The three-dimensional structure of human chorionic gonadotropin shows that each of its two different subunits has a similar topology, with three disulphide bonds forming a cystine knot. This same folding motif is found in some protein growth factors. The heterodimer is stabilized by a segment of the beta-subunit which wraps around the alpha-subunit and is covalently linked like a seat belt by the disulphide Cys 26-Cys 110. This extraordinary feature appears to be essential not only for the association of these heterodimers but also for receptor binding by the glycoprotein hormones.

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a b s t r a c tWe present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.

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This paper describes a literature review, institutional audit and analysis of practice in the area of digital literacy provision, based on research across the UK Higher Education sector. It concludes that institutions need to place greater value on ‘literacies of the digital’, and better prepare their students and their own organizational processes to thrive in an age of digital knowledge practices. It extends the debate about individual entitlement and provision to ask whether digital literacy offers an opportunity for the academy to redefine its relationship to knowledge in society.

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In knowledge-intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self-Regulated Learning at Work Questionnaire) designed to provide a measure of self-regulated learning (SRL) behaviour in the workplace. The instrument has been validated through a pilot study with a cohort of 170 knowledge workers from the finance industry. Results indicate that the five scales of the instrument are reliable and valid, testing a broad range of sub-processes of SRL. The instrument can be used to identify knowledge workers who demonstrate different levels of SRL in workplace contexts for further exploration through qualitative studies and could also provide the basis of professional development tools designed to explore opportunities for self-regulation of learning in the workplace.