App containing a short e-learning course for students on digital wellbeing.
Offers resources to help teachers and their students understand the key capabilities and current debates around online education and digital wellbeing.
The Digital Wellbeing Educators (DWE) Curriculum and corresponding Course Materials are intended for HEI educators and trainers to deliver digital wellbeing as part of their overall educational programs or to integrate or update an existing program.
The Curriculum and corresponding Course Materials provide educators with practical knowledge, skills and resources to help them ensure their students are educated in digital wellbeing. The Digital Wellbeing Educators course is provided as an online learning programme for direct access by all stakeholders including HEI educators and trainers. Each DWE Module has a minimum of 50 slides of up to date Digital Wellbeing information, questions, activities, exercises and further reading.
• Topics are introduced in a simple, concise way
• Information and current best practice on the topic is presented, moving from general definitions to more detailed applications, enabling the scope of the topic to be understood.
• Knowledge is reinforced, and skills are developed as students participate in practical exercises or study questions.
• The Curriculum comprises eight modules structured as a journey through the key digital wellbeing topics. We also have an introductory module designed specifically for educators to introduce them to digital wellbeing and the project called Introduction to Digital Wellbeing Educators
The quantity and forms of data available globally is increasing exponentially and global development is amongst the areas seeking to harness its potential. Human capacity and judgement is critical at all stages of data work. This course has been designed to help learners develop their data skills in order to make a difference in global society and is open to anyone with an interest in learning about how data and data skills can contribute to global development. It is likely to be of particular interest to early career global development professionals/job seekers and higher education students studying social science related disciplines.
This course is an output of the Development Counts: Data Skills for Global Development Research Project which was co-funded by the ERASMUS+ programme of the European Union under grant agreement 2019‐1‐UK01‐KA203‐061973.
This report shows the work done for the O4.1 Digital Skills E-Assessment Tool. It covers work from May 2019 to August 2021 on e-validation of digital skills for the DigiCulture MOOC (Massive Open Online Courses). During this period, the DigiCulture project has designed the e-assessment tool, performed user testing with cultural stakeholders and produced content for the e-assessment tool. The e-assessment tool was then developed and integrated into the DigiCulture VLH platform.
The e-assessment tool aimed to work as an assessment method, which could automate assessment of whether learners had achieved new competencies and knowledge, to the extent possible within an automated paradigm. It was developed as a Quiz module in Moodle and guidelines were created to make sure questions from all partners adhered to the type of exam needed. Upon completion of the exam the e-assessment tool provided a certificate if users passed. The certificates were translated into all 7 languages for all 13 courses.
The Learning Designer helps teachers and lecturers design teaching and learning activities using the six learning types from the Conversational Framework.
It also provides some feedback on your design by showing you the proportion of each of the different learning types in your eventual design in the form of a pie chart, so you can see where you might need to make adjustments.
The Browser screen categorises existing designs according to pedagogic approach, education sector, topic area, and project needs. You can also search by keyword. When you select a design and turn editing on it becomes yours to edit and adapt, stored in ‘My designs’. Or you go to the Designer screen to design from scratch.
The purpose of this book is to provide guidance and advice for instructors who would like to develop an online course. The overall goal is to provide some clarity about many of the steps required to propose and design a course, to describe the resources needed, and to explain the roles of the stakeholders. Online courses generally take much longer to develop than most people realize. The information in this book is very important in that it is based on practical experience gleaned from those that have designed and offered successful courses.
But why “learning experiences”? Most people think of learning in an official capacity as a course. The design of a course is often referred to as instructional design. Sometimes courses are designed by the instructor, but in other instances specific people other than the instructor provide the role of instructional designer. Over the past decade, changes to the online world have resulted in newer ways of thinking about learning that go beyond instruction and courses to learning experiences. Our hope is that, if you have already not begun to think in terms of learning experiences, that this book will help you transition your thinking in that direction(or continue to evolve it for those that have already started).
For many, the arrival of Massive Open Online Courses (MOOCs) created a new paradigm of learning where some courses could be massive and open to anyone in the world (even though that had been happening in several places long before MOOCs were a thing). The other end of the spectrum from MOOCs would be small online courses with limited enrollment – which many think of as traditional online courses. Then there are many courses that fall in the middle of these two points: massive limited enrollment courses, small open courses, and so on. This book will cover as many issues common to all of those options as possible.
Good luck as you embark on or return into the world of online learning!
Designed for those who are interested in e-Learning, this course will prepare you with strategies to be a successful online learner.
The edX learning design team has curated some of the most powerful, science-backed techniques which you can start using right away and on any learning platform.
This course will help you answer the following questions:
Educational technology is developing rapidly, and that development has presented educators with an opportunity to rethink and improve their pedagogical practices. The concept of blended learning provides a framework to help educators integrate online educational technologies into face-to-face classes purposefully. When done effectively, blended learning has been shown to enhance student engagement and improve students’ learning outcomes.
In this self-paced course, we introduce you to principles and practices of blended learning. We cover the benefits and challenges of creating blended learning experiences, discuss how to design and deliver a successful blended course, and provide specific strategies and examples for using edX content in your classroom. This course is rich with case examples of institutions who have adopted blended learning, with stories shared from faculty around the world. The course also references research on blended learning models, and its impact.
What you’ll learn:
Mit dem (COVID-19-bedingten) vermehrten Einsatz online durchgeführter Veranstaltungsformate, stellt sich auch zunehmend die Frage nach dem Abbau von Barrieren, die Zugang und Partizipation für bestimmte Gruppen von Teilnehmenden verhindern oder einschränken können. Obwohl der Einsatz digitaler Veranstaltungsformate auch zu einem höheren Maß an Teilhabe beitragen kann, besteht zugleich die Gefahr, dass neue Hürden aufgebaut werden. So sind viele Programme und Tools nicht barrierefrei, auch wenn die Beschreibung den Eindruck erweckt und auch wenn die Software selbst barrierefrei ist, kann die Bedienung der Programme oder Apps, gerade in einer Live-Situation, besondere Herausforderungen mit sich bringen. Auch der Zugang zu den Veranstaltungen selbst kann eine Hürde darstellen und umfangreiche Anmelde- und Registrierungsprozesse eine Teilnahme schon im Vorfeld erschweren. Daher ist es wichtig, bereits bei der Planung und Kommunikation von Veranstaltungen auf möglichst umfassende Barrierefreiheit zu achten.
Wie können Online-Veranstaltungen durchgeführt werden, die mögliche Einschränkungen verschiedener Sinne berücksichtigen? Was ist in der Planungsphase zu beachten? Müssen zusätzliche Materialien im Vorfeld bereitgestellt werden? Was ist mit Blick auf die zu verwendende Plattform wichtig? Ist eine besondere Nachbereitung erforderlich? Wie soll mit dadurch entstehendem Mehraufwand und ggf. höheren Kosten umgegangen werden? Im Workshop wurden zentrale Problemstellungen bei der Durchführung möglichst barrierefreier Online-Events aufgegriffen und diskutiert. Betrachtet wurden dabei technische und didaktische Aspekte der Veranstaltungsgestaltung – einschließlich der Vor- und Nachbereitung.
This manual explains how digitally agile scholars can comfortably navigate the digital world of today and tomorrow. It foregrounds three key domains of digital agility: getting involved in research, education and (community) service, mobilising (digital) skills on various levels, and acting in multiple roles, both individually and interlinked with others. After an introduction that outlines the foundations of this three-dimensional framework, the chapters focus on different roles and skills associated with evolving as a digital scholar. There is the author, who writes highly specialised texts for expert peers; the storyteller, who crafts accessible narratives for a broader audience in the form of blogs or podcasts; the creator, who uses graphics, audio, and video to motivate audiences to delve deeper into the material; the integrator, who develops and curates multimedia artefacts, disseminating them through channels such as websites, webinars, and open source repositories; and finally the networker, who actively triggers interaction via social media applications and online learning communities. Additionally, the final chapters offer a blueprint for the future digital scholar as a professional learner and as a “change agent” who is open to and actively pursues innovation. This book is a guide for those willing to enhance their digital academic profile. It equips a broad readership with the skills and the mindset to harness new digital developments and navigate the ever-evolving digital age. It gives them some fundamentals to build upon, some pointers and indicators to move forward, and some critical insights to reflect on. In other words, this handbook gives the readers answers to how they can evolve as digital scholars. The emphasis of the book will be on higher education, and most of the book will concentrate on the specific academic context. Nevertheless, we argue that many more people could recognise themselves in what we present. We think of people involved in all kinds of teaching (like academic developers, trainers, instructors, coaches); people working in research institutions; those interested in thinking about their own work in terms of action research; or people with a mission in the (digital) society of today. Although our examples and good practices will mainly come from the academic world, we hope to inspire and get inspired by digital scholars outside academia. This book aims to be a handbook, i.e., in between a purely scientific and a merely popularising book. We describe the scientific basis, of course, in the style of a decent academic publication, but we do not overload the book with typical research-oriented references and footnotes. We hope you can appreciate our efforts to balance between a truly academic and a more informal, colloquial approach. When we sometimes tend to lean a little more to one side, that simply reflects how we live and work as individual digital scholars in diverse settings, flexible enough to adapt quickly and always professional to practise what we preach. We therefore start from our personal experiences in our own academic lives. We try to explain and illustrate the topics in a practical way so that a large variety of readers with different backgrounds and levels of knowledge find them interesting and handy, full of inspiring insights and examples to apply into their own practice and evolvement as digital scholars. And by the way: isn’t ‘a digital scholar’ someone who intrinsically mixes theory (scholar) and practice (digital)? Think about it!
Supporting the Development and Certification of the Digital Competences of Educators – EdDiCo
Project Ref: 2019-1-DE01-KA203-005070
This project has been funded with support from the European Commission. This website reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
