CAS Digital Learning in Emergencies (2022-23)/module4-Zayed.almansoori
Module 4 - Zayed's page
Introduction
This page is the project for model 4 of Digital learning in emergency CAS for Zayed
Overview of the project
This is a project designed to allow Syrian to continue their higher education studies in the national educational institutions of Jordan. The global goal of this project is to support and to enhance knowledge and education of student refugees located in Jordan, by providing to them the proper quality education credits in which they can later on after successfully finishing the program to enrol in the educational institutions of Jordan.
Can you describe the origin of the project
The project “Higher educational platform for all” was created at the beginning of 2014, to serve and to support higher educational for Syrian refugees in Jordan. This project “Educational platform for all” was created by Green Hands organization in Syria, in 2014. Green Hands (GN) is a community-based organization which was created in 2013 under the name of Hope for Refugee Program, to work with and for Syrian refugees running the civil war in Syria. An organization that aims to encourage Syrian refugees to continue their higher education. On 26 January 2015 Green Hands was recognized by the Jordanian government, registered as a community-based organization. Its main objective is to help and support the education and skills of the Syrian refugees in Jordan, that are Living in the biggest and largest camps in Jordan, and to integrate them into the host country and provide them with different types of assistance they need to cope with life in refugee camps,regarding their higher education. The project depends on the coordination of different active organs in the field. It depends on the collaboration among the ministry of education in Jordan in Syria, and with the collaboration with UNESCO, Green Hands organization.
Objectives &Outcomes
Global:
1. Support knowledge, education for Syrian refugees.
Local:
1. Build digital literacy skills for Syrian refugees. 2. Develop English language for Syrian refugees.
Outcomes:
1. Identify, describe, and apply emerging technologies in teaching and learning environments.
2. Demonstrate knowledge, attitudes, and skills of digital age work and learning.
3. Plan, design, and assess effective learning environments and experiences.
4. Implement curriculum methods and strategies that use technology to maximize student learning.
5. Learners will be able to develop certain skills and knowledge in desired fields of studies, such as law, history, HR, business, and English language.
6. Identify literary techniques and creative uses of language in literary.
Project Structure
The project will last for 5 - 10 years.
- Courses: in this educational project there are elective materials, and there are obligatory materials, obligatory courses are 3 months long and elective materials are 2 months long.
- In the English language courses, students must have 6 credits of English language course before being able to apply and pass the ILETS exam.
- May and June are for students who have troubles during the academic year and couldn’t pass final exams. In May June and students can have intensive courses and have a final chance to preform and pass final exam one last time.
- Period: The academic year in the educational center is from September until April. o First semester is from September until November, second semester starts on January until March.
- Evaluation: Final exams are held in after the end of the course, usually in December or in April.
- Credit: Students must successfully collect 11 credits in order to finish the program successfully and continue their studies in higher educational intuitions in Jordan.
Open Education Activities
The following sections illustrate how this educational program will be transferred into an open education program at the level of the session. Open education will cover two aspects:
1. Open educational resources: Students will look on the internet for learning materials that are more updated and could present recent information. And in the same time, the project would create an open online library to share researches, projects, tasks and different activities.
2. Online submission: As one of the presented activities in order to make the switch real and effective, students during obligatory modules in this educational project must share their work with the online community, such as experience individuals in the field, other students from other educational institutions that studies the same materials, they can share opinions and feedback.
3. Free quality education: eventually, after adapting strategies and methods of open education, students from all around the would have the opportunities to reach quality free education.
This policy of open would not only diverse learning strategies for students, but it would make more eager and more compassionate about the materials they are studying. The idea of creating open educational resources would not only support the efforts of educating a group of people, it would reach to the whole community, that shares the same interests. It is a strategy in which quality education would be transmitted through online technologies, which could reach to students all around the world.
Learning outcomes:
1. Gaining unlimited access to learning materials online since students (anywhere in the world) can access OERs at any time and as often as they like.
2. Having access to a wider learning opportunity through high-quality and updated learning materials that can present information in different formats and via different perspectives which can help students engage with the material and enrich learning.
Expected time: 30 Hours
Detailed Description:
1- Read the attached resource from OECD that defines open education resources.
2- Read the second attachment that presents how to design inline educational courses.
3- Find an academic resource that discusses one of the following topics that we already discussed during our sessions, such as:
- Educational technologies tools.
- Role of technology in education.
- Advantages of distance education in crises.
- Most effectives educational technologies apps, programs in education.
- Common definitions and concepts in educational technology.
5- Discover and analyze one resource that interests you, and could be integrated into you project.
6- Produce a written articles 2000 words max, and publish it online through the online library of the project.
Resources
OECD website - open education resources
Designing online educational courses
Tools for publications
After finishing the project, and after submitting your work on the online public library, you may use one of the following methods to publish your work. However, the following methods are merely suggestions, and you may add any other methods that you find it suitable as long as it is online, accessible, and free.
1- YouTube video
2- Wikipedia
3- Podcast apps
4- Personal blogs
5- Social apps such as Twitter, Facebook, etc…
Activities
| Activity | Duration | Evaluation | Reward |
|---|---|---|---|
| Reading first resource | 5 | Quiz | Open education badge |
| Reading second resource | 5 | Quiz | Open education badge |
| Produce a written article | 20 | Personal reflection | Open education badge |
- Please click on the provided link in order to access quizzes (if you couldn't write on the quizzes site your answer, please use google documents and provide me the link).
- Link: https://take.quiz-maker.com/Q7IB2W85F
Rewards
Open education badge: Student show skills in adapting open education concepts, strategies in his own project. The student has shown ability to find and use open education resources. In addition to contributing to open education by sharing his work under the open education policy.
Evaluation rubric
In order to grade all the work done by the students enrolled in the program, an evaluation rubric is being provided to give a grade for all parts in student's work.
As a final step in the module, students will have to present a project including all thee presented criteria in the evaluation rubric.Sources/Refernces
| Criteria | 4 | 3 | 2 | 1 | 0 |
|---|---|---|---|---|---|
| Ability to design educational courses by using educational technology tools | Student can design educational courses by using more than 5 educational technology tools | Student shows good Knowledge in designing educational courses, by using 3 educational tool | Student can use educational technology tools to design educational courses, present understandable courses, but there some limitation | Student show weak designs, poor use of educational tools | Student can not design and use and educational tech tools |
| Main concepts and definitions of educational Technology tools | Student shows a great and wide Knowledge in more than 12 educational technology tools | Student shows a good Knowledge in more than 7 educational technology tools | Student shows a medium Knowledge in more than5 educational technology tools | Student shows poor understanding of educational technology tools, and can mention 1 concept | Student can not define main concepts and definitions of educational technology |
| problem solving in cause study, critical thinking | Student respond effectively and present excellent solutions, and choose the proper strategies to implement the right educational tech tools in the right and proper context | Student respond in a good way and present logic solutions, to implement the right educational tech tools in the right and proper context | Student respond in a normal way and present solutions, but there are some limitations | Student respond in a poor way, there are major missing parts in his answers | Student do no answer neither present solutions. |
| Clear academic language, with clear and understood ideas | Very clear ideas, and used language meets academic standards | The ideas are clear, but the used language is not academic | The used language is mixed between academic and non formal, the ideas are clear but with some limitation | Most of the paper written with by non formal language, the ideas are not clear | The ideas can not be understood at all |
| Implementing Open education: Using online educational resources - libraries, and reviewing other's work and providing feedback | Student used open educational resources and provided feedback to others, and published his work on free accessible online websites | Student used OE resources, by he did provide any feedback regarding his project or for any other projects | Student used OE resources, but did not publish his work on free websites | Student did not use OE resources, and his contribution was brief | Student do not use any OE resources, and there are no contribution done |
| Discover and analyze one open education resources in the project | Student discovers several open educational resources in his project | Student used three or two two OE resources | Student used only one OE resources in his final project | Student did not use any OE resources, but he used other references | Student do not use any OE resources in his project and he did not present anything |