Carolyn Elizabeth King

Objectives: Dementia prevalence and the demand for dementia care are increasing. Informal caregiving accounts for a large proportion of dementia care, but can come at high cost for caregivers. Informal dementia caregivers are at higher risk for mental health problems than the general population. This study examines whether perceived change in leisure activities is one working mechanism linking stress and burden experience in dementia caregiving to lower mental health (depressive symptoms, anxiety symptoms, and reduced satisfaction with life), and whether there are group‐based leisure activities that can buffer this detrimental effect. Methods: A total of 346 informal Australian dementia caregivers (88.15% female, age 18–82 years) participated in an online study. Results: Mediation and moderation analyses using multiple regression demonstrated that perceived changes in leisure activities linked caregiving stress and burden to lower mental health, and that membership in groups engaging in affiliation or social activities attenuates negative effects of caregiving. Conclusion: Informal dementia caregivers benefit from satisfying leisure activities. In particular, engaging in social activities and self‐help groups buffered the negative impact of caregiving.

The completion rates for Massive Open Online Courses (MOOCs) generally are low (5-10%) and have been reported to favour participants with higher (typically tertiary-level) education. Despite these factors, the flexible learning offered by a MOOC has the potential to provide an accessible educational environment for a broad spectrum of participants. In this regard, the Wicking Dementia Research and Education Centre has developed a MOOC on dementia that is evidence-based and intended to address this emerging major global public health issue by providing educational resources to a broad range of caregivers, people with dementia, and health care professionals. The Understanding Dementia MOOC was designed specifically to appeal to, and support, adult learners with a limited educational background. The nine-week course was presented in three units. Participants passed a quiz at the end of each unit to continue through the course. A series of discussion boards facilitated peer-to-peer interactions. A separate “Ask an Expert” discussion board also was established for each unit where participants posted questions and faculty with expertise in the area responded. Almost 10,000 people from 65 countries registered; 4,409 registrants engaged in the discussion boards, and 3,624 (38%) completed the course. Participants’ level of education ranged from postgraduate study to a primary (elementary) school education. Participants without a university education (vocational certificate and below) were as likely as those with a university education to complete the course (χ2 = 2.35, df = 6, p = 0.88) and to engage in the online discussions (F[6, 3799] = 0.85, p = 0.54). Further, participants who completed the MOOC engaged in significantly more discussion board posts than participants who did not complete the course (t = 39.60, df = 4407, p <0.001). The high completion rate and level of engagement of participants across a broad spectrum of levels of education suggest that MOOCs can be successfully developed and delivered to students from diverse educational backgrounds. The high participation rate also highlights the combination of MOOC design as well as the scale of unmet need for quality dementia education.

Institutional quality assurance frameworks enable systematic reporting of traditional higher education courses against agreed standards. However, their ability to adequately evaluate quality of a MOOC has not been explored in depth. This chapter, Quality Assurance for Massive Open access Online Courses – building on the old to create something new, explores the added learning and teaching dimensions that MOOCs offer and the limitations of existing frameworks. Many components of a MOOC are similar to traditional courses and, thus, aspects of quality assurance frameworks directly apply, however they fail to connect with the global, unrestricted reach of an open learning and teaching platform. The chapter uses the University of Tasmania's first MOOC, Understanding Dementia, as a case. MOOC-specific quality assurance dimensions are presented in an expanded framework, to which the Understanding Dementia MOOC is mapped, to demonstrate its usefulness to a sector grappling with this new learning and teaching modality. This chapter continues the commentary on – Policy issues in MOOCs Design, through the topic of ‘quality issues critical comparison – contrasting old with new.'

'Fit for Purpose': a cohort-centric approach to MOOC design

Severe injury to the epidermal barrier often results in scarring and life‐long functional deficits, the outcome worsening with a number of factors including time taken to heal. We have investigated the potential of exogenous metallothionein IIA (Zn₇‐MT‐IIA), a naturally occurring small cysteine‐rich protein, to accelerate healing of burn wounds in a mouse model. Endogenous MT‐I/II expression increased in basal keratinocytes concurrent with reepithelialization after a burn injury, indicating a role for MT‐I/II in wound healing. In vitro assays of a human keratinocyte cell line indicated that, compared with saline controls, exogenous Zn₇‐MT‐IIA significantly increased cell viability by up to 30% (ppp0.05). Topical administration of exogenous Zn₇‐MT‐IIA (2 μg/mL) in vivo, immediately postburn accelerated healing, promoted faster reepithelialization (3 days: phosphate‐buffered saline (PBS), 8.9±0.3 mm diameter vs. MT‐I/II, 7.1±0.7 mm; 7 days: PBS 5.8±0.98 mm vs. MT‐I/II, 3.6±1.0 mm, pp7‐MT‐IIA may prove a valuable therapeutic for patients with burns and other skin injuries.