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

Learning Design and Service Oriented Architectures:a mutual dependency?

This paper looks at how the concept of reusability has gained currency in e-learning. Initial attention was focused on reuse of content, but recently attention has focused on reusable software tools and reusable activity structures. The former has led to the proposal of service-oriented architectures, and the latter has seen the development of the Learning Design specification. The authors suggest that there is a mutual dependency between the success of these two approaches, as complex Learning Designs require the ability to call on a range of tools, while remaining technology neutral. The paper describes a project at the UK Open University, SLeD, which sought to develop a Learning Design player that would utilise the service-oriented approach. This acted both as a means of exploring some of the issues implicit within both approaches and also provided a practical tool. The SLeD system was successfully implemented in a different university, Liverpool Hope, demonstrating some of the principles of re-use

Adapting the Curriculum: How K-12 Teachers Perceive the Role of Open Educational Resources

It has been suggested that open educational resources (OER) can lower cost and lead to greater flexibility, however while there has been significant investment in opening up content there have been few studies looking at how these resources are perceived by those who might use them. This quantitative article contributes to fill a gap in our knowledge of how K-12 educators teaching in face-to-face, online and blended contexts currently think about and use OER. It is part of the research carried out by the Hewlett-funded OER Research Hub (OERRH) Project to examine the impact of OER on teaching and learning practices. The authors report findings from a survey of 600+ schoolteachers who answered a set of attitudinal and behavioural questions in relation to how they use OER, what types of OER they use and what influences their selection of content, in addition to the purpose, challenges and perceived impact of OER in the K-12 classroom. The research highlights how OER allow schoolteachers to personalise learning through adaptation, and argues that mainstreaming OER in K-12 education is not only a matter of raising awareness but of changing teachers’ habits

Now you see it, now you don’t: the shifting realities of cabinet government

Cabinet government can appear an unwieldy and inefficient framework for making political decisions, yet the model not only survives, but is thriving across much of the globe. Drawing on a new book, Patrick Weller, Dennis C. Grube and R.A.W. Rhodes explain the resilience of this much criticised tradition of collective decision-making

Programmed death ligand 1 gene silencing in murine glioma models reveals cell line-specific modulation of tumor growth in vivo

BACKGROUND Glioblastoma is the most common brain tumor in adults and virtually incurable. Therefore, new therapeutic strategies are urgently needed. Immune checkpoint inhibition has not shown activity in various phase III trials and intra- as well as intertumoral expression of programmed death ligand 1 (PD-L1) varies in glioblastoma. METHODS We abrogated constitutive PD-L1 gene expression by CRISPR/Cas9 in murine glioma models and characterized the consequences of gene deletion in vitro and in vivo. RESULTS A heterogeneous expression of Pdl1 mRNA and PD-L1 protein was detected in the glioma cell panel in vitro and in vivo. PD-L1, but not PD-L2, was inducible by interferon β and γ. Co-culture with splenocytes induced PD-L1 expression in GL-261 and SMA-560, but not in CT-2A cells, in an interferon γ-dependent manner. Conversely, Pdl1 gene silencing conferred a survival benefit in CT-2A, but not in the other 2 models. Accordingly, PD-L1 antibody prolonged survival in CT-2A glioma-bearing mice. This activity required PD-L1 expression on tumor rather than host cells, and the survival gain mediated by PD-L1 loss was reproduced in immune-deficient RAG$^{-/-}$ mice. CONCLUSIONS PD-L1 is expressed and interferon-inducible in murine glioma cell lines. PD-L1 has model-specific roles for tumor growth. Future studies need to determine which subset of glioblastoma patients may benefit from PD-L1 antagonism as part of a multimodality therapeutic approach to glioblastoma

Non-Labor parties, 1894-1912 : the development of their parliamentary and electoral organization in New South Wales and Tasmania

Very little is known about the development of the non-Labour parties in Australia. Furthermore, the emergence of parties has seldom been the subject of theoretical examination. In this thesis I suggest that the early stages of development of any party can be studied by examining its use of political resources, such as organization and ideology, and its development of a collective identity. Between 1894 and 1912 the non-Labor parties in New South Wales and Tasmania gradually increased their activities and became recognizable as distinct collective bodies. In Parliament they devised methods of maintaining unity which were informal but which were as effective as the procedures of the Labor party. In the electorate the non-Labor parties began to co-ordinate campaigns and to develop a coherent policy and a well articulated organization. They deliberately used procedures which turned existing political influences to their own advantage. In both spheres of activity, the non-Labor parties had to act within constraints created by the existing political attitudes of the non-Labor members. In both states the non-Labor parties developed along similar lines because, despite the economic and geographical differences, the political resources available to them were generally the same

Anticoagulation for radiation-induced neurotoxicity revisited

No effective treatment for delayed radiation-induced neurotoxicity has been established. Its natural course is highly variable, but spontaneous recovery has been well documented. Here we report our experience with therapeutic anticoagulation in patients with cerebral lesions (n=3), cranial nerve lesions (n=1) or myelopathy (n=4) attributed to irradiation. Two of three patients with cerebral lesions and the patient with cranial nerve lesions showed a minor improvement of clinical symptoms. In contrast, none of the patients with radiation myelopathy improved. No patient suffered hemorrhage or other adverse effects of anticoagulation. Overall, anticoagulation therapy demonstrates only modest activity for delayed radiation-induced neurotoxicity in this small case serie

Implementing Learning Design to support web-based learning

Preprint AusWeb04 Conference July Australia.In this paper we consider an initial implementation of a system for managing and using IMS Learning Design (LD) to represent online learning activities. LD has been suggested (Koper & Olivier, 2004) as a flexible way to represent and encode learning materials, especially suited to online and web-based learning while neutral to the pedagogy that is being applied. As such it offers a chance to address a gap in the preparation of learning materials and their eventual use by students by providing a formal description of the approach, roles and services needed for a particular unit of learning. The potential in learning design that most interests us is its scope for the exchange of validated and formalised designs and so encouraging reuse. Until full implementations exist this potential cannot be explored and it is hard to predict if learning design will provide value in describing either full courses or in describing isolated activities. The initial work is therefore to implement a system for managing, validating and inspecting learning design building on collaboration between the Institute of Educational Technology at the Open University UK (OUUK) and the Educational Technology Expertise Centre (OTEC) at the Open University of the Netherlands (OUNL), who produced a Learning Design Engine CopperCore (http://coppercore.org/) released under Open Source

The Impact of OER on Teaching and Learning Practice

The OER Research Hub has been investigating the impact of OER, using eleven hypotheses, and a mixed methods approach to establish an evidence base. This paper explores the findings relating to teaching and learning. The findings reveal a set of direct impacts, including an increase in factors relating to student performance, increased reflection on the part of educators, and the use of OER to trial and supplement formal study. There are also indirect impacts, whose benefits will be seen after several iterations. These include the wide scale reporting of adaptation, and the increase in sharing and open practice that results from OER usage