Influence of employer support for professional development on MOOCs enrolment and completion: Results from a cross-course survey

Although the potential of open education and MOOCs for professional development is usually recognized, it has not yet been explored extensively. How far employers support non-formal learning is still an open question. This paper presents the findings of a survey-based study which focuses on the influence of employer support for (general) professional development on employees’ use of MOOCs. Findings show that employers are usually unaware that their employees are participating in MOOCs. In addition, employer support for general professional development is positively associated with employees completing MOOCs and obtaining certificates for them. However, the relationship between employer support and MOOC enrollment is less clear: workers who have more support from their employers tend to enroll in either a low or a high number of MOOCs. Finally, the promotion of a minimum of ICT skills by employers is shown to be an effective way of encouraging employee participation in the open education ecosystem.JRC.J.3-Information Societ

OGRS2012 Symposium Proceedings

Do you remember the Open Source Geospatial Research and Education Symposium (OGRS) in Nantes? "Les Machines de l’Île", the Big Elephant, the "Storm Boat" with Claramunt, Petit et al. (2009), and "le Biniou et la Bombarde"? A second edition of OGRS was promised, and that promise is now fulfilled in OGRS 2012, Yverdon-les-Bains, Switzerland, October 24-26, 2012. OGRS is a meeting dedicated to sharing knowledge, new solutions, methods, practices, ideas and trends in the field of geospatial information through the development and the use of free and open source software in both research and education. In recent years, the development of geospatial free and open source software (GFOSS) has breathed new life into the geospatial domain. GFOSS has been extensively promoted by FOSS4G events, which evolved from meetings which gathered together interested GFOSS development communities to a standard business conference. More in line with the academic side of the FOSS4G conferences, OGRS is a rather neutral forum whose goal is to assemble a community whose main concern is to find new solutions by sharing knowledge and methods free of software license limits. This is why OGRS is primarily concerned with the academic world, though it also involves public institutions, organizations and companies interested in geospatial innovation. This symposium is therefore not an exhibition for presenting existing industrial software solutions, but an event we hope will act as a catalyst for research and innovation and new collaborations between research teams, public agencies and industries. An educational aspect has recently been added to the content of the symposium. This important addition examines the knowledge triangle - research, education, and innovation - through the lens of how open source methods can improve education efficiency. Based on their experience, OGRS contributors bring to the table ideas on how open source training is likely to offer pedagogical advantages to equip students with the skills and knowledge necessary to succeed in tomorrow’s geospatial labor market. OGRS brings together a large collection of current innovative research projects from around the world, with the goal of examining how research uses and contributes to open source initiatives. By presenting their research, OGRS contributors shed light on how the open-source approach impacts research, and vice-versa. The organizers of the symposium wish to demonstrate how the use and development of open source software strengthen education, research and innovation in geospatial fields. To support this approach, the present proceedings propose thirty short papers grouped under the following thematic headings: Education, Earth Science & Landscape, Data, Remote Sensing, Spatial Analysis, Urban Simulation and Tools. These papers are preceded by the contributions of the four keynote speakers: Prof Helena Mitasova, Dr Gérard Hégron, Prof Sergio Rey and Prof Robert Weibel, who share their expertise in research and education in order to highlight the decisive advantages of openness over the limits imposed by the closed-source license system

“Clinical Supervision with Confidence”: Exploring the potential of MOOCs for faculty development

Background: Postgraduate medical trainees require named clinical supervisors. Given the time pressures and difficulties of geographical access, there is a need to identify appropriate solutions for faculty development. We developed and launched a clinical supervision MOOC (FutureLearn platform) in March 2015. Objective: To assess the potential of the clinical supervision MOOC for faculty development. Methods: Quantitative data was obtained from FutureLearn course analytics and course surveys; qualitative data was obtained from learner feedback within the MOOC. Results: Learners (1,938) from over 75 countries signed up for the MOOC. Of the 899 individuals who began the course, 334 (37.2%) completed. Learners were highly satisfied with the course design and delivery, and enjoyed the opportunities for interprofessional and social learning. Conclusions: MOOCs have great potential for faculty development without geographical boundaries

Safety and Reliability - Safe Societies in a Changing World

The contributions cover a wide range of methodologies and application areas for safety and reliability that contribute to safe societies in a changing world. These methodologies and applications include: - foundations of risk and reliability assessment and management - mathematical methods in reliability and safety - risk assessment - risk management - system reliability - uncertainty analysis - digitalization and big data - prognostics and system health management - occupational safety - accident and incident modeling - maintenance modeling and applications - simulation for safety and reliability analysis - dynamic risk and barrier management - organizational factors and safety culture - human factors and human reliability - resilience engineering - structural reliability - natural hazards - security - economic analysis in risk managemen

Critical Thinking Skills Profile of High School Students In Learning Science-Physics

This study aims to describe Critical Thinking Skills high school students in the city of Makassar. To achieve this goal, the researchers conducted an analysis of student test results of 200 people scattered in six schools in the city of Makassar. The results of the quantitative descriptive analysis of the data found that the average value of students doing the interpretation, analysis, and inference in a row by 1.53, 1.15, and 1.52. This value is still very low when compared with the maximum value that may be obtained by students, that is equal to 10.00. This shows that the critical thinking skills of high school students are still very low. One fact Competency Standards science subjects-Physics is demonstrating the ability to think logically, critically, and creatively with the guidance of teachers and demonstrate the ability to solve simple problems in daily life. In fact, according to Michael Scriven stated that the main task of education is to train students and or students to think critically because of the demands of work in the global economy, the survival of a democratic and personal decisions and decisions in an increasingly complex society needs people who can think well and make judgments good. Therefore, the need for teachers in the learning device scenario such as: driving question or problem, authentic Investigation: Science Processes