We are in constant relationship with many organizations. Our world is submitted to regular changes as organizations evolve, come and go. Understanding your memberships and attachments to organizations will help you act on your world. You'll learn how to evaluate the influence of organizations around you and how to transform your relationships to reach a stronger coherence. Do you feel sometime that the world around you is disorganized? Can you make sense of all the information at your reach and have an impact on this situation? Have you ever thought that this conundrum may be due to all the organizations that emerge, strive or wane, and disappear every day? Organizations are ubiquitous, from clubs and associations to firms and public agencies. Organizations confer meaning to all of us, and our attachment and membership to organizations have a profound effect on all areas of our lives. But in our increasingly turbulent world, these organizations run the risk of disappearing or losing their legitimacy, steering a sense of pointlessness and absurdity. This course develops an integrative approach to understanding organizations and their behaviors, termed ‘orgology’. It explains that organizations can act strategically to protect and renew the sense of membership and attachment of individuals. So doing, organizations that survive and thrive impose their logics of action onto society, thereby influencing what is legitimate or not. In turn, individuals, you, all of us, must reinterpret our multiple associations with organizations and contribute to reinforce or inhibit social evolutions. This new way of understanding organizations’ relationships with society results in reconsidering management and the role of individuals in building their future. There is no prerequisite to this course, you are all welcome ! Students and people interested in the fields of management, sociology, strategy, economics leadership etc… will benefit a lot from this course. For the session of this course starting on January 11th, Professor Rodolphe Durand will actively be participating and interacting with learners. He will be offering "office hours" sessions through google hangouts and answering learner questions from the forums. We hope this direct interaction will add to your learner experience! Please enroll today!

The course assumes that higher education is a gateway to the resources of society and that there is a need for institutions to become more socially just for all groups, with emphasis on low-income and minority populations that are traditionally underrepresented. The course includes sessions with institutional leaders about higher education and American society, diversity and inclusion in learning and teaching, professors and students as change agents, socially-just research, and struggles for equity and justice on campus and in communities. Illustrative modules include: What is a university? What is the role or potential role of universities in making societies more socially just? Do present universities contribute to inequalities and injustices and, if so, how? What changes are needed now? Sessions will draw upon initiatives at the University of Michigan for starters, and we also will draw upon other educational leaders nationwide

This Specialization is aimed at preparing students for undergraduate study in an English-speaking university. The course equips you for full participation and engagement with your studies by building awareness and understanding of the core values and expectations of academic culture, and providing you with practical strategies to apply to your studies. In this course, you will learn how to develop your Communication Skills to help you achieve success in your university studies. After completing this course, you will be able to: 1. Recognise the importance of communication in communities of practice at university 2. Understand contexts of communication at university and associated expectations 3. Communicate clearly across a variety of different contexts and to a wide range of audiences by adapting communicative styles appropriately 4. Demonstrate, negotiate, and further understanding through spoken, written, visual, and conversational modes 5. Effectively formulate arguments and communicate research findings through the process of researching, composing, and editing 6. Confidently engage in constructive and critical dialogue with respect and professionalism

Welcome to the MOOC "Global Health Security, Solidarity and Sustainability through the International Health Regulations". We are very excited to have you on board and hope you will enjoy the course! In the coming 6 weeks, you will learn about the International Health Regulations (IHR), history of its creation and evolution, its major principles and implementation procedures, as well as challenges and future opportunities. We will talk about lessons learned from the previous epidemics and environmental disasters, and discuss possible future health threats and ways to respond to them in an efficient and timely manner. The goal of this MOOC is not only to promote knowledge on the IHR among the general public but also to help international health practitioners advance its implementation, contributing to the achievement of Sustainable Development Goals. Our MOOC «Global Health Security, Solidarity and Sustainability through the International Health Regulations» is highly transdisciplinary and involves prominent experts from more than 15 leading institutions worldwide, including academia, international organizations, and local governments. Along with traditional e-learning resources, it gives access to a highly innovative teaching tool - virtual Simulator IHR 3.0 - a serious game where you can practice managing health crises from different perspectives. No matter which country you come from, this MOOC is free and open for anyone interested in learning more about such a powerful legal mechanism as the IHR. Every week, you will get access to a new Module which includes a series of video lectures, accompanied by a list of recommended readings to deepen your knowledge on the proposed topic. Every module will have a number of practice exercises, such as in-video questions and practice quizzes based on the video lectures and readings, and a graded quiz to sum up everything that you've learned. At the end of the course, you will be asked to take a graded final quiz that you will need to complete (as well as each Module's graded quizzes) in order to pass the course and earn a Certificate if you chose this option at enrolment. We encourage you to use Discussion Prompts and forums to discuss the course material with fellow students enrolled in the MOOC. You can greatly contribute to the learning process by posting your questions, commenting, or sharing your personal experiences and examples from your countries. This MOOC was produced jointly by the University of Geneva (Switzerland), Centre Virchow-Villermé for Public Health Paris-Berlin, Université Paris Descartes (France) and ANEO in close collaboration with the World Health Organization Headquarters (Geneva, Switzerland) and WHO Regional Office for the Eastern Mediterranean (Cairo, Egypt), with the financial aid of the Agence Nationale de la Recherche (France), UNIGE and WHO. We wish you good luck with the MOOC and look forward to seeing you in our learning community!

In a world that’s quickly becoming dominated by mobile technology, flexible working opportunities and a post-pandemic economy, online learning is here to stay. This course introduces you to the basics of reimagining, redesigning and optimising face-to-face offerings for the online environment so that learners feel connected, engaged and motivated to learn. Educators from around the world who are facing these issues in schools, universities and the vocational education sector are finding they need to adapt by upskilling to meet these changing times. This course will introduce you to the key foundational concepts required for teaching online and will explore how technology has fundamentally changed the way education can be delivered and consumed by learners. The course will cover questions such as: What is online learning and how does it differ from learning in traditional classroom settings? Do the needs of online learners differ from their face-to-face counterparts? How can I design online learning so that it reflects and meets the needs of my learners? Which tools and resources are readily available and easy to master for facilitating engaging and interactive online learning? These questions and many more will be answered in this course, which is designed for teachers and educators who are new to online learning, or those who are preparing to adapt existing learning resources to an online learning environment. Learning outcomes By the end of this course, you’ll: 1. Demonstrate an understanding of the trajectory of online learning, from a historical perspective to contemporary experience and future possibilities 2. Explain how the needs of learners in blended and fully online learning environments differ from traditional face-to-face learning environments 3. Select and use a range of techniques, tools and resources to improve the digital learning skills of learner

Journalists develop information through interviews and sources. The most successful journalists quickly master these important skill sets. The production of journalism relies on several elements: newsgathering, interviewing sources, researching and trying to find as much information as possible. The course will also teach you how to where to find information, interviewing skills and how to process information from various sources for publication.

By the end of this project, you will have set up an account with Remind and be fully prepared to use Remind with your class. Remind allows you to simplify communication by reaching parents using the method that works best for them. By the end of this project, you will have an effective method for communicating with parents or other stakeholders that you can use right away. *You will need a free Remind account for this project.

Vast amounts of personal information are processed in the cloud. But who is legally responsible for such ‘personal data’ in cloud environments? What duties do cloud providers like Amazon, Microsoft, and Google have? And what rights can you, as an individual, exercise under data protection law? If you’d like to find out, then this course is for you! First, we’ll look at how the European Union’s ‘General Data Protection Regulation’ (‘GDPR’) regulates the processing of personal data in cloud services. You’ll learn to identify controllers and processors, describe their roles and responsibilities, and understand how cloud customers and providers can comply in practice. Second, we’ll look at international transfers of personal data. We’ll explain how the GDPR can apply to cloud providers and their customers anywhere in the world, as well as how restrictions on international transfers apply to cloud services. Third, we’ll look at how the Network and Information Security (‘NIS’) Directive regulates the cybersecurity of critical infrastructure. You’ll learn to identify cloud providers’ duties to notify security breaches and to keep their services secure, and how to apply those duties to concrete case studies. In short, this course covers how the GDPR and NIS Directive apply to cloud services and what cloud providers and their customers should do to comply.

Ecosystem services are a way of thinking about – and evaluating – the goods and services provided by nature that contribute to the well-being of humans. This MOOC will cover scientific (technical), economic, and socio-political dimensions of the concept through a mix of theory, case-studies, interviews with specialists and a serious-game. By the end of this course, our aim is to enable you to: • define the concept of ecosystem services, its principles and limitations • understand the key services associated with any ressource (e.g., fresh water) through readings and case-studies • appreciate the advantages and potential risks of monetising ecosystem services • appreciate the social dimensions (power issues, cultural biases) embedded within any method • integrate tactical advice on mainstreaming this approach into policy and standard government practices • Optional: learn how to map ecosystem services with GIS tools The session that runs May 29th- July 10th will be actively monitored by the instructors, and learners will have the opportunity to ask questions. This course was developed by instructors from the University of Geneva with the help of numerous researchers and input from the Geneva Water Hub and the Natural Capital Project. The course was financed by the University of Geneva, the Global Programme Water Initiatives of the Swiss Agency for Development and Cooperation (SDC), and the Luc Hoffmann Institute. This MOOC is supported by the Geneva Water Hub and the University of Geneva along with the MOOC in « Water Resources Management and Policy » (www.coursera.org/learn/water-management) and the one in « International Water Law » (www.coursera.org/learn/droit-eau). We look forward to you joining us!

This course offers strategies that can lead to richer, more productive, whole-class discussions in their classrooms. Focusing on how to prepare for discussion, this course is for anyone who leads, wants to lead, or is interested in how teachers lead discussion. Across the 4 sessions in this course, we’ll learn more about what teachers and students need to do to prepare for rich discussions, including understanding: 1. What is (and isn't) discussion, and why discussion is important 2. How teachers set goals for discussion, and establish explicit norms that support these objectives 3. How teachers select texts and prepare text-based questions to guide the conversation 4. How teachers – based on these goals, norms, texts, and questions – then prepare students for the whole-class discussion The course consists of short videos interspersed with various thinking tasks—such as reflecting on videos of classroom discussions in action, and designing and receiving peer feedback on aspects of a Discussion Plan, a plan for a discussion you’ll lead in your own classroom.