What makes a cMOOC community endure? Multiple participant perspectives from diverse cMOOCs

Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs.     

Science related attitudes amongst Victorian catholic primary school teachers

Conclusion This study is preliminary in nature, and the instrument will require some modification to reduce its length and to further increase the reliability of the attitude scale. None-the-less, in addition to replicating some important aspects of previous studies, and introducing a measurement of primary school teachers' science related attitudes, it does provide valuable data prior to the introduction of the new course guides. When used in conjunction with the findings of a similar survey which is to be conducted in 1983, these data will help to assess the impact of the introductory phase of the course in Victorian Schools.