scholarly journals Delivering the First Internationally Accessible Massive Online Open Course (MOOC) on Suicide Prevention: A Case Study and Insights into Best Practice

2020 ◽  
Vol 8 (2) ◽  
pp. 72-80
Author(s):  
Laura Sharp ◽  
Dimitar Karadzhov ◽  
Julie Langan-Martin
Keyword(s):  
Lived Experience ◽  
Suicide Prevention ◽  
Best Practice ◽  
Global Context ◽  
Demand For Education ◽  
Sensitive Topics ◽  
Massive Online Open Courses ◽  
Massive Online Open Course ◽  
Open Courses

To date, little guidance exists on how to design safe and effective online programming on sensitive and/or controversial topics. Massive online open courses (MOOCs) represent a unique opportunity for delivering inclusive and accessible teaching to international learner audiences. This paper provides an insight into designing and delivering the first internationally accessible MOOC on suicide prevention in the global context in 2019-highlighting insights into best practice as well as pertinent challenges. The results from two runs of this MOOC indicate that there appears to be a global demand for education on suicide prevention. Our practice suggests that new knowledge on extremely sensitive topics such as suicide can be safely and effectively delivered through a MOOC to an international community of learners. Learner safety needs to be carefully considered when developing and delivering online learning. Thorough and careful moderation is essential to ensure that learners engage safely and sensitively with the content and with one another. The involvement of diverse stakeholders, including people with lived experience, in the MOOC design is recommended to enhance the authenticity, inclusiveness and rigour of the curriculum. 

scholarly journals How is Participating in Suicide Prevention Activities Experienced by Those with Lived and Living Experiences of Suicide in Australia? A Qualitative Study

2020 ◽  
Vol 17 (13) ◽  
pp. 4635
Author(s):  
Sarah Wayland ◽  
Kathy McKay ◽  
Myfanwy Maple
Keyword(s):  
Qualitative Study ◽  
Lived Experience ◽  
Suicide Prevention ◽  
Policy Development ◽  
Best Practice ◽  
Prevention Research ◽  
Emotional Labour ◽  
Best Practice Guidelines ◽  
Prevention Activities ◽  
The Impact

People with a lived experience of suicide are commonly included within suicide prevention research. This includes participation in conferences, policy development, research and other activities. Yet little is known about the impact on the person in the long term of regularly sharing one’s experience to different audiences and, in some cases, to a schedule not of your choosing. This qualitative study asked twenty people to share their reflections of being lived experience representatives within suicide prevention. Participants varied in the length of time they had been sharing their stories, and how they shared with different audiences. These narratives were thematically analysed within a reflective framework, including field notes. Four broad themes were noted that highlighted participants’ recommendations as to how the lived experience speaker training could grow alongside suicide prevention activities to facilitate safe activities that include a shared understanding of the expected outcome from participation. The environment for people with lived experience of suicide to tell their stories already exists, meaning that the suicide prevention sector needs to move quickly to ensure people understand the variety of spaces where lived experience needs to be incorporated, evaluated and better supported. When lived experience is a valued inclusion in the creation of effective and appropriate suicide prevention research and interventions, those who share their experience must be valued and supported in a way that reflects this. This study recommends strategies to practically and emotionally support speakers, including ways to ensure debriefing and support, which can enhance the longevity of the speakers in the suicide prevention space by valuing the practical and emotional labour required to be suicide prevention representatives, with an outcome recommendation for best practice guidelines for those who engage people with lived experience in suicide prevention activities.

Massive Online Open Courses Platforms

2019 ◽  
Vol 10 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Soumaya El Emrani ◽  
Ali El Merzouqi ◽  
Mohamed Khaldi
Keyword(s):  
Information Systems ◽  
Social Interaction ◽  
Analytical Study ◽  
Learning Activities ◽  
Massive Online Open Courses ◽  
Massive Online Open Course ◽  
Open Courses

This article presents a comparative and analytical study that was carried out for six massive online open course (MOOC) platforms: Coursera, edX, Udacity, Canvas, FutureLearn and Riwaq. The main objective of this article was to analyze the attitudes, perspectives, and different technical and pedagogical characteristics of these platforms. This analysis was achieved by examining a sample of 16 courses from these platforms in the fields of: computing sciences, business, art and humanities. The results show the differences and similarities among these platforms in terms of interface ergonomics and interface reliability, computing tools, information systems, costs, course duration, variety of learning activities and pedagogical components, evaluation types, social interaction, and the degree of instructors' participation. This has helped us to finally choose the platform on which our Adaptive Connectivist MOOC (ACM) approach can be applied.

scholarly journals Get prepared for an emergency: An infographic

2021 ◽  
Author(s):  
Denise Blake ◽  
A Miller ◽  
A Rampton
Keyword(s):  
Lived Experience ◽  
Emergency Preparedness ◽  
Best Practice ◽  
Multidisciplinary Approach ◽  
Structured Interview ◽  
Case Study Methodology ◽  
Best Practice Guidelines ◽  
Aotearoa New Zealand ◽  
Study Methodology

© The Author(s) 2017. Effective preparedness messages increase human capacity to prepare, respond and minimise harm during an emergency. The purpose of this study was to highlight the development of a pictorial infographic resource for earthquake and other emergencies for older people, people with mobility issues and people with literacy concerns in Aotearoa/New Zealand. A case study methodology was used to enable an in-depth description of the processes involved in designing, developing and disseminating the infographic. Case studies provide a medium to represent communitysituated knowledge and expertise. They value context, specificity and lived experience. The second two authors drove the initiative, and project managed the production of the infographic. The first author conducted a semi-structured interview with the other two authors to garner details of the process. This interview was transcribed and the case study outline was crafted. The authors went on to produce this paper collectively. The outcomes of this case study include recommending that a multidisciplinary approach be used to engage a range of stakeholders, to produce suitable preparedness messages for a range of audiences. Designing preparedness resources necessitates an iterative method and collective decision-making by relevant stakeholders. International best-practice guidelines provide evidence to ensure suitable resources are produced and gaps in knowledge identified, so that emergency preparedness is accessible for all.

scholarly journals Engaging with OER at universities

EDMETIC ◽  
2014 ◽  
Vol 3 (2) ◽  
pp. 7
Author(s):  
Rosana Montes Soldado ◽  
Miguel Gea Megías ◽  
Claudio Dondi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Open Educational Resources ◽  
Learning Activity ◽  
Learning Framework ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The University ◽  
Official Recognition

<p>At present, there is great interest over the concept of Open Educational Resources (OER) in all of its forms: OpenCourseware repositories OCW, spare open resources, or even more recently as Massive Online Open Courses (also called MOOC). This panorama has generated considerable debate about their effectiveness in terms of learning, sustainability and especially the role that higher education institutions play in this context. We understand that students are involved on formal and informal learning activities, and require universities should have new model to recognize their skills and abilities on these scenarios. One case study is the MOOC learning framework, where universities are interested but there are nowadays some doubts and fears about the official recognition as a usual learning activity. In this article we analyse some data from the activity in an Open Course developed in the University of Granada and the implications regarding learning skills and recognition.  Finally, we link this approach with the studies given in the Open Learning Framework developed within the European project OERtest, in which five higher education institutions have conducted a pilot on this issue. We can offer some conclusions regarding the feasibility of certifying and award credits to a student.</p>

scholarly journals Improvement on Social Representation of Climate Change through a Knowledge-Based MOOC in Spanish

2019 ◽  
Vol 11 (22) ◽  
pp. 6317
Author(s):  
Enzo Ferrari ◽  
Anne-Marie Ballegeer ◽  
Miguel Angel Fuertes ◽  
Pablo Herrero ◽  
Laura Delgado ◽  
...  
Keyword(s):  
Climate Change ◽  
Online Courses ◽  
Scientific Evidence ◽  
Social Representation ◽  
Knowledge Based ◽  
Validated Questionnaire ◽  
The Social ◽  
Massive Online Open Courses ◽  
Massive Online Open Course ◽  
Open Courses

Climate Change is the most important threat to our society and all species on Earth. Large alterations in the climate are affecting every aspect of our society and in order to limit this impact we must decarbonize the economy before 2050. Although science presents solid evidence on the magnitude of the problem and outlines precisely the consequences, people do not act accordingly and do not consider this issue a priority for their survival. The reason behind this paradox might be a non-appropriate Social Representation of Climate Change in society as the Social Representation conditions and forms the response of the society. In this paper, we extend previous investigations of how this Social Representation is formed in order to find ways to improve it through a Massive Online Open Course on the Science of Climate Change. Using a validated questionnaire, we investigated the knowledge dimension of the Social Representation of Climate Change in a group of students of a MOOC on Climate Change. A pre- and posttest revealed general improvements in all the categories that were considered in this study. A detailed analysis showed different degrees of improvement for different groups, providing new insights in the efficiency of knowledge-based online courses. Well designed Massive Online Open Courses, based on scientific evidence, targeted to the general public might improve the Social Representation of Climate Change, which may in turn trigger awareness and an effective mobilization to address this important and urgent topic.

scholarly journals Get prepared for an emergency: An infographic

2021 ◽  
Author(s):  
Denise Blake ◽  
A Miller ◽  
A Rampton
Keyword(s):  
Lived Experience ◽  
Emergency Preparedness ◽  
Best Practice ◽  
Multidisciplinary Approach ◽  
Structured Interview ◽  
Case Study Methodology ◽  
Best Practice Guidelines ◽  
Aotearoa New Zealand ◽  
Study Methodology

© The Author(s) 2017. Effective preparedness messages increase human capacity to prepare, respond and minimise harm during an emergency. The purpose of this study was to highlight the development of a pictorial infographic resource for earthquake and other emergencies for older people, people with mobility issues and people with literacy concerns in Aotearoa/New Zealand. A case study methodology was used to enable an in-depth description of the processes involved in designing, developing and disseminating the infographic. Case studies provide a medium to represent communitysituated knowledge and expertise. They value context, specificity and lived experience. The second two authors drove the initiative, and project managed the production of the infographic. The first author conducted a semi-structured interview with the other two authors to garner details of the process. This interview was transcribed and the case study outline was crafted. The authors went on to produce this paper collectively. The outcomes of this case study include recommending that a multidisciplinary approach be used to engage a range of stakeholders, to produce suitable preparedness messages for a range of audiences. Designing preparedness resources necessitates an iterative method and collective decision-making by relevant stakeholders. International best-practice guidelines provide evidence to ensure suitable resources are produced and gaps in knowledge identified, so that emergency preparedness is accessible for all.

scholarly journals Blending for student engagement: Lessons learned for MOOCs and beyond

2015 ◽  
Vol 31 (6) ◽  
Author(s):  
Amanda P. Montgomery ◽  
Denyse V. Hayward ◽  
William Dunn ◽  
Mike Carbonaro ◽  
Carl G. Amrhein
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Lived Experience ◽  
Lessons Learned ◽  
Education Students ◽  
Massive Online Open Courses ◽  
Field Notes ◽  
Open Courses ◽  
K 12 ◽  
Meaningful Connections

The purpose of this ongoing, three-year action research study is to explore the digital challenges of student engagement in higher education within the experimental platform of blended learning. Research questions examine the role of digital innovation in supporting diverse learners, as well as building meaningful connections with technology for undergraduate teacher education students. Results from qualitative data collected through instructor journals and field notes and student mid-term and exit surveys during year one, indicate blended learning can be effective for modelling how to use technology to shift learners towards more active agency. The immediacy of the localised university classroom delivered a viable research setting for digital experimentation, while providing a significant lived experience for undergraduates to springboard their future technological practices with K–12 students. Four pedagogical opportunities for digital intentionality in virtual spaces emerged during data analysis and are shared as considerations for future innovation: (1) designing digital resources, (2) scaffolding student learning, (3) learner customisation, and (4) promoting the lived experience. Lessons learned could be effective in helping develop higher quality educational experiences for on-campus students, as well as scaffolding greater engagement in online formats involving more global populations (e.g., massive online open courses – MOOCs).

Drowning in negativism, self-hate, doubt, madness: Linguistic insights into Sylvia Plath’s experience of depression

2015 ◽  
Vol 11 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Zsófia Demjén
Keyword(s):  
Lived Experience ◽  
Medical Humanities ◽  
Sylvia Plath ◽  
Individual Experience ◽  
Qualitative And Quantitative ◽  
The World ◽  
The Individual ◽  
Linguistic Methods ◽  
Linguistic Approach

This paper demonstrates how a range of linguistic methods can be harnessed in pursuit of a deeper understanding of the ‘lived experience’ of psychological disorders. It argues that such methods should be applied more in medical contexts, especially in medical humanities. Key extracts from The Unabridged Journals of Sylvia Plath are examined, as a case study of the experience of depression. Combinations of qualitative and quantitative linguistic methods, and inter- and intra-textual comparisons are used to consider distinctive patterns in the use of metaphor, personal pronouns and (the semantics of) verbs, as well as other relevant aspects of language. Qualitative techniques provide in-depth insights, while quantitative corpus methods make the analyses more robust and ensure the breadth necessary to gain insights into the individual experience. Depression emerges as a highly complex and sometimes potentially contradictory experience for Plath, involving both a sense of apathy and inner turmoil. It involves a sense of a split self, trapped in a state that one cannot overcome, and intense self-focus, a turning in on oneself and a view of the world that is both more negative and more polarized than the norm. It is argued that a linguistic approach is useful beyond this specific case.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

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