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Since the first MOOC was launched at the University of Manitoba in
2008, this new form of the massification of higher education has
been a rollercoaster ride for the university sector. The New York
Times famously declared 2012 to be the year of the MOOC. However,
by 2014, the number of academic leaders who believed the model was
unsustainable doubled to more than 50%. While the MOOC hype has
somewhat subsided, the attitudes and anxieties of this peak time
can still be seen influencing universities and their
administrations. This is the first volume that addresses Massive
Open Online Courses from a post-MOOC perspective. We move beyond
the initial hype and revolutionary promises of the peak-MOOC period
and take a sober look at what endures in an area that is still
rapidly growing, albeit without the headlines. This book explores
the future of the MOOC in higher education by examining what went
right, what went wrong and where to next for the massification of
higher education and online learning and teaching. The chapters in
this collection address these questions from a wide variety of
different backgrounds, methodologies and regional perspectives.
They explore learner experiences, the move towards course for
credit, innovative design, transformations and implications of the
MOOC in turn. This book is valuable reading for students and
academics interested in education, eLearning, globalisation and
information services.
Since the first MOOC was launched at the University of Manitoba in
2008, this new form of the massification of higher education has
been a rollercoaster ride for the university sector. The New York
Times famously declared 2012 to be the year of the MOOC. However,
by 2014, the number of academic leaders who believed the model was
unsustainable doubled to more than 50%. While the MOOC hype has
somewhat subsided, the attitudes and anxieties of this peak time
can still be seen influencing universities and their
administrations. This is the first volume that addresses Massive
Open Online Courses from a post-MOOC perspective. We move beyond
the initial hype and revolutionary promises of the peak-MOOC period
and take a sober look at what endures in an area that is still
rapidly growing, albeit without the headlines. This book explores
the future of the MOOC in higher education by examining what went
right, what went wrong and where to next for the massification of
higher education and online learning and teaching. The chapters in
this collection address these questions from a wide variety of
different backgrounds, methodologies and regional perspectives.
They explore learner experiences, the move towards course for
credit, innovative design, transformations and implications of the
MOOC in turn. This book is valuable reading for students and
academics interested in education, eLearning, globalisation and
information services.
This book reviews the practices, interpretations and perspectives
of Buddhism. Chapter One focuses on the contributions of music in
Buddhism. Chapter Two analyses spirituality and the economy of
climate change. Chapter Three explores the use of signs in the
Chinese Buddhist context that bears profound significance
educationally, epistemologically and soteriologically. Chapter Four
explores the future of quantum Buddhism.
Who should define what constitutes ethical and lawful medical
practice? Judges? Doctors? Scientists? Or someone else entirely?
This volume analyses how effectively criminal law operates as a
forum for resolving ethical conflict in the delivery of health
care. It addresses key questions such as: how does criminal law
regulate controversial bioethical areas? What effect, positive or
negative, does the use of criminal law have when regulating
bioethical conflict? And can the law accommodate moral controversy?
By exploring criminal law in theory and in practice and examining
the broad field of bioethics as opposed to the narrower terrain of
medical ethics, it offers balanced arguments that will help readers
form reasoned views on the ethical legitimacy of the invocation and
use of criminal law to regulate medical and scientific practice and
bioethical issues.
An international team of eighteen doctors, philosophers, and lawyers present a fresh and thorough discussion of the ethical, legal, and social issues raised by testing and screening for HIV and AIDS. They aim to point the way to practical advances but also to give an accessible guide for those new to the debate.
The late-20th century has witnessed dramatic technological
developments in biomedical science and the delivery of health care,
and these developments have brought with them important social
changes. All too often ethical analysis has lagged behind these
changes. The purpose of the "Issues in Biomedical Ethics" series is
to provide lively, up-to-date, and authoritative studies for the
increasingly large and diverse readership concerned with issues in
biomedical ethics - not just health care trainees and
professionals, but also social scientists, philosophers, lawyers,
social workers and legislators. The focus of this volume is the
testing and screening for HIV and AIDS which gives rise to ethical,
legal and social issues of the most controversial and delicate
kind. An international team of 18 doctors, philosophers and lawyers
present a fresh and thorough discussion of these issues; they aim
to show the way to practical advances but also to give an
accessible guide to the debates for readers new to them. The
contributors pay particular attention to the sensitive nature of
the information yielded by a test for HIV antibody. They consider
such questions as these: Are we under an obliga
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