What are procedures for proposing and approving courses on the MOOCs application in Vietnam?

What are procedures for proposing and approving courses on the MOOCs application in Vietnam?

Based on Section 2 of the Guidelines on the development of digital learning materials and online courses on the platform providing Massive Open Online Courses (MOOCs) issued with Decision 3784/QD-BGDDT 2022, the process of proposing and approving the list of courses on the MOOCs application is conducted as follows:

Step 1: Constructing a list of courses/modules

(1) The lead institution conducts a survey of training programs of different majors/sectors from other institutions to select the courses/modules that appear most frequently in the teaching programs, prioritizing the selection of courses/modules in the core general education knowledge, core industry foundation of training programs characteristic of the major/sector group.

(2) The lead institution surveys courses/modules with new content and knowledge trends worldwide that are forecast to attract many students, and new current courses/modules with the potential for expansion and delivery at other institutions in the future. Priority is given to courses/modules that already have textbooks.

(3) Based on the above selections, compile a list of courses/modules to propose the development of digital learning materials for online courses.

Step 2: Surveying opinions from other institutions

The lead institution proposes a list of courses/modules, seeking opinions from other reputable institutions in the field, major group, or sector regarding the feasibility of applying online courses.

Step 3: Meeting to finalize the list of courses/modules

The lead institution organizes a meeting to unify opinions of lecturers and specialized units on the list of courses/modules proposed for the development of digital learning materials for online courses.

Step 4: Appraisal of the proposed list of courses/modules

(1) The lead institution establishing digital learning materials for courses/modules forms an Appraisal Council comprising members who are specialized representatives from institutions.

(2) Organize a meeting of the Appraisal Council.

Step 5: Approval of the list of courses/modules

(1) Based on the Appraisal Council's results, the Principal/Director of the higher education institution (collectively referred to as the Principal) leads the approval of the list of courses/modules.

(2) During the developmental process, if changes or additions to the courses/modules are needed, the lead institution's principal considers and decides based on the Appraisal Council's opinions.

What are procedures for proposing and approving courses on the MOOCs application in Vietnam?​ (Image from the Internet)

What are the sections of the guideline on the development of digital learning materials and online courses on the MOOCs application in Vietnam?

According to Section 3 of the Guidelines issued with Decision 3784/QD-BGDDT 2022, the content of the guideline on developing digital learning materials and online courses on the MOOCs application by the Ministry of Education and Training includes 5 sections:

- Part I: Process for selecting courses/modules to develop digital learning materials for online courses;

- Part II: Process for developing detailed syllabi for courses/modules for online courses;

- Part III: Process for developing digital learning materials for online courses;

- Part IV: Process for implementing trial teaching of online courses on the MOOC system;

- Part V: Requirements for online courses.

What are the requirements for online course assignments on the MOOCs application in Vietnam?

The requirements for online course assignments on the MOOCs application are stipulated in Section 7 of the Guidelines issued with Decision 3784/QD-BGDDT 2022 as follows:

- Assignments for lessons, chapters are designed appropriately to help learners understand, grasp, and apply knowledge, thus forming skills for learners and meeting the learning outcomes of the course.

- Depending on the requirements of the lesson or chapter, a suitable number of assignments can be designed. The content of the assignments meets different competency levels of learners from low to high and aids learners in progressing during their studies.

- There must be suggestions for solving assignments or sample solutions, and guidance for solving assignments (if needed).