Course spotlight: Mindfulness for Wellbeing and Peak Performance
Can you tell us a bit about this course, who it’s aimed at and what it aims to achieve?Commencing on 15 June, the Mindfulness for Wellbeing and Peak Performance course explains the science, practice and philosophy of mindfulness, as well as techniques to reduce stress and improve your wellbeing. These evidence-based approaches have been found…
The Pedagogy of FutureLearn: How our learners learn
By Mike Sharples, formerly Lead Academic at FutureLearn FutureLearn has been designed to support a pedagogy of social learning. This booklet sets out to explain why we chose this approach, and what it means for the way we create our courses and how people learn on the FutureLearn platform. Download the FutureLearn pedagogy white paper booklet to…
June Events
Simon Nelson, CEO, FutureLearn will keynote at the Construct: Higher Education in a Post-COVID World online event from 1-1:30pm BST on 4 June. Simon will be talking about Lessons from Lockdown: Thinking long term. Justin Cooke, Chief Content & Partnerships Officer, FutureLearn is speaking at The second EdTech industry collaboration to help schools and…
What are the expectations of disabled learners when participating in a MOOC?
A short summary of the work in progress paper ‘What are the expectations of disabled learners when participating in a MOOC?’ which was presented at L@S: Fourth Annual ACM Conference on Learning at Scale By Francisco Iniesto, PhD research student, Open World Learning, Institute of Educational Technology, The Open University MOOCs are making low cost learning opportunities…
March’s industry round-ups
New research: Most institutions expect to be worse off, but edtech can lessen impact – surveyThe PIE, 23 MarchAccording to a flash survey from HolonIQ, the majority of education institutions expect to be worse off in the long and short term as a result of coronavirus. However, by enhancing edtech provisions they expect to lessen the…
Are learners learning? (and how do we know?)
A snapshot of research into what we know about how FutureLearners learn. By Matt Jenner SFHEA, Learning Developer at FutureLearn Our purpose, at FutureLearn, is to help everyone fulfil their potential in a changing world, by transforming access to education. Rightfully, we’re not alone, but bold statements need to give evidence of their impact. Our…
Insights from the FutureLearn APAC Partners’ Forum
Author: Nigel Smith, MD of Courses and Learning at FutureLearnDuring the last week of November, FutureLearn held its annual Asia-Pacific Partners’ Forum at The University of Melbourne in Australia. Melbourne has become an increasingly important city for us. Not only do we partner with four universities there but it’s also home to our co-owners SEEK who…
Do Moocs generate return on investment?
Ang Davies, senior lecturer in clinical bioinformatics and genomics at the University of Manchester looks at the pros and cons of the University of Manchester’s recent clinical bioinformatics MOOC. Originally appeared in Times Higher Education. Genomics, the study of people’s genetic make-up, is revolutionising healthcare. Expanding far beyond the field of clinical genetics, it is now being…
Who are our learners: Part 3: The ‘Personal Life’ archetypes
A research-based insight into FutureLearners. Part 3: The ‘Personal Life’ archetypes. By Tracey Walker, User Experience Researcher at FutureLearn In part one, Tracey explained how the research and data team at FutureLearn set out to understand more about our learners. You can read more about this in Part 1: what we did and why? In…
Educator spotlight: Challenging borders of entrepreneurship and collaboration
From the start of the Demystifying Entrepreneurship course — part of an appropriately innovative degree venture — the cross-national team of educators from Deakin and Coventry Universities challenge learners, encouraging them to reconsider their assumptions about entrepreneurship and what it means to be an entrepreneur. With the city of Coventry in the background of the…
