Lessons learned on teaching a global audience with massive open online courses (MOOCs) on health impacts of climate change: a commentary

Background: The adverse health impacts of climate change are increasing on a global level. However, knowledge about climate change and health is still unavailable to many global citizens, in particular on adaptation measures and co-benefits of health mitigation. Educational technologies, such as massive open online courses (MOOCs), may have a high potential for providing access to information about climate change links to health for a global audience. \ud Main body: We developed three MOOCs addressing the link between climate change and health to take advantage of the methodology’s broad reach and accelerate knowledge dissemination on the nexus of climate change and health. The primary objective was to translate an existing face-to-face short course that only reached a few participants on climate change and health into globally accessible learning opportunities. In the following, we share and comment on our lessons learned with the three MOOCs, with a focus on global teaching in the realm of climate change and health. Conclusions: Overall, the three MOOCs attracted a global audience with diverse educational backgrounds, and a large number of participants from low-income countries. Our experience highlights that MOOCs may play a part in global capacity building, potentially for other health-related topics as well, as we have found that our MOOCs have attracted participants within low-resource contexts. MOOCs may be an effective method for teaching and training global students on health topics, in this case on the complex links and dynamics between climate change and health and may further act as an enabler for equitable access to quality education

¿Pueden los MOOC cerrar la brecha de oportunidades?: La contribución del diseño pedagógico social inclusivo

Massive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has the potential to widen access to higher education since they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for every participant to succeed in their learning experience. This goal depends on the quality of the learning design. To be successful, a massive open online learning experience has to empower learners and to facilitate a networked learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms. Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based research approach, a comparative analysis of two course iterations each representing each model is also presented and discussed.Los cursos en línea abiertos y masivos (MOOC) son cursos abiertos disponibles en línea sin costo para el usuario y diseñados para ampliarse, permitiendo un gran número de participantes. Como tales, son un nuevo desarrollo disruptivo que tiene el potencial de ampliar el acceso a la educación superior, ya que contribuyen a la inclusión social, la difusión del conocimiento y la innovación pedagógica. Sin embargo, garantizar oportunidades de aprendizaje de calidad para todos no puede reducirse simplemente a permitir el acceso gratuito a la educación superior. Por el contrario, implica asegurar oportunidades equitativas para que cada participante tenga éxito en su experiencia de aprendizaje. Este objetivo depende de la calidad del diseño de aprendizaje. Para tener éxito, una experiencia de aprendizaje en línea abierta y masiva debe empoderar a los alumnos y facilitar un entorno de aprendizaje en red. De hecho, los MOOC están diseñados para servir a una gran heterogeneidad de perfiles, con muchas diferencias con respecto a las necesidades y preferencias de aprendizaje, conocimiento previo, contextos de participación y diversidad de plataformas en línea. La personalización puede jugar un papel clave en este proceso. En este artículo, los autores describen el modelo pedagógico iMOOC y su derivada posterior, el modelo sMOOC, y explican cómo contribuyeron a la introducción de los principios de diversidad y equidad en el diseño MOOC, lo que permite una clara diferenciación de las rutas de aprendizaje y también de entornos virtuales, al tiempo que permite a los participantes tener éxito en sus experiencias de aprendizaje. Usando un enfoque de design-based research, también se presenta y discute un análisis comparativo de dos iteraciones del curso, cada una representando cada modelo

The Scientist, Spring 2013

https://scholarworks.sjsu.edu/scientist/1007/thumbnail.jp

OPAL Community Environment Report

The Open Air Laboratories network, or OPAL, as it quickly became known, was launched in 2007 following a successful application to the Big Lottery Fund It was the first time that Big Lottery funding on this scale had been awarded to academic institutions. The University of Central Lancashire led by Dr Mark Toogood was responsible for understanding public engagement with OPAL. The Open Air Laboratories (OPAL)network is a nationwide partnership comprising of ten universities and five organisations with grants awarded totalling £14.4 million. • Over half a million people have participated in the OPAL programme. OPAL activities are carried out by people of all ages, backgrounds and abilities, including 10,000 people in ‘hard to reach’ communities. • OPAL opens people’s eyes to the natural world. Nearly half (44%) of OPAL survey participants said that this was the first time that they had carried out a nature survey. 90% of participants have learnt something new. • OPAL has the ability to change people’s behaviour. Almost half (43%) of respondents said OPAL had changed the way they thought about the environment and more than a third (37%) said they will change their behaviour towards it. • In addition to raising environmental awareness, OPAL also improves personal well-being by motivating people to spend time outdoors doing something positive, while connecting with people and nature

Lessons Learned from Developing a New Distance-Learning Masters Course in the Green Economy

It is widely recognised that for the green economy to develop successfully, new educational curricula will be required to help professionals develop appropriate knowledge and skills. Relatively few university courses have been developed to date that explicitly focus on the green economy, reflecting its recent origins. Here we present the lessons learned from developing and implementing a new Masters course in the green economy, at Bournemouth University in the UK. The most significant challenges were institutional barriers, such as different departmental policies and procedures and decentralised budget strategies, which inhibited the cross-departmental collaboration desired for interdisciplinarity. Uncertainty about the future development of the green economy and its value as a concept, among both teaching staff and prospective students, presented a further challenge. In addition, the development of an appropriate curriculum for green economy courses has received little attention previously. Here, we present an overview of the curriculum developed for this Masters-level course, and, based on our experience, we demonstrate how the challenges in developing such a course can successfully be overcome

Open Data, Grey Data, and Stewardship: Universities at the Privacy Frontier

As universities recognize the inherent value in the data they collect and hold, they encounter unforeseen challenges in stewarding those data in ways that balance accountability, transparency, and protection of privacy, academic freedom, and intellectual property. Two parallel developments in academic data collection are converging: (1) open access requirements, whereby researchers must provide access to their data as a condition of obtaining grant funding or publishing results in journals; and (2) the vast accumulation of 'grey data' about individuals in their daily activities of research, teaching, learning, services, and administration. The boundaries between research and grey data are blurring, making it more difficult to assess the risks and responsibilities associated with any data collection. Many sets of data, both research and grey, fall outside privacy regulations such as HIPAA, FERPA, and PII. Universities are exploiting these data for research, learning analytics, faculty evaluation, strategic decisions, and other sensitive matters. Commercial entities are besieging universities with requests for access to data or for partnerships to mine them. The privacy frontier facing research universities spans open access practices, uses and misuses of data, public records requests, cyber risk, and curating data for privacy protection. This paper explores the competing values inherent in data stewardship and makes recommendations for practice, drawing on the pioneering work of the University of California in privacy and information security, data governance, and cyber risk.Comment: Final published version, Sept 30, 201

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model