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<div style="background-color:lightyellow;float:right;border:solid 1px grey;width:40%;margin-left:5px;">Sub-pages for Module 4 of CAS Digital Learning in Emergencies: {{#subpages:format=ul|sort=asc}}</div>
== General information ==
== General information ==
This page is part of: * CAS Digital Learning and Emergencies [https://www.unige.ch/formcont/cours/digital-learning-emergencies webpage]
Description:
== Scenario for Module 4 ==
Basically, the goal of the project is to Equip Teachers with the necessary Open Education Resources (OER) for digital learning and teaching skills to teach in an emergency context in Malawi.   Rapid assessment was conducted during Covid 19 pandemic school closures which revealed that Teachers lack OER and digital learning and teaching skills. Most of the teachers are Malawian Teachers from Different Tribes like Chewa, Sena, Ngoni and Tumbuka. Age differs amongst them ranging from 20 years old to 60 years old or more. Some are Special needs teachers. They have basic training on primary teachers’ professional development. They have limited capacity in digital learning and OER. Hence few are exposed to technology and incorporating it into the teaching process.
'''Overall objectives''' (these objectives are valid for the scenario given as an example below). You may pick only one of them, you may also create a new one, like writing an OE policy for example.
I will therefore study multiple articles available on Open Education resources, Open Education and Open Education Practice. However, I will be building on the work I did in Module 3. Therefore, I will produce a project report kind of advocating for buy in and support of Open Education, financing OER bearing in mind that my Country is one of the poorest countries in the World and adoption of Open Education Practice (OEP). It is a call that I will push forward beyond this course as I sit at different National Platforms where decisions are made.
 
Open Education in Emergencies Contexts: Comparative and International Perspective
# Be aware of Open Education and Open Science recommendations and related concepts
# Become familiar with Open Educational Resources
# Develop Open Educational Practices
# Scenarise an Open project for your context and implement part of it
 
== Organisational information ==
* Module dates: '''25 April - 25 May 2022''' 
* 2 ECTS = 50 learner working hours in total
* Synchronous meetings: Monday 25.04.2022, 13:30-15:30 (Geneva time); As of Week of May 2nd, Monday and Thursday, 4-6 pm. Participants can join either day, according to their questions and advancement in the module
* Evaluation: Participants who complete all the activities with an acceptable commitment will be awarded the 2 ECTS
 
== Main ressources ==                   
* https://edutechwiki.unige.ch/en/Open_Education : Open Education page on EduTechWiki
* https://edutechwiki.unige.ch/en/Open_educational_resources : Open Educational Resources page on EduTechWiki
* Moodle: slides and recording of synchronous sessions
* Discussion and interactions: Mattermost CAS DLE channel
 
== Participants' user page & productions ==
 
=== Participants' productions ===
Within this module, participants had the responsibility to choose their learning path - of course they have been accompagnied and one example scenario with relevant activities has been shared upfront (point 6 below).  


=Building Teachers digital learning and teaching skills Competencies in Malawi Secondary Schools.=
As a result, we have very interesting and diverse learning experiences:
* From South Asia, Shoaib has taken the initiative to complete some modules on Open Education provided by the Open University UK. Within this learning experience, he has, among other things, set up a blog, https://shoaibopeneducation.blogspot.com/ to share his insights. He also provides the teaching team with useful feedback on how to improve the module. See his work at [[CAS Digital Learning in Emergencies/module4-Shoaib]]
Conceptual Understanding Open Education Resources in Covid Era.


Introduction: Conceptual Understanding Open Education Resources
* Also from South Asia, Zubair, after gaining an overiview of Open Education, wanted to find some OER for secondary levels in maths and science, identified some and evaluated them. His work is accessible from [[CAS Digital Learning in Emergencies/module4-Zubair]]
Open Education Resources (OER)
OER are teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge.” (Hewlett Foundation), (retrieved 18:55, 23 May 2007 (MEST) https://edutechwiki.unige.ch/en/Open_educational_resources). This is ideal and important for teachers and learners in Malawi.


==Open Education in Malawi==
* From the Middle East, Enas and Manal, have chosen to work on a project to design a training to support teachers in crisis contexts, looking for specific OER and awarding a badge in the end. Their work is accessible from [[CAS Digital Learning in Emergencies/module4-Enas&Manal]]
Basically, Open Education in Malawi is relatively a new phenomenon. Teachers and learners including other education stakeholders hardly defines open Education in the country.  However, this paper adopts the definition by Cronin, C., & Maclaren, I. (2018) that Open education is defined broadly as encompassing resources, tools and practices to improve educational access, effectiveness, and equality worldwide.  An abiding theme throughout the history of open education, however, has been the difficulty in precisely defining the concept. Even at its earliest stages, the definition was difficult to pin down.  
I agree that ‘Open education’ often carries the weight of describing not just policy, practices, resources, curricula and pedagogy, but also the values inherent within these, as well as relationships between teachers and learners. On the other hand, this paper agrees to the Cape Town Open Education Declaration (2007) that open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning.


* Also from the Middle East, Kinan, has worked on OER available for the Syrian context. His work is accessible from [[CAS Digital Learning in Emergencies/module4-Kinan]]


Tony Bates concludes it well that Open education is primarily a goal, or an educational policy. An essential characteristic of open education is the removal of barriers to learning. This means no prior qualifications to study, no discrimination by gender, age or religion, affordability for everyone, and for students with disabilities, a determined effort to provide education in a suitable form that overcomes the disability (for example, audio recordings for students who are visually impaired). Ideally, no-one should be denied access to an open educational program. Thus open learning must be scalable as well as flexible (What do we mean by ‘open’ in education? | Tony Bates)
* From Africa, Faiza and Jehad, have investigated how to support teachers' professional development in emergencies contexts with OER. Their work is available from [[CAS Digital Learning in Emergencies/module4-Faiza&Jehad]]
       
==Why Open Education Resources is way to go for Malawi==
   
Open Education need to be supported fully in Malawi because it encompasses resources, tools and practices that are free of legal, financial and technical barriers and can be fully used, shared and adapted in the digital environment. The foundation of Open Education is Open Educational Resources (OER), which are teaching, learning, and research resources that are free of cost and access barriers, and which also carry legal permission for open use.


Generally, this permission is granted by use of an open license (for example, Creative Commons licenses) which allows anyone to freely use, adapt and share the resource—anytime, anywhere. “Open” permissions are typically defined in terms of the “5R’s”: users are free to Retain, Reuse, Revise, Remix and Redistribute these educational materials(https://sparcopen.org/open-education/)
* Ndamyo has also worked on professional development of teachers, addressing decision makers. His work is accessible from [[CAS Digital Learning in Emergencies/module4-Ndamyo]]


* Margaret and Lucy have worked on identifying OER which are specifically aimed at life skills training in emergency contexts. Their work is available from [[CAS Digital Learning in Emergencies/module4-Margaret]]


In March 2020, when the COVID-19 pandemic was declared a national disaster in Malawi, the country’s Ministry of Education ordered the closure of all public and private schools and Schools. These prolonged school closures meant that millions Malawian children were out of formal schooling for over seven months i.e., the months when we had school closures. A recent education sector performance report indicated a drop in primary school enrolment of 414,895 between 2020 and 2021. COVID-19 could play a role. Hence this project was conceptualized during the global COVID 19 pandemic that led to the indefinite closure of all learning institutions. This project therefore solves the problem of lack of access to digital learning opportunities for higher education for Secondary learners as their teachers lacked digital learning and teaching skills as they were not aware of Open Education Resources (OER). This project is situated within the access to inclusive and quality education for all. 
* Mesfin has worked on a topic similar to that of Margaret and Lucy, building teachers' capacity with regard to psychological first aid in emergencies contexts. His work is not accessible on-line.
Rapid assessment was conducted during Covid 19 pandemic school closures which revealed that Teachers lack digital learning and teaching skills and had little knowledge on OER. This is in agreement with INEE minimum standards which stipulates that teachers and other education personnel should receive periodic, relevant and structured training according to needs and circumstances. Thus, ongoing teacher professional development on OER- and support is essential to ensuring that teachers are well equipped to handle the learning context, and should be provided in emergencies albeit in adapted modalities
* Veronicah has worked on the development of accessible OER to be used by children with disabilities. Her work is accessible from [[CAS Digital Learning in Emergencies/module4-Veronica]]
Act now or never!! This report presents a prototype to all actors in Malawi that is Government of Malawi, UN Agencies, International Organisations, Local Organisations, all decision-makers, community leaders and Education stakeholders.  The times are tough and all actors are supposed to support Open Education and supporting Open Education Resources in building Teachers digital learning and teaching skills Competencies in Malawi Secondary Schools Project. This project will help learner continue learning during emergencies that is in short term and long term.


== Project Goal ==
* Sarah has worked on identifying relevant OER for teachers in her context and developing guidelines on how to create an OER. Her work is accessible from [[CAS Digital Learning in Emergencies/module4-Sarah]]
'''Overall objectives'''


Basically, the goal of the project is to Equip Teachers with the necessary Open Education Resources (OER) for digital learning and teaching skills to teach in an emergency context in Malawi.   Rapid assessment was conducted during Covid 19 pandemic school closures which revealed that Teachers lack OER and digital learning and teaching skills. Most of the teachers are Malawian Teachers from Different Tribes like Chewa, Sena, Ngoni and Tumbuka. Age differs amongst them ranging from 20 years old to 60 years old or more. Some are Special needs teachers. They have basic training on primary teachers’ professional development. They have limited capacity in digital learning and OER. Hence few are exposed to technology and incorporating it into the teaching process. Teachers speak different languages hence lessons will be in English. Due to difference in culture dress code will be formal dressing no miniskirts will be allowed during face-to-face meetings. Lessons will be starting from 2:00pm to 5pm so that teachers are able to support learners during class session in the morning. On the other hand, Sundays and Saturdays there will be no lessons to allow religious ones go pray. Muslims are taken care of as classes start at 2pm.
* Davies' aim was to get a first understanding of Open Science, Open Educational Resources and Open Educational Practices. His work is accessible from here [[CAS Digital Learning in Emergencies/module4-Davis]]


==Project Learning Outcomes==
* Moiti started to work on a cultural project with regard to "Khaima" and how to provide open knowledge on this specific culture. Her work is accessible from [[CAS Digital Learning in Emergencies/module4-Moiti]]
 
I. Teachers will be able to acquire digital profession competencies like ICT and Media competency through Open Education resources


II. Teachers will point out the characteristics of digital Pedagogical competences for developing digital learning and teaching competencies by using Open Education Resource
* Augustin's aim was to get an overview of Open Education, advantages and disadvantages of OER and assess the situation in his context. His work is not accessible on-line. 


III. Teachers will apply technical knowhow on Open Education Resources and build stakeholder capacity to create, access, use, adapt and redistribute OER
* Lucy. His work is accessible from [[CAS Digital Learning in Emergencies/module4-Lucy]]


== Main ressources ==                    
=== Participants' user page ===
* https://edutechwiki.unige.ch/en/Open_Education : Open Education page on EduTechWiki
You may also access through the user page:
* https://edutechwiki.unige.ch/en/Open_educational_resources : Open Educational Resources page on EduTechWiki
* [[User:Enasalsaid]] Enas
* Moodle: slides and recording of synchronous sessions
* [[User:Jehad_Alrefaie]]Jehad
* Discussion and interactions: Mattermost CAS DLE channel
* [[User:Faiza Altamimi|User: Faiza]] , Module 4 available from the discussion tab
* Mikias - did not attend
* [[User:Mohammad_Shoaib_Haider]]Shoaib
* Mesfin, Mod 4 not yet shared elsewhere than on mattermost
* [[User_talk:Zubair]]Zubair
* [[User:Manalkheder]]Manal
* [[User:Augustin_Mbonyumwitsa]]Augustin
* [[User:Moiti_Mohamed]]Moiti
* [[User:Ndamyo]]Ndamyo
* [[User:Margaret]]Margaret
* [[User_talk:Sarah]]Sarah
* [[User:Lucy_Tengeye]]Lucy
* [[User:Kinan_Turkawi]]Kinan
* [[User:Wamonidavis]]Davis
* [[User:Veronicah]]Veronicah


== Access to participants' productions ==


Sections 1 to 4 below outline an example of scenario if you find that designing your own scenario is too challenging - part of these activities might inspire your module design.


=== Synchronous part ===
== Example of scenario ==


=== Section 1: Open Education and Open Science ===


=== Synchronous part ===


* 4-5pm: Introducing Module 4 and Section 1
* 5-6pm: Conference by xx on the use of UNESCO’s OER framework in MENA region


* 4-6pm: Proactive regulation with regard to activities related to Section 1


*
=== Asynchronous part ===
=== Asynchronous part ===


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* Open Science: https://sparceurope.org/what-we-do/sparc-europe-key-resources/sparc-europe-documents/  
* Open Science: https://sparceurope.org/what-we-do/sparc-europe-key-resources/sparc-europe-documents/  
* University of Edinburgh: https://open.ed.ac.uk/open-policy/  
* University of Edinburgh: https://open.ed.ac.uk/open-policy/  
* National policies : https://oerpolicy.eu/  ; https://oerpolicy.eu/countries/
* National policies : https://oerpolicy.eu/ ; https://oerpolicy.eu/countries/
Tools to help you draft your own policy:  
Tools to help you draft your own policy:  
* Policy for OER: https://policy.lumenlearning.com/  
* Policy for OER: https://policy.lumenlearning.com/  
Line 148: Line 179:
* Open attribute builder: https://www.openwa.org/open-attrib-builder/
* Open attribute builder: https://www.openwa.org/open-attrib-builder/
* Backdrop resource: CC in your country, https://network.creativecommons.org/?ref=global-affiliate-network , https://www.wipo.int/wipo_magazine/fr/2011/01/article_0002.html ,  
* Backdrop resource: CC in your country, https://network.creativecommons.org/?ref=global-affiliate-network , https://www.wipo.int/wipo_magazine/fr/2011/01/article_0002.html ,  
* Backdrop resource: CC IGO,  https://creativecommons.org/licenses/by-nc-nd/3.0/igo/deed.fr  
* Backdrop resource: CC IGO, https://creativecommons.org/licenses/by-nc-nd/3.0/igo/deed.fr  
* Backdrop resource: Wu, M. M. (2021). The Corruption of Copyright and Returning It to Its Original Purposes. ''Legal Reference Services Quarterly'', 40(2-3), 113-156. <nowiki>https://doi.org/10.1080/0270319X.2021.1966238</nowiki> ; https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3892269  
* Backdrop resource: Wu, M. M. (2021). The Corruption of Copyright and Returning It to Its Original Purposes. ''Legal Reference Services Quarterly'', 40(2-3), 113-156. <nowiki>https://doi.org/10.1080/0270319X.2021.1966238</nowiki> ; https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3892269  
'''Expected result''':  
'''Expected result''':  
Line 270: Line 301:
Detailed information will follow in due time.  
Detailed information will follow in due time.  


[[Category: CAS DLE]]
[[Category:Digital learning in emergencies]]

Latest revision as of 13:12, 20 December 2022

Sub-pages for Module 4 of CAS Digital Learning in Emergencies:

General information

This page is part of: * CAS Digital Learning and Emergencies webpage

Scenario for Module 4

Overall objectives (these objectives are valid for the scenario given as an example below). You may pick only one of them, you may also create a new one, like writing an OE policy for example.

Open Education in Emergencies Contexts: Comparative and International Perspective

  1. Be aware of Open Education and Open Science recommendations and related concepts
  2. Become familiar with Open Educational Resources
  3. Develop Open Educational Practices
  4. Scenarise an Open project for your context and implement part of it

Organisational information

  • Module dates: 25 April - 25 May 2022
  • 2 ECTS = 50 learner working hours in total
  • Synchronous meetings: Monday 25.04.2022, 13:30-15:30 (Geneva time); As of Week of May 2nd, Monday and Thursday, 4-6 pm. Participants can join either day, according to their questions and advancement in the module
  • Evaluation: Participants who complete all the activities with an acceptable commitment will be awarded the 2 ECTS

Main ressources

Participants' user page & productions

Participants' productions

Within this module, participants had the responsibility to choose their learning path - of course they have been accompagnied and one example scenario with relevant activities has been shared upfront (point 6 below).

As a result, we have very interesting and diverse learning experiences:

  • Also from South Asia, Zubair, after gaining an overiview of Open Education, wanted to find some OER for secondary levels in maths and science, identified some and evaluated them. His work is accessible from CAS Digital Learning in Emergencies/module4-Zubair
  • From the Middle East, Enas and Manal, have chosen to work on a project to design a training to support teachers in crisis contexts, looking for specific OER and awarding a badge in the end. Their work is accessible from CAS Digital Learning in Emergencies/module4-Enas&Manal
  • Mesfin has worked on a topic similar to that of Margaret and Lucy, building teachers' capacity with regard to psychological first aid in emergencies contexts. His work is not accessible on-line.
  • Veronicah has worked on the development of accessible OER to be used by children with disabilities. Her work is accessible from CAS Digital Learning in Emergencies/module4-Veronica
  • Augustin's aim was to get an overview of Open Education, advantages and disadvantages of OER and assess the situation in his context. His work is not accessible on-line.

Participants' user page

You may also access through the user page:


Sections 1 to 4 below outline an example of scenario if you find that designing your own scenario is too challenging - part of these activities might inspire your module design.

Example of scenario

Section 1: Open Education and Open Science

Synchronous part

  • 4-5pm: Introducing Module 4 and Section 1
  • 5-6pm: Conference by xx on the use of UNESCO’s OER framework in MENA region
  • 4-6pm: Proactive regulation with regard to activities related to Section 1

Asynchronous part

Activity 1

Learning outcomes:

  • Identify key ideas of leading recommendations towards Open by UNESCO
  • Comment UNESCO’s Open Educational Resources (OER) recommendation

Detailed description:

  • Read the blog post by Paul Stacey available from the resources and identify how the different Opens are entangled
  • Download both recommendations on Open Science and on OER from the resources and read them carefully
  • Identify why OER are present in both recommendations
  • Choose one passage of either recommendation and annotate it, i.e. commenting on what is relevant and/or challenging for your own context
  • Contribute to the collaborative annotation with your own comment of the chosen passage

Time necessary: 6 hours

Resources:

Expected result:

  • Some draft work (e.g. screen capture, photo if you worked on paper) to demonstrate how you went about with the annotation task. Please deposit these traces on Moodle
  • A draft of your individual comment of the part that you have chosen on a notepad saved on your computer
  • A collaborative EduTechWiki page with all the comments

Evaluation:

This activity will be evaluated in a formative way and tutors will provide you with formative feedback on the process and the content.

Activity 2

Learning outcomes:

  • Demonstrate mastery of key concepts of the Open movement
  • Draft a policy towards Open Education and/or Open Science appropriate for your context

Detailed description:

  • From the resources, access some policies and read them critically, identifying what could be reused for your own context
  • In your context, identify if a policy for e-learning exists and at which level (national? institutional?)
  • With the help of the Lumen tool, explain how you can weave in the existing e-learning policy, some Open elements or design a new policy

Time necessary: 6 hours

Resources:

Example of policies:

Tools to help you draft your own policy:

Expected result:

  • An initial draft of a policy for the Open that makes sense in your context either using one template or a combination of templates, existing policies, etc.
  • A short report (300 words) to explain the choices you made for the policy and what would be the next steps to refine this policy
  • Please deposit one document containing your report and the policy on Moodle

Evaluation: This activity will be evaluated in a formative way and tutors will provide you with formative feedback on the process and the content.

Section 2 : Open Educational Resources

Synchronous part

  • 4-5pm: Introducing Section 2
  • 5-6pm: Conference by a lawyer + Open + MENA / Africa
  • Proactive regulation with regard to activities related to Section 2 and particularly finding and evaluating OER

Asynchronous part

Activity 3

Learning outcome:

  • Present the 5R characteristics of OER in your own words
  • Describe the different Creative Commons (CC) licences and their specificities
  • Discuss the relationships between the 5R and CC licences with the backdrop of given resources

Detailed description:

  • Explore the different resources with regard to CC and the 5R and take the quiz
  • Consult the backdrop resources
  • Write a report on the possibilities of using CC licences (which of the CC licenses is best suited to your context) or other Open licences for educational purposes in your context

Time necessary: 6 hours

Resources:

Expected result:

The report (about 700 words) uploaded on Moodle

Evaluation:

This activity will be evaluated in a formative way and tutors will provide you with formative feedback on the process and the content.

Activity 4

Learning outcome:

  • Find OERs
  • Evaluate the quality of OERs

Detailed description:

  • From activities completed previously in the CAS or for a topic of your choice, browse different OER archives (list available from the resources) to find relevant OERs
  • Use the google advanced search tool and the x5gon search tool to find relevant OERs
  • Orally, evaluate identified resources with criteria from the template given in the resources
  • Choose 5 OERs that are really relevant for your context and evaluate them thoroughly, selecting most appropriate criteria from the template given in the resources and fill out the excel table (available from the resources)
  • Write a reflexive report on how you went about to complete this task – if you wish, you can use the template with guiding questions available from the resources

Time necessary: 6 hours

Resources:

Expected result:

Evaluation:

This activity will be evaluated in a formative way and tutors will provide you with formative feedback on the process and the content.

Section 3: Open Educational Practices

Synchronous part
  • 4-5pm: Introducing Section 3
  • 5-6pm: Conference on formal and informal learning and micro-certification in Open Education
  • 4-6pm: Proactive regulation with regard to activities related to Section 3

Asynchronous part

Activity 5

Learning outcome:

  • Position yourself on the Open educator inventory
  • Process the Open educator scale’s feedback to improve towards openness in education
  • Localise competences frameworks on Open Educational Practices and OER

Detailed description:

  • Complete the Open educator inventory (available from the resources), make a screenshot of the recapitulative feedback that the system provides in the form of a blue table, and save the written feedback on how to improve as a pdf file
  • Learn about Open Educational Practices (available from the resources)
  • Read and understand two competences frameworks (available from the resources)
  • Analyse the inventory’s questions, the table and the advices for improvement and write a short critical report, focusing on the relevance of this tool for your own profile and context

Time necessary: 6 hours

Resources:

Expected result:

  • Inventory of Open educator completed
  • Short critical report (about 500 words) entailing the result of the inventory and the advices for improvement as appendices
  • An overall understanding of Open Educational Practices and competences framework for Open Educational Practices

Evaluation:

This activity will be evaluated in a formative way and tutors will provide you with formative feedback on the process and the content.

Activity 6

Learning outcome:

  • Identify the different forms of recognition and their respective interest for communities
  • Discover how Open badge tools function
  • Situate the micro-credentials approach

Detailed description:

  • Within this Module, you have received Open badges. Starting from one of them, analyse (with the template available in the resources) the different components of a badge and explain whether it is relevant for your context
  • Read on the micro-credentials approach and master the elements (badges, backpack), the flow and use from the perspective of a learner, an employer and an educational institution

Time necessary: 6 hours

Resources:

  • Badgr: a tool to create badges ; video badgR, https://www.adobe.com/fr/express/create/badge
  • West, R. E., Newby, T., Cheng, Z., Erickson, A., & Clements, K. (2020). Acknowledging All Learning: Alternative, Micro, and Open Credentials. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of Research in Educational Communications and Technology: Learning Design (pp. 593-613). Springer International Publishing. https://doi.org/10.1007/978-3-030-36119-8_27

Expected result:

The template provided to analyse an Open badge completed with your analysis

Evaluation:

This activity will be evaluated in a formative way and tutors will provide you with formative feedback on the process and the content.

Section 4: Project

Section 4 addresses the following general objective: Script an Open education project for your context and implement a part of it.

The aim is to develop a training sequence for a target audience on a topic of your choice. The training sequence should be designed using Open educational resources and practices and award badges for participants who complete the training successfully. In other words, you will capitalise on activities performed throughout the module to transfer it on a complete project of your choice.

The project represents one activity, assessed in a summative way.

Synchronous part

  • 4-5pm: Introducing Section 4
  • 5-6pm: Conference on Open Education in emergencies
  • 4-6pm: Proactive regulation with regard to activities related to Section 4

Asynchronous part

Activity 7

Learning outcome:

  • Synthesise and capitalise on previous activities to design an Open Education project
  • Leverage resources to design a project with efficiency

Detailed description:

The project is composed of five steps:

  1. Define the project, i.e. describe the resources; set objectives; specify target audience; design learning activities; choose learning environment; specify assessment
  2. Find relevant OER for your project, i.e. either re-using those identified during Activity 3 or new ones
  3. Script activities with Open educational practices, specifying the roles of the different stakeholders, again, you may reuse what you have produced in Activity 4
  4. Reflect and design evaluation criteria to create an Open badge
  5. Publish and share your project on an Open platform

Detailed information will follow in due time.

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