CAS Digital Learning in Emergencies/module4-Enas&Manal: Difference between revisions

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=== '''Module 4: Open Education:''' ===
=== Introduction ===
Prepared by [[User:Manalkheder|Manal Kheder]] & [[User:Enasalsaid|Enas Alsaid]]
This page is part of CAS Digital Learning in Emergencies (module 4) and is prepared by [[User:Manalkheder|Manal Kheder]] & [[User:Enasalsaid|Enas Alsaid]]


===== Learning outcomes =====
=== Learning outcomes ===
* Open learning education and the potential advantages of adopting OER and Open Education approaches in different contexts.
* Open learning education and the potential advantages of adopting OER and Open Education approaches in different contexts.
* Recognize relevant concepts such as OER, Open Educational Practices, open content, open pedagogy, open assessment.
* Recognize relevant concepts such as OER, Open Educational Practices, open content, open pedagogy, open assessment.
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'''Time necessary:''' 33 Hours
'''Time necessary:''' 33 Hours


===== Detailed description =====
=== Detailed description ===
The project is composed of five steps:  
The project is composed of five steps:  
* The project, i.e. describing the resources; setting objectives; specifying target audience; designing learning activities; choosing learning environment; specifying assessment.
* The project, i.e. describing the resources; setting objectives; specifying target audience; designing learning activities; choosing learning environment; specifying assessment.
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* Publishing and sharing the project on an Open platform.
* Publishing and sharing the project on an Open platform.


===== Activities =====
=== Activities ===
{| class="wikitable"
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|Activity   
|Activity   
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===== Project OER =====
=== Project Open Educational Resouces ===
For the project, the following Open Education Resources OER were chosen:  
For the project, the following Open Education Resources OER were chosen:  
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==== Project Description ====
=== Project Description ===
[[File:TiCC Training modules.png|thumb|TiCC Training modules]]
[[File:TiCC Training modules.png|thumb|TiCC Training modules]]
The Teachers in Crisis Context (TiCC) Digital Training builds basic teaching competencies for unqualified or under-qualified teachers recruited to teach children in emergency settings (e.g. refugee/Internally Displaced Populations (IDP) camps, conflict-affected areas, post-natural disasters, and/or with highly vulnerable populations). The training is directly linked to Inter-agency Network for Education in Emergencies’ (INEE) standards and materials for the training are well-designed and provided in the INEE network. The training is comprised of four core modules, developed around a set of 28 teacher competencies. The modules are:
The Teachers in Crisis Context (TiCC) Digital Training builds basic teaching competencies for unqualified or under-qualified teachers recruited to teach children in emergency settings (e.g. refugee/Internally Displaced Populations (IDP) camps, conflict-affected areas, post-natural disasters, and/or with highly vulnerable populations). The training is directly linked to Inter-agency Network for Education in Emergencies’ (INEE) standards and materials for the training are well-designed and provided in the INEE network. The training is comprised of four core modules, developed around a set of 28 teacher competencies. The modules are:
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'''Target audience:''' This training is intended to support teachers’ progress towards development of the competencies.  
'''Target audience:''' This training is intended to support teachers’ progress towards development of the competencies.  


==== Project's objective ====
=== Project's objective ===
'''Global objective:''' Better support for teachers working in crisis contexts will help ensure that children and youth receive the right to inclusive and equitable quality education, and that global commitments—such as the Sustainable Development Goals and the Global Compact on Refugees—are fulfilled.
'''Global objective:''' Better support for teachers working in crisis contexts will help ensure that children and youth receive the right to inclusive and equitable quality education, and that global commitments—such as the Sustainable Development Goals and the Global Compact on Refugees—are fulfilled.


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* Learners will able to promotes a classroom and school environment free from abuse, discrimination, exploitation, and violence, including sexual and gender-based violence.
* Learners will able to promotes a classroom and school environment free from abuse, discrimination, exploitation, and violence, including sexual and gender-based violence.
*[[File:Edu.jpg|thumb|Pedagogical approaches for the project|223x223px]]Learners will be able develop plans are in line with curriculum objectives, scope and sequence using child centered methodology.
*[[File:Edu.jpg|thumb|Pedagogical approaches for the project|223x223px]]Learners will be able develop plans are in line with curriculum objectives, scope and sequence using child centered methodology.
==== Project design ====
 
=== Project design ===
The activities of the training is designed to allow participants’ engagement and participation, and to center them in the training. It is participatory, and relevant for participants’ professional and personal development. Pedagogical approach is associative (learning as activity) and will be building on prior learning (constructivism).
The activities of the training is designed to allow participants’ engagement and participation, and to center them in the training. It is participatory, and relevant for participants’ professional and personal development. Pedagogical approach is associative (learning as activity) and will be building on prior learning (constructivism).


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All materials and resources will be accessed through the EduTechWiki platform (training presentations, manuals, resources, videos, assignments, handouts, etc) and can be found on [https://inee.org/ INEE website] for [https://inee.org/resources/teachers-crisis-contexts-training-primary-school-teachers Teachers in Crisis Contexts Training for Primary School Teachers].
All materials and resources will be accessed through the EduTechWiki platform (training presentations, manuals, resources, videos, assignments, handouts, etc) and can be found on [https://inee.org/ INEE website] for [https://inee.org/resources/teachers-crisis-contexts-training-primary-school-teachers Teachers in Crisis Contexts Training for Primary School Teachers].


==== Example of activities using OEP ====
=== Example of activities using OEP ===
Example of one activity using OEP: Activity1: Why I am a teacher? Using https://sketchpad.app/  
Example of one activity using OEP: Activity1: Why I am a teacher? Using https://sketchpad.app/  
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==== Evaluation criteria ====
=== Evaluation criteria ===
Learners will be assessed based on a criteria-based reference and summative assessment model:
Learners will be assessed based on a criteria-based reference and summative assessment model:
* Each learner will be asked to submit assignments by the end of each sub-module that will summarize the skills and strategies attained by the end of each sub-module. A holistic rubric with 4 criteria and weight scales will be used for grading.
* Each learner will be asked to submit assignments by the end of each sub-module that will summarize the skills and strategies attained by the end of each sub-module. A holistic rubric with 4 criteria and weight scales will be used for grading.
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==== Create an open badge ====
=== Create an open badge ===
An open badge will be created based on the following:
An open badge will be created based on the following:


Latest revision as of 13:32, 4 August 2022

Introduction

This page is part of CAS Digital Learning in Emergencies (module 4) and is prepared by Manal Kheder & Enas Alsaid

Learning outcomes

  • Open learning education and the potential advantages of adopting OER and Open Education approaches in different contexts.
  • Recognize relevant concepts such as OER, Open Educational Practices, open content, open pedagogy, open assessment.
  • Apply Open Licenses to the content.
  • Recognize different types of open educational practices and initiatives.

Time necessary: 33 Hours

Detailed description

The project is composed of five steps:

  • The project, i.e. describing the resources; setting objectives; specifying target audience; designing learning activities; choosing learning environment; specifying assessment.
  • Finding relevant OER for the project, i.e. either re-using those identified during Activity 3 or new ones.
  • Scripting activities with Open Educational Practices, specifying the roles of the different stakeholders.
  • Reflecting and designing evaluation criteria to create an Open Badge.
  • Publishing and sharing the project on an Open platform.

Activities

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 3 h 1-4 May 2022 Project designed
Project OER 6 h 4-8 May 2022 OER for the project chosen
Script 1 activity with OEP 10 h 8-12 May 2022 Script activities prepared
Design evaluation criteria 5 h 12-15 May 2022 Evaluation criteria identified
Create an Open badge 5 h 15-20 May 2022 Open badge created
Publish and share the project on the chosen Open platform 4 h 20-25 May 2022 Project published

Project Open Educational Resouces

For the project, the following Open Education Resources OER were chosen:

Title URL Type of openness/ Licensing
Teachers in Crisis Contexts Training for Primary School Teachers https://inee.org/resources/teachers-crisis-contexts-training-primary-school-teachers CC BY
DCA Remote TiCC Training Package https://inee.org/resources/dca-remote-ticc-training-package CC BY
DCA Digital Learning Materials https://drive.google.com/drive/folders/1irZsI3L4KLRFwT_j12YeJMzAPqGgoFqy CC BY
Case Studies & Teacher Stories Live Map https://inee.org/ticc-event-series/map CC BY
Mobile Mentoring for Primary School Teachers in Crisis Contexts https://www.ungei.org/publication/mobile-mentoring-primary-school-teachers-crisis-contexts CC BY
TEACHERS IN CRISIS CONTEXTS

Promising Practices in Teacher Management,

Professional Development, and Well-being

https://inee.org/resources/teachers-crisis-contexts-promising-practices-teacher-management-professional CC BY SA
Teacher Wellbeing in Crisis Contexts - Good practice, lessons learned and opportunities for change https://www.youtube.com/watch?v=I7rdymw5Qpw Public Domain

Project Description

TiCC Training modules

The Teachers in Crisis Context (TiCC) Digital Training builds basic teaching competencies for unqualified or under-qualified teachers recruited to teach children in emergency settings (e.g. refugee/Internally Displaced Populations (IDP) camps, conflict-affected areas, post-natural disasters, and/or with highly vulnerable populations). The training is directly linked to Inter-agency Network for Education in Emergencies’ (INEE) standards and materials for the training are well-designed and provided in the INEE network. The training is comprised of four core modules, developed around a set of 28 teacher competencies. The modules are:

  1. Teacher’s Role and Well-being
  2. Child Protection, Well-being and Inclusion
  3. Pedagogy
  4. Curriculum and Planning

The whole training will be conducted digitally and materials in this training will be available online, open, and will benefit teachers who either find themselves teaching in crisis-affected environments or in host community schools that are integrating children/youth from displaced populations.

Target audience: This training is intended to support teachers’ progress towards development of the competencies.

Project's objective

Global objective: Better support for teachers working in crisis contexts will help ensure that children and youth receive the right to inclusive and equitable quality education, and that global commitments—such as the Sustainable Development Goals and the Global Compact on Refugees—are fulfilled.

Specific objective: By the end of the training, learners will acquire skills to practice strategies for a safe, inclusive and effective learning environment.

Learning outcomes:

  • Learners will will be able to practice strategies to maintain well-being including mindfulness, conflict resolution and stress management techniques to overcome their challenges.
  • Learners will able to promotes a classroom and school environment free from abuse, discrimination, exploitation, and violence, including sexual and gender-based violence.
  • Pedagogical approaches for the project
    Learners will be able develop plans are in line with curriculum objectives, scope and sequence using child centered methodology.

Project design

The activities of the training is designed to allow participants’ engagement and participation, and to center them in the training. It is participatory, and relevant for participants’ professional and personal development. Pedagogical approach is associative (learning as activity) and will be building on prior learning (constructivism).

The training modules will be delivered remotely in synchronous and asynchronous sessions on EduTechWiki and Zoom. Participants will be requested to complete homework assignments in between modules and through homeworks, materials and tasks will be uploaded on EduTechWiki. The synchronous sessions include a diversity of instructional methods to ensure the training is interactive and the participants are engaged.

All materials and resources will be accessed through the EduTechWiki platform (training presentations, manuals, resources, videos, assignments, handouts, etc) and can be found on INEE website for Teachers in Crisis Contexts Training for Primary School Teachers.

Example of activities using OEP

Example of one activity using OEP: Activity1: Why I am a teacher? Using https://sketchpad.app/

Activity Activity outcome Steps and tasks Duration Actors and roles Tools Ressources / contenus Productions / artefacts Indicateurs de réussite
Activity1: Why I am a teacher? Learners will identify their own motivations for teaching and set goals to increase motivation.
  • Learners will look at a clock on SketchPad digital tool and try to answer 6 questions:
  • 1:00 - How did you become a teacher?
  • 2:00 - Why did you become a teacher?
  • 3:00 - Why are you excited to be a teacher?
  • 4:00 - What makes you nervous to be a teacher?
  • 5:00 - What do you hope to gain from being a teacher?
  • 6:00 - What motivates you to be a good teacher?
  • These questions will be also presented in the SketchPad.
  • Learners will discuss among each other in 2 minutes to find answers to these questions.
  • Learners share their answers on the SkecthPad online.
 1 hour and 30 minutes Peer groups.

Trainers role is to guide the activity, present the questions and divide learners in breakout rooms.

Learners role is to follow the instructions and answer the 6 questions presented in the SketchPad, while discussing with other group members.

SketchPad

https://sketchpad.app/

  • Learners will be able to access participants manual from the open INEE education website.
  • The Sketchpad will be presenting the 6 questions.
  • Resources are found in INEE open education website.
 Learners can share motivations for becoming teachers and answer 6 questions Constructive participation. Learners provide answers to 6 questions. Example answers:
  1. It was my dream to become a teacher
  2. To teach kids how to read and write
  3. Teaching is my passion
  4. Not knowing the correct modality
  5. To help students learn acquire new knowledge
  6. Help raise educated generations

Evaluation criteria

Learners will be assessed based on a criteria-based reference and summative assessment model:

  • Each learner will be asked to submit assignments by the end of each sub-module that will summarize the skills and strategies attained by the end of each sub-module. A holistic rubric with 4 criteria and weight scales will be used for grading.
  • Learners will be asked to submit a final project by the end of the training and will be assessed according to a grading system. An analytic rubric with 4 criteria and 4 levels will be used for grading. The trainer will grading the learners assignments.

Assessments will be used to provide diagnostic analysis of learning. It will also be used as verification for certification at the end of the whole training. Feedback and evaluation will be given to learners after each submission and all throughout the training during group activities.

Holistic rubric with 4 criteria and weight scales. Full marks > 20 points:

Criteria (example for module 1: Sub-module 1.1: The Role of the Teacher in the School and the Community) Score scale
Impact of education in crisis contexts is explained and the roles of teachers within the classroom, school and community are listed 0 - 4
Code of conduct is clearly explained and objectives are identified 0 - 6
Basic techniques of stress management are listed along with concrete example to support own well-being 0 - 4
Different types of teacher collaboration are presented 0 - 6
Total X / 20

Create an open badge

An open badge will be created based on the following:

Image
My project.jpg
Name Teacher’s Role and Well-being module1
Alignment INEE]
Criteria Users are awarded this badge when they complete the final assessment of the first module of TICC training INEE
Badge outcomes Learners can identify strategies to maintain well-being including mindfulness, conflict resolution and stress management techniques to overcome their challenges.
Evidence Completing the assessment
Description The assessment is about how teacher can identify strategies to maintain well-being including mindfulness, conflict resolution and stress management techniques to overcome their challenges.
Issued to (Name of the learner)
Assessment method The used assessment is method is Holistic rubric with 4 criteria and weight scales. Full marks > 20 points
Criteria (example for module 1: Sub-module 1.1: The Role of the Teacher in the School and the Community) Score scale
Impact of education in crisis contexts is explained and the roles of teachers within the classroom, school and community are listed 0-4
Code of conduct is clearly explained and objectives are identified 0-6
Basic techniques of stress management are listed along with concrete example to support own well-being 0-4
Different types of teacher collaboration are presented 0-6
Total X/20
Date of issue To be defined
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