How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Reproduction is authorised provided the source is acknowledged.Final Published versio

Discovering Behavioral Intervention: A Parent’s Interactive Guide to ABA

Autism spectrum disorders (ASD) affect one in 110 children in the U.S. Parents of children with ASD need clear and accurate information to communicate with professionals as they seek appropriate services, including applied behavior analysis (ABA) based intervention. Behavioral professionals can assist parents in this endeavor by recommending resources, including online courses. This paper describes the development and evaluation of an online course on ABA for parents of children with ASD. Parents completing a summative field test (N=21) made significant gains in knowledge and reported high levels of satisfaction. Implications include the potential for enhanced parent-professional collaboration in treatment decision-making

Integrity of Medicare customer data

This audit examined the effectiveness of the Department of Human Services’ management of Medicare customer data and the integrity of this data. Audit objective, criteria and scope The objective of the audit was to examine the effectiveness of the Department of Human Services’ management of Medicare customer data and the integrity of this data. To assist in evaluating the department’s performance in terms of the audit objective, the ANAO developed the following high level criteria: Human Services has adequate controls and procedures for the collection and recording of high quality customer data; Medicare customer data as recorded on Human Services systems is complete, accurate and reliable; and customer data recorded on Human Services systems is subject to an effective quality assurance program and meets relevant privacy and security requirements. The audit scope focused on the integrity of Medicare customer data and included related testing of all Medicare customer records. It did not examine Healthcare Provider Information, the allocation or management of Individual Healthcare Identifiers (IHI) or the operation of Personally Controlled Electronic Health Records. The audit also considered the extent to which Human Services had implemented the six recommendations from ANAO Performance Audit Report No.24 of 2004–05 Integrity of Medicare Enrolment Data. Overall conclusion Medicare has been in place for 30 years and is accessed by almost all Australians and some visa holders and visitors. In 2012­­–13, Human Services reported over 23 million people enrolled in Medicare, including 618 533 new enrolments. The department’s administration of Medicare is supported by a long‑established database, the Consumer Directory, which contains all Medicare customer records. As the repository of a large and evolving data set incorporating, on an ongoing basis, both new enrolments and changes to customer information, the Consumer Directory requires active management to maintain the integrity, security and privacy of customer data; essential prerequisites for the effective administration of Medicare. Human Services’ framework for the management of Medicare customer data, including procedures and input controls for the entry of new enrolment information and changes to customer information, has not been fully effective in maintaining the integrity of data in the Consumer Directory. ANAO analysis of the department’s Medicare customer data holdings identified: at least 18 000 possible duplicate enrolments—an ongoing data integrity issue in the Medicare customer database; active records for customers without an entitlement as well as inactive records and some with unusual activity; and records which had customer information inconsistently, inaccurately and incompletely recorded. In addition, the department advised the ANAO of instances where the records of two different customers are combined (‘intertwined records’), giving rise to privacy and clinical safety risks. While the number of compromised records held in the database is not significant given the scale of the department’s data holdings, the data integrity issues referred to above indicate that departmental procedures and key elements of the data input control framework require management attention to improve operational efficiency, better protect customer privacy and clinical safety, and reduce the risk of fraudulent activity. The extent of the data integrity issues highlighted by the audit and the length of time these issues have been evident also indicate a need for the department to periodically assess the underlying causes of data integrity issues and implement necessary treatments. The audit identified that additional attention should be given to: the tightening of data input controls, including the full and accurate completion of mandatory data fields in accordance with system and business rules; the adequacy and consistency of staff training and written guidance; addressing duplicate and ‘intertwined records’; and undertaking data integrity testing on a targeted risk basis. Further, Human Services’ procedures for managing the security of Medicare customer data do not comply fully with some mandatory requirements of the Australian Government’s Information Security Manual (ISM); significantly reducing the level of assurance of the relevant systems’ ability to withstand security threats from external and internal sources. The department should implement whole‑of‑government requirements in relation to system security. Positive elements of Human Services’ approach to managing Medicare customer data include: unique customer reference numbers within the Consumer Directory, which have a high degree of integrity; a well‑developed privacy framework which contributes to maintaining the confidentiality of sensitive Medicare customer records; and a Quality Framework comprising a daily program of random checks on completed transactions by customer service officers. As discussed however, a fully effective approach to managing the integrity of data holdings requires that attention be given to the development and consistent implementation of the full suite of procedures and controls. The ANAO last examined the integrity of Medicare enrolment data in 2004–05, making six recommendations. Human Services could demonstrate implementation of two recommendations but could not demonstrate implementation of the remainder, which were aimed at addressing data integrity issues, including duplicate enrolments, prior to the migration of Medicare customer data to the Consumer Directory. As discussed, the ANAO’s analysis in this audit indicates that the issue of duplicate enrolments has persisted; and, more broadly, the department has foregone an opportunity to enhance its performance by implementing a number of the earlier ANAO recommendations targeted at improving data integrity. The ANAO has made five recommendations in the current audit aimed at enhancing the management and integrity of Medicare customer data by Human Services. The recommendations relate to improving training and guidance for customer service officers, addressing data integrity issues and their causes, and complying with the mandatory requirements of the ISM

Qik'rtam Litnauwistai (island's teachers)

Thesis (Ph.D.) University of Alaska Fairbanks, 2019Qik'rtam Litnauwistai (Island's Teachers) was a multi-tiered, community-based, participatory action research project initiated as a direct response to both community and institutional recommendations to "grow our own" Alutiiq educators. The study (a) examined current departmental practices in teacher education at Kodiak College, (b) sought community feedback through interviews regarding recruiting and retaining Alaska Native pre-service teachers on Kodiak Island, and (c) analyzed successful eLearning course completion data, based on synchronicity. The examination and focus of improvement was on the educational system and program delivery model to meet the needs of all teacher candidates, especially our future Alutiiq educators. Interview participants overwhelmingly felt it was important to "grow our own" Kodiak teachers who could (a) provide a role model, (b) have teachers who possessed and could share a high level of cultural understanding, (c) who could understand the local environment in which they worked, and (d) provide a way to strengthen the community in which they live. Based on a review of literature, interviews, and data from UAA, recommendations or considerations for changes are suggested for (a) the Kodiak College Education faculty, (b) Kodiak College, (c) the University of Alaska Anchorage, and (d) Kodiak Island Borough School District.UAF Provost’s Special Fellowship for dissertation completio

A qualitative study of technology-based training in organizations that hire agriculture and life sciences students

Technological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. Technology-based training, for the purpose of this study, was defined as training that is delivered via the Internet, CD-ROM, or video conferencing either at a distance or in a local setting. A variety of forms of technology-based training were found throughout educational and workforce settings. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify competencies required for these positions from the perspective of the identified organizations. This study described the technologies that the identified organizations were using to design and deliver technology-based training, the audience to which the organizations were providing training, and the competencies that the identified organizations were seeking in potential employees. Findings from this study revealed a need for individuals with specialization in creating and providing technology-based training. Data suggested seven key skills and competencies needed to work in technology-based training: 1) instructional design, 2) technology/computer skills, 3) the ability to conduct a needs assessment, 4) interpersonal skills, 5) writing skills, 6) planning and organizational skills, and 7) evaluation skills. The identified skills and competencies related to technology-based training mirror those reported in previous research. Based on analysis of the data, it was concluded that students with expertise in these skill and competency areas are more marketable in organizations that hire agriculture and life sciences students

Using Programmed Instruction Modules to Improve Training Outcomes

There are many different methods of training staff, but all have limitations. Programmed Instruction is one such method to train staff that can be a more convenient way to teach basic knowledge. New staff at an autism clinic were delivered three courses of programmed instruction modules for skillsets related to correctly implementing programs to identify if this method was an effective way to improve treatment integrity outcomes. A multiple baseline design across skills that was replicated across staff evaluated treatment integrity performance for behavior technicians. Out of the six behavior technicians that received the brief programmed instruction modules, no meaningful changes in performance were observed for any behavior technician. The brief programmed instruction modules did not create more stable responding in the intervention phase and most participants exhibited similar patterns of responding (e.g., highly variable) between baseline and intervention. The lack of an identifiable meaningful improvement in behavior technician performance may be due to multiple factors, including the sporadic and infrequent data collection that occurred in this applied setting. There are still many avenues of exploration for programmed instruction in the future, including the need for more current analog research on programmed instruction to support using programmed instruction in the natural environment in the age of computers

Investigating eLearning Continuance Through Expectation Disconfirmation Theory

This study set out to investigate the Continuing Professional Development (CPD) eLearning participation and completion phenomenon of learners and to explore motivation of CPD eLearning intentions and completions. This study focused on why learners choose CPD eLearning and why they continue in CPD eLearning. Based on the Expectations Disconfirmation theory (EDT) and the DeLone and McLean Information Systems Success Model (1992), a survey was developed and then sent to a cross-section of registered CPD eLearners from the first responder community. After the data was collected 217 responses were analyzed with SPSS correlational techniques and through PROCESS which is a modeling tool. The study found that overall information, service, system, and learning expectations and perceptions of quality are positively related to each other as well as disconfirmation and satisfaction. Furthermore, disconfirmation was found to be positively correlated to satisfaction. Continuance intention and continuance behavior were positively related to each other as well as to satisfaction, respectively. Intrinsic motivation did have a moderation effect on satisfaction as it related to continuance intention and continuance behavior. Although generalization of the results should be exercised with caution, this study offers implications to CPD eLearning research and theory building with relation to disconfirmation, satisfaction, motivation, continuance intention, and continuance behavior. Many variables, ultimately, positively affect CPD eLearning continuance. Learners that are more satisfied tend to continue in CPD eLearning, but also have the motivation to continue in other types of eLearning. CPD eLearning quality and the learner’s motivation should not be forgotten if learner continuance is the goal. Continuance behavior is related to the learner’s satisfaction. All parties involved in the development and delivery of the CPD eLearning should be mindful. The study fills a gap in the CPD eLearning literature. This study had a mix of first responders that had and had not completed the CPD eLearning. This provides a different perspective than most studies tend to gather