Can Massive Open Online Courses (MOOCs) be considered as Open Educational Resources (OER)?

Open Education has changed many times over the last decades: After a first boom in the middle of the last century, there was a decline in interest. In our current century, Open Education gained more popularity through the introduction of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). Nevertheless, the current focus is different from the past. This article is the start of a series to contribute to a better grasp of the complexity that Open Education is covering. It is a challenge as it is not an empirical article but philosophical argumentation: It discusses the question whether MOOCs can be considered as OER. Open Education and OER can be seen and treated as two strands with different developments even though, in theory, OER belongs to Open Education. Different OER definitions and typologies are analyzed and compared in relation to their dimensions and categorizations. Furthermore, the four conditions and two original types of MOOCs are discussed leading to a debate on their quality. It turns out that there are two perspectives of MOOCs: From the OER point of view, MOOCs as a product can be called an OER if they are fulfilling the OER definition and requirements. From the Open Education point of view, MOOCs are going beyond OER as enablers of Open Education understood as innovative concept and methodology for changing education towards collaborative and moderated learning experiences. That is reflected by the dimensions of the introduced OpenEd Quality Framework and is confirming the need of the two distinctions. Therefore the short answer to our leading question: "Are MOOCs Open Educational Resources?" is: sometimes and it depends from the perspective that you take

Post impact evaluation of an E-learning cross-infection control CD-ROM provided to all general dental practitioners in England

Aim To carry out a post-impact evaluation of a cross-infection control CD-ROM, developed for NHS dental teams as a continuing professional development e-learning tool. The program was commissioned by the Department of Health and developed by a project team through the UK Committee of Postgraduate Dental Deans. The Dental Practice Boardhad originally sent one copy of the CD-ROM to each dental practice in England in 2004. Method A quantitative statistical analysis of the results of 326 online respondents to the learning package and a survey of 118 dental practitioners drawn from the Dental Practice Board database. Results Practitioners felt the CD-ROM in this instance was well designed and appropriate for their needs. It is inclusive and accessible to a wide range of dental professionals including nurses and hygienists. Conclusions This form of continuing professional development is popular with dental practitioners, although it should not be the only form of continuing professional development available. However, whilst the project was generally regarded as successful, there were problems with the distribution of the CD-ROM. This suggests that anonline resource should be made available in the future

Light-mediated multi-target protein degradation using arylazopyrazole photoswitchable PROTACs (AP-PROTACs)

Light-activable spatiotemporal control of PROTAC-induced protein degradation was achieved with novel arylazopyrazole photoswitchable PROTACs (AP-PROTACs). The use of a promiscuous kinase inhibitor in the design enables this unique photoswitchable PROTAC to selectively degrade four protein kinases together with on/off optical control using different wavelengths of light

A review, timeline, and categorization of learning design tools

Enabling teachers to define or portray efficient teaching ideas for sharing, reuse or adaptation has attracted the interest of Learning Design researchers and has led to the development of a variety of learning design tools. In this paper, we introduce a multi-dimensional framework for the analysis of learning design tools and use it to review twenty-nine tools currently available to researchers and practitioners. Lastly, we categorise these tools according to the main functionality that they offer

Discovery of a potent deubiquitinase (DUB) small molecule activity‐based probe enables broad spectrum DUB activity profiling in living cells

Deubiquitinases (DUBs) are a family of >100 proteases that hydrolyze isopeptide bonds linking ubiquitin to protein substrates. This leads to reduced substrate degradation through the ubiquitin proteasome system. Deregulation of DUB activity has been implicated in many diseases, including cancer, neurodegeneration and auto-inflammation, and several have been recognized as attractive targets for therapeutic intervention. Ubiquitin-derived covalent activity-based probes (ABPs) provide a powerful tool for DUB activity profiling, but their large recognition element impedes cellular permeability and presents an unmet need for small molecule ABPs which can account for regulation of DUB activity in intact cells or organisms. Here, through comprehensive chemoproteomic warhead profiling, we identify cyanopyrrolidine (CNPy) probe IMP-2373 (12) as a small molecule pan-DUB ABP to monitor DUB activity in physiologically relevant live cells. Through proteomics and targeted assays, we demonstrate that IMP-2373 quantitatively engages more than 35 DUBs across a range of non-toxic concentrations in diverse cell lines. We further demonstrate its application to quantification of changes in intracellular DUB activity during pharmacological inhibition and during MYC deregulation in a model of B cell lymphoma. IMP-2373 thus offers a complementary tool to ubiquitin ABPs to monitor dynamic DUB activity in the context of disease-relevant phenotypes

Displaced but not replaced: the impact of e-learning on academic identities in higher education.

Challenges facing universities are leading many to implement institutional strategies to incorporate e-learning rather than leaving its adoption up to enthusiastic individuals. Although there is growing understanding about the impact of e-learning on the student experience, there is less understanding of academics’ perceptions of e-learning and its impact on their identities. This paper explores the changing nature of academic identities revealed through case study research into the implementation of e-learning at one UK university. By providing insight into the lived experiences of academics in a university in which technology is not only transforming access to knowledge but also influencing the balance of power between academic and student in knowledge production and use, it is suggested that academics may experience a jolt to their ‘trajectory of self’ when engaging with e-learning. The potential for e-learning to prompt loss of teacher presence and displacement as knowledge expert may appear to undermine the ontological security of their academic identity

Orchestrating learning activities using the CADMOS learning design tool

This paper gives an overview of CADMOS (CoursewAre Development Methodology for Open instructional Systems), a graphical IMS-LD Level A & B compliant learning design (LD) tool, which promotes the concept of “separation of concerns” during the design process, via the creation of two models: the conceptual model, which describes the learning activities and the corresponding learning resources, and the flow model, which describes the orchestration of these activities. According to the feedback from an evaluation case study with 36 participants, reported in this paper, CADMOS is a user-friendly tool that allows educational practitioners to design flows of learning activities using a layered approach

Retrieving and retaining older and advancing novel rodenticides-as alternatives to anticoagulants

Eason, C.T., Henderson, R., Murphy, E., Shapiro, L., MacMorran, D., Blackie, H., Brimble, M., Conole, D., Rennison, D., Gibson, T.J., Gregory N.G