Online courses directory (108)

Die Gliederung des Kurses in anatomische Regionen erfolgt anhand klinischer Fallberichte.
Die relevanten makroskopischen Strukturen dieser Regionen werden anhand qualitativ hochwertiger anatomischer Abbildungen und Präparationen sowie anhand klinischer Untersuchungen an gesunden Probanden erörtert.

Was lerne ich in diesem Kurs?

Du wirst Dir das Verständnis für die Anatomie des Kopfes und des Halses angeignen, das Dich befähigt:

• Weiterführende anatomische Kurse wie den Präparierkurs zu absolvieren
• Dich in Richtung klinischer Fachdisziplinen wie der Allgemeinen Chirurgie, HNO, MKG, Neurochirurgie, Ophthalmologie oder Radiologie zu orientieren
• Dich auf medizinnahe Fachberufe vorzubereiten

Welches Vorwissen brauche ich?

Anatomische Grundkenntnisse werden vorausgesetzt.

Kursstruktur

Kapitel 1: Übersicht, Kompartimente und Blutversorgung des Halses

Kapitel 2: Nerven, Lymphabfluß und Topographie des Halses

Kapitel 3: Schilddrüse und Pharynx

Kapitel 4: Larynx, Phonation und Spatium parapharyngeum

Kapitel 5: Der knöcherne Schädel

Kapitel 6: Kiefer, Mundhöhle und Kaumuskulatur

Kapitel 7: Zunge und Mundboden

Kapitel 8: Die Ohrspeicheldrüse und die mimische Muskulatur

Kapitel 9: Nase und Nasennebenhöhlen

Kapitel 10: Keilbein und Orbita

Kapitel 11: Schläfenbein und Ohr

Kapitel 12: Tiefe Gesichtsregion

Course Summary

The course addresses the design and development of Serious Games. Serious Games are games that do not have entertainment as the main purpose but rather an educational, awareness raising, training, advertisement or other “serious” purpose that benefits from the engaging context that games provide to motivate the users. Serious Games have been typically used in education, training, health, defense and other sectors.

MOOC students will go through all the steps of the development of a Serious Educational Game from selecting the idea and binding it with learning goals to the development and testing of the game prototype in an environment that does not require programming skills. The programme of study will allow students to understand the process of idealizing, designing, developing, testing and delivering a game. At the same time, students will benefit from a hands-on experience, working in intercultural and interdisciplinary teams, exploiting the expertise of an international team of participating teachers and industry experts.

What do I learn?

The course objective is to allow students understand the process of idealizing, designing, developing, testing and delivering a serious game.

In the end, students will be able to...

• Understand and comment the main concepts of game culture and digital game theory
• Analyze game taxonomies and identify the specific characteristics of each game type
• Carry out analyses and user tests to understand users’ demands and needs and convert them into serious game requisites (including learning objectives for game-based learning)
• Understand and apply serious game methodologies
• Understand the concepts related to game play, game flow, interactive narratives, storytelling and apply them in practice to develop an addictive game
• List the main tools (game editors) available to develop games and to identify the best one for a specific purpose
• Use a specific game editor to develop a serious game
• Idealize, design, develop, test and deliver a serious game

What do I need to know?

Basic computer and internet skills

Workload

Approximately 5 hours per week for watching video lectures, taking quizzes and completing homework assignments.

Social innovations, i.e. new social practices, are everywhere and largely influence our lives: they change the rules of the game in business, civil society and politics. With social innovations, we can design social practices that are more beneficial, sustainable or just.

But what are social innovations? And what effects can they have? This course is an introduction to the topic. You will gain an overview of what social innovations are, how they function and how they can be developed.

What will I learn?

You will learn what social innovations are and understand how they can help solve societal problems. You will get an overview of important literature and debates on social innovation.

You will also learn and apply methods to develop, implement and scale social innovations. Exercises will allow you to apply the methods, develop your own ideas and gather first-hand experiences.

What do I need to know?

This is an introductory course. Previous knowledge is not required. The course is designed for people interested in understanding and/or designing societal change.

Course Structure

This is a self-paced course. This means that once the course initially begins, you can make your way through the course chapters at your own pace, without time pressure or deadlines.

Chapter 1: A New Innovation Paradigm

In this chapter, you will learn what “social innovation” means. You will get an overview of how social innovations can be developed and implemented. Also, we explain the differences between all the “social” something-concepts like social business, social entrepreneurship, and corporate social responsibilities.

Chapter 2: The Spectrum of Social Innovation

There are different forms and formats of social innovation. Gain an overview of the variety of social innovations in this chapter. Specifically, you learn about social innovations that origin in civil society, business, and the social sector. Moreover, you will learn about cross-sector social innovations.

Chapter 3: Broaden your Horizon: Questioning the Existing and Recognising Challenges

Social innovators see opportunities where others see problems. Learn to change your perspective in order to recognise opportunities to solve societal problems with social innovations.

Chapter 4: Designing and Implementing Social Innovations: Tools

Design Thinking and Lean Start-up will help you to design social innovations together with your (future) beneficiaries. Furthermore, you learn how you can convince others by using effective storytelling.

Chapter 5: Designing and Implementing Social Innovations: Learning from Others

You will learn how others developed and implemented social innovations and how they learned to overcome resistance. Also, you learn about typical mechanisms of social value creation.

Chapter 6: Impact and Vision

In this chapter, you learn how to analyse the impact of social innovations and how you can increase the impact of social innovations using specific strategies of scaling and replication. Also, our experts will provide some suggestions and tips for future social innovators.

This introductory Spanish course consists of 23 video sequences distributed in 20 chapters. The sequences show real communicative situations in different contexts so that you can gain a practical and useful understanding of the Spanish Language. Each chapter follows the same structure: introductory stage, observation stage (language and communication), exercises and self-assessment. The course applies an immersive approach, giving you the content in Spanish from the start. It may be overwhelming at first, but it is also one of the fastest ways to learn a language - we invite you to jump right in and have fun!

The course includes the following topics:

• En contacto con el Español.
  
• Gente que conocemos.
  
• El entorno. Ciudades y barrios.
  
• Actividad social: comidas y bebidas.
  
• Hábitos para el tiempo libre.
  

Learning Objectives

This course aims to:

• turn the learning of Spanish into a ludic and playful experience.
  
• solve different actual situations of everyday life in a practical way in order to help the student acquire a basic but fluent communicative competence.
  

What do I need to know?

No prior knowledge is required. You should only come with a willingness to challenge yourself and explore a new language.

Course Content

And much more...


We invite you to access one of the most widely spoken languages in the world:

Course Summary

When was Stonehenge built? Who built it? How was it built? Why was it built? Answers cannot be promised to all of these, but we can get better at asking the questions and work towards solutions. We can look at how people have responded to Stonehenge. Most of all we can begin to think about what Stonehenge means to us.

What do I learn?

• To understand present archaeological thinking about Stonehenge.
• To evaluate responses to Stonehenge in art, literature, music, architecture and culture.
• To consider your own response to Stonehenge, expressed through two peer-evaluated mini-essays.

What do I need too know?

No entry requirements. This MOOC is open to all.

Course Structure

Chapter 1: The Stonehenge Landscape
Stonehenge as a landscape of prehistoric sites. A historical context: the Mesolithic, the Neolithic and the building of the Stonehenge.

Chapter 2: Who built Stonehenge?
Theories: when, by whom, how and why.

Chapter 3: Stonehenge Problems
Context - the Stonehenge landscape: problems with transportation and erection. Part destruction - why and how?

Chapter 4: Responses to Stonehenge
An array of responses: Geoffrey of Monmouth (1138); the antiquarian tradition, the temple and astronomic alignments traditions; various amateur theories; the archaeological traditions.
Stonehenge, Woodhenge: monuments in a landscape

Chapter 5: Cultural Contexts
Stonehenge in fiction, poetry, music, art and popular culture.

Chapter 6: Stonehenge Today
Stonehenge as a cultural icon, emblem of Britain, World Heritage site and sacred space.
Blick Mead as the cradle of Stonehenge.

Chapter 7: Reassessing Stonehenge
Written activity as an assessment

Chapter 8: Responses to Stonehenge
Examination of students' responses through their essays. Integration of blog, Wiki, Twitter and eBook as a way of continuing the discussion after the course.

Workload

Approximately two hours per week for watching video lectures, completing quizzes and homework assignments.

Course Summary

In an age of self-service stores, saturated markets, and ever more demanding customers, the creative and science-driven design of the point of sale has become a crucial success factor for both retailers and service businesses. In this MOOC, you will be introduced to shopper marketing. You will learn to understand shopping behavior and how to optimize the design of retail stores and service environments to increase customer satisfaction and sales. While the focus is on the practical applicability of the concepts discussed, the MOOC is also firmly grounded in consumer and psychological research. In the lessons, I will draw on both the recent research literature and my own experience in marketing consulting and consumer research.

The topics covered in the MOOC are:

• Store layout: Influencing how shoppers navigate the store

• Helping shopper orientation in the store

• Store design factors

• Visual merchandising techniques

• Influencing the store atmosphere

• Experiential store design: Making shopping fun

• Specific applications of store design principles

What will I learn?

By the end this MOOC, you will have developed an understanding of consumer behavior at the point of sale and be able to apply this knowledge to the (re)design of retail spaces and service environments.

Specifically, you will:

• appreciate the relevance of shopper marketing and store design

• understand the goals of store and servicescape design

• be able to apply environmental psychology principles to the design of retail and service spaces

• understand the effect of sensory clues such as music, scents and colors on shopping behavior

• understand how emotions influence shopping decisions and be able to trigger emotions in shoppers

• understand the importance of experiential marketing and store design

• be able to influence consumer behavior with specific store design and visual merchandising techniques

• be able to apply the knowledge gained in this MOOC to evaluate retail spaces and servicescapes

Also, you should have fun in this MOOC :-)

What do I need to know?

No prior marketing, business or psychology knowledge is required.

Course Structure

Week 1: Shopper movement and behavior in the store

Find out how shoppers navigate the store, how they search for products, and how you can make them find the products you want them to see and buy. 


1.0 Welcome to the course

1.1 Overview of the module

1.2 Shopper shadowing: Tracking shoppers in the store

1.3 Four principles of how shoppers move in the store

1.4 Grid and free form: Creating a store layout that suits the store

1.5 Follow the yellow brick road: Influencing shopper movement through a loop

1.6 How I ended up buying potato chips: Where to place products so that shoppers buy them

1.7 Eye level is buy level: The principles of shelf placement

1.8 Horizontal, not vertical: Shoppers’ search patterns

1.9 Follow the eye: Eyetracking at the Point of Sale

From my bookshelf

Week 2: Shopper orientation and disorientation

Learn why shopper confusion kills every sale and how you can help shoppers find their way—all the way to the cash register.


2.1 Overview of the module

2.2 I’m so lost… and I hate this place: The effects of shopper disorientation

2.3 It’s all stored in the head: Improving shopper orientation through cognitive maps

2.4 Beware of the magic number 7: Improving shopper orientation through signs

2.5 Words and pictures: Applying dual coding theory

2.6 You are here: Improving orientation through store maps

2.7 The store as a forbidden place: Consumer disinformation

From my bookshelf

Week 3: Influencing shoppers through the store atmosphere

Learn how to appeal to shopper emotions through use of colors, scents, light, and music.

3.1 Overview of the module

3.2 Communicating through the senses: How the store atmosphere influences emotions

3.3 How the environment influences shoppers: The Mehrabian-Russell-Model

3.4 Arousal and pleasure: The key drivers of in-store behavior

3.5 Better slow than fast: Using background music in the store

3.6 The smell of happy memories: Using ambient scents

3.7 Let the sunshine in: Store lighting

3.8 Red or blue? Colors in the store

3.9 Everything must fit: The importance of congruence

From my bookshelf

Week 4: Visual merchandising – the art and science of product presentation

Let me show you what the most attention-grabbing and profitable ways to present your merchandise are.

4.1 Overview of the module

4.2 The art and science of seducing shoppers with the merchandise: What is visual merchandising?

4.3 Shoppers buy only what they see: The 3 key principles of visual merchandising

4.4 Less is more: Avoiding the choice overload effect

4.5 Choosing the right company for your products: The bundled presentation merchandising technique

4.6 Creating visual magnets: Directing the shoppers’ attention

4.7 A picture says more than a thousand words: Using in-store graphics to trigger cognitive schemas

From my bookshelf

Week 5: Making shopping fun through experiential store design

I'll teach you to make shopping memorable and fun by creating unique experiences.

5.1 Overview of the module

5.2 Competing with cyberspace: Reasons for experiential store design

5.3 Necessity or fun: Utilitarian and hedonic shopping

5.4 Appealing to the pleasure seekers: 4 steps for creating shopping experiences for hedonic shoppers

5.5 Exciting places and live entertainment: Designing experiences for adventure shoppers

5.6 Creating a third place: Designing experiences for social shoppers

5.7 Gifts, indulgence and curiosity: Experiences for role, gratification, and idea shoppers

5.8 Appealing to the bargain hunters: Designing experiences for deal-prone consumers

5.9 Jungles, castles and Harry Potter: Creating effective themed experiences

From my bookshelf

Week 6: Recipes for influencing shoppers

Find out how you can apply the concepts learned in this course to influence specific shopping behaviors and achieve positive effects for the store.

6.1 Overview of the module

6.2 How much longer? Shorten consumers’ wait-time perceptions

6.3 Expensive or cheap? Influence shoppers’ price perceptions

6.4 Accessibility for all: Design the store for senior citizens

6.5 Wait, wait, don’t go! Keep shoppers in the store longer

6.6 I must have that! Encourage impulse purchases

6.7 Make shopping simple and fun: The importance of processing fluency

6.8 Course conclusion

Course Summary

The study of the EU as an international actor has become a key element in European and International Law, European Studies and International Relations. The EU represents the world’s largest trade power and aid donor, has a diplomatic service larger than that of most states, and has launched more than 20 civil-military operations. It has presented itself as a normative, global actor, and its emergence as a legal entity that is neither a state nor a classic international organization has both puzzled and fascinated legal scholars and political scientists alike. We represent a consortium consisting of the Global Governance Programme of the European University Institute in Florence, the Leuven Centre for Global Governance Studies and the Chair for European and International Economic Law at the University of Passau. We have joined forces guided by the vision of providing cutting-edge expertise on the many facets of this fast-evolving topic to the greatest number of students.

What will I learn?

At the end of the course you will …

• be able to identify and understand the main challenges of the EU and its Member States in the world today, and how they affect us personally
• understand the means which the EU has at its disposal to tackle these challenges, and learn ways to critically evaluate its performance.
• understand and be able to apply the key legal principles and political realities governing EU external relations, its relationship with its Member States and citizens, and the outside world.
• situate the EU as an international actor into the main theoretical approaches to International Relations, and harness these approaches to analyse current topics in global politics.

What do I have to know?

Basic knowledge in one or more of the following subjects is highly recommended:

• The EU and its institutions / EU politics
• EU / International law
• International relations / politics, foreign policy.

Course Schedule

05 May 2015: Chapter 1 - Introduction: The EU in the New World Order

11 May 2015: Chapter 2 - The EU and Sustainable Development

18 May 2015: Chapter 3 - The EU as an International Security Actor

25 May 2015: Chapter 4 - The EU and its Neighbourhood

01 June 2015: Chapter 5 - Promoting Human Rights and the Rule of Law

08 June 2015: Chapter 6 - The EU in the Global Economic Order

23 June 2015/29 June 2015: Proctored exam week

Line-up of contributors

Geert De Baere

is Associate Professor of International Law and EU Law at the Institute for European Law and the Leuven Centre for Global Governance Studies, KU Leuven. From 2007 to 2009, he worked as a référendaire at the Court of Justice of the EU. He is the author of Constitutional Principles of EU External Relations (Oxford University Press 2008).

Marise Cremona

is Professor of European Law at the European University Institute (EUI). She joined the EUI in 2006, was Head of the Law Department between October 2009 and June 2012, and President ad interim of the EUI between June 2012 and August 2013. She is a co-director of the Academy of European Law and a General Editor of the Collected Courses of the Academy (Oxford University Press); a member of the International Advisory Board of the Centre for European Research, University of Göteborg, Sweden; a member of the Advisory Board of the European Foreign Affairs Review; a member of the Editorial Board of the European Law Review, and a member of the Editorial Board, Studies in EU External Relations, Martinus Nijhoff Publishers. 
Her areas of interest include EU external relations, trade and development policy, common foreign and security policy, European neighbourhood policy and enlargement, and the institutional and constitutional law of the EU.
Professor Cremona holds a BA honours degree from Somerville College, Oxford, and an LLM in International Law from Darwin College, Cambridge. Previously, she held the professorship of European Commercial Law at Queen Mary University of London.

Giorgia Giovannetti

Professor of Economics at the University of Florence and Visiting Fellow at the European University Institute. Scientific Director of the European Report on Development in 2009 and 2010 and former Director of the Research Centre of the Italian Trade Institute (2005-2007). Advising the Italian Treasury and Ministry of Foreign Trade (2002-2013).

Christoph Herrmann

Professor of European and International Economic Law at the University of Passau. His research focuses on the relationship between the EU and the international economic legal order, in particular EU trade policy as well as the Eurozone and its relations with the IMF and other international actors. Editor of the European Yearbook of International Economic Law (EYIEL), listed on the indicative list of panelists of the WTO and was the case author of the ELSA EMC2 WTO Law Moot Court (2012/13). Author of several monographs and textbooks on EU law and international trade law.

Joëlle Hivonnet

European External Acrion Service (EEAS), China Division, where she is contributing to the implementation of the EU-China strategic partnership. European Official since 1992. Worked previously in Brussels, New York and Geneva.

Frank Hoffmeister

Head of Unit at DG Trade in the European Commission. Formerly member of the Legal Service at the European Commission (2002-2009) and Deputy Head of Cabinet in Commissioner De Gucht’s Cabinet on International Trade (2010-2014). Part- time Professor at the Vrije Universiteit Brussels for International Economic Law.

Stephan Keukeleire

Jean Monnet Professor in European Integration and EU Foreign Policy, University of Leuven and Visiting Professor at the College of Europe (Bruges), Belgium. Director of the 'Master in European Studies: Transnational and Global Perspectives' and 'Master in European Politics and Policies' at the University of Leuven. His theoretical research focuses on the analysis of foreign policy in an era of globalisation, with the concept of 'structural foreign policy' being at the heart of his research. Coordinator of the Online Resource Guide 'Exploring EU Foreign Policy': www.eufp.eu. Co-author of ‘The BRICS and other Emerging Power Alliances in the Asia-Pacific and Global South: Challenges for the EU and its View on Multilateralism’ (Journal of Common Market Studies, 2014) and of the widely used textbook 'The Foreign Policy of the European Union' (Palgrave Macmillan 2014, 2nd ed.).

Joris Larik

is Senior Researcher at The Hague Institute for Global Justice and Associate Fellow at the Leuven Centre for Global Governance Studies, KU Leuven. His work focuses on global governance reform, global normative frameworks, the legal and policy aspects of EU external relations, comparative and multilevel constitutional law and comparative regional integration. Dr. Larik initiated the Massive Open Online Course (MOOC) on The EU & Global Governance and served as its Academic Coordinator during the first edition in 2014. He continues to be a contributor and adviser to the second edition.

Lei Liu

is an associate professor at the School of Public Administration of Sichuan University, China . He holds a Doctor’s degree from Peking University in Environmental Science. He was a Jean-Monnet postdoctoral fellow at the Robert Schuman Centre for Advanced Studies (Climate Governance research strand) of European University Institute (Sep. 2013- Sep. 2014), and also a visiting scholar of the Ostroms' Workshop in Political Theory and Policy Analysis at Indiana University in the US (Sep. 2009- Sep. 2010). His research interests include Environmental Governance, Energy Policy and Global Climate Policy.

Sabrina Marchetti

is the Academic Coordinator of this MOOC. She is currently Jean Monnet post-doctoral fellow at the Robert Schuman Centre of the European University Institute in Florence. She received her PhD in Gender and Ethnicity from the University of Utrecht in 2010. As visiting fellow, she has been at the University of Linköping, at the University of Southern California, and at Delhi University. She has worked for Kassel University and the Metropolitan University in London, and with various non-academic research centres such as ISFOL in Italy, and IIED in the UK. She has mainly specialised on issues of gender and migration, with a specific focus on the question of migrant domestic work. From a comparative perspective, she has studied the case of Filipino, Eritrean and Afro-Surinamese migrants in Italy and the Netherlands. Her current project focuses on the case of Eastern European home-carers in Italy on the basis of interviews with workers and their employers.

Frederik Naert

Member of the Legal Service of the Council of the European Union (external relations directorate) and Affiliated Senior Researcher at the Institute for International Law, KU Leuven. Member of the editorial board of the Military Law & Law of War Review / Revue de droit militaire et de droit de la guerre and a member of the Board of Directors of the International Society for Military Law & Law of War. Author of International Law Aspects of the EU’s Security and Defence Policy, with a Particular Focus on the Law of Armed Conflict and Human Rights (Intersentia 2009).

Timea Pal

Jean Monnet postdoctoral fellow at the Global Governance Programme of the EUI. She is also part of the Global Economics research group within the EUI’s Robert Schuman Centre for Advanced Studies (RSCAS). She is a political economist working on the governance of global production chains, and on their implications on sustainable economic development in emerging economies.

Roman Petrov

is Jean Monnet Chair in EU Law at the National University of Kyiv-Mohyla Academy since 2010 and Head of Jean Monnet Centre of Excellence in European Studies at the same university since 2011. Lectured the very first Jean Monnet Module in EU law in Ukraine at the Donetsk National University. Former Max Weber Fellow at the EUI 2006-2008. Author of one of the first Ukrainian textbooks on EU Law. Founder and first elected President of the Ukrainian European Studies Association. Frequently provides expertise on EU law to state institutions in Ukraine, including the Constitutional Court of Ukraine and Ministry of Justice.

Kolja Raube

Senior Researcher, Leuven Centre for Global Governance Studies and Programme Coordinator, Centre for European Studies, KU Leuven. Heads the interdisciplinary research project The Rule of Law – A Strategic Priority of the European Union’s External Action. Author of Die Verfassungsauβenpolitik der Europäischen Union (The constitutional foreign policy of the Europrean Union) (Nomos 2007).

Anna Triandafyllidou

is Professor at the Global Governance Programme (GGP) of the Robert Schuman Centre for Advanced Studies (RSCAS), European University Institute. Within the GGP she coordinates the Research Area on Cultural Pluralism. Before joining the Programme, she was part time professor at the RSCAS (2010-2012). During the period 2004-2012, she was Senior Fellow at the Hellenic Foundation for European and Foreign Policy (ELIAMEP) in Athens where she headed a successful migration research team. She has been Visiting Professor at the College of Europe in Bruges since 2002, and is the Editor-in-Chief of the Journal of Immigrant and Refugee Studies. Her main areas of research and teaching are the governance of cultural diversity, migration, and nationalism from a European and international perspective. Over the past 15 years, she co-ordinated 30 international research projects in these research fields. Her publications include five authored books and 19 edited and co-edited volumes. For a full list see www.annatriandafyllidou.com.

Jan Wouters

Director of the Leuven Centre for Global Governance Studies, Full Professor of International Law and International Organizations, and Jean Monnet Chair ad personam EU and Global Governance, KU Leuven. Visiting Professor at Sciences Po (Paris), Luiss University (Rome) and the College of Europe (Bruges). Inter alia, President of the United Nations Association Flanders Belgium, Of Counsel at Linklaters, Brussels, Member of the Royal Flemish Academy of Belgium for Sciences and Arts. Editor of the International Encyclopedia of Intergovernmental Organizations, Deputy Director of the Revue belge de droit international and an editorial board member in ten international journals. Widely published on international, EU, corporate and financial law (more than 50 books, 100 international journal articles and 150 international book chapters).