Cambridge university free open courses

octubre 14, 2022

Cambridge university free open courses 2021

The course has six chapters of content. Starting October 3, 2022, a new chapter will be published every week. Initially in tutored mode, after becoming fully accessible, the course will remain open to study at your own pace.

Global Supply Chains; Fair Trade; Industrial Policy; Taxation; Mandatory Due Diligence; Worker-driven Social Responsibility; Environmental Sustainability

This is a multidisciplinary course that draws from the fields of social science, political science and economics. It has the level of a master’s program, but the concepts are explained in an accessible and well-illustrated manner, so it is also possible to participate in the course using skills and knowledge acquired outside of formal education.

Online courses with certificates

In this course, you will learn how to promote women’s equal participation in mining projects and take steps to eliminate gender-based violence in affected communities. You will understand how investing in gender equality and women’s leadership in mining sector management can lead to stable and resilient communities.

Week 1 provides an overview of a wide range of gender impacts of the mining sector on communities, and describes the framework for assessing this impact, with a particular emphasis on women.

Week 2 explains the importance of equitable and meaningful representation of women in resource extraction projects, not only for women’s economic empowerment and social development, but also for the sustainability and success of mining operations; and provides recommendations to stakeholders to facilitate this engagement.

Week 3 focuses on gender-based violence in communities affected by mining operations, and provides recommendations, as well as tools, to effectively mitigate the risks of gender-based violence in affected populations.

Free courses online with certificates

This is a massive, open, online and self-directed course: this means that each student will be able to complete the activities at the time that suits him/her best, without the need for a synchronous connection.

The course was taught by Mariana Alvarado (Course Coordinator), Lucia Solis Reymer, María Teresa Juárez, Pilar Cuartas and Belén Arce Terceros. They created and selected the course content, which includes video lectures, readings and other resources.

Lucia Solis Reymer, feminist journalist, activist and gender editor. She has a degree in Communication and Journalism from the Universidad Peruana de Ciencias Aplicadas and a master’s degree in Gender Studies from the Universidad Complutense de Madrid. Author of the book »A contracorriente». Specialist in gender and communication, feminism and diversity.

María Teresa Juárez, scriptwriter, journalist. Creator of the podcasts: Pangea Mix-Crónicas Multi with coverage of the anti-racist agenda and Sin Etiquetas: magazine on the influence of gender in pop culture. Columnist for the Mexican digital media Pie de Página. Co-founder and Board of Directors of the network Periodistas de a Pie. Has studies on contemporary dilemmas in gender and sexuality issues by the Latin American Institute of Sexuality and Politics (ILSP).

Cursos gratuitos en línea de Harvard

Este artículo reflexiona sobre los MOOCs como entornos de aprendizaje mejorados por la tecnología. El aumento del número de Cursos Online Masivos y Abiertos (MOOCs) ha sido espectacular en los últimos años. Los MOOC pueden considerarse una nueva forma de entornos virtuales de aprendizaje mejorados por la tecnología. Se pueden distinguir dos tipos de MOOCs: los cMOOCs propuestos por Siemens, basados en sus ideas de conectivismo, y los xMOOCs desarrollados en instituciones como Stanford y el MIT. Aunque han recibido mucha atención, también han recibido críticas. Por tanto, ha llegado el momento de reflexionar críticamente sobre este fenómeno. Aunque todavía hay relativamente poca investigación empírica sobre los efectos de los MOOC en el aprendizaje, este estudio intenta arrojar luz sobre la cuestión desde un punto de vista teórico. En primer lugar, explorará las expectativas positivas y negativas en relación con los MOOC. Los MOOC pueden constituir una buena opción si se pueden impartir a gran escala, y esto sólo será posible para algunas grandes instituciones. No existe ninguna investigación empírica que confirme las afirmaciones relativas a sus efectos positivos. A continuación, se revisarán las teorías del aprendizaje clásicas y más recientes en cuanto a su capacidad para explicar el proceso de aprendizaje, con el fin de comparar los cursos en línea tradicionales, los xMOOC y los cMOOC en cuanto a su potencial para apoyar el aprendizaje y su autorregulación.

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