Activity 1 – Learning Design
The content creation for the course has been allocated to all participating organisations who will be bringing in their expertise and will be drawing on previous experiences. The course will enhance teachers’ knowledge and competences in relation to using digital technologies to support pedagogical, communicative, creative and collaborative activities. The teaching method will be based on problem-based activities where the participants will be offered with cases and a number of activities to be developed step by step until completing the tasks by offering solutions. The participants will be given the opportunity to interact with peers in an online forum to search for solutions and discuss the cases, but they will be also able to work at their own pace. The final evaluation is configured as test and peer and self assessment using worked examples (exemplary solutions) as well as learning design on own significant practices. Webinars and open networked activities in social networks will accompany the development of the first loop of MOOC implementation.
Activity 2 – Course Deployment
The learning environment offered by UOC, already consolidated, will be that of UOCx, that is, the portal for continuing training and professional development through advanced eLearning approaches. UOCx (UOC Extended Studies) follows the original UOC’s mission to promote technology enhanced learning experiences, throughout an inclusive and flexible approach. The target would include teachers engaged in field activities, but also a broader community of teachers interested on the topic.
The UOCx certifications would encompass an attractive strategy for learning recognition. The MOOC will be implemented in three several modules with their corresponding activities:
Concept of Critical Literacies: the several frameworks and the development of awareness relating a critical strategy in the digital society. Self & Peer-assessment on concepts.
Developing critical literacies at school: risks and potentialities of the digital environment.
a. Social Media
b. Datafied education – the new faces of the digital
c. Artificial Intelligence and education.
d. Digital environments for teaching and learning
Problem-solved approach, cases analysis, learning design.
Self and peer-assessment on assignments.
Building a professional community to support critical literacies: networking at school and beyond.
Discussion Forum or narrative exercise shared on social media.
Self and peer-assessment on discussions.
Activity 3 – Flexible, Self and Peer-Assessment approach
Along the way, the participants will be provided with a dashboard to self-regulate their own professional learning, comparing own performance in phases of development. Moreover, the participants will be provided with a space for reflection and self-evaluation on their own critical literacies as part of a reflective approach to professional development.
Finally as part of the self-regulated approach, the partners will achieve Open Digital Badges as part of diversified patterns of participation, engagement and productivity.
Activity 4 – User Test
The MOOC will be user-tested with the partner schools and once finalised it will be published as an Open Educational Resource (OER). Along the user test, the pedagogical hypothesis will be tested in terms of learners’ experience. The specific dimensions of this experience will be: effective knowledge and teaching competences connected to the critical digital literacy; ease of use/understanding;
enjoyment; intention of transfer to practice. The data collected will be shared openly in order to illustrate to other teachers the type of learner experience enjoyed by prior colleagues and the type of practices envisioned after the course.
Activity 5 – Publication of the MOOC
In conjunction with the overall dissemination plan the MOOC will be published on the project’s website and widely disseminated by all project partners.
Activity 1 – Learning Design