MOOCs to university: a consumer goal and marketing perspective

In this paper we apply consumer goal theories to an educational context by examining how completion of a MOOC (Massive Open Online Course) may motivate enrolment in a university course. We contend that individuals who finish a MOOC are more likely to establish a new goal intention for university than those who do not finish. This new goal intention is likely to be prompted by the individual’s satisfaction with their MOOC experience as well as a sense of discontent in not having fulfilled their broader educational goals. For those who do set a new goal for university study, we contend that the institute hosting the MOOC is likely to form part of the consideration set used by individuals to narrow down their choice of tertiary provider. Moreover, we argue that this same host institute is likely to be chosen from the consideration set where the MOOC experience is a satisfying one and where a strong link can be established between the pedagogical and delivery approaches used in both the MOOC and university settings. This research has implications for how tertiary institutes create and use MOOCs, and offers insights into how providers can more effectively market higher education courses to those progressing through a MOOC pathway.     

Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.     

Antenatal education as perceived by health professionals

This article aims to identify the learning needs of expectant and new parents for antenatal education as perceived by health professionals. In Australia, antenatal education programs are predominantly designed by health professionals, and recent research has challenged the efficacy of this approach. The data collected from 73 health professionals, reported here, demonstrates that their perceptions of the concerns and interests of expectant and new parents were divided into three interrelated categories: "need to know...what's happening," "they won't listen," and "balanced information." The health professional ideas for improving antenatal education were limited and identified a reluctance to change practice.     

A New Learning Commons Connection with Art Students and Their Faculty

Many learning commons environments espouse goals of being student centered and facilitating academic achievement, often by way of partnerships with others. We have been fortunate in the learning commons of Syracuse University to have had a successful and satisfying collaboration with art faculty that has benefitted all players and allowed us to operationalize our own stated goals of being student driven. Our unique art program provided meaningful and real-life experiences for students, expanded the teaching moments for their faculty, and generated a host of interesting learning experiences for library staff and managers. It also added beauty and intrigue to an environment traveled and used by many.     

Developing teaching and changing organisational culture through grass-roots leadership

Much of the literature relating to organisational change within academic departments focusses upon the role of the academic leader in creating an appropriate environment and process for change. Often scant attention is paid to the role of other individuals in impeding or facilitating change. This paper provides a case study of teaching development and change based in considerations of organisational culture as conceptualised by Schein (1985). It details the strategies used by a small group of junior academics to challenge the existing organisational culture and, through a focus on teaching improvement, achieve personal reward, organisational growth and the creation of a new but complemtary organisational culture. From the case study is drawn a list of key factors of relevance to academics or staff developers interested in initiating or supporting a grass-roots movement for change.     

Women,Children and Community: Exploring definitions and expectations. Femmes et Enfants dans la Communaute´: A la recherche de de´finitions et d'aspirations Mujeres,Niños y Comunidad: Explorando definiciones y expectativas

Set within the context of current developments in educare for young children in the UK, the paper points to the importance of effectively monitoring such initiatives. However, it cautions that this should use collaborative methods and evaluations should relate fully to the aims of the provision, including those of the 'clients'. A case study of a needs analysis carried out in a childcare centre established as a cooperative venture by a womens group in Ireland is described. It demonstrates how 'professional' criteria, if applied too rigidly, can not only subvert the initial purposes of the development but also produce divisions within a group whose cohesiveness of purpose was previously the source of their strength. Situé dans le contexte des changements en cours pour l'éducation et la garde des jeunes enfants au Royaume Uni, cet article met en lumière l'importance de contrôler les initiatives de manière efficace. Cependant, on attire l'attention sur le fait que cela devrait se faire en travaillant en collaboration et que les évaluations devraient se rapporter directement aux objectifs du projet en prenant également en compte les 'clients'. On présente une étude de cas sur l'analyse des besoins, effectuée dans une crêche mise en place en Irlande par un groupe de femmes sous forme de coopérative. On démontre comment les critères 'professionnels', s'ils sont pris trop à la lettre, peuvent non seulement ébranler les objectifs initiaux du projet, mais aussi provoquer des divisions dans un groupe où la cohésion était au départ le point fort. Dentro del contexto de los últimos avances en educación y cuidado para niños en Gran Bretaña, esta ponencia señala la importancia de que haya un eficaz seguimiento de tales iniciativas. Sin embargo, se advierte que este control debe realizarse empleando métodos colaborativos y que las evaluaciones deberían relacionarse con los objetivos que se habían previsto, incluyendo los de los 'clientes'. Se describe un estudio de un análisis de necesidades llevado a cabo en un centro dedicado al cuidado de niños que fue creado por un grupo de mujeres en Irlanda como una empresa cooperativa. Se demuestra cómo, si se aplica con demasiada rigidez un criterio 'profesional', se pueden subvertir no sólo los propósitos iniciales del proyecto, sino también crear divisiones dentro de un grupo cuya fuerza y unidad se basaban inicialmente en compartir unos objetivos comunes.     

"My Ladies Aren't Interested in Learning": Managers, Supervisors and the Social Context of Learning

This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning.     

The challenges of small-scale evaluation in a foreign country: reflections on practice

This paper is a reflection on practice. It begins by briefly describing an evaluation of an externally-funded education programme in Kosovo (a new country in south-east Europe). The programme was managed by Save the Children in Kosovo and aimed to develop and promote models of inclusive education through three strands of activity. The first of these provided a bi-lingual multicultural learning environment for children of 3–5 years; the second was designed to integrate children with special educational needs and disabilities into mainstream education; and the third was concerned to support the inclusion of Roma/Ashkali/Egyptian children in primary schooling. The three strands of the programme were piloted in selected schools in different municipalities throughout the country for between 1 year and 3 years. The client (Save the Children in Kosovo) commissioned an independent evaluation to assist with decision-making at a time of transition for the programme. The author (who was the evaluator) discusses how she attempted to address the methodological challenges often typical of this kind of work: a small budget, a compressed time-frame, a complex and volatile socio-political climate and, last but not least, a contractual requirement to produce authoritative recommendations for action. She goes on to reflect on how and why various unplanned events and encounters that occurred outwith the parameters of the evaluation made a significant contribution to its outcomes. The author invites comments from other evaluators about their experiences in similar situations.