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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.

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.

Purpose -This study aims to outline an approach to improving the effectiveness of work-based learning through knowledge creation and enhancing self-regulated learning. The paper presents a case example of a novel approach to learning through knowledge creation in the workplace. This case example is based on empirical data collected through a study of the learning practices of knowledge workers employed within a large, multinational organization. Design/methodology/approach -The case example presented in this article is based on a study of the learning practices of knowledge workers employed within a large, multinational organization. Participants were members of a number of global, online knowledge sharing networks focused around the core technical and commercial disciplines of the company. Membership of each network ranged from a few hundred to a few thousand professionals at various stages of their career. The survey is

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Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded within other activities such as work. This article describes the challenges of informal learning in knowledge intensive industries, highlighting the important role of personal learning networks. The article argues that knowledge workers must be able to self-regulate their learning and outlines a range of behaviours that are essential to effective learning in informal networks. The article identifies tools that can support these behaviours in the workplace and how they might form a personal work and learning environment.

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Purpose -This paper seeks to review current approaches to learning from health and safety incidents in the workplace. The aim of the paper is to identify the diversity of approaches and analyse them in terms of learning aspects. Design/methodology/approach -A literature review was conducted searching for terms incident/accident/near misses/disaster/crisis modified with learning/training and safety. Shortlisted articles were analysed by questioning who is learning, what kind of learning process is undertaken, what type of knowledge is employed and the type of problem that these incidents addressed. Current approaches to learning from incidents were critically analysed and gaps identified.Findings -Very few papers addressed all the envisaged aspects when developing their learning from incidents approaches. With support from literature, it was concluded that all the four perspectives, namely participants of learning (participation and inclusion), learning process (single loop, double learning), type of incident and its relation to learning (Cynefin complexity framework) and types of knowledge (conceptual, procedural, dispositional and locative) are important when deciding on an appropriate learning from incidents approach.Research limitations/implications -The literature review focused on journal articles and identified keywords, which might have narrowed the scope. Further research is needed in identifying ways to embed the learning from incidents aspects in the organisation. Practical implications -The framework developed could be useful by safety planners, safety managers, human resource managers and researchers in the area of organisational learning and safety. Originality/value -The paper concludes by outlining key questions and proposing a framework that could be useful in systematically analysing and indentifying effective approaches to learning from incidents.