Available courses

Sports play a giant role in contemporary society worldwide. But few of us pause to think about the larger questions of money, politics, race, sex, culture, and commercialization that surround sports everywhere. This course draws on the tools of anthropology, sociology, history, and other disciplines to give you new perspectives on the games we watch and play. It's the new and improved version of Professor Orin Starn's original "Sports and Society" for Coursera, which drew more than 40,000 students. We will focus on both popular sports like soccer (or “football,” as anyone outside America calls it), basketball, and baseball, and also lesser-known ones like mountain-climbing and fishing. You will never watch or think about sports in the same way again.

  • College can be confusing and intimidating, but U1010 can help. If you were just admitted to college and are nervous about what the next step in life might look like as a new collegiate student athlete, this course is for you. If you are the parent of a newly admitted college student athlete and curious about what college life is like, this course is also for you. 
  • While your specific college will, no doubt, provide additional orientation material, we wanted to give some basic information about what life might be like at a University. You might be years away from college or enrolled right now; either way, U1010 has some excellent advice from college students, professors, administrators, and staff.  

  • The course is divided into 4 weeks/8 lessons, which provide an overview of the different aspects of college life as a student athlete. If you were just watching the videos and looking at some of the links, the whole course would take about 4-5 hours. 

Week 1 

Lesson 1. Welcome to U101!

 Lesson 2. Understanding the Nature of College as a Student Athlete

 Week 2 

Lesson 3. Succeeding as a Student Athlete

Lesson 4. Building Your Major beyond Sports

 Week 3

 Lesson 5. Managing your Finances as a Student Athlete

Lesson 6. On and Off Campus Living

 Week 4 

Lesson 7. Getting Involved in Campus Life 

Lesson 8. Conclusion

Dynamic courses: individual learning paths and online collaborative exercises in moodle 2

Moodle 2 enables new didactic applications like individual learning paths and online collaborative exercises. Their effective implementation requires a top-down approach from didactic goals to practical solutions. Monitoring and intervening the learning processes becomes more important than before.

In Moodle 2, it is possible to define a condition that has to be met by a student before a certain resource or activity will become visible to him/her. The completion status of another activity might be such a condition. From a didactic point of view, a pre-set sequence of activities or a list of options can be offered to the students.

In earlier versions already, students could be placed in groups and a range of activities could be switched to group mode eventually. Further, once a grouping (a set of groups) was defined, activities as well as resources could be restricted to students from one grouping only. This enables creating more sets of parallel groups, or using groupings for different maturity levels or for different stages the students have to go through.

The combination of groupings and conditional activities, gives powerful means to implement online collaborative exercises. This will be deminstrated, discussed and practised during the presentation.

A comprehensive professional development course designed to assist educators in successfully navigating adult learners through the college transition process.

Number systems, arithmetic operations, decimal codes, alphanumeric codes, Boolean algebra, Karnaugh maps, NAND and NOR gates, exclusive-OR gates, integrated circuits, combinational circuits, decoders, encoders, multiplexers, adders, subtractors , multipliers, sequential circuits, latches, flip-flops, sequential circuits analysis, registers, counters, RAM and ROM memories, programmable logic technologies (PLA, PLD, CPLD, FPGA).

This course contains databases, glossaries and quizzes shared by other Moodle users from around the world via the Moodle Exchange.

We all need water! Let's look at things we are doing well and not so well in managing this precious resource.


After completing this course you will be able to plan an e-learning course together with exercises and elements of online teaching strategy, using a variety of tools and teaching methods selected specifically to meet your goals.


This an introductury course for teachers to use a range of different webtools as teaching aids. 

FLO logo

Facilitators: [names go here]

This workshop will help you enhance skills needed to confidently and effectively facilitate online learning. You will: 

  • experience being in the online learners’ shoes; 
  • think about, practice and develop your online facilitation skills with other new and experienced online facilitators; and 
  • deepen your learning as you synthesize your observations, reading and online activities in your journal.

The Oceans Garden: Coral Reefs (DC)

Coral reefs are diverse underwater ecosystems held together by calcium carbonate structures secreted by corals. Coral reefs are built by colonies of tiny animals found in marine waters that contain few nutrients. Most coral reefs are built from stony corals, which in turn consist of polyps that cluster in groups.

  • Natural disasters: including floods, hurricanes, earthquakes and volcano eruptions that have immediate impacts on human health and secondary impacts causing further death and suffering from (for example) floods, landslides, fires, tsunamis.
  • Environmental emergencies: including technological or industrial accidents, usually involving the production, use or transportation of hazardous material, and occur where these materials are produced, used or transported, and forest fires caused by humans.
  • Complex emergencies: involving a break-down of authority, looting and attacks on strategic installations, including conflict situations and war.
  • Pandemic emergencies: involving a sudden onset of contagious disease that affects health, disrupts services and businesses, brings economic and social costs.

Any disaster can interrupt essential services, such as health care, electricity, water, sewage/garbage removal, transportation and communications. The interruption can seriously affect the health, social and economic networks of local communities and countries. Disasters have a major and long-lasting impact on people long after the immediate effect has been mitigated. Poorly planned relief activities can have a significant negative impact not only on the disaster victims but also on donors and relief agencies. So it is important that physical therapists join established programmes rather than attempting individual efforts.

Local, regional, national and international organisations are all involved in mounting a humanitarian response to disasters. Each will have a prepared disaster management plan. These plans cover prevention, preparedness, relief and recovery.

Course summary.

Can add all same, links, images, audio, video.

Can also add a course image. See the V Circle Logo as the image uploaded for the Course image.

  • A significant number of them were recruited having a strong sense of exaggerated entitlement that was reinforced and perhaps strengthened during the time they were athletes at the university. An example of how this possible learning outcome has been measured is the National Collegiate Athletic Association’s survey research on student-athlete social environments.
  • A large and possibly systemic graduation gap exists between certain demographic groups of student-athletes. Outcomes on this issue have been measured and widely reported, in summary and by university, in a study conducted by the Institute for Diversity and Ethics in Sport at the University of Central Florida.
  • Student-athletes have maintained completely unrealistic expectations about a possible future professional athletic career. An example of how data on this outcome variable have been collected would be the NCAA’s sponsored GOALS Study of the Student-Athlete Experience.
  • Coaches have taught them by example that a “my way or the highway” style of leadership is the best way to work with, manage and control people. To measure this imagined outcome, personal interviews with athletes, coaches and administrators or surveys might provide insight into what participants have learned about leadership and leading from their coaches. Surveys that might be used or adapted for these purposes already exist in the social sciences.
    • Experience has taught them to act as though the ends (e.g., athletic directors and coaches who lose enough games will certainly get fired, and winning is thus the only thing that matters) fully justify the means (e.g., performance-enhancing drug use and other forms of breaking and bending the rules are OK, even sometimes necessary for winning, as long as one doesn’t get caught). As in the previous example, carefully designed personal interviews or surveys can offer insight into student-athletes’, coaches’ and administrators’ values and ethics as they prepared for winning intercollegiate athletics competitions.
    • A significant percentage of students had suffered predictable brain injuries and potential long-term brain damage in the course of their participation in college football. To provide measurement on these outcome variables, there is a great deal of data collection underway, and a number of studies now getting published, that are asking tough questions about the nature and effects of being concussed, as well as the effects of repeated nonconcussive body blows on brain health. The results of this growing body of research are increasingly troublesome.

  • Course Example 2