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E. Wenger, during his conference on [https://www.eduhub.ch/events/eduhub-days-2023/ 15.02.2023], showed how the learning theories matter and foregrounded two approaches: the "cognitive view" which considers "learning as the transmission of certainty" and the "social view" which considers "learning as the mutual engagement of uncertainty". In the COS, we are certainly more into the second one, which also echoes Freire's educating towards liberation.   
E. Wenger, during his conference on [https://www.eduhub.ch/events/eduhub-days-2023/ 15.02.2023], showed how the learning theories matter and foregrounded two approaches: the "cognitive view" which considers "learning as the transmission of certainty" and the "social view" which considers "learning as the mutual engagement of uncertainty". In the COS, we are certainly more into the second one, which also echoes Freire's educating towards liberation.   


==Oral pedagogies==
'''Indigenous / endegenous''' learning strategies are starting to emerge. To get some insights with regard to Africa, you can refer to:
** [https://www.globethics.net/documents/10131/26882205/GE_Repenser_e%CC%81ducation_isbn9782889314546.pdf Moussa Mohamed Sagayar]'s (chap 7) and [https://www.globethics.net/documents/10131/26882205/GE_Repenser_e%CC%81ducation_isbn9782889314546.pdf Nana-Aicha Goza]'s (chap 4) insights with regard to what matters in '''traditional education''' in Africa, i.e. "L’éducation traditionnelle africaine est caractérisée par quatre aspects spécifiques (Moumouni/Caille, 2019) qui situent bien une démarche communautaire et sociale avec ses spécificités cohérentes.
*** Le premier aspect met en lumière la dimension sociale et collective, une valeur qui tient lieu de référence dans toute relation humaine qui se veut pérenne.
*** Le second aspect considère l’éducation sociale traditionnelle comme un repère qui valorise les biens matériels et leur lien avec les croyances spirituelles. Les peuples indigènes honorent les esprits dans leur imaginaire et dans leur monde virtuel.
*** En ce qui concerne, le troisième aspect, il vient confirmer une pluralité des pratiques endogènes qui montre des compétences diverses et variées dans la vie sociale.
*** Le quatrième et dernier aspect porte sur le développement de l’enfant dans le cercle familial et social. L’enfant est considéré comme un individu au service de la communauté dans sa plénitude et son évolution aux plans psychique, physique et mental. La conscience collective est la référence pour son intégration dans la communauté et pour la communauté [...] (p. 163)."
*** "L’éducation traditionnelle liée au contexte économique et social visait à former des guerriers susceptibles de défendre la société, des paysans et des artisans capables de produire les divers biens et services nécessaires à la subsistance de la communauté. La théorie et la pratique vont de pair ; ainsi, instruction et éducation sont constamment et intimement liées (p. 102)".
*** "La pédagogie populaire africaine repose surtout sur la tradition orale où contes, légendes, devinettes, chants et proverbes visent à la formation de l’individu" (p. 103)".
**[https://www.globethics.net/documents/10131/26882205/GE_Repenser_e%CC%81ducation_isbn9782889314546.pdf Amadou Saibou Adamou]'s (chap 8) insights on how to use '''proverbs''', i.e. Les proverbes "sont, en général, des phrases imagées véhiculant la sagesse populaire et qui servent à instruire les hommes. Ils se caractérisent donc par leur métaphoricité et leur didacticité, d’où leur intérêt à la fois pour les études linguistique et anthropologique" (p. 186). "En Afrique, en général, au Niger en particulier, les proverbes étaient (sont) utilisés par les adultes pour encadrer socialement les plus jeunes. Ils servaient presqu’à tout ; notamment, selon les circonstances, à : décrire, raconter, avertir, ordonner, éconduire, interpeller, conseiller, enseigner, interdire, etc. Ainsi, à l’instar des paroimia grecs, les proverbes en Afrique servaient d’outils didactiques pour éduquer et socialiser les jeunes" (p. 192). "Les pays africains sont presque tous composés de plusieurs communautés ethniques qui produisent chacune des proverbes correspondant à leurs expériences de vie et à leurs préoccupations et à leurs visions du monde. On pourrait exploiter ces divers proverbes pour y étudier par exemple :
*** comment chaque communauté se définit à travers les proverbes ;
*** comment chaque communauté parle des différents éléments et aspects de la vie ;
*** les préoccupations (morales, matérielles, spirituelles ; etc.) majeures de chaque communauté ;
*** les ressemblances et dissemblances (formelles, thématiques, idéologiques, etc.) des proverbes des différentes communautés ;
*** les possibilités d’une rencontre entre les valeurs communautaires;
*** etc." (pp. 204-205)
**[https://www.globethics.net/documents/10131/26882205/GE_Repenser_e%CC%81ducation_isbn9782889314546.pdf Abdou Moumouni Issoufou]'s (chap 5) insights on how to use '''epic narratives''', i.e. "L’entreprise didactique de ce discours peut s’expliquer par les mobiles suivants:
*** d’abord, tout récit épique présente la condition humaine, ce récit est plein d’enseignements et de leçons ;
*** ensuite, sur le plan historique, le discours épique fait découvrir aux générations présentes leur passé, l’histoire, leurs ancêtres ;
*** puis, l’épopée reflète la culture africaine à travers les valeurs identitaires et communautaires ;
*** enfin, elle est un genre littéraire riche en ressources linguistiques et stylistiques pouvant améliorer significativement les compétences linguistiques et littéraires de jeunes apprenants" (p. 125).
*** "Dans cette perspective didactique, les objectifs visent à amener les jeunes apprenants africains à:
**** découvrir les valeurs humaines et culturelles prônées par les figures épiques du passé;
**** s’approprier les valeurs incarnées pour adopter un comportement nouveau" (p. 127).
==A three step design process==
==A three step design process==
Conceiving a learning design can be seen as a 3-steps process: the vision, the design, and making it sustainable. An excellent book is about to be published and some parts of it are already released to show the interdependency between i) key concepts of the course, ii) contextual elements, iii) learning outcomes, iv) content and activity design, v) teaching strategy, vi) assessment strategy and vii) overall scenario : https://designpedagogique.info/wp-content/uploads/2023/02/Design_pediagogique_extrait50.pdf . Course designers are invited to go carefully through these 7 steps that related to the 3-steps overall process and prepare some output for each step. The process is not linear but rather cyclical.  
Conceiving a learning design can be seen as a 3-steps process: the vision, the design, and making it sustainable. An excellent book is about to be published and some parts of it are already released to show the interdependency between i) key concepts of the course, ii) contextual elements, iii) learning outcomes, iv) content and activity design, v) teaching strategy, vi) assessment strategy and vii) overall scenario : https://designpedagogique.info/wp-content/uploads/2023/02/Design_pediagogique_extrait50.pdf . Course designers are invited to go carefully through these 7 steps that related to the 3-steps overall process and prepare some output for each step. The process is not linear but rather cyclical.  
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This concept refers to several connections, well beyond the internet. Basically, it foregrounds a personal interest and multiple connections and supports spreading from this interest to make it grow. Course designers are invited to [https://www.youtube.com/watch?v=HacgaDN971Y watch this 18 mn video] (specifically from minute 8 onwards) and read some of this resource by Ito, M., & Colleagues. (2020). [https://clalliance.org/publications/the-connected-learning-research-network-reflections-on-a-decade-of-engaged-scholarship/ The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship] .  
This concept refers to several connections, well beyond the internet. Basically, it foregrounds a personal interest and multiple connections and supports spreading from this interest to make it grow. Course designers are invited to [https://www.youtube.com/watch?v=HacgaDN971Y watch this 18 mn video] (specifically from minute 8 onwards) and read some of this resource by Ito, M., & Colleagues. (2020). [https://clalliance.org/publications/the-connected-learning-research-network-reflections-on-a-decade-of-engaged-scholarship/ The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship] .  


Physical places, connected learning hubs, will be available for refugee-learners to meet, to make connections, to develop a project, to interact and exchange ideas and of course to learn and complete COS activities.
Physical places, connected learning hubs, will be available for refugee-learners to meet, to make connections, to develop a project, to interact and exchange ideas and of course to learn and complete COS activities.
 
 
=Toolbox=
=Toolbox=
*Identify your '''learning outcomes'''. They must be SMART (Specific, Measurable, Attractive, Realistic, Time-bound). Learning outcomes are action-oriented and student-centred and use active verbs to describe the expected competences. They shoud be formulated in the form of achievements, i.e. at the end of the module, ''learners will be able to''... They are usually defined with the backdrop of the Bloom taxonomy - remembering, understanding, applying, analysing, evaluating, and creating. Example of verbs in French for each category:
*Identify your '''learning outcomes'''. They must be SMART (Specific, Measurable, Attractive, Realistic, Time-bound). Learning outcomes are action-oriented and student-centred and use active verbs to describe the expected competences. They shoud be formulated in the form of achievements, i.e. at the end of the module, ''learners will be able to''... They are usually defined with the backdrop of the Bloom taxonomy - remembering, understanding, applying, analysing, evaluating, and creating. Example of verbs in French for each category:

Revision as of 12:45, 19 February 2023

Introduction

The Certificate of Open Studies (COS) is a new format offered by the Centre for Continuing and Distance Education of the University of Geneva (https://www.unige.ch/files/3415/8271/1574/Statut-20fevrier2020.pdf, art. 65). A COS in Education in emergency contexts, jointly offered by ERDIE and InZone will be offered in 2023 and this page centralises some resources.
It relies on Openness, Open Education and Open Science, using Open Educational Resources.

Overall framework

  • Refugee-learners’ local languages are mainly Haussa, Zarma, Fulfulde and Kanuri and they should be free to produce assignments in those languages.
  • Education in emergencies and https://edutechwiki.unige.ch/en/Open_Education represent the overall context. They can enter in tension at some points and in case this happens, the safety of refugee-learners guides actions.
  • Open Educational Resources (OER), Open platforms and open smartphone applications are to be used with regard to infrastructure, e.g. Graasp for OER. Resources and material produced within and for the COS should be OER, i.e. enabling the 5 R, Retain Reuse Revise Remix Redistribute, mainly with CC licences.

Overall design

The COS design, in its first edition, is starting this month of February. It is conceived as a design-based research, with the intent of starting with a first edition that is progressively fine-tuned.

Timeline COS 1st edition design

Basics for course designers’ start: Key pedagogical concepts

Empowering learners

In the Middle Ages, when European universities started, especially in the Bologna model (and we are in the Bologna reform since 1998), learners decided what they wanted to learn and which courses teachers should teach them. In the COS, course designers are invited to take into account participants’ conceptions, interests, knowledge and real needs with regard to a module content. To do so, strategies to prompt participants about their reality, their expectations from this COS, assignments in the form of autobiographic narratives, etc. are to be used regularly. Ideally, and in the longer term, participants should be free to choose a customised path according to their interests and be free to use the language of their choice to complete assignments, especially those oriented towards autobiographic narratives.

E. Wenger, during his conference on 15.02.2023, showed how the learning theories matter and foregrounded two approaches: the "cognitive view" which considers "learning as the transmission of certainty" and the "social view" which considers "learning as the mutual engagement of uncertainty". In the COS, we are certainly more into the second one, which also echoes Freire's educating towards liberation.

Oral pedagogies

Indigenous / endegenous learning strategies are starting to emerge. To get some insights with regard to Africa, you can refer to:
    • Moussa Mohamed Sagayar's (chap 7) and Nana-Aicha Goza's (chap 4) insights with regard to what matters in traditional education in Africa, i.e. "L’éducation traditionnelle africaine est caractérisée par quatre aspects spécifiques (Moumouni/Caille, 2019) qui situent bien une démarche communautaire et sociale avec ses spécificités cohérentes.
      • Le premier aspect met en lumière la dimension sociale et collective, une valeur qui tient lieu de référence dans toute relation humaine qui se veut pérenne.
      • Le second aspect considère l’éducation sociale traditionnelle comme un repère qui valorise les biens matériels et leur lien avec les croyances spirituelles. Les peuples indigènes honorent les esprits dans leur imaginaire et dans leur monde virtuel.
      • En ce qui concerne, le troisième aspect, il vient confirmer une pluralité des pratiques endogènes qui montre des compétences diverses et variées dans la vie sociale.
      • Le quatrième et dernier aspect porte sur le développement de l’enfant dans le cercle familial et social. L’enfant est considéré comme un individu au service de la communauté dans sa plénitude et son évolution aux plans psychique, physique et mental. La conscience collective est la référence pour son intégration dans la communauté et pour la communauté [...] (p. 163)."
      • "L’éducation traditionnelle liée au contexte économique et social visait à former des guerriers susceptibles de défendre la société, des paysans et des artisans capables de produire les divers biens et services nécessaires à la subsistance de la communauté. La théorie et la pratique vont de pair ; ainsi, instruction et éducation sont constamment et intimement liées (p. 102)".
      • "La pédagogie populaire africaine repose surtout sur la tradition orale où contes, légendes, devinettes, chants et proverbes visent à la formation de l’individu" (p. 103)".
    • Amadou Saibou Adamou's (chap 8) insights on how to use proverbs, i.e. Les proverbes "sont, en général, des phrases imagées véhiculant la sagesse populaire et qui servent à instruire les hommes. Ils se caractérisent donc par leur métaphoricité et leur didacticité, d’où leur intérêt à la fois pour les études linguistique et anthropologique" (p. 186). "En Afrique, en général, au Niger en particulier, les proverbes étaient (sont) utilisés par les adultes pour encadrer socialement les plus jeunes. Ils servaient presqu’à tout ; notamment, selon les circonstances, à : décrire, raconter, avertir, ordonner, éconduire, interpeller, conseiller, enseigner, interdire, etc. Ainsi, à l’instar des paroimia grecs, les proverbes en Afrique servaient d’outils didactiques pour éduquer et socialiser les jeunes" (p. 192). "Les pays africains sont presque tous composés de plusieurs communautés ethniques qui produisent chacune des proverbes correspondant à leurs expériences de vie et à leurs préoccupations et à leurs visions du monde. On pourrait exploiter ces divers proverbes pour y étudier par exemple :
      • comment chaque communauté se définit à travers les proverbes ;
      • comment chaque communauté parle des différents éléments et aspects de la vie ;
      • les préoccupations (morales, matérielles, spirituelles ; etc.) majeures de chaque communauté ;
      • les ressemblances et dissemblances (formelles, thématiques, idéologiques, etc.) des proverbes des différentes communautés ;
      • les possibilités d’une rencontre entre les valeurs communautaires;
      • etc." (pp. 204-205)
    • Abdou Moumouni Issoufou's (chap 5) insights on how to use epic narratives, i.e. "L’entreprise didactique de ce discours peut s’expliquer par les mobiles suivants:
      • d’abord, tout récit épique présente la condition humaine, ce récit est plein d’enseignements et de leçons ;
      • ensuite, sur le plan historique, le discours épique fait découvrir aux générations présentes leur passé, l’histoire, leurs ancêtres ;
      • puis, l’épopée reflète la culture africaine à travers les valeurs identitaires et communautaires ;
      • enfin, elle est un genre littéraire riche en ressources linguistiques et stylistiques pouvant améliorer significativement les compétences linguistiques et littéraires de jeunes apprenants" (p. 125).
      • "Dans cette perspective didactique, les objectifs visent à amener les jeunes apprenants africains à:
        • découvrir les valeurs humaines et culturelles prônées par les figures épiques du passé;
        • s’approprier les valeurs incarnées pour adopter un comportement nouveau" (p. 127).

A three step design process

Conceiving a learning design can be seen as a 3-steps process: the vision, the design, and making it sustainable. An excellent book is about to be published and some parts of it are already released to show the interdependency between i) key concepts of the course, ii) contextual elements, iii) learning outcomes, iv) content and activity design, v) teaching strategy, vi) assessment strategy and vii) overall scenario : https://designpedagogique.info/wp-content/uploads/2023/02/Design_pediagogique_extrait50.pdf . Course designers are invited to go carefully through these 7 steps that related to the 3-steps overall process and prepare some output for each step. The process is not linear but rather cyclical.

TPACK

Technological, pedagogical and content knowledge. Course designers are asked to watch this 5 minutes video to get introduced to TPACK https://www.youtube.com/watch?v=yMQiHJsePOM and then read this article by Koehler et al. (2013), What Is Technological Pedagogical Content Knowledge (TPACK)? The Journal of Education, 193(3), 13-19. http://www.jstor.org/stable/24636917 . Course designers are then invited to reflect, for their module, which CK, PK, TK and intersecting knowledge is needed. The output can take the form, for example, of a concept map (see p. 71 of https://doi.org/10.3917/raised.021.0061 ).

Didactical double-decker

This is a concept I have discovered at PHZH, during LECU and SINAN projects, that relate to using material, i.e. Lehrplan 21, in teacher training that learners will use in the classroom when they are teachers. This "link" provides a context for how to use a resource both in the positions of the learner (at PHZH) and in the position of the teacher (in classroom). In the COS it is not about using the content in both places but rather about using pedagogical strategies and digital technologies that participants will seamlessly be able to use as educators (e.g. whatsapp similar but open). Course designers are invited to remember this in their design.

Cultures and pedagogies as a mindset

The variety of cultures and pedagogies and what they can leverage is the background framework in terms of values of the COS design. Course designers are invited to make sure that they fully understand the following resources: MOOC Cultures et Pédagogies ; Repenser l’éducation : alternatives pédagogiques du Sud (Akkari & Fuentes, 2021) ; Repenser l’éducation et la pédagogie dans une perspective africaine. Akkari, A., Gandolfi, S., & Sagayar, M. (2022). Globethics.net.

Oral education

Course designers need to be well informed of pedagogies of the Souths and read at least Freire’s Pedagogy of the Oppressed and the resources mentioned above, in the Cultures and pedagogies as a mindset section.

Connected learning

This concept refers to several connections, well beyond the internet. Basically, it foregrounds a personal interest and multiple connections and supports spreading from this interest to make it grow. Course designers are invited to watch this 18 mn video (specifically from minute 8 onwards) and read some of this resource by Ito, M., & Colleagues. (2020). The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship .

Physical places, connected learning hubs, will be available for refugee-learners to meet, to make connections, to develop a project, to interact and exchange ideas and of course to learn and complete COS activities.

Toolbox

  • Identify your learning outcomes. They must be SMART (Specific, Measurable, Attractive, Realistic, Time-bound). Learning outcomes are action-oriented and student-centred and use active verbs to describe the expected competences. They shoud be formulated in the form of achievements, i.e. at the end of the module, learners will be able to... They are usually defined with the backdrop of the Bloom taxonomy - remembering, understanding, applying, analysing, evaluating, and creating. Example of verbs in French for each category:
    • Remember: associer, citer, décrire, définir, dupliquer, enregistrer, énumérer, étiqueter, identifier, indiquer, lister, localiser, mémoriser, nommer, ordonner, rappeler, reconnaître,
    • répéter, reproduire, résumer, sélectionner
    • Understand: classer, comparer, convertir, démontrer, différencier, dire dans ses mots, illustrer (à l’aide d’exemples), expliquer, exprimer, faire une analogie, généraliser, interpréter, paraphraser, prédire, reformuler, représenter, résumer
    • Apply: administrer, appliquer, assembler, calculer, catégoriser, colliger, construire, contrôler, découvrir, démontrer, dessiner, déterminer, employer, établir, formuler, fournir, manipuler, mesurer, mettre en pratique, modifier, montrer, opérer, participer, préparer, produire, résoudre, traiter, trouver, utiliser
    • Analyse: analyser, cibler, comparer, contraster, critiquer, découper, déduire, délimiter, différencier, discriminer, disséquer, distinguer, examiner, faire corréler, faire ressortir, inférer, limiter, mettre en priorité, mettre en relation, morceler, organiser, opposer, questionner, séparer, subdiviser
    • Evaluate: apprécier, argumenter, attaquer, choisir, conclure, critiquer, défendre, déterminer, estimer, évaluer, juger, justifier, soutenir
    • Créer: adapter, agencer, anticiper, arranger, assembler, combiner, commenter, composer, concevoir, connecter, construire, créer, développer, écrire, exposer, incorporer, intégrer, mettre en place, organiser, planifier, préparer, produire, proposer, rédiger, structurer, synthétiser.
  • Conceptualise your course with a concept map: https://enseigner.unil.ch/ressources/wp-content/uploads/UNIL-CSE_cartes_conceptuelles.pdf . Upfront, this allows course designers to identify key concepts of the course on which for instance they will be making a video or podcast; it also enables them to plan an aligned evaluation - which learning to evaluate, how to get a testimony of this learning, how to interpret this output - see for example https://enseigner.unil.ch/ressources/document/choisir-ses-strategies-devaluation/ .
  • Write your script for your video or audio recording: basically this entails two types of narratives: the verbal one and the audio / vidéo one. I would encourage you first to focus on the verbal narrative, i.e. your message, to keep it focused, clear, engage the audience with direct addresses, examples, case studies, anecdotes, etc. Watch for example this 5mn video explaining how to write a script before the recording: https://www.youtube.com/watch?v=-1DDroLsDSQ
  • To help you with learning theories, but only Global North-centred, this map gives a good overview: http://blog.richardmillwood.net/wp-content/uploads/2013/11/Learning-Theory.pdf ; for more academic reading on the topic: Illeris, K. (Ed.). (2018). Contemporary theories of learning. Learning theorists... In their own words (2nd ed.). Routledge. First edition available in pdf.
  • To help you with pedagogical strategies and learning activities, there is the ABC method based on Laurillard's conversational framework. You can download the toolkit in several languages > select in the ble menu bar "Toolkit 2020 Downloads" - French version download. You may also consult pp. 30-31 of Lanarès et al. guide.


  • To help you with the vision of the COS and of your module, please contribute to the padlet (click on the pink + sign or add a comment to an existing post).

Resources

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