CAS Digital Learning in Emergencies (2022-23)/module4-Bashour
Module 4 - Fida's page
Introduction This page is part of CAS Digital Learning in Emergencies (module 4) and is prepared by Fida Bashour
Learning outcomes
1. Identify concepts such as Open Educational Practices, open content and open pedagogy.
2. Become familiar with Open Educational Resources and the 5R Activities
3. Be aware of UNESCO Recommendation on OER
4. Be able to make initial readings in open education literatures
5. Apply Open Licenses to the content.
Time necessary: 30 hours
Detailed description
The project is composed of five steps:
1. Describe the resources; set objectives; specify the target audience; design learning activities; choosing learning environment; specifying assessment.
2. Find relevant OER for the project.
3. Script activities with Open Educational Practices.
4. Reflect and design evaluation criteria to create an Open Badge.
5. Publish and sharing the project on an Open platform.
| Activity | Duration | Date | Product / output |
|---|---|---|---|
| Define the project, i.e. describe the resources; set objectives; specify target audience; design learning activities; choose learning environment; specify assessment | 4 hours | 19 -20 Dec 2022 | Project designed |
| Project Open Education Resources | 6 hours | 21-23 Dec 2022 | OER for the project are chosen |
| Script 1 activity with OEP | 6 hours | 26-29 Dec 2022 | Script activity is prepared |
| Design evaluation criteria | 5 hours | 30-31 Dec 2022 | Evaluation criteria is identified |
| Create an Open badge | 5 hours | 2-4 Jan 2023 | Open badge created |
| Publish and share the project on the chosen Open platform | 4 hours | 5-6 Jan 2023 | Project published |
Main resources
UNESCO. (2019). Recommendation on Open Educational Resources http://portal.unesco.org/en/ev.php-URL_ID=49556&URL_DO=DO_TOPIC&URL_SECTION=201.html
• UNESCO. (2021). Recommendation on Open Science https://unesdoc.unesco.org/ark:/48223/pf0000379949.locale=en
•
UNESCO (2012). Paris declaration on OER. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/English_Paris_OER_Declaration.pdf
•
UNESCO (no date).https://en.unesco.org/gem-report/sdg-goal-4
Open Education page on EduTechWikihttps://edutechwiki.unige.ch/en/Open_Education
Open Educational Resources page on EduTechWiki //edutechwiki.unige.ch/en/Open_educational_resources
Open Educational Resources (OER)https://nsufl.libguides.com/oer
https://link.springer.com/article/10.1007/s11528-016-0095-7
https://www.open.edu/openlearn/education-development/open-education?active-tab=description-tab
https://edutechwiki.unige.ch/en/CAS_Digital_Learning_in_Emergencies_(2022-23)
| Title | URL | Type of openness/ Licensing |
|---|---|---|
| The Virtual University and e-learning | https://campus.iiep.unesco.org/ | CC By |
| Distance Learning | https://www.schoolcraft.edu/distance-learning/resources/open-educational-resources-oer/ | CC By |
| Openness in Education Over the Last 100 Years. | https://doi.org/10.1007/s11528-016-0095-7 | © Author/Publisher |
| Rapid Teacher Training Program on Distance, Open and Online Learning | https://openlearning.unesco.org/courses/course-v1:UNESCO+UNESCO-05+2021_01/course/ | CC By |
| Using Flipped Classroom when teaching online | https://www.youtube.com/watch?v=8hLOUlbAgs0&t=68s | Public Domain |
| Distance Education in Emergencies Background Paper | https://inee.org/resources/distance-educationemergencies | CC BY |
| Distance learning strategies in response to COVID-19 school closures | • https://unesdoc.unesco.org/ark:/48223/pf0000373305 | CC By |
Context: Distance learning and open education in emergencies:
Distance learning is booming across the globe with so many technologies being developed but also with the varied needs of the learners nowadays. Many education institutions have adopted distance learning as a main modality in their education.
The COVID-19 pandemic that hit the world since 2020 had a significant impact on education (García-Morales, Garrido-Moreno, and Martín-Rojas, 2021). The pandemic disrupted teaching and research in higher education resulting in a loss in revenue streams and human resources.
According to UNESCO (2022), the abrupt closures due to lockdown affected more than 90% of the world’s student population and resulted in massive closures of educational institutions in more than 190 countries around the world. More than 1.5 billion students and youth across the planet have been affected by schools and universities closures due to the COVID-19 pandemic (UNESCO, 2022).
Why digital learning and open education: learners will be able to access learning materials and collaborate with their tutors and peers online can enjoy flexible, engaging and motivating courses of study. Digital education can expand the reach of learning to communities who could otherwise be excluded and provides scope for rewarding, personalized and self-directed study.
Teachers have not prepared their learning content to adapt to online and distance learning, and preparing such content takes time.
There is a need for effective pedagogical approaches: New effective pedagogical approaches are needed to keep learners motivated and engaged during distance learning
The importance of open educational practices during COVID-19:
To help overcome the problem of limited time to prepare online learning content, teachers should make use of the thousands of open educational resources (OER) published and available in other national and international repositories as well as public online tools, platforms, and enabling technologies
Title of the programme/course and objective:
Rapid Teacher training - Distance and Open Education in Crisis Context
Summary of the project:
The project aims to promote OE, help the learners understand how to use OER and asking them to contribute to OER by publishing their work. The learners will be asked to read some resources that discuss OER and to ensure they understood the basic concepts of OE. At the end, learners have to design a project and publish it online as an OER.
Global goal:
1-To strengthen educators’ digital-pedagogical competencies to drive equitable, inclusive learning for all learners, building resilience to adapt to the evolving contexts.
2- To encourage effective, inclusive and equitable access to quality OER.
Local objective:
1- To strengthen teachers' digital-pedagogical capacities to flexibly respond to the current crises at the country level.
2- To build teachers capacity to create, access, re-use, adapt and redistribute OE
Learning outcomes:
• Understand the issues in open education
• Present the 5R characteristics of OER
• Explain the importance of Digital and Open learning in emergencies
Project design
The teachers training on Distance and open Education consists of two level courses: Basic skills and Advance skills. The first level consists of three module (Basic skills) 40 hours of teaching, the modules are:
Module 1: Introduction to open and distance learning for teachers (14 hours)
Module 2: Distance education strategies and tools (12 hours)
Module 3: online and blended learning (14 hours)
The Second level consists four modules: (advance skills) 38 teaching hours
Module 1: Planning lessons and developing content for remote learning (14 hours)
Module 2: Production of audio-visual educational materials (12 hours)
Module 3: Remote digital educational content (12 hours)
Module 4: Assessment in the distance education process (12 hours)
There will be different types of learning activities.
- Digital resources, Presentation slides and reading materials will be shared with learners
Targeted learners:
- 30 Syrian teachers who have at least 5 years of experience and familiar with digital skills
- Age between 30- 55 years old.
OE Activities for project learners:
| Activity | Time to finish | Evaluation | Reward |
|---|---|---|---|
| Read UNESCO recommendations on Open Science and on OER from the resources | 6 Hours | Short report to identify concepts of open education and OER | N/A |
| Read resources on the 5 Rs of using OE
For example:
https://nsufl.libguides.com/oer/5rs |
6 Hours | short report
(Present the 5R characteristics of OER ) |
N/A |
| Complete one module on Rapid Teacher Training Programme on Distance, Open and Online Learning | 18 Hours | assessment
https://discovery.openlearning.unesco.org/learning/course/course-v1:UNESCO+UNESCO-06+2022_01/block-v1:UNESCO+UNESCO-06+2022_01+type@sequential+block@5161547f5f9248b9bdd78729fb60c0ea/block-v1:UNESCO+UNESCO-06+2022_01+type@vertical+block@b331aa2462f5478faa4efcce2ba8ab32 |
badge |
Tools for publications
The following methods are some online, free, and widely used platforms that could be used to publish your work, and contribute to open education. However, any other tools are welcomed as long as its online, accessible, and free.
1- YouTube video
2- Wikipedia
3- Podcast apps
4- Personal blogs
5- Social media such as Twitter, Facebook, etc…
6- Commons network
Pedagogical approaches:
• Videos and demos, learners- system interaction activities
• Collaborative learning activities by peers group discussion
• Graded Group work and assignments
• Work modalities are synchronous and asynchronous
• Web conferencing tools, padlet, Moodle and zoom
• Digital resources, Presentation slides and reading materials
Open Pedagogy: Open pedagogy is a set of teaching and learning practices that is only possible in the context of the free access and 5R (reuse, redistribute, revise, remix and retain) permissions characteristic of open educational resources (Wiley, 2013).
Open Assessment: The process of learning verification and feedback that takes place collaboratively, mediated by free access tools in which teachers produce or adapt assessment resources and students adapt and reshape these resources for the purpose of generating for themselves an assessment that meets their personal needs, learning styles and context (Chiappe, 2012).
- Graded Group work and assignments
Learners will be asked to do a small project based on the topics they selected, and the OERs they chose to analyze. The project could be in writing or producing a video, or a game, and the learner will publish his work as an OER. The Evaluation will be an open evaluation. Every Learner will be asked to discuss the work with their peers and provide a reflection report on their collaborative work. In addition to summative assessment through the final assignment and grading using a holistic rubric with four criteria and weight scales
Full marks > 20 points A holistic rubric with four criteria and weight scales for a group presentation to present the challenges of open education learning to ensure that learners are able to analyze the challenges of Open Education.
| Criteria | Score scale |
|---|---|
| The analysis takes into account the reality in a holistic way.
The practice used for assessing these four aspects, was valid and justified with evidence. Each aspect introduced is adequately discussed are clearly identified and stated. The style is concise, the language is clear |
0 – 8 |
| Demonstration of a clear understanding of the topic throughout the presentation.
Stays on topic and writes clearly and distinctly |
0 - 6 |
| Collaboration with peers
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. |
0 - 3 |
| Comprehension
Learner is able to accurately answer almost all questions posed by peers about the topic. |
0 - 3 |
| Total | X / 20 pts |