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The Universitat Politècnica de València (UPV) has invested nearly €1 million in the Online Teaching Plan since 2007. This plan is an initiative designed to encourage the creation of high-quality digital materials and promote the integration of digital technologies into teaching. It also seeks to enhance student learning through innovative educational resources.

Since its launch, this plan has successfully involved academic staff, generating 13,651 learning objects, including Polimedia videos, screencasts, educational videos, teaching articles, and virtual laboratories. It has also developed 501 learning modules and 3 InterPlay videos. Thanks to the plan, 112 MOOCs and 27 podcast series, among other materials, have been launched.

The Online Teaching Plan is jointly promoted by the Vice-Rectorate for Digital Transformation and the Vice-Rectorate for Planning, Studies, Quality and Accreditation. It is aimed at academic and technical staff at the UPV. As the Vice-Rector for Digital Transformation, Silvia Terrasa Barrena, explains: "The number of educational materials produced, together with the high level of staff participation, clearly demonstrates the excellent results of the plan in its 19 years of operation."

These high-quality digital materials are sent to the institutional repository and platforms such as , promoting open access to knowledge and reuse for teaching purposes. They are accessible to the entire society.

Awards

To recognise quality and excellence in innovative teaching materials, the Online Teaching Plan Awards were created and are now in their seventh edition. The winning projects for the 2024-2025 edition can be viewed at this link.

The materials submitted include Polimedia videos, screencasts, virtual laboratories, learning modules, video collections, podcasts and MOOC courses.

The Online Teaching Plan has a total budget of €30,000 to support the creation of educational resources. All materials reviewed and accepted by the evaluation team are eligible for a maximum of €400 per person, depending on the type and quantity of materials produced. Additionally, those who stand out for their quality and excellence are recognised and rewarded.

Several pieces of content developed in English have also been proposed for dissemination on the European ENHANCE network, reinforcing their international visibility. The university community can consult the award-winning and published materials on the Online Teaching website and the RiuNet repository.

Six categories

There are six award categories: Quality of MOOC, Quality of Video Collection, Quality of Learning Object, Quality of Podcast, Quality of InterPlay Module, and Quality of Learning Module.

One of the awards, for Best MOOC, went to Neuromarketing, created by Professor David Juárez Varón from the Department of Mechanical and Materials Engineering. He explains that the award-winning work ‘is the first open-access massive course on Neuromarketing in Spanish, and I have tried to convey the key tools, developing explanatory videos designed to enrich online learning for those interested in the subject, along with some very well-prepared notes’.

The award for Quality in the Interplay module went to Environmental Assessment and Management Tools, by Inmaculada Romero Gil, from the Department of Hydraulic Engineering and Environment at the UPV. She believes that these awards 'encourage the exchange of good practices among lecturers and motivate us to continue exploring new ways of teaching and connecting with students’.

Inmaculada Romero Gil has participated in multiple editions of the awards and has been recognised on several occasions. She has created 20 Polimedia videos, 11 screencasts, 18 teaching articles, one podcast, four video collections, eight learning modules, and one MOOC, several of which have received awards in previous years.

The winning InterPlay module, she explains, “aims to promote active student participation in the learning process by combining elements of gamification, collaborative work, and critical thinking”. She adds “the importance of this material ‘lies in how it transforms the classroom into a more dynamic, inclusive and motivating space, where students become the protagonists of their own learning’.