Abstract
Key summary pointsAimThe aim of the paper is to give insight into MOOCs in general and to specifically describe a MOOC developed in the course of the SCOPE project “Screening for Chronic Kidney Disease (CKD) among older People across Europe”.FindingsThe major target of the MOOC was the improvement of knowledge for a broad audience. The SCOPE MOOCs are freely accessible, structured in three modules, offer additional learning material and guarantee knowledge dissemination about aging and chronic kidney diseases.MessageThe MOOCs represent a contemporary example of how modern technology is supporting a transition to modern training in geriatrics.
Highlights
Background on geriatric trainingEurope is facing a demographic transition: The European population is aging considerably and this trend is likely to continue
In addition to traditional course material such as filmed lectures, supplementary resources such as textbooks are recommended to the participants to support their self-directed studies
The current publication presents the rationale for a massive open online educational course (MOOC) containing three modules on aging and chronic kidney disease, developed by the SCOPE consortium
Summary
Europe is facing a demographic transition: The European population is aging considerably and this trend is likely to continue. Con‐ necting people via computer networks and social networks allows students and learners to act as an integrated common entity and exchange knowledge This new approach in learning is built in Siemens theory of “connectivism” as well as in the “constructivism” theory and in combination may aid geriatric training for health care professionals. In comparison to other MOOC platforms such as edX, Coursera and Udacity, the iMoox platform offers its courses as open educational resources (OER) under CC license [23] This ensures free usage of the content and re-usage of the content in other teaching scenarios and it guarantees dis‐ semination of knowledge to interested people all over the world. When inte‐ grating the MOOC content into the official study plan of a university, e.g., by blended learning, students of this uni‐ versity have the opportunity to accredit the learning effort within the European credits system (ECTS), to overcome this shortcoming
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