In this course, PhD candidates will get an introduction into the theory of multilevel modelling, focusing on two level multilevel models with a 'continuous' response variable. In addition, participants will learn how to run basic two-level model in R. The objective of this course is to get participants acquainted with multilevel models. These models are often used for the analysis of ‘hierarchical’ data, in which observations are nested within higher level units (e.g. repeated measures nested within individuals, or pupils nested within schools). In this type of data causes of outcomes (e.g. the performance of pupils in schools) are located both at the level of the individual (e.g., own and parental resources), and at a higher, contextual, level shared by some of the individuals (e.g. characteristics of the class and of the teacher). Because of this, the assumption of 'independent observations' is violated with hierarchical data, but multilevel modelling can easily account for that. Moreover, multilevel modelling can easily deal with missing data (in most circumstances). This course is designed and presented by Dr. Joran Jongerling on behalf of the Erasmus Graduate School of Social Sciences and the Humanities (EGSH, www.egsh.eur.nl) of the Erasmus University Rotterdam in the Netherlands. Should you have any questions about the organization or contents of the course, please send us an email at contact@egsh.eur.nl.

All educators will encounter students who struggle with writing. This course first focuses on the reasons student writers may be reluctant and then provides learners with a variety of strategies and practices to help reluctant writers develop a greater comfort and confidence with writing. Learners will examine classroom relationships, mentoring, scaffolding, conferencing, low-risk writing and mini-lessons, all tools and techniques that can be brought right into the classroom to help struggling writers increase student participation and success in writing. They'll conduct their own study of one reluctant writer and use their learning to help create a plan for teaching reluctant writers in their current and future classrooms.

This course is primarily aimed at anyone interested in learning about the growing field of climate change and human rights. It will discuss the history of the field, key actors and cases, as well as emerging trends and takeaways. This course is taught by César Rodríguez-Garavito, Professor of Clinical Law and Faculty Director and Chair of the Center for Human Rights and Global Justice at NYU School of Law.

This course introduces you to the nonprofit sector, nonprofit organizations, and the concepts of leadership and governance. While this course has been developed with North American culture in mind, we do appreciate that in other parts of the world the nature of the nonprofit sector, nonprofit organizations, nonprofit leadership and governance may not be the same. Nevertheless, it is our hope that much of the course content will still be of value to those in other parts of the world. To learn more about this course, please watch the overview video by copying and pasting the following link into your web browser: https://goo.gl/YMg1Qd. Keywords: Nonprofit; Nonprofit Sector; Voluntary Sector; Nonprofit Organizations, Non-Governmental Organizations, Volunteer Organizations, Leadership, Management, Governance, Board, Board of Directors, Performance, Effectiveness Course 1 Overview: Week 1: Some of the questions you will explore this week are: What is the nonprofit sector and why does it exist? What are the unique characteristics of nonprofit organizations? What are the trends and emerging issues facing organizations in the nonprofit sector? Week 2: Questions to be explored this week are: What is leadership at the governance level and how is it different from management? What is good governance and why does it matter? What is a board of directors? Week 3: This week's questions: What roles do board members play in nonprofit organizations? Broadly speaking, what are boards responsible for and how do they go about their work? What are some of the issues that challenge the board's ability to go its work? Week 4: At this stage, you are asked to review the course content, submit a written assignment (known lightheartedly as a BEAR (Board Effectiveness Readiness Assessment), and take two multiple choice Readiness Assurance Tests (known similarly as RATs). One RAT will assess knowledge and reading comprehension and the other will test application of knowledge within a practical case. Week 5: We will encourage you to discuss the RATs in the discussion forums and take them again should you wish to change any of your answers based on the information exchanged.

Learn how to begin tackling a big project or presentation. Join today and equip yourself with basic information literacy skills to navigate the vast landscape of knowledge to find just what you need. This course will cover creating a workable project/presentation, understanding the various types of information sources, searching the various types of information sources, recognizing faulty information or bias, using proper citation conventions, avoiding plagiarism, and skimming information to pull relevant details. We will use a combination of video and readings with weekly quizzes to move through the learning. By the end of the course you’ll be able to: • Brainstorm a project/presentation topic • Narrow the project/presentation topic • Identify your information gaps • Locate valid, internet information sources • Compose appropriate search strategies • Evaluate information for authority, accuracy, balance, and currency • Use information in a project/presentation ethically In addition to earning a certificate from Coursera for this course, you'll also receive a Micro-Credential Digital Badge from the University at Buffalo, the State University of New York recognizing your accomplishment. Use your verified digital badge to promote your achievement online, and access job insights related to your new skills. Upon completion of each individual course and the complete Specialization, you will receive an email from Coursera with directions on how to claim your badge. Payment or participation through an official Coursera promotional offer is required to have full access to the course and to qualify for the Coursera Certificate and Digital Badge.

This third course in the “Good with Words: Writing and Editing” series will give you a number of strategies to help with what is often the most intimidating, even paralyzing part of the writing process: getting started. You’ll learn about the “planning fallacy” and “temptation bundling.” You’ll get a chance to experiment with “freewriting” and “writing before you are ready.” And you’ll continue to benefit, through our ongoing “Good Sentences” and “Takeaways” segments, from the models and advice of a diverse set of writers. As with the other three courses in this series, you will also get access to a wide range of books and other resources you can use even after you finish the course. These include: (1) the readings and exercises provided to the students who have taken the in-person version of this course at the University of Michigan and the University of Chicago; (2) two digital libraries of excellent writing from a diverse collection of journalists, scientists, novelists, poets, historians, and entrepreneurs; and (3) a monthly “Good Sentences” email.

Ideas and imaginaries inspire human capacity for great endeavours, but ‘conventional wisdom’ frequently prevents necessary change. Achievement of global sustainable development is, therefore, dependent on a profound comprehension of the preunderstandings and implicit imaginaries that form both our perception of reality and our basic confidence in the viability of transgressive action. The present-day concept and ideal of sustainable development contains many interlaced meanings and many contradictions. In order to bring out the concept’s indisputable transformative potential, and be able to gain support, promote decision-making and take action in it, it is, therefore, requisite to disentangle this mélange and shed light to the implicit preunderstandings . This course will contribute to doing so by focusing on the historical roots and multiple layers of meaning of sustainable development, and by exploring questions such as: ‘What is the historical background of the current Sustainable Development Goals?’, ‘Which imaginaries about relations between individual and collective tend to promote and prevent sustainable solutions?’, ‘How can ideas about humans and nature affect global development?’, And ‘how do we as humans react on inconstant notions of time and change?’ During this course, you will meet associate professor in history Bo Fritzbøger from Centre for Sustainable Futures as the primary lecturer and a range of cultural, natural and social scientists, all from the University of Copenhagen working with different aspects of sustainability thinking. We hope that you will join us in the course and qualify your participation in current discussions about how to achieve common sustainable development in a divided world.

University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. With input from instructors, guests and interviewees, including teaching award winners, students, and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies. You will also be exposed to multiple examples of effective teaching, and hear the views of teachers whose teaching has been judged to be excellent. More specifically, University Teaching will help you to address the following questions: - What does teaching in higher education involve? - What does research evidence tell us about effective teaching in higher education? - How can we ensure that our instructional design will help our students achieve their intended learning outcomes? - What pedagogic options do we have to make our teaching successful? - What assessment and feedback practices can help our students learn more effectively? After completing the learning tasks in this course, you will be able to: - Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter. - Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching. - Analyse the relationships between various aspects of teaching and student learning. - Identify a range of instructional strategies to support effective student learning. - Apply key concepts to the structuring of course outlines and lesson plans in order to create learning experiences to support successful student learning. Course trailer: https://www.youtube.com/watch?v=ZJu-dViz3NE Course outline: http://www.cetl.hku.hk/wp-content/uploads/2017/03/CETL-MOOC-course-outline.pdf

Physical inactivity and sedentariness are “silent killers”. Do you feel like you spend too much time sitting? Do you feel like you would like to be more active? Are you unsure about how to incorporate physical activity into your daily life? We are here to help. Join us on a journey to learn about how to sit less and become more active. Use this FREE course to learn how to monitor your own activity and set physical activity goals. We will feature various examples of how physical activity could be increased in different settings, such as your neighbourhood, home or work, to give you ideas of ones that could best fit your lifestyle. Are you a health professional? Use this opportunity to learn how to incorporate physical activity into your daily routine and also how to empower your patients to be more physically active. If time with a patient is an issue, you can simply “prescribe” this course to your patient. This course offers you a unique opportunity to receive weekly physical activity health messages and monthly video-reminders on how to increase physical activity in various settings for 6 months after the initial 3 week course. So, join us on the Sit less, get active! journey. Follow us on Twitter @GetActive MOOC, #GetActiveMOOC or follow our Online Learning Twitter feed @uoe_online. Visit our YouTube channel to check out the promo videos (more are to come) https://www.youtube.com/channel/UC6xpBMzJXnffdUaY32-zPdA If YouTube is not available in your country, you can access the promo videos here https://media.ed.ac.uk/search/searchkeyword/sit%20less%20get%20active

Epidemiology is often described as the cornerstone science in public health. Epidemiology in public health practice uses study design and analyses to identify causes in an outbreak situation, guides interventions to improve population health, and evaluates programs and policies. In this course, we'll define the role of the professional epidemiologist as it relates to public health services, functions, and competencies. With that foundation in mind, we'll introduce you to the problem solving methodology and demonstrate how it can be used in a wide variety of settings to identify problems, propose solutions, and evaluate interventions. This methodology depends on the use of reliable data, so we'll take a deep dive into the routine and public health data systems that lie at the heart of epidemiology and then conclude with how you can use that data to calculate measures of disease burden in populations.