Sandra Sanchez-Gordon Blog

Researcher and professor

Archive for junio 2015

Appears in: ITHET 2015 Procedings 
Pages: 181-183
Publication year: 2015
ISBN:  978-1-4799-1756-3.

Conference: 14th International Conference on Information Technology Based Higher Education and Training (ITHET 2015)

Dates: 11-13 Jun 2015
Location: Caparica, Portugal


Sanchez-Gordon, Sandra, Calle-Jimenez, Tania, Luján-Mora, Sergio, Relevance of MOOCs for Training of Public Sector Employees, 14th International Conference on Information Technology Based Higher Education and Training (ITHET 2015),  Caparica (Portugal). June 11-13, 2015.  ISBN: 978-1-4799-1756-3.


A massive open online course (MOOC) is a type of online course that can be taken for a huge number of participants. Originally, MOOCs scope was to provide introductory university level courses to students worldwide. Currently, the MOOC model is expanding is scope to training in both private and public sectors. There are more than 30 million of public sector employees only in Latin American and Caribbean Region. Given the huge number of public employees that need to be continuously trained at regional, national, and local range, using MOOCs for training in public sector is not only a valid option but also a necessity. Among the government topics that public employees need training are public service culture, national political constitution, government structure and policies, national development plans, institutional strategy, macroeconomics, monetary and fiscal policy, sovereign debt, regulatory and legal frameworks, and tools for public administration such as management for results. Also, in recent years, government and private organizations have recognized the importance of training their employees on space technologies that manage geographic information for the primary purpose of increase development through getting knowledge of the territory and its behavior. This paper presents four cases of use of MOOCs for public sector training. It also presents strategies to address three major challenges: enrollment, completion and web accessibility. Finally, it states some conclusion and future research.


Massive Open Online Courses; MOOCs; Training; Public Sector; Government; GIS; Enrollment; Completion; Web Accessibility


This work is partially funded by the Prometheus project of the National Secretary of Higher Education, Science and Technology (SENESCYT), Government of Ecuador.


[1]     Formulation, 2003.  Available online:

[2]     S. Sanchez-Gordon and S.Luján-Mora, “MOOCs Gone Wild”, in Proceedings of the 8th International Technology, Education and Development Conference INTED, 2014, pp. 1449-1458.

[3]     W. Shah, “MOOCs in 2014: Breaking Down the Numbers”, in edSurge. Available online:

[4]     MIT Technology Review, “The Most Important Education Technology in 200 Years”, 2014. Available online:

[5]     J.C. Bonnefoy, “MOOCs in Development: Fad or Future? ”, 2014. Available online:

[6]     L. Ruiz, “MOOC technology in Ecuador”, 2014. Available online:

[7]     BID, “IDBx”, 2014. Available online:

[8]     IDB, “IDB1x Introducción a la Gestión para Resultados en el Desarrollo”, 2014. Available online:

[9]     IMF, “IMF and edX Join Forces to Pilot Online Economics and Financial Courses”, 2013. Available online:

[10]  IMF, “IMFx”, 2014. Available online:

[11]  IAEN, “CNE02 Constitución para Servidores Públicos”, 2014. Available online:

[12]  OOA, “Iniciación a los SIG y su Aplicación en Desastres Naturales”, 2014. Available online:

[13]  L. Papano, “The Year of the MOOC”, 2012. Available online:

[14]  N. Stevanovik, “Effects of Motivation on Performance of Students in MOOC”, in Sinteza Internet and Education, 2014, pp. 418-422.

[15]  C. Milligan, A. Littlejohn, and A. Margaryan, “Patterns of Engagement in Connectivist MOOCs”, in MERLOT Journal of Online Learning and Teaching, 2013, 9(2), 149-159.

[16]  P. Hill, Emerging Student Patterns in MOOCs: A Graphical View, 2013. Available online:

[17]  H. Davis, K. Dickens, M. Leon, M. Sanchéz, and S. White, “MOOCs for Universities and Learners. An analysis of motivating factors”, in Proceedings of the 6th International Conference on Computer Supported Education CSEDU, Spain, 2014, pp. 105-116.

[18]  K. Jordan, “MOOC Completion Rate: The Data”. 2014. Available online:

[19]  S. Sanchez-Gordon, S. Luján-Mora, “Web accessibility of MOOCs for elderly students”, in Proceedings of the 12th International Conference on Information Technology Based Higher Education and Training ITHET 2013, pp. 1-6.

[20]  W3C, “Introduction to Web Accessibility”, 2012. Available online:

[21]  WHO, “Word Report on Disability”, 2011. Available online:

[22]  United Nations, “Convention on the Rights of Persons with Disabilities and Optional Protocol”, 2008.

[23]  T. Calle-Jimenez, S. Sanchez-Gordon, S. Luján-Mora. “Web Accessibility Evaluation of Massive Open Online Courses on Geographical Information Systems”, in IEEE Global Engineering Education Conference EDUCON, 2014, pp. 680-686.

[24]  OpenClassrooms, “Unlimited access to OpenClassrooms for all jobseekers”, 2015. Available online:

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