1,721,029 research outputs found
Exploring our oceans: Using the global classroom to develop ocean literacy
No full textDeveloping the ocean literacy of individuals of all ages from all countries, cultures, and economic backgrounds is essential to inform choices for sustainable living in the future, but how we reach and represent diverse voices is a challenge. Massive Open Online Courses (MOOCs) offer a possible tool to achieve this goal, as they can potentially reach large numbers of people including those from lower and middle income regions. The number of MOOCs themed around ocean science and/or literacy is growing rapidly, and here we share experience of developing and delivering a MOOC entitled “Exploring Our Oceans,” which has run ten times in the past 4 years with around 40,000 participants worldwide. The “Exploring Our Oceans” MOOC incorporates a blend of online teaching techniques grounded in both instructivist and constructivist theories, thereby emphasizing contributions from a global community of learners and encouraging individual, independent action in relation to ocean citizenship. The impacts of this MOOC include evidence of changed awareness and attitudes to ocean issues; increased applications and participation in undergraduate and postgraduate programs; development of communication and outreach skills in the postgraduate community and partnership building with Nelson Mandela University, South Africa. These impacts, and vignettes of learner experiences in the course, are discussed in the context of the effectiveness of MOOCs in developing global ocean literacy
Rich and personal agendas: learning from co-creation of an institutional personal learning environment
No full textUniversities increasingly promote their values, educational strengths and standing in order to clearly set themselves apart from fellow institutions. In recent years putting students at the centre of learning has become a prominent theme. Equally, graduates require sophisticated skill-sets which demonstrate digital literacies appropriate to the thought leaders and decision makers of tomorrow. This paper analyses one institution’s approach to creating and supporting an infrastructure for an institutional personal learning environment to support these twin objectives via a case study of curriculum revision. It identifies some of the design patterns and organizational learning which have emerged from this process
Crafting a rich and personal blending learning environment: an institutional case study from a STEM perspective
No full textInstitutional pressures to make optimal use of lecture halls and classrooms can be powerful motivators to identify resources to develop technology enhanced learning approaches to traditional curricula. From the academic’s perspective, engaging students in active learning and reducing the academic workload are important and complementary drivers. This paper presents a case study of a curriculum development exercise undertaken in a STEM subject area at a research-intensive UK university. A multi-skilled team of academics and learning designers have worked collaboratively to build this module which will be realised as a mix of online and face to face activities. Since the module addresses professional issues, a strong emphasis is being placed on establishing authentic learning activities and realistic use of prominent social tools.The learning designers are working for a cross-institutional initiative to support educational innovations; therefore it is important to carefully document the development process and to identify reusable design patterns which can be easily explained to other academics.<br/
Professional development through MOOCs in higher education institutions: challenges and opportunities for Phd students working as mentors
Full text linkMassive Open Online Courses (MOOCs) are making a noticeable impact in Higher education Institutions (HEIs) at a global scale. Every year, new universities incorporate MOOCs in their educational catalogues, and the number of courses on offer has not stopped growing since the launch of the first MOOCs in 2008. Data collected by the team of the Class Central MOOC aggregator (https://www.class-central.com) shows that in 2016 the number of MOOCs identified has reached 4000. The same aggregator identifies more than 600 Universities as MOOC providers. Another figure to be highlighted is the number of learners enrolled in MOOCs: more than 35 million in 2015, twice as many as those in the previous year. There is also a tendency towards internationalisation and multilingualism, as the percentage of MOOCs in English has slightly decreased. Spain and France, whose largest platforms are MiridadX and FUN respectively, lead the ranking of non English speaking countries in terms of the number of MOOCs offered
The history of Ophelia. [electronic resource] : Published by the author of David Simple.
No full textThe author of David Simple = Sarah Fielding.Electronic reproduction.English Short Title Catalog,Reproduction of original from British Library
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The governess [electronic resource] : Or, The Little female academy. Calculated for the entertainment and instruction of young ladies in their education. By the author of David Simple.
No full textAuthor of David Simple = Sarah Fielding.Braces in title.Price from imprint: price bound, 1 s. 6 d.Electronic reproduction.English Short Title Catalog,Reproduction of original from British Library
The clinical implementation of non-invasive prenatal diagnosis for single gene disorders: Challenges and progress made
No full textRecently we have witnessed the rapid translation into clinical practice of noninvasive prenatal testing for the common aneuploidies, most notably within USA and China. This represents a lucrative market with testing being driven by companies developing and offering their services. These tests are currently aimed at women with high/medium risk pregnancies identified by serum screening and/or ultrasoundscanning. Uptake has been impressive, albeit limited to the commercial sector. However, non-invasive prenatal diagnosis (NIPD) for single gene disorders has attracted less interest, no doubt because this represents a much smaller market opportunity and in the majority of cases has to be provided on a bespoke, patient or disease-specific basis. The methods and workflows are labour intensive and not readily scalable. Nonetheless, there exists a significant need for NIPD of single gene disorders and the continuing advances in technology and data analysis should facilitate the expansion of the NIPD test repertoire. Here we review the progress that has been made to date, the different methods and platform technologies, the technical challenges, and assess how new developments may be applied to extend testing to a wider range of genetic disorders
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