CAS Digital Learning in Emergencies (2022-23): Difference between revisions

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== General information ==
== General information ==
This page is part of: CAS Digital Learning and Emergencies [https://www.unige.ch/formcont/en/courses/digital-learning-2022 webpage]
This page is part of: CAS Digital Learning and Emergencies [https://www.unige.ch/formcont/en/courses/digital-learning-2022 webpage].
 
For this intake, participants chose to work on the following topics:
 
* Tawfiq has evaluated the degree of openness of neuroscience labs by interest in this topic;
* Fida has started designing a rapid teacher training in crisis contexts including some elements of openness;
* Agnes has designed a course to draft OER policy and raise awareness of decision makers;
* Salem has designed two quiz in the form of OER which are related to the UNESCO OER 2019 recommendation and to an article on OER;
* Mikias worked on introducing openness in learning through play approaches;
* Abed & Ibrahim designed activities to become familiar to OE and OER in the specific Syrian context of safe school approach;
* Zayed also worked in the Syrian context, aiming at introducint OE and OER to youth education;
* Richard worked on the design of a digital marketing course but has not yet built openness into it.
 
Access to participants' production can be reached by clicking on the name in the yellow bloc and feedback received from teaching staff is availabe from the discussion tab of each participant's page.


== Scenario for Module 4 ==
== Scenario for Module 4 ==
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* 2 ECTS = 50 learner working hours in total
* 2 ECTS = 50 learner working hours in total
* Synchronous meetings:  
* Synchronous meetings:  
Monday 12.12.2022 at 5pm Geneva time
Monday 12.12.2022 at 4pm Geneva time


Monday 19.12.2022 at 5pm Geneva time
Monday 19.12.2022 at 4pm Geneva time


Tuesday 03.01.2023 at 5pm Geneva time
Tuesday 03.01.2023 at 4pm Geneva time
* Evaluation: Participants who complete all the activities with an acceptable commitment will be awarded the 2 ECTS
* Evaluation: Participants who complete all the activities with an acceptable commitment will be awarded the 2 ECTS


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=== Participants' productions ===
=== Participants' productions ===
Within this module, participants have the possibility / responsibility to choose their learning path - of course they are accompagnied and one example scenario with relevant activities has been shared upfront (point 6 below).  
Within this module, participants have the possibility / responsibility to choose their learning path - of course they are accompagnied and one example scenario with relevant activities has been shared upfront (point 6 below).  
Each participant has his/her own page accessible from the yellow box.


* Each participant will thus have his/her own page according to this template: [[CAS Digital Learning in Emergencies (2022-23)/module4-test]]
* Bashour [[CAS Digital Learning in Emergencies (2022-23)/module4-Bashour]]


== Example of scenario ==
== Example of scenario ==
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Activity can be evaluated in a formative way, providing feedback on the process and the content.  
Activity can be evaluated in a formative way, providing feedback on the process and the content.  


[[Category:CAS Digital Learning in Emergencies]]
[[Category:Digital learning in emergencies]]

Latest revision as of 17:46, 15 January 2023

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

General information

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

For this intake, participants chose to work on the following topics:

  • Tawfiq has evaluated the degree of openness of neuroscience labs by interest in this topic;
  • Fida has started designing a rapid teacher training in crisis contexts including some elements of openness;
  • Agnes has designed a course to draft OER policy and raise awareness of decision makers;
  • Salem has designed two quiz in the form of OER which are related to the UNESCO OER 2019 recommendation and to an article on OER;
  • Mikias worked on introducing openness in learning through play approaches;
  • Abed & Ibrahim designed activities to become familiar to OE and OER in the specific Syrian context of safe school approach;
  • Zayed also worked in the Syrian context, aiming at introducint OE and OER to youth education;
  • Richard worked on the design of a digital marketing course but has not yet built openness into it.

Access to participants' production can be reached by clicking on the name in the yellow bloc and feedback received from teaching staff is availabe from the discussion tab of each participant's page.

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: 12.12.2022 - 06.01.2023 (end of year break from 24.12.2022 until 02.01.2023)
  • 2 ECTS = 50 learner working hours in total
  • Synchronous meetings:

Monday 12.12.2022 at 4pm Geneva time

Monday 19.12.2022 at 4pm Geneva time

Tuesday 03.01.2023 at 4pm Geneva time

  • 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 have the possibility / responsibility to choose their learning path - of course they are accompagnied and one example scenario with relevant activities has been shared upfront (point 6 below). Each participant has his/her own page accessible from the yellow box.


Example of scenario

Section 1: Open Education and Open Science

Activity 1

Learning outcomes:

  • Identify key ideas of leading recommendations towards Openness 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:

Activity can be evaluated in a formative way, providing 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:

Activity can be evaluated in a formative way, providing feedback on the process and the content.

Section 2 : Open Educational Resources

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:

Activity can be evaluated in a formative way, providing 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 x5gon search tool and other archives to find relevant OERs
  • Orally, evaluate identified resources with criteria from the rubric given in the resources
  • Choose 1 or 2 OERs that are really relevant for your context and evaluate them thoroughly, selecting most appropriate criteria from the rubric given in the resources
  • Write a short report on how you went about to complete this task, i.e. the steps taken and what to change next time to be more efficient

Time necessary: 6 hours

Resources:

Expected result: 1 or 2 OER found and evaluated with the rubic + one short report to keep track and improve for the next OER search.

Evaluation:

Activity can be evaluated in a formative way, providing feedback on the process and the content.

Section 3: Open Educational Practices

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 competencies framework for Open Educational Practices

Evaluation:

Activity can be evaluated in a formative way, providing 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:

  • Understand from the IMS document the terminology and the architecture of open badges
  • Read on the micro-credentials approach and grasp the main concepts

Time necessary: 6 hours

Resources:

Expected result:

Either a short report explaining the basics of open badge and micro-credentialing for your specific context OR a badge created.

Evaluation:

Activity can be evaluated in a formative way, providing feedback on the process and the content.

Activity 7: Project

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.

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

Expected result:

A project

Evaluation:

Activity can be evaluated in a formative way, providing feedback on the process and the content.

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