<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>In this contribution we provide an assessment of an international MOOC that was designed specifically for professionals in employment services and career guidance. The six-week course was implemented in the context of a wider spanning project on the study of professional identity transformations and was building on the experience of smaller courses provided in closed organizational settings. By opening up the course and transferring it into a MOOC format, almost 90 professionals from around 20 countries were able to share their work experiences and discuss challenges in their daily work related to demographic change, digitalization and organizational change. Amongst the most active contributors were those participants, who were confronted with an increasing isolation at work: being either placed in remote areas, part of a distributed team or a “functional” island. For them, learning from and with others as part of an online community, becomes increasingly important, as reflected by the participants’ feedback and their comments during the course. The analysis clearly stresses the importance of the exchange of experiences with colleagues and peers. While tutor input was also appreciated, participants especially appreciate the learning from their peers. A MOOC or online community can serve an important role in collaborative reflection and social learning. Given this experience, MOOCs could be offered specifically for certain professions where people work in isolation, either in geographical terms or in terms of the topics they are covering. </span></p></div></div></div>
Bridging the gaps between health, social and local services, to improve care for people living with rare and complex conditions: key findings of the EU-funded INNOVCare project and its case management pilot.
Several studies have investigated the way learners connect with science, re-emphasising persisting inequalities in science learning. This article combines the concept of intersectionality with the theoretical lens of science learning ecologies to focus on inequalities in connecting with science: Which factors influence the formation of a positive science attitude of young learners and how does the social background of young learners influence their opportunities of connecting with science, focusing on the intersections of class and gender? Based on a quantitative survey among 1,486 visitors of non-formal science education offers aged between 8 and 21, we analyze important factors for the development of a positive science attitude and investigate structural inequalities. The intersectional perspective was implemented in the sampling, survey design as well as its analysis. Using composite indicators of age and gender as well as gender and educational capital, we avoid a homogenisation of broadly defined groups. The results highlight that the development of a highly positive science attitude–as identified in a stepwise logistic regression model–is linked to supportive social environments, intrinsic motivation, science learning in school as well as regular engagement in arts-based learning, and self-directed science learning. The learning ecology perspective illustrates the influence of school on science attitudes in general. From an intersectional perspective, however, our findings demonstrate that the persistence of an androcentric and classist concept of science is not compatible with every learning ecology; male learners from educationally affluent backgrounds are most likely to enjoy science learning and see how science relates to their everyday realities. In turn, however, not only female learners with lower educational capital but also male learners with lower educational capital might find it more difficult to connect with science. The intersectional approach unveiled the multiple ways educational capital and gender shape individual learning ecologies. More equitable science learning spaces and offers have to adapt to a diversity of needs and preferences in order to make science activities enjoyable for all.
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