. The interest in VBL has increased as a result of new forms of/nonline education, most prominently in the case of Massive Open Online Courses. VBL has unique features that make it/nan effective Technology-Enhanced Learning approach. Furthermore it seems to support a rich and powerful model to/nimprove learning outcomes as well as learner satisfaction, but it is necessary to choose an appropriate instructional/napproach when designing VBL environments. One of the latest methods that use video as a tool for learning is Flipped/nClassrooms – or inverted classrooms- and, in many cases, it is showed that the result of introducing videos in a/nlearning design eventually converges in this type of methodology./nTo explore this context, this research presents a case study that uses a combination of the VBL and Project-Based/nLearning methodologies. The classes are face-to-face but there are no lessons: the students develop small projects in/nlabs. A set of teaching explanations are recorded in videos provided together with the descriptions of the projects. The/nobjective of this research is to study the behaviour and satisfaction of the students using the videos, their utility as well/nas the position of the professors. Participants were the students of the course “Wireless sensor networks” that took/nplace in April to June of 2014. This was designed as an optional subject in the 3rd and 4th year of the Bachelor Degrees/nin Computer Engineering, Electronic Engineering and Audio-visual Systems Engineering. Two professors were in/ncharge of the course, one of them acting as a coordinator and other as a teaching assistant./nThe study was conducted using a mixed methodology and used five instruments to gather data: two surveys (students,/nteachers), an interview (teachers), an observation protocol and two types of system log files (course delivery platform/nand video server). The gathered qualitative and quantitative data were analyzed and triangulated. One of the main/nresults is that students interacted with the course content mainly during class hours, despite the fact that they had the/nopportunity to watch the videos before the sessions. Hence the flipped classroom was not present though it was the/nexpected situation. Students used videos as support material within class while they were working on the projects at/ntheir pace. On the one hand, the incorporation of videos in class allowed students to enjoy a great flexibility to access/nthe professors’ explanation. The advantage of this flexibility questions the use of oral teacher presentations in class/nbecause of the latter are governed by schedule, meaning that the students cannot access to this explanation beyond/nthe class in the moments when their application is more significant. These conclusions are somehow in line with claims/nby other researchers saying that the role of presence-based learning may be re-thought, standard lectures do not take/nadvantage of having the students personally present in the class. However, the use of video allows access to content/n“on demand”. Moreover, the use of videos has helped students to become more autonomous. In a learning design/nbased on the student as in our case, the flexibility and autonomy that provide videos -used as support material during/nclasses- help students to have more control over their own learning process and, therefore, the role of the teacher as/nfacilitator is reaffirmed./nContrary to common belief, the use of video-based learning may not only converge in the use of flipped classroom/nmethodology. It is also possible to use the videos in a hands-on class as a support tool that encourages a more/nautonomous, flexible and significant learning. The application of a flipped or a hands-on classroom approach depends/non diverse aspects, including the nature of the course (with practical or theoretical orientations), the behaviour/nemerging from the students (depending on their needs and preferences, time constraints, etc.) and the design of the/nactivities proposed by the teachers (strongly requiring students to watch videos in a certain timeframe, e.g. previously/nto the class, or offering flexibility). Future research considering variations of these parameters will help to understand/nthe benefits and limitations of both approaches and to what extent they may coexists in VBL. This work has been partially funded by the Catalonia Government, 14MOOCs14 program, the USQUID of the UPF Engineering School and by the Spanish Ministry of Economy and Competitiveness, EEE project TIN2011-28308-C03-03.

Cátedra Telefónica - UPF Podemos afirmar que España se ha situado en muy poco tiempo, y de forma sorprendente, en el/ngrupo líder de países que más actividad están generando entorno a los cursos masivos en línea/nabiertos o MOOCs (del inglés Massive Open Online Courses). Que España haya sido el país/neuropeo líder en oferta en MOOCs durante el año 2013, con más de un centenar de cursos/nofertados y por encima de Reino Unido, Alemania o Francia es un hecho más que destacable. Si/nobservamos la demanda, es decir el volumen de participación en la oferta mundial de MOOCs,/nvolvemos a encontrar España dentro de los cinco países con más estudiantes que siguen este/ntipo de formación, teniendo por delante a países como EEUU, Reino Unido, Canadá o Brasil./nDesde la Cátedra de Telefónica de la Universitat Pompeu Fabra nos llama especialmente la/natención que España se encuentre de repente dentro del selecto “G8”, junto a potencias/nmundiales indiscutibles en educación superior. Creemos que merece la pena analizar las causas/nde dicho fenómeno en España y para ello hemos elaborado este primer informe. Como en toda/nfase preliminar de cualquier investigación es importante partir de una buenas hipótesis y de unos/ndatos empíricos sólidos sobre los que trabajar. En esta línea, “MOOCs en España” es el primer/ninforme generado por la Cátedra de Telefónica de la UPF sobre Social Innovation in Education./nDurante el año 2013 se ha realizado un trabajo exhaustivo de recogida de información sobre los/ncursos abiertos masivos en Internet en España como primer paso necesario para poder entender/nlas claves y el impacto que pueden llegar a tener a nivel social.

Treball de fi de grau en Sistemes Audiovisuals Tutor: Narcís Parés En aquest treball s’ha dissenyat i desenvolupat el software d’un sistema interactiu de cos sencer basat en projecció a terra que proposa una experiència lúdica a nens amb Trastorn de l’Espectre Autista (TEA) de nivell funcional mig. L’objectiu és promoure actituds d’interacció, compartició i col·laboració d’un nen amb TEA amb un nen de desenvolupament típic. Així s’espera que el nen amb TEA entengui els beneficis de la interacció social i estigui preparat a iniciar habilitats socials molt elementals com per exemple: establir contacte visual, adreçar-se a un company, mostrar la descoberta de coses, compartir mecanismes d’interacció, etc. S’ha fet recerca sobre el TEA per tal d’aconseguir un disseny de la interacció basat en els seus requeriments. El treball forma part d’un projecte més gran anomenat SPARK/ndel grup CMTech del DTIC. Aquest últim serà el que, en un futur, estudiarà i testejarà el sistema implementat per saber si s’assoleix l’objectiu d’interacció proposat. El/nprojecte ha estat desenvolupat mitjançant l’eina de codi obert anomenada OpenFrameworks. In this work it has designed and developed software of a full-body interactive game with ground projection that offers a recreational experience to children with Autism Spectrum Disorder (ASD). The aim is to promote attitudes of interaction, sharing and collaboration of a child with ASD with a child of typical development. It is expected that children with ASD understand the benefits of social interaction and is ready to start very basic social skills such as: visual contact, go to a partner, showing the discovery of things, sharing interaction mechanisms, etc. Research has been done on the TEA to achieve an interaction design based on your requirements. The work is part of a larger project called SPARK from the CMTech group in the DTIC. In the future, the latter will study and test the implemented system to see if it achieves the objective of the proposed interaction. The project has been developed by open source tool called OpenFrameworks.

Comunicació presentada a la Conferència European MOOCs Stakeholders Submmit 2019 celebrada del 20 al 22 de maig de 2019 a Nàpols, Itàlia. This paper presents a work-in-progress solution for planning hybrid Massive Open Online Courses (MOOC). The use of MOOCs in brick and mortar courses presents several design challenges. One of them is to find the most suitableonline course regarding the alignment with the face-to-face course structure, timelineand syllabus. Despite there are different lesson planning and design tools which support educators in the design of their courses, there is a lack of solutions allowing to incorporate the use of MOOC or MOOC resources in the planning processof blended courses. In this paper, we present aMOOC design module for being used in design authoring toolswhich aim to support theplanning of blended courses thatincorporate MOOCs (or MOOCs resources). We discuss twodifferent solutions for gathering information regarding existing MOOCs in the market: the creation of our own MOOC database versus the parsing of MOOC information from existing search engines on demand. Our exploration leadsus to discard the first solution as maintaining the database is highly demanding. Thus, the final system uses existing MOOC search engines to extract the online courses design information to later be used in the overall hybrid-course planning. As it is a work-in-progress article, we present and discuss our future steps for supporting educators in the of design hybrid MOOCs scenarios. This work has been partially funded by “la Caixa Foundation” (CoTproject, 100010434) and FEDER, the National Research Agency of the Spanish Ministry of Science, Innovations and Universities MDM-2015-0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R. DHL is a Serra Húnter Fellow.

For some time now, universities have been making a significant effort to develop Massive Open Online Courses (MOOCs). One way to leverage the effort invested in developing and carrying out MOOCs is to use the online courses or parts of them in traditional brick-and-mortar courses that are delivered on campus. /nThere are several learning design strategies that consider the combination of face to face (f2f) learning in university courses with one or more MOOCs, though teachers are generally only familiar with the most typical approaches – for instance, the flipped classroom. The variety of combinations and possibilities offered by this type of education constitutes a new learning design space whose full potential is underexplored. The aim of this research is to present and explore the affordances offered by an authoring tool devoted to support the design of blended uses of MOOCs and its impact in the resulting learning designs. A workshop has been carried out with the objective of supporting participants in exploring the possibilities of using MOOCs in combination with the courses typically offered on university campuses. Participants were mainly /nuniversity teachers as well as academic and administrative staff responsible for supporting the development of MOOCs. Results indicate that the authoring tool can support the process of learning design involving blended learning scenarios with MOOCs and can contribute to expanding the knowledge of this type of learning in teachers. This research is partly funded by RecerCaixa (CoT project) and the Spanish Ministry of Economy and Competitiveness under RESET (TIN2014-53199-C3-3-R) and the Maria de Maeztu Units of Excellence Programme (MDM-2015-0502).