CAS Digital Learning in Emergencies: Difference between revisions

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* 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]]
* 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]]


* 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/Faiza]]
* 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]]


* Ndamyo has also worked on professional development of teachers, addressing decision makers. His work is accessible from [[CAS Digital Learning in Emergencies/module4-Ndamyo]]
* Ndamyo has also worked on professional development of teachers, addressing decision makers. His work is accessible from [[CAS Digital Learning in Emergencies/module4-Ndamyo]]
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* 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]]
* 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]]


* 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: https://edutechwiki.unige.ch/en/CAS_DL22_Module4_Moiti
* 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]]


* 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.   
* 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.   
* Lucy. His work is accessible from [[CAS Digital Learning in Emergencies/module4-Lucy]]


=== Participants' user page ===
=== Participants' user page ===
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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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