Online courses directory (19947)
This course will help you envision how Indigenous histories, perspectives, worldviews, and approaches to learning can be made part of the work we do in classrooms, organizations, communities, and our everyday experiences in ways that are thoughtful and respectful. In this course, reconciliation emphasizes changing institutional structures, practices, and policies, as well as personal and professional ideologies to create environments that are committed to strengthening our relationships with Indigenous peoples.
For educators, this means responding to educational reforms that prioritize improved educational outcomes for Indigenous learners. In addition, educators must support all learners to develop their knowledge and understanding of Indigenous people’s worldviews and cultures as a basis for creating equitable and inclusive learning spaces. To support these goals, teachers, administrators, young people, school staff, and researchers will learn from Indigenous Elders, educational leaders, and culturally relevant learning resources as part of their experiences in this course.
For others who want to build their own competence and the capacity of those around them to engage with in relationships with Indigenous peoples based on intercultural understanding, empathy, and respect, this course will help get you get started in this process.
This course is regularly updated and may change. If you’re signing up now, revisit this page for the latest details a few weeks ahead of the start date.
In the third course of the Mandarin Chinese language series, you will advance your Mandarin Chinese with extensive vocabulary and complex sentence structures based on dynamic scenarios.
You will get involved in situations such as buying a cell phone, setting up a date, or going to the movies. You will not only learn to respond correctly but also to deliver your point of view and convey a clear idea in Mandarin Chinese.
Previous knowledge of Mandarin Chinese is needed.
This course will focus on basic technologies for the treatment of urban sewage. Unit processes involved in the treatment chain will be described as well as the physical, chemical and biological processes involved. There will be an emphasis on water quality and the functionality of each unit process within the treatment chain. After the course one should be able to recognise the process units, describe their function and make simple design calculations on urban sewage treatment plants.
The course consists of 6 modules:
- Sewage treatment plant overview. In this module you will learn what major pollutants are present in the sewage and why we need to treat sewage prior to discharge to surface waters. The functional units will be briefly discussed
- Primary treatment. In this module you learn how coarse material, sand & grit are removed from the sewage and how to design primary clarification tanks
- Biological treatment. In this module you learn the basics of the carbon, nitrogen and phosphorous cycle and how biological processes are used to treat the main pollutants of concern.
- Activated sludge process. In this module you learn the design principles of conventional activated sludge processes including the secondary clarifiers and aeration demand of aeration tanks.
- Nitrogen and phosphorus removal. In this module you learn the principles of biological nitrogen removal as well as phosphorus removal by biological and/or chemical means.
- Sludge treatment. In this module you will the design principles of sludge thickeners, digesters and dewatering facilities for the concentration and stabilisation of excess sewage sludge. Potentials for energy recovery via the produced biogas will be discussed as well as the direct anaerobic treatment of urban sewage in UASB reactors when climate conditions allow.
This course in combination with the courses "Introduction to Water and Climate" and "Introduction to Drinking Water Treatment" forms the Water XSeries, by DelftX.
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The course materials of this course are Copyright Delft University of Technology and are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike (CC-BY-NC-SA) 4.0 International License.
Learn the 14 most challenging topics in AP® Physics 1 and Physics 2. Well-respected AP instructors from around the United States will lead you through video instruction, exam-style questions and interactive activities.
Each module will cover one of the most demanding concepts in the newly redesigned AP® Physics 1 & 2 curricula (based on College Board data from 2011–2013 AP® Physics B exams).
These tricky topics are broken into bite-sized pieces—with short instructional videos, on-screen simulations, interactive graphs, and practice problems written by many of the same people who write and grade your AP® Physics 1 & 2 exams.
Topics include:
- P1: Acceleration
- P1: Force Diagrams
- P1: Momentum
- P1: Rotational Motion
- P1: Angular Momentum
- P1: Standing Waves
- P1: Conservation of Charge & Energy in Circuits
- P2: Electrostatic Fields
- P2: Gravitational and Electric Potentials
- P2: Electromagnetic Induction
- P2: Thermodynamics
- P2: Pressure, Force & Flow in Fluids
- P2: Diffraction & Interference
- P2: Atomic Transitions
This course is specifically designed for blended learning in AP classrooms, but can also be used by AP students independently as supplementary help and exam review.
Advanced Placement® and AP® are trademarks registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, these offerings.
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In Medieval Europe the Book of Hours, so called because its core component consists of the Hours of the Virgin, became the prayer book of choice for worshippers prosperous enough to commission or purchase such a book.
Although its contents were of monastic origin, literate lay readers were the most likely to use books of hours, as served not only as a prayer book, but also as a way of keeping track of the calendar, often doubling as a family chronicle.
Books of hours provide insight into broad patterns of piety marking the High and later Middle Ages, and through their choice of texts, images and added materials, inform us about the interior life and aspirations of everyone from kings and queens and lords and ladies to monks and nuns and, ordinary members of the patrician class, merchants and others.
In this course, we will explore how books of hours provide the closest thing we have to a comprehensive and continuous record of the development of painting across most of western Europe from the later thirteenth through the early sixteenth century.
“The Book of Hours” is one module of a series of courses called “The Book: Histories Across Time and Space.” You may take this course on its own, or with the other courses of the series.
HarvardX requires individuals who enroll in its courses on edX to abide by the terms of the edX honor code. HarvardX will take appropriate corrective action in response to violations of the edX honor code, which may include dismissal from the HarvardX course; revocation of any certificates received for the HarvardX course; or other remedies as circumstances warrant. No refunds will be issued in the case of corrective action for such violations. Enrollees who are taking HarvardX courses as part of another program will also be governed by the academic policies of those programs.
HarvardX pursues the science of learning. By registering as an online learner in an HX course, you will also participate in research about learning. Read our research statement to learn more.
Harvard University and HarvardX are committed to maintaining a safe and healthy educational and work environment in which no member of the community is excluded from participation in, denied the benefits of, or subjected to discrimination or harassment in our program. All members of the HarvardX community are expected to abide by Harvard policies on nondiscrimination, including sexual harassment, and the edX Terms of Service. If you have any questions or concerns, please contact harvardx@harvard.edu and/or report your experience through the edX contact form.
Phenomena as diverse as the motion of the planets, the spread of a disease, and the oscillations of a suspension bridge are governed by differential equations.MATH226x is an introduction to the mathematical theory of ordinary differential equations. This course follows a modern dynamical systems approach to the subject. In particular, equations are analyzed using qualitative, numerical, and if possible, symbolic techniques.
MATH226 is essentially the edX equivalent of MA226, a one-semester course in ordinary differential equations taken by more than 500 students per year at Boston University. It is divided into three parts. MATH226.1 is the first of these three parts.
In MATH226.1, we will discuss biological and physical models that can be expressed as differential equations with one or two dependent variables. We will discuss geometric/qualitative and numerical techniques that apply to all differential equations. When possible, we will study some of the standard symbolic solution techniques such as separation of variables and the use of integrating factors. We will also study the theory of existence and uniqueness of solutions, the phase line and bifurcations for first-order autonomous systems, and the phase plane for two-dimensional autonomous systems. The techniques that we develop will be used to analyze models throughout the course.
For additional information on obtaining credit through the ACE Alternative Credit Project, please visit here.
Learn SEO tips and tricks in this SEO training course from Moz
How can we strengthen libraries and librarians in the advancement of knowledge, creativity, and literacy in the 21st century? Though libraries have been loved for over 3,600 years, their relevance in the digital age is being questioned, and their economic and social impacts are poorly understood. What is really essential about libraries and librarians, today and tomorrow? How can library members and all who support the mission of 21st-century librarianship raise the profile and support of these timeless values and services, and ensure universal access to the universe of ideas in all our communities? This course is based on what works. We’ll take an inspired, strategic, evidence-based approach to advocacy for the future of strong communities – cities, villages, universities and colleges, research and development centres, businesses, and not-for-profits.
We will cover:
- Values and transformative impacts of libraries and librarianship
- Research on current perceptions of libraries and librarians
- Role of relationships in advocacy
- Principles of influence and their impact on advocacy
- Strategic thinking and planning in advocacy
- Effective communication: messages, messengers, and timing
Guest speakers share their ideas, recommendations and successes. These leading advocates include, among others:
- Barbara Band, Emmbrook School, Berkshire
- Cathy De Rosa, OCLC
- Ken Haycock, University of Southern California
- Joe Janes, University of Washington
- Nancy Kranich, Rutgers University
- Victoria Owen, University of Toronto
- John Szabo, Los Angeles Public Library
Previous participants have said that this course – “showed me the value of building relationships,” and “made me approach our library’s advocacy much differently”, and “helped me see advocacy in a new light."
Advocacy is growing in urgency and importance on the agenda of all library associations. In this highly competitive environment, associations help their members and their communities to build advocacy capacity. This course meets that strategic need. It is offered in partnership with the Canadian Library Association and the American Library Association.
"For the full description, please see the syllabus at:
http://courses.edx.org/c4x/
Everyone involved in higher education has questions. Students want to know how they’re doing and which classes they should take. Faculty members want to understand their students’ backgrounds and to learn whether their teaching techniques are effective. Staff members want to be sure the advice they provide is appropriate and find out whether college requirements accomplish their goals. Administrators want to explore how all of their students and faculty are doing and to anticipate emerging changes. The public wants to know what happens in college and why.
Everyone has questions. We have the chance to help them find answers.
Practical Learning Analytics has a specific goal: to help us collectively ponder learning analytics in a concrete way. To keep it practical, we will focus on using traditional student record data, the kinds of data every campus already has. To make it interesting, we will address questions raised by an array of different stakeholders, including campus leaders, faculty, staff, and especially students. To provide analytic teeth, each analysis we discuss will be supported by both realistic data and sample code.
Use the power of LinkedIn to control Google Search Results
A simplified, fun, and useful course in marketing and branding that is designed for non-marketing people.
Discover how to use Facebook to reach, engage with, and convert more customers.
Financial institutions are a pillar of civilized society, supporting people in their productive ventures and managing th
¿Ha escuchado muchas cosas sobre el genoma humano, pero desea entender los aspectos básicos que lo describen o lo explican? ¡Este es un curso para usted! Reconozca de forma amigable las generalidades del genoma humano, y sobre todo el impacto de su estudio.
Este curso es una introducción a la estructura y función del genoma humano, a partir de un contexto histórico y conceptual. Se revisará la aplicación actual del genoma humano, y algunas experiencias a partir de entrevista a expertos. Usted aprenderá ejemplos de estudio del genoma, e identificará la descripción multidisciplinar de su investigación y aplicación.
No requiere grandes conocimientos en biología molecular, podrá apoyarse en el material complementario del MOOC como el glosario de términos o los foros de discusión para comprender los conceptos.
This literature course will explore Mary Wollstonecraft Shelley’s 1818 horror classic, Frankenstein; Or, The Modern Prometheus. This novel is remarkable for a number of reasons, not the least of which is that Shelley wrote the novel when she was only 18 years old.
Frankenstein is a representation of both the Gothic and Romantic movements, and is often considered to be one of the earliest novels of science fiction as well. This story has had a huge influence on literature and popular culture, and has generated many adaptations in the forms of movies and plays. The first film adaptation, in fact, appeared in 1910.
Participants in this course will read, discuss, and write about the text and its influence. As in most book clubs, the focus will be on lively discussion. Course materials will include background information for understanding the text, as well as vocabulary and language support. Assessment will include quizzes and short writing assignments.
This is the third part of the BerkeleyX Book Club offerings.
WHAT IS “HOW STUFF MOVES”?
Mechanics is the study of how things move. It was the first quantitative science to achieve wide power to predict behavior, including things never before directly observed. Newton, Leibniz, and others invented calculus to describe motion and we will find both differential and integral calculus extremely useful throughout this course.
This is the first in a 3-part series of courses that parallels the second-semester mechanics course taught at Harvey Mudd College. Part 1 explores the concepts of momentum, force, and energy, and how these properties define the motion of objects at everyday speeds. Part 2 examines angular motion, and Part 3 examines wave motion. This course is an invitation to develop your problem-solving skills and to learn how to apply mathematics to all sorts of problems of the physical world. Learning the rules that govern how stuff moves in the world around us is exciting; using those rules to predict correctly something that you haven’t observed means that you really understand something. It‘s a great feeling.
WHAT SHOULD I KNOW BEFORE WE START?
You need not have taken physics before, but we assume that you have studied mathematics, up to and including a first course in calculus. You may be taking a calculus course concurrently with this course; that should be a good strategy. We will introduce important calculus ideas and methods as the need arises and provide examples.
There is a Mathematics Diagnostic Test that you can take at the beginning of this course to ensure that your mathematics background will set you up for success in this course.
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