Theory of change models deepen online learning evaluation

Massive Open Online Courses (MOOCs) have gained traction as resources for professional development. This article presents the method that we used to evaluate a professional development MOOC for postdoctoral trainees that was created by a university consortium in the US. Most approaches to evaluating MOOCs focus on analysis of participation, outcomes from course assignments, self-reported learning outcomes, course completion and user pathways through the online content or clickstream data. Few published evaluations describe in detail how learning happens within online courses and the anticipated medium and longer term cognitive and behavioral outcomes on participants. This work aims to guide those who are designing, implementing and evaluating MOOCs through applying theories of change to focus evaluation on the process of learning. This approach can be used as a complement to traditional approaches for evaluating MOOCs. We described how we worked with the MOOC team building the content to develop a theory of change for each module (or lesson) within the MOOC and used the theory of change to guide evaluation of short and medium term participant cognitive, affective and attitudinal, and behavioral outcomes. Finally, we share lessons learned and suggestions for implementing theories of change in both the design and evaluation phases of MOOC development.     

Prediction of Variables Via Their Order Statistics in Bivariate Elliptical Distributions with Application in the Financial Markets

Assuming that (X₁, X₂) has a bivariate elliptical distribution, we obtain an exact expression for the joint probability density function (pdf) as well as the corresponding conditional pdfs of X₁ and X₍₂₎ ? max?{X₁, X₂}. The problem is motivated by an application in financial markets. Exchangeable random variables are discussed in more detail. Two special cases of the elliptical distributions that is the normal and the student’s t models are investigated. For illustrative purposes, a real data set on the total personal income in California and New York is analyzed using the results obtained. Finally, some concluding remarks and further works are discussed.     

Views of a Structured Assessment Tool for Observing Practice

Assessment of learning in practice through observation is a key part of social work training in the UK. There is no evidence of systematic dissemination or evaluation of observation tools in social work training. The Assessment of Learning in Practice Settings (ALPS-CETL) programme developed observation tools intended to provide comprehensive assessment through the collection of analytic student reflection, alongside commentary from practice assessor, professional colleague and service user. These ALPS tools were further developed to include specific social work assessment criteria. The purpose of this study was to establish student and practice assessor views about how the tools had been used and to understand their effectiveness, or otherwise, in practice. Through analysis of student focus groups, practice assessor interviews and completed ALPS tools, this paper evaluates the use of the social work adapted ALPS tools on an undergraduate social work programme in an English university. The findings of this study support the view that the ALPS tools can be used to promote reflective writing and support students in obtaining formative and summative evidence of their progress. In addition the tools appear to promote a student-led process of observational assessment thereby potentially helping to address the issue of power in the student/assessor relationship.     

认清形势 多措并举 做好大学新生的就业指导工作

大学生就业压力逐年增大,竞争越来越激烈,对大学生的就业指导不能等到学生大三、大四的时候才开展。对于大一新生而言,刚刚迈进大学校门的时候就有必要开展就业指导工作,使其认清形势,明确目标,改变观念,在以后的大学生活中不断提高就业能力和素质,为将来的成功就业打下坚实的基础。     

对加强高校学生干部自我修养的思考

新形势下,高校学生干部在大学生思想政治教育工作中发挥着积极的重要作用。但是,由于受社会环境和自身因素的影响,高校学生干部在工作中存在很多不足和问题,严重限制了其在高校思想政治教育中应有作用的发挥。研究错综复杂的社会环境,正确分析和认识当前高校学生干部在工作中存在的问题与成因,探讨加强学生干部自我修养的方法与途径,就成为大学生思想政治教育中的一项重要任务。     

大学生诚信缺失的心理分析及对策

大学生的不诚信行为与一系列的心理因素有关,如躲避惩罚、获得更大利益、虚荣、从众、侥幸、恶作剧和逆反心理。诚信缺失对大学生的心理健康有不容忽视的消极影响,采取适当策略,对于促进大学生的健康发展,构建和谐社会,具有积极的意义。     

Examining the Ethical Utility of Social Work Program Rankings in the US: Are We Measuring One Thing and Selling Another?

Social work program rankings are frequently used in the US to communicate program identity, and no ranking structure has become as commonly accepted as the one compiled by US News & World Report. However, the metrics used to assemble these rankings, and what the rankings have been used to communicate, have come under question over recent years. This project details an analysis that was conducted on the relationship between US News rankings for social work programs in the United States (n = 200) and Carnegie research designations for the universities with which those programs are affiliated. Findings suggest that as institutional size increases, so do rankings. This study assesses the strength of that relationship and questions the ethical utility of this ranking system, particularly when used as a tool to recruit students (a common practice in the United States). Additional metrics are suggested to help potential students make more informed decisions in reference to program selection.     

群体分化:大学生“村官”角色建构的动因、类型及结果

从2008年大学生"村官"政策实施至今,已经有5年的时间。大学生"村官"因角色认知的价值取向和角色领悟的建构张力不同发生了群体分化,形成了四种不同的角色建构类型,分别是社会价值取向下的主动变革模式、社会价值取向下的被动适应模式、个人价值取向下的主动变革模式、个人价值取向下的被动适应模式,这四种模式下的大学生"村官"在角色建构的不同阶段表现出不同的建构张力,呈现出不同的特点。     

The Resilient Survivor—A Student Social Worker's Journey

This article is intended to bridge the gap between the literature on the service user perspective, essential to social work training, and the personal experiences student social workers bring to their training. It argues that there is a need to recognise the personal and sometimes painful experiences student social workers may bring to their training and the potential impact they have on their social work education and future practice. Sexually abused as a child, the author is in a unique position as a first year social work student to explore and share the impact of childhood sexual abuse (CSA) on her social work education and how this has been managed. This article will chart a parallel journey of personal and professional development by exploring the importance of reflective thought on one's own personal experiences and discussing how these experiences can inform the professional knowledge, skills and value base. This article concludes that during personal and professional development potential issues or themes may arise. These include the blurring of personal/professional boundaries, the need for heightened self-awareness skills, the ability to use supervision appropriately and the potential to misuse personal insights.     

Towards Sustainability in Australian Social Work Field Education

The educational framework of Australian social work field education has remained static over the past few decades. Emerging challenges are creating a compelling case for change. These include increasing demand for placements, declining capacity of organisations to provide placement requirements, reduction in practitioners’ incentives and capacity to support student placements and to facilitate a work integrated learning context, and an interrelated web of policies and regulations that constrain adaptation to these changes. In a critical exploration of multiple levels of regulation and policy contexts, we argue that conventional approaches to social work field education are not sustainable given significant changes to the funding arrangements for universities and within the welfare service system. To futureproof integrative learning in social work, we advocate transformation of educational culture, policies, and design toward sustainability.

IMPLICATIONS

• Supervised placements are designed to integrate practice and academic learning but their future use as the single means for achieving this integration will be unsustainable.

• Drawing on an ecological orientation enables social work educators to position sustainability as a key consideration and response to current constraints in higher education and the field.

• Focusing on sustainability across policy, practice, and regulation contexts has potential to generate transformative change that enhances our effectiveness in futureproofing the design of integrative learning in social work.