scholarly journals Teaching the Science of Human Flourishing, Unlocking Connection, Positivity, and Resilience for the Greater Good

2021 ◽  
Vol 10 ◽  
pp. 216495612110230
Author(s):  
Eve Ekman ◽  
Emiliana Simon-Thomas
Keyword(s):  
Online Course ◽  
Western Science ◽  
Human Flourishing ◽  
Massive Open Online ◽  
Theoretical Frameworks ◽  
Knowledge And Skills ◽  
Effective Strategies ◽  
Massive Open Online Course ◽  
Greater Good ◽  
And Behaviors

Background Human flourishing is a long sought-after aspiration historically considered and espoused through religious, philosophical, and creative avenues. Only recently has western science began to investigate the meaning, underlying foundations of, and effective strategies for promoting flourishing in life. Objective Here, we present a framework for teaching the science and practice of human flourishing grounded in connection, positivity, and resilience (CPR) based on a synthesis of theoretical frameworks and observations and input from a global sample of learners enrolled in an online course. Methods The CPR framework is distilled from empirical research in psychology and neuroscience and an applied pedagogy of flourishing delivered through a massive open online course (MOOC) that has reached over 650,000 people worldwide. Results Building knowledge and skills tied to three pillars of CPR: connection, positivity, and resilience intrinsically and measurably reinforces the experiences and behaviors that foster flourishing, mainly through prosocial human connection. Conclusion Human flourishing is malleable and the CPR framework is a promising method for teaching people the key ideas, spaces of opportunity for change, and behaviors, activities, exercises, and practices that strengthen flourishing in life.

scholarly journals Community Views on ‘What I Want ‘Before I Die’

2018 ◽  
Vol 8 (12) ◽  
pp. 111
Author(s):  
Deb Rawlings ◽  
Lauren Miller-Lewis ◽  
Jennifer Tieman
Keyword(s):  
Advance Care Planning ◽  
The Self ◽  
Online Course ◽  
Care Planning ◽  
Massive Open Online ◽  
Religion And Health ◽  
Massive Open Online Course ◽  
Cohen's Kappa ◽  
Advance Care ◽  
Greater Good

Few previous studies have formally examined people’s wishes regarding what they want to do before they die. This study aimed to describe responses to an activity within a Massive Open Online Course (MOOC) where people considered what was important when faced with their own mortality. We asked participants to complete the following: “Before I Die, I want to…”. The content of participants’ responses (n = 633) was analysed qualitatively with a coding schema developed and then applied. All authors independently coded the first 100 “Before I Die” statements, followed by a second round of coding where themes were verified and confirmed. Following this, two independent raters coded all 633 responses, obtaining 95.24% agreement (Cohen’s Kappa = 0.789, p < 0.0005). Twelve themes emerged from the data: family; do an activity; personal aspiration; live life fully, happiness; love; the greater good; peace; legacy; gratitude; religion; and health. Responses could also be distinguished as being inward-facing (about the self), and outward-facing (about others). Reflecting on what is important and on what a person wishes to achieve or address before they die can be seen as a companion process to advance care planning which addresses what an individual wants to plan to manage their actual death.

scholarly journals Correction format has a limited role when debunking misinformation

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Briony Swire-Thompson ◽  
John Cook ◽  
Lucy H. Butler ◽  
Jasmyne A. Sanderson ◽  
Stephan Lewandowsky ◽  
...  
Keyword(s):  
University Student ◽  
Amazon Mechanical Turk ◽  
Online Course ◽  
Inferential Reasoning ◽  
Massive Open Online ◽  
Theoretical Frameworks ◽  
Massive Open Online Course ◽  
Online Panel ◽  
The Impact ◽  
Corrective Information

AbstractGiven that being misinformed can have negative ramifications, finding optimal corrective techniques has become a key focus of research. In recent years, several divergent correction formats have been proposed as superior based on distinct theoretical frameworks. However, these correction formats have not been compared in controlled settings, so the suggested superiority of each format remains speculative. Across four experiments, the current paper investigated how altering the format of corrections influences people’s subsequent reliance on misinformation. We examined whether myth-first, fact-first, fact-only, or myth-only correction formats were most effective, using a range of different materials and participant pools. Experiments 1 and 2 focused on climate change misconceptions; participants were Qualtrics online panel members and students taking part in a massive open online course, respectively. Experiments 3 and 4 used misconceptions from a diverse set of topics, with Amazon Mechanical Turk crowdworkers and university student participants. We found that the impact of a correction on beliefs and inferential reasoning was largely independent of the specific format used. The clearest evidence for any potential relative superiority emerged in Experiment 4, which found that the myth-first format was more effective at myth correction than the fact-first format after a delayed retention interval. However, in general it appeared that as long as the key ingredients of a correction were presented, format did not make a considerable difference. This suggests that simply providing corrective information, regardless of format, is far more important than how the correction is presented.

scholarly journals Correction Format has a Limited Role when Debunking Misinformation

2021 ◽  
Author(s):  
Briony Swire-Thompson ◽  
John Cook ◽  
Lucy Butler ◽  
Jasmyne Sanderson ◽  
Stephan Lewandowsky ◽  
...  
Keyword(s):  
University Student ◽  
Amazon Mechanical Turk ◽  
Online Course ◽  
Inferential Reasoning ◽  
Massive Open Online ◽  
Theoretical Frameworks ◽  
Massive Open Online Course ◽  
Online Panel ◽  
The Impact ◽  
Corrective Information

Given that being misinformed can have negative ramifications, finding optimal corrective techniques has become a key focus of research. In recent years, several divergent correction formats have been proposed as superior corrective methods based on distinct theoretical frameworks. However, these correction formats have not been compared in controlled settings, so the suggested superiority of each format remains speculative. Across four experiments, the current paper investigated how altering the format of corrections influences peoples’ subsequent reliance on misinformation. We examined whether myth-first, fact-first, fact-only, or myth-only correction formats were most effective, using a range of different materials and participant pools. Experiments 1 and 2 focused on climate change misconceptions; participants were Qualtrics online panel members and students taking part in a massive open online course, respectively. Experiments 3 and 4 used misconceptions from a diverse set of topics, with Amazon Mechanical Turk crowdworkers and university student participants. We found that the impact of a correction on beliefs and inferential reasoning was largely independent of the specific format used. The clearest evidence for any potential relative superiority emerged in Experiment 4, which found that with a delayed retention interval, the myth-first format was more effective at myth correction than the fact-first format. However, in general it appeared that as long as the key ingredients of a correction were presented, format did not appear to make a considerable difference. This suggests that simply providing corrective information, regardless of format, is far more important than how the correction is presented.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

scholarly journals Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

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