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Learning design blueprints COMO courses for 8 target groups
 

Learning design blueprints COMO courses for 8 target groups

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Learning design for (mobile) internet and web apps courses to be offered under a unique brand (COMO) by IT and ICT training centres and institutions, based on a franchising model (for nationwide ...

Learning design for (mobile) internet and web apps courses to be offered under a unique brand (COMO) by IT and ICT training centres and institutions, based on a franchising model (for nationwide outreach)

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    Learning design blueprints COMO courses for 8 target groups Learning design blueprints COMO courses for 8 target groups Document Transcript

    • Learning Design Blueprints Michael Paskevicius & Christian Zeininger November 2011IntroductionA new brand, and “Made in Mozambique”COMO feeds into an important national market niche as there is no single brand provider for trainingand education on mobile internet and web applications in Mozambique. Computer trainingbusinesses still provide today basically hard and software courses, like MS Windows-based ICDL-typecourses that address internet and online applications only marginally (2 out of 8 modules), oftenhampered by poor internet connectivity in their training facilities and of little practical use.Located in Beira, con.moz’s primary focus is on course development based on new technologies andinternet based applications, like mobile internet access (3G), cloud services and social networkingplatforms. The research centre takes advantage of open platforms, open educational resources andthe collaborative web, while adopting an approach of local research involving students andacademics to assure high relevancy in real-life contexts.A second key issue is to make internet and web application based courses available to the majority ofpeople becoming exposed on a daily basis to new technologies. Access at nationwide scale will beprovided by local “classical” computer education businesses, whereas the COMO brand stands forquality, relevance and a sustainable business support model.Franchising: Innovation and quality for outreach and business developmentThe franchising business model links education with business, combining a maximum outreach withthe local presence and experience of private “classical” computer training businesses and public ICTtraining centers all over Mozambique. The registered con.moz brand is advertised nationwide andstands for quality & innovation, creating new business impulses, sustained income opportunities, andincreased competitiveness for franchising partners.The following eight course structure blueprints serve as orientation for target group tailored coursedesign, to be used by local computer training businesses offering innovative courses by transferringweb-based knowledge in standardised form and quality. In this respect, COMO courses are designedwith the intention that people from a wide range of communities and social backgrounds will benefitin their real-life context from learning about internet based applications.Blueprints for eight target group tailored course offerings INDIVIDUALS BUSINESSES EDUCATION SERIES (web tools) PROJECTS Entrepreneurs Educators Beginners Beginners SERIES (web tools) PROJECTS Employees/Staff Students Advanced Level Advanced LevelCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 1/35
    • To support a flexible, but tailored approach, COMO courses are structured in two types. Coursedurations are either 4-6 hours for short courses, and 10-20 hours for more comprehensive courses.Course curriculum is packaged into two hours chunks which can be delivered as the franchisingpartner deems appropriate for the local market.Each course is designed for an intended market segment; individuals, professionals and theeducation sector. It is intended that course instructors approach each segment uniquely (supportedby the respective course manual), knowing specifically their role in the learning process. Workingwith individuals may require a more leading role, while working with eductors and professionals mayinvolve a more supportive role.Blueprint # Name Duration Type 01 Technical course for beginner aimed at individuals 10-20 hours Series 02 Technical course for advanced aimed at individuals 4-6 hours Series 03 Problem based course for beginner aimed at individuals 4-6 hours Project 04 Problem based course for advanced aimed at individuals 10-20 hours Project 05 Business course aimed at entrepreneurs 10-20 hours Series 06 Business course aimed at staff 4-6 hours Series 07 Educational ICT courses for students 10-20 hours Series 08 Educational ICT courses for educators 10-20 hours SeriesThe following blueprints provide an overview of the structure for the eight initial course offerings.The blueprints provide the course designer with the course strategy and audience and will be used toform the curriculum. Each blueprint contains a section on: • An introduction to the course • A discussion of why these courses are needed? • Target audience • Tutor’s role • Prerequisite knowledge • The COMO theoretical base for each course • A discussion of the COMO theory of learning • Goal of courses / course objectives • Visual flowchart of activity • Assessment strategy • Suggested resourcesCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 2/35
    • Blueprint #01Technical courses for beginners aimed at individualsCourse duration: 5 day courses (2 hours per day)IntroductionTo benefit from the advances in technology, it is not enough to assume that creating enablingconditions will automatically change actions. In addition, the issue is not about “computer literacy”itself – though courses provided by almost all computer education businesses throughout thecountry focus primarily on technology based definitions, concepts, and skills. It is crucially, how thislearning fits into the wider social contexts of people’s everyday lives.Therefore, internet and web applications education and training has to be relevant for the specificsocial contexts and particular needs. What matters is what helps one in a particular situation. Specialattention is given to practically resolve a problem and benefit from its gains, linking existing internet-based services and web applications with the user’s situated context and needs. This in mind, thelearning experience should be dynamic and multi-faceted: resolving a problem, while working with avariety of latest devices, systems and applications that fit best to achieve a goal. Users focus on theirselected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, WindowsPhone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring byan experienced person, focus on a specific topic, and learning in small groups.In the Mozambican context, through there is wide coverage of internet, many do not use and benefitfrom it as in other countries. So the issue is not an issue of access, but an issue of social practicesand the knowledge required to harness new technologies. This course aims to educate courseparticipants on how to use ICT´s without previous experience and how to approach using newtechnologies to address specific needs in their real lives. This series of courses will explore howindividuals can use Facebook, access information and take advantage of Google services.Why are these courses needed?This course group intends to equip individuals with ICT knowledge already at their fingertips.Increasing bandwidth both mobile and fixed in addition to the range of new devices available exceedthe capacity for the majority of society to use and benefit from ICT. Traditional IT training coursesfocus on computer skills training. COMO courses offer training and practice working with newlyavailable cloud services, application and social networks. Using Facebook Accessing information Google ServicesIntroduction and setting up Different types of search GmailSetting up profile Finding specific information Google searchFinding your friend Using Wikipedia Google mapsPages and groups Searching for images and video Google documentsSecurity and privacyCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 3/35
    • Target audienceCourse participants should be familiar with the use of a cell phone, but may not yet have hadpersonal experience using mobile internet and web applications. They are interested and motivatedto use ICT’s to expand the range of options available and to come to better decisions for theirpersonal benefit.Tutor roleTutor takes a leading role and provides guided instruction to participants.Prerequisite knowledgeCourse participants must be at minimum literate in basic Portuguese.Localised theoretical baseAll COMO courses take into account the social, technical, financial and legal aspects of using newtechnologies. We briefly discuss how each of these is addressed in the text below.Social: Participants are introduced to new technologies to expand and enhance their social practices.A common theme in this course is the use of new technologies in innovative ways; to connect to newpeople, access and asses quality information on demand, and take advantage of web services offeredby Google. Participants recognise their opportunity to play a more active role in society and morespecifically the local context by embracing new technologies.Technical: Participants are exposed to and guided through using new technologies in order to reduceperceived technical barriers. The focus will be on exposing course participant to a range ofapplications for accessing information and applying this information in social context. Participantslearn about accessing and using information and web services and not using specific technicaldevices, thereby developing their technical literacy.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 4/35
    • Financial: Participants will explore the cost/benefit implications of using these new technologies.Courses will create awareness of the different data package offerings in Mozambique as well thecosts of doing specific activities using ICT. For instance, participants will be exposed to the costs ofdoing specific online activities, such as adding a photo to their Facebook account or downloading adocument. Participants will be equipped with the knowledge required to handle different data typesand their file sizes for specific purposes.Legal: Participants are made aware of online copyright, privacy and the legal implications oftransacting online. For this specific beginners group the various courses focus only on awareness ofthese issues.Socio-cultural theory of learningEffective teaching requires that scientific concepts be linked back to a student’s everyday empiricalknowledge in creative ways. The idea being is that the introduction of a scientific concept results incognitive change which enables the student to better understand and make sense of the worldaround them. Therefore, in order for a scientific concept to be useful to a student, it should havesome relevance in their everyday life.Activity settings are those actions and discussions which a teacher/instructor coordinates orfacilitates in order to lead to a group of students learning. COMO courses use joint productiveactivity in which all members of a learning activity engage in conversation, for it is through dialogueand interaction that learning can occur. By engaging in an “instructional conversation”, theteacher/instructor gives the learner an opportunity to express what they know and provideresponsive adjustments in the form of assisted performance. The design and application of activitysettings which employ the instructional conversation aim to narrow the power distance betweenlearner and teacher/instructor as the course participant is given a voice and opportunity to expressthemselves freely. The participant’s active voice is a requirement for the instructional conversationto exist.Goal of courses / course objectivesThe following course group objectives are derived from the social, technical, financial and legalframework unique for each COMO course. Course objectives shall be further localized for eachtheme in this category in the individual curriculum documents.The participants have: • Created and personalized their online identity and understand the implications of maintaining such an identify; • Learned to access, asses, combine and make use of online information and realize the value of contextually relevant information; • Explored a selection of Google services and have a sense of how they may apply the tools in their real life; • Improved their technical literacy and experienced a range of applications; • Understood the cost/benefit implications of using new technologies for resolving their issues; • Been exposed to the legal implications of maintaining an online social presence and accessing information online.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 5/35
    • Flowchart of activityThe following flowchart was designed using Compendium Learning Design toolkit developed at theOpen University in the UK. The learning design toolkit is used to in order to make use of existinglearning design specifications and visually define the flow of this course module.Assessment strategyAlthough the focus of this course group is on solving real world problems assessments may beconducted using self assessment during the course and through engagement with the con.mozwebsite.Suggested resourcesAll resources used in COMO courses are available as open educational resources (OER) shared underopen licenses such as Creative Commons (CC).Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarterPublishing, January 2011. Available online under a Creative Commons BY-NC license.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 6/35
    • Blueprint #02 Technical courses for advanced aimed at individuals Course duration: 2 day courses (4-6 hours) Introduction To benefit from the advances in technology, it is not enough to assume that creating enabling conditions will automatically change actions. In addition, the issue is not about “computer literacy” itself – though courses provided by almost all computer education businesses throughout the country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this learning fits into the wider social contexts of people’s everyday lives. Therefore, internet and web applications education and training has to be relevant for the specific social contexts and particular needs. What matters is what helps one in a particular situation. Special attention is given to practically resolve a problem and benefit from its gains, linking existing internet- based services and web applications with the user’s situated context and needs. This in mind, the learning experience should be dynamic and multi-faceted: resolving a problem, while working with a variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad, Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by an experienced person, focus on a specific topic, and learning in small groups. In the Mozambican context, through there is wide coverage of internet, many do not use and benefit from it as in other countries. So the issue is not an issue of access, but an issue of social practices and the knowledge required to harness new technologies. This series of courses will cover how individuals can explore some of Facebook’s more advanced features, aspects of personal branding and how to approach selecting the right 3G device. Why are these courses needed? This course group intends to equip individuals who already have some ICT experienced with more advanced knowledge. Increasing bandwidth both mobile and fixed in addition to the range of new devices available exceed the capacity for the majority of society to use and benefit from ICT. Traditional IT training courses focus on computer skills training. COMO courses offer training and practice working with newly available cloud services, application and social networks. This course provides a theoretical base with which participants can further their existing use. Facebook advanced Personal branding Selecting the right 3G deviceEnhancing your profile Introduction to the social web History of computing (Facebook, Linkedin, Google+)Joining groups Understanding personal Smartphones websitesCreating or joining events Connecting your web presence PadsFacebook messaging system Social communications Mobile PC’s COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 7/35
    • Target audienceCourse participants should be quite familiar with the use of a cell phone and have personalexperience using mobile internet and web applications. They are interested and motivated to useICT’s to expand the range of options available and to develop a more sophisticated use oftechnology.Tutor roleTutor takes a leading role and provides guided instruction to participants.Prerequisite knowledgeCourse participants must be at minimum literate in basic Portuguese. It would be advantageous forstudents to have previously taken some kind of computer course and have used the internetpreviously. Participants who have previously taken the COMO beginners technical course will bereadily equipped for this course.Localised theoretical baseAll COMO courses take into account the social, technical, financial and legal aspects of using newtechnologies. We briefly discuss how each of these are addressed in the text below.Social: Participants are introduced to new technologies to expand and enhance their social practices.Participants will be given the knowledge to be visible and active producers of content using newmedia. The advanced course assists participants in creating and managing their digital identity onlinewhich is self promoting and contributes to the knowledge economy.Technical: Participants are equipped with the knowledge to asses the theoretical connectionsbetween various technologies. Thereby they can make more explicit decisions around whichtechnologies they chose to use and how they use them. They are introduced to the fast growingmarket of web applications and are in a position to select and harness useful applications in theircontext.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 8/35
    • Financial: Participants will explore the cost/benefit implications of using these new technologies.The course will create awareness of the different data package offerings in Mozambique as well thecosts of doing specific activities using ICT. As the course participants are expected to be internetsuper-users, a discussion of selecting a proper data package will accompany each course.Legal: Participants are made aware of online copyright, privacy and the legal implications oftransacting online. Participants will also be introduced to alternative copyright mechanisms such asCreative Commons (CC), Open Source Software (OSS) and Open Access (OA) research.Socio-cultural theory of learningEffective teaching requires that scientific concepts be linked back to a student’s everyday empiricalknowledge in creative ways. The idea being that the introduction of a scientific concept results incognitive change which enables the student to better understand and make sense of the worldaround them. Therefore, in order for a scientific concept to be useful to a student it should havesome relevance in their everyday life.Activity settings are those actions and discussions which a teacher coordinates or facilitates in orderto lead to a group of students learning. COMO courses use joint productive activity in which allmembers of a learning activity engage in conversation, for it is through dialogue and interaction thatlearning can occur. By engaging in an “instructional conversation”, the teacher gives the learner anopportunity to express what they know and provide responsive adjustments in the form of assistedperformance. The design and application of activity settings which employ the instructionalconversation aim to narrow the power distance between student and teacher as the student is givena voice and opportunity to express themselves freely. The student’s active voice is a requirement forthe instructional conversation to exist.Goal of courses / course objectivesThe following course group objectives are derived from the social, technical, financial and legalframework unique for each COMO course. Course objectives shall be further localized for eachtheme in this category in the individual curriculum documents.The participants have: • Understood the potential value of Facebook and social networks and have control over their online social presence; • Understood personal branding as a means for self promotion to increase social capital and visibility; • Explored various mobile technologies and applications, understand the similarities and differences between them, and are in a more informed position to personally use and benefit from them; • Understood the advanced cost/benefit implications of using new technologies for resolving their issues; • Been exposed to the legal implications of maintaining an online social presence, accessing information online and alternative copyright models.Flowchart of activityCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 9/35
    • The following flowchart was designed using Compendium Learning Design toolkit developed at theOpen University in the UK. The learning design toolkit is used to in order to make use of existinglearning design specifications and visually define the flow of this course module.Assessment strategyAlthough the focus of this course group is on solving real world problems assessments may beconducted using self assessment during the course and through engagement with the con.mozwebsite.Suggested resourcesAll resources used in COMO courses are available as open educational resources (OER) shared underopen licenses such as Creative Commons (CC).Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarterPublishing, January 2011. Available online under a Creative Commons BY-NC license.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 10/35
    • Blueprint #03Problem based courses for beginners aimed at individualsCourse duration: 1 – 2 day courses (4-6 hours)IntroductionTo benefit from the advances in technology, it is not enough to assume that creating enablingconditions will automatically change actions. In addition, the issue is not about “computer literacy”itself – though courses provided by almost all computer education businesses throughout thecountry focus primarily on technology based definitions, concepts, and skills. It is crucially, how thislearning fits into the wider social contexts of people’s everyday lives.Therefore, internet and web applications education and training has to be relevant for the specificsocial contexts and particular needs. What matters is what helps one in a particular situation. Specialattention is given to practically resolve a problem and benefit from its gains, linking existing internet-based services and web applications with the user’s situated context and needs. This in mind, thelearning experience should be dynamic and multi-faceted: resolving a problem, while working with avariety of latest devices, systems and applications that fit best to achieve a goal. Users focus on theirselected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, WindowsPhone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring byan experienced person, focus on a specific topic, and learning in small groups.In the Mozambican context, through there is wide coverage of internet, many do not use and benefitfrom it as in other countries. So the issue is not an issue of access, but an issue of social practicesand the knowledge required to harness new technologies. This course aims to educate courseparticipants on using ICT´s without previous experience. Participants are exposed to techniques forapproaching new technologies to address specific issues and needs in their lives. This course groupwill explore how ICT can be used in practical social situations, such as taking a trip, looking for studyoptions, organizing an event using social media or creating their own blog.Why are these courses needed?At a beginners level this course group aims to enable participants to reflect on how they might makeuse of ICT to solve practical real life issues. In contrast to COMO’s other course offering, the problembased approach starts with real issues, for example travelling to a new city, or exploring options forhigher education. The problem based approach attempts to broaden participants’ horizon andexpand the possibilities available to them. Best practice is shared through case studies and exampleson how ICT may be applied to these practical everyday problems.Target audienceCourse participants should be familiar with the use of a cell phone, but may not yet have hadpersonal experience using mobile internet and web applications. They are interested and motivatedto use ICT’s to expand the range of options available and to come to better decisions for theirpersonal benefit.Tutor roleCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 11/35
    • Tutor must prepare and foster activity settings based on real world problems which engage andexcite participants. The tutor must be knowledgeable and enthusiastic about the problem to bediscussed in the course. The tutor applies takes on the role of presenter or story teller, engaging theparticipants as the problem is discussed.Prerequisite knowledgeCourse participants must be at minimum literate in basic Portuguese.Localised theoretical baseAll COMO courses take into account the social, technical, financial and legal aspects of using newtechnologies. We briefly discuss how each of these is addressed in the text below.Social: This course explores new ways of solving existing problems using ICT’s. Participants aretrained on how to access information on demand to increase their knowledge base hopefully leadingto more informed social practices (innovation and change for social inclusion)Technical: Participants are exposed to new technologies in order to reduce perceived barriers of adigital world. The focus will be on exposing course participant to a range of devices for accessinginformation and applying this information in social context. Participants learn about accessinginformation and not using specific technical devices, thereby increasing their technical literacy.Financial: Participants will explore the cost/benefit implications of using new technologies. Thecourses will create awareness of the different data package offering in Mozambique as well the costof doing specific activities using ICT. The knowledge and application of new technologies will helpreduce traditional transaction costs; for instance, physically gathering information from economiccentres as opposed to using ICT’s to access e-resources and e-services.Legal: Participants are made aware of online copyright, privacy and the legal implications oftransacting online. For this specific beginners group the various courses focus only on awareness ofthese issues.Socio-cultural theory of learningCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 12/35
    • Effective teaching requires that scientific concepts be linked back to a student’s everyday empiricalknowledge in creative ways. The idea being that the introduction of a scientific concept results incognitive change which enables the student to better understand and make sense of the worldaround them. Therefore, in order for a scientific concept to be useful to a student it should havesome relevance in their everyday life.Activity settings are those actions and discussions which a teacher coordinates or facilitates in orderto lead to a group of students learning. COMO courses use joint productive activity in which allmembers of a learning activity engage in conversation, for it is through dialogue and interaction thatlearning can occur. By engaging in an “instructional conversation”, the teacher gives the learner anopportunity to express what they know and provide responsive adjustments in the form of assistedperformance. The design and application of activity settings which employ the instructionalconversation aim to narrow the power distance between student and teacher as the student is givena voice and opportunity to express themselves freely. The student’s active voice is a requirement forthe instructional conversation to exist.Goal of courses / course objectivesThe following course group objectives are derived from the social, technical, financial and legalframework unique for each COMO course. Course objectives shall be further localized for eachtheme in this category in the individual curriculum documents.The participants have: • Explored some practical examples of approaching everyday problems using ICT’s; • Improved their technical literacy and are experienced and aware of the range of devices; • Understood the cost benefit implications of using new technologies for resolving their issues; • Reflected on making appropriate decisions and understand their engagement with society for sustained benefits; • Been made aware of the legal implications of transacting and staying safe online.Flowchart of activityThe following flowchart was designed using Compendium Learning Design toolkit developed at theOpen University in the UK. The learning design toolkit is used to in order to make use of existinglearning design specifications and visually define the flow of this course module.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 13/35
    • Assessment strategyAlthough the focus of this course group is on solving real world problems assessments may beconducted using self and peer assessment during the course and through engagement with theconmoz website.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 14/35
    • Blueprint #04Problem based courses for advanced aimed at individualsCourse duration: 5 day courses (2 hours per day)IntroductionTo benefit from the advances in technology, it is not enough to assume that creating enablingconditions will automatically change actions. In addition, the issue is not about “computer literacy”itself – though courses provided by almost all computer education businesses throughout thecountry focus primarily on technology based definitions, concepts, and skills. It is crucially, how thislearning fits into the wider social contexts of people’s everyday lives.Therefore, internet and web applications education and training has to be relevant for the specificsocial contexts and particular needs. What matters is what helps one in a particular situation. Specialattention is given to practically resolve a problem and benefit from its gains, linking existing internet-based services and web applications with the user’s situated context and needs. This in mind, thelearning experience should be dynamic and multi-faceted: resolving a problem, while working with avariety of latest devices, systems and applications that fit best to achieve a goal. Users focus on theirselected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, WindowsPhone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring byan experienced person, focus on a specific topic, and learning in small groups.In the Mozambican context, through there is wide coverage of internet, many do not use and benefitfrom it as in other countries. So the issue is not an issue of access, but an issue of social practicesand the knowledge required to harness new technologies. This course group aims to educate courseparticipants on how to use and apply ICT´s to address specific needs in their real lives. Whereas thebeginners course provides a first contact and overview of these issues, the advanced course providesmore sophisticated hands on techniques in approaching practical social situations, such as taking atrip, looking for study options, market research, organizing an event using social media or creatingtheir own blog.Why are these courses needed? At an advanced level this course group aims to support participants as they practice using ICT tosolve real life issues. In contrast to COMO’s other course offering, the problem based approachstarts with real issues, for example travelling to a new city, or exploring options for higher education.The problem based approach attempts to broaden participants’ horizon and expand the possibilitiesavailable to them. Participants leave with the capability of thinking and applying ICT in innovativeways on a day to day basis and the technical ability to begin applying ICT in their daily lives.Target audienceCourse participants should be familiar with computers and mobile devices. They should beinterested and motivated to use ICT’s to expand the range of options available and to come to bettermore informed decisions for their personal benefit.Tutor roleCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 15/35
    • Tutor must prepare and foster activity settings based on real world problems which engage andexcite participants. The tutor must be knowledgeable and enthusiastic about the problem to bediscussed in the course. The tutor guides the course of activity and acts as moderator.Prerequisite knowledgeParticipants who have taken a beginners course in computing would be at an advantage.Localised theoretical baseAll COMO courses take into account the social, technical, financial and legal aspects of using newtechnologies. We briefly discuss how each of these is addressed in the text below.Social: Participants expand their knowledge and explore creative ways of applying ICT’s to solveproblems in their everyday lives. These courses give participants an opportunity to practice in depththe application of ICT’s in relation to real world problems.Technical: Participants are exposed to new ways of employing technologies and become familiarwith trends in ICT. A focus on the processes involved with using technologies is made explicit andparticipants gain an advanced level of technical literacy on a range of devices.Financial: Participants will explore the cost benefit implications of using new technologies. Thecourses will create awareness of the different data package offerings in Mozambique as well thecosts of doing specific activities using ICT. The knowledge and application of new technologies willhelp reduce traditional transaction costs; for instance, physically gathering information fromeconomic centres as opposed to using ICT’s to access e-resources and e-services.Legal: Participants are made aware of online copyright, privacy and the legal implications oftransacting online. Participants will also be introduced to alternative copyright mechanisms such asCreative Commons, Open Source Software and Open Access research.Socio-cultural theory of learningCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 16/35
    • Effective teaching requires that scientific concepts be linked back to a student’s everyday empiricalknowledge in creative ways. The idea being that the introduction of a scientific concept results incognitive change which enables the student to better understand and make sense of the worldaround them. Therefore, in order for a scientific concept to be useful to a student it should havesome relevance in their everyday life.Activity settings are those actions and discussions which a teacher coordinates or facilitates in orderto lead to a group of students learning. COMO courses use joint productive activity in which allmembers of a learning activity engage in conversation, for it is through dialogue and interaction thatlearning can occur. By engaging in an “instructional conversation”, the teacher gives the learner anopportunity to express what they know and provide responsive adjustments in the form of assistedperformance. The design and application of activity settings which employ the instructionalconversation aim to narrow the power distance between student and teacher as the student is givena voice and opportunity to express themselves freely. The student’s active voice is a requirement forthe instructional conversation to exist.Goal of courses / course objectivesThe following course group objectives are derived from the social, technical, financial and legalframework unique for each COMO course. Course objectives shall be further localized for eachtheme in this category in the individual curriculum documents.The participants have: • Explored and practiced in depth some applications of using ICT in addressing their issues; • Developed a culture of digital literacy and can apply ICT’s in innovative ways; • Accessed and assessed market research and are able to use it to their advantage in their context; • Become capable of sharing and promoting their personal issues, culture and ideas using new technologies to a wider audience; • Understood the cost benefit implications of using new technologies for resolving their issues; • Been exposed to the legal implications of maintaining an online social presence and accessing information online and explored alternative copyright models.Flowchart of activityThe following flowchart was designed using Compendium Learning Design toolkit developed at theOpen University in the UK. The learning design toolkit is used to in order to make use of existinglearning design specifications and visually define the flow of this course module.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 17/35
    • Assessment strategyAlthough the focus of this course group is on solving real world problems assessments may beconducted using self and peer assessment during the course and through engagement with theconmoz website.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 18/35
    • Blueprint #05Business courses aimed at entrepreneursCourse duration: 5 day courses (2 hours per day)IntroductionTo benefit from the advances in technology, it is not enough to assume that creating enablingconditions will automatically change actions. In addition, the issue is not about “computer literacy”itself – though courses provided by almost all computer education businesses throughout thecountry focus primarily on technology based definitions, concepts, and skills. It is crucially, how thislearning fits into the wider social contexts of people’s everyday lives.Therefore, internet and web applications education and training has to be relevant for the specificsocial contexts and particular needs. What matters is what helps one in a particular situation. Specialattention is given to practically resolve a problem and benefit from its gains, linking existing internet-based services and web applications with the user’s situated context and needs. This in mind, thelearning experience should be dynamic and multi-faceted: resolving a problem, while working with avariety of latest devices, systems and applications that fit best to achieve a goal. Users focus on theirselected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, WindowsPhone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring byan experienced person, focus on a specific topic, and learning in small groups.In the Mozambican context, through there is wide coverage of internet, many do not use and benefitfrom it as in other countries. So the issue is not an issue of access, but an issue of social practicesand the knowledge required to harness new technologies. This series of courses will introduceprofessionals to using smart phones for business, managing their individual web presence and e-marketing.Why are these courses needed?Entrepreneur and management staff can benefit tremendously from the effective use of ICT. Be it onthe road, in the office, at a meeting, or overseas; technologies exist with which to help us stayconnected, informed and in control of our business. This course group gives participants tools totake up their stake in industry, as well as increase productivity and competitiveness. Using smart phones in your business Managing your web presence Introduction to e-MarketingUsing your personal organiser Introduction to Facebook Introduction to e-MarketingMobile business communication Introduction to LinkedIn Online advertisingMobile information access Understanding websites Web analyticsWeb apps for business Connecting your web presence Mobile marketingCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 19/35
    • Target audienceCourse participants should be formal or informal entrepreneurs or managers in small cooperative,public and private enterprises. Participants should be familiar with new technologies and beinterested and motivated to use ICT’s to expand the range of options available and to come to betterdecisions for their personal and organisational benefit. Participants should have experience usingmobile phones in their business.Tutor roleThe tutor is aware and respects the entrepreneurial experiences of participants. The tutor providesthe technical expertise which may be applied to the participants’ contextually sensitive issues.Throughout the course the tutor actively maintains individuals’ progress to ensure each participant isgetting the technical support needed.Prerequisite knowledgeThere are no formal perquisites, however participants should have entrepreneurial or leadershipexperience.Localised theoretical baseAll COMO courses take into account the social, technical, financial and legal aspects of using newtechnologies. We briefly discuss how each of these is addressed in the text below.Social: Managers and entrepreneurs can now reach a much wider audience using the social web.This course group explores how to maintain a digital presence for individuals and businesses. Thesetools put participants in a position to enhance internal communication, transparency, and knowledgemanagement in their professional lives.Technical: Participants are exposed to new business technologies in order to increase opportunitiesoperating within a digitalized and globalised world. Participants are exposed to the skills andknowledge required for using new technologies and their applications in a more globalisedCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 20/35
    • environment, all the while keeping in mind the local Mozambican context. These technologies canbe applied on both a personal and organisational level.Financial: The specific focus of this course will be on productivity and competitiveness through therange of technological solutions.Legal: Participants are made aware of the legal and intellectual implications of transacting andpresenting themselves online. Additionally they are presented with the range of e-resources nowavailable for use by entrepreneurs and organizations to enhance their success.Socio-cultural theory of learningEffective teaching requires that scientific concepts be linked back to a student’s everyday empiricalknowledge in creative ways. The idea being that the introduction of a scientific concept results incognitive change which enables the student to better understand and make sense of the worldaround them. Therefore, in order for a scientific concept to be useful to a student it should havesome relevance in their everyday life.Activity settings are those actions and discussions which a teacher coordinates or facilitates in orderto lead to a group of students learning. COMO courses use joint productive activity in which allmembers of a learning activity engage in conversation, for it is through dialogue and interaction thatlearning can occur. By engaging in an “instructional conversation”, the teacher gives the learner anopportunity to express what they know and provide responsive adjustments in the form of assistedperformance. The design and application of activity settings which employ the instructionalconversation aim to narrow the power distance between student and teacher as the student is givena voice and opportunity to express themselves freely. The student’s active voice is a requirement forthe instructional conversation to exist.Goal of courses / course objectivesThe following course group objectives are derived from the social, technical, financial and legalframework unique for each COMO course. Course objectives shall be further localized for eachtheme in this category in the individual curriculum documents.The participants have: • Realized the potential of new technologies as a gateway to the information economy and how this may be used in their business context; • Improved their online communication skills and understood how to effectively communicate using new technologies; • Explored best practices in e-marketing and online customer engagement; • Improved their technical literacy and are aware of the range of devices available for business communication; • Reflected on the financial implications in using new technologies for productivity and competitiveness; • Become aware of online intellectual property rights, privacy as well as the opportunities afforded by the open internet in sharing information and knowledge.Flowchart of activityCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 21/35
    • The following flowchart was designed using Compendium Learning Design toolkit developed at theOpen University in the UK. The learning design toolkit is used to in order to make use of existinglearning design specifications and visually define the flow of this course module.Assessment strategyThis course is intended to inspire continual learning in line with rapid technological developments forleadership and competiveness of individuals.Suggested resourcesAll resources used in COMO courses are available as open educational resources shared under openlicenses such as Creative Commons.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 22/35
    • Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarterPublishing, January 2011. Available online under a Creative Commons BY-NC license.Stokes, R. (2008) eMarketing: The essential guide to online marketing. Quirk eMarketing. Availableonline under a Creative Commons BY-NC-ND license.Trengove Jones, A., Malczyk, A. & Beneke, J. (2011) Internet Marketing. GetSmarter Publishing.Available online under a Creative Commons BY-NC license.To benefit from the advances in technology, it is not enough to assume that creating enablingconditions will automatically change actions. In addition, the issue is not about “computer literacy”itself – though courses provided by almost all computer education businesses throughout thecountry focus primarily on technology based definitions, concepts, and skills. It is crucially, how thislearning fits into the wider social contexts of people’s everyday lives.Therefore, internet and web applications education and training has to be relevant for the specificsocial contexts and particular needs. What matters is what helps one in a particular situation. Specialattention is given to practically resolve a problem and benefit from its gains, linking existing internet-based services and web applications with the user’s situated context and needs. This in mind, thelearning experience should be dynamic and multi-faceted: resolving a problem, while working with avariety of latest devices, systems and applications that fit best to achieve a goal. Users focus on theirselected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, WindowsPhone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring byan experienced person, focus on a specific topic, and learning in small groups.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 23/35
    • Blueprint #06Business courses aimed at staffCourse duration: 2 day courses (4-6 hours)IntroductionTo benefit from the advances in technology, it is not enough to assume that creating enablingconditions will automatically change actions. In addition, the issue is not about “computer literacy”itself – though courses provided by almost all computer education businesses throughout thecountry focus primarily on technology based definitions, concepts, and skills. It is crucially, how thislearning fits into the wider social contexts of people’s everyday lives.Therefore, internet and web applications education and training has to be relevant for the specificsocial contexts and particular needs. What matters is what helps one in a particular situation. Specialattention is given to practically resolve a problem and benefit from its gains, linking existing internet-based services and web applications with the user’s situated context and needs. This in mind, thelearning experience should be dynamic and multi-faceted: resolving a problem, while working with avariety of latest devices, systems and applications that fit best to achieve a goal. Users focus on theirselected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, WindowsPhone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring byan experienced person, focus on a specific topic, and learning in small groups.In the Mozambican context, through there is wide coverage of internet, many do not use and benefitfrom it as in other countries. So the issue is not an issue of access, but an issue of social practicesand the knowledge required to harness new technologies. This series of courses will exploremethods in effective communication, cloud computing and an introduction to e-marketing.Why are these courses needed?Staff at all levels can benefit tremendously from the effective use of ICT. With increased regionalintegration service delivery and customer relations management becomes crucial for successfulbusinesses. This course group gives participants the tools with which to effectively use ICT inindustry. With organizations expanding and relocating domestically, corporate communicationsbecomes central to competitiveness. The focus of this series of courses is on communication,collaboration and customer relations management.Effective communication Cloud computing Introduction to e-MarketingIntroduction to social media Introduction to Google Docs Introduction to e-MarketingEmail Cloud storage Online advertisingSocial analytics Real time collaboration Web analyticsBest practices for online Mobile marketingcommunication Efficiency in customer serviceCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 24/35
    • Target audienceCourse participants are residentially employed in small and medium sized public and privateenterprises or may be travelling salespeople and service staff. Participants should be familiar withnew technologies and be interested and motivated to use ICT’s to expand the range of optionsavailable and to come to better decisions for organisational benefit. Participants should haveexperience using computers and/or mobile phones in their business.Tutor roleTutor must be informed of the participants’ organizational background and business focus andprovides technical expertise.Prerequisite knowledgeParticipants should have completed grade 10 and be employed in industry.Localised theoretical baseAll COMO courses take into account the social, technical, financial and legal aspects of using newtechnologies. We briefly discuss how each of these is addressed in the text below.Social: This course group will equip people working in the service industry with the latest technicalskill and the associated knowledge required to put ICT to use in their professional context. Throughthe applied use of these technologies it is intended that staff become better motivated to beeffective communicators in their workplace setting. Both internal and external relationsmanagement are covered and explored, the latter seeks to address travelling sales and service staff.Participants gain competitive advantage as individuals with innovative techniques to improvecommunication, work collaboratively, and use innovative sales and marketing strategies.Technical: Participants are exposed to new business technologies in order to increase opportunitiesoperating within a digitalized and globalised world. Participants are informed of the skills andknowledge regarding new technologies, all the while keeping in mind the company’s success withinCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 25/35
    • the local Mozambican context. These technologies can be applied on both a personalised andorganisational level.Financial: The specific focus of this course will be on cost effectiveness through the efficient use ofnew technologies.Legal: Participants are made aware of the legal and intellectual implications of transacting andpresenting themselves online. Additionally they are presented with the range of e-resources nowavailable for use by organizations to enhance their success.Socio-cultural theory of learningEffective teaching requires that scientific concepts be linked back to a student’s everyday empiricalknowledge in creative ways. The idea being that the introduction of a scientific concept results incognitive change which enables the student to better understand and make sense of the worldaround them. Therefore, in order for a scientific concept to be useful to a student it should havesome relevance in their everyday life.Activity settings are those actions and discussions which a teacher coordinates or facilitates in orderto lead to a group of students learning. COMO courses use joint productive activity in which allmembers of a learning activity engage in conversation, for it is through dialogue and interaction thatlearning can occur. By engaging in an “instructional conversation”, the teacher gives the learner anopportunity to express what they know and provide responsive adjustments in the form of assistedperformance. The design and application of activity settings which employ the instructionalconversation aim to narrow the power distance between student and teacher as the student is givena voice and opportunity to express themselves freely. The student’s active voice is a requirement forthe instructional conversation to exist.Goal of courses / course objectivesThe following course group objectives are derived from the social, technical, financial and legalframework unique for each COMO course. Course objectives shall be further localized for eachtheme in this category in the individual curriculum documents.The participants have: • Improved their online communication skills and understand how new technology relates to effective communication; • Realized the potential of cloud computing and working with real-time collaborative documents and have reflected on how this may be used in their business context; • Understood best practice in the use of e-marketing for online and mobile customer engagement; • Improved their technical literacy and are aware of the range of devices available for business communication; • Reflected on the implications in using new technologies for effectiveness and efficiency; • Become aware of online intellectual property rights, privacy as well as the opportunities afforded by the open internet in sharing information and knowledge.Flowchart of activityCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 26/35
    • The following flowchart was designed using Compendium Learning Design toolkit developed at theOpen University in the UK. The learning design toolkit is used to in order to make use of existinglearning design specifications and visually define the flow of this course module.Assessment strategyThis course group is intended to inspire continual learning in line with rapid technologicaldevelopments for leadership and competitiveness of individuals.Suggested resourcesAll resources used in COMO courses are available as open educational resources shared under openlicenses such as Creative Commons.Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarterPublishing, January 2011. Available online under a Creative Commons BY-NC license.Stokes, R. (2008) eMarketing: The essential guide to online marketing. Quirk eMarketing. Availableonline under a Creative Commons BY-NC-ND license.Trengove Jones, A., Malczyk, A. & Beneke, J. (2011) Internet Marketing. GetSmarter Publishing.Available online under a Creative Commons BY-NC license.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 27/35
    • Blueprint #07Educational ICT courses for studentsCourse duration: 5 day courses (2 hours per day)IntroductionTo benefit from the advances in technology, it is not enough to assume that creating enablingconditions will automatically change actions. In addition, the issue is not about “computer literacy”itself – though courses provided by almost all computer education businesses throughout thecountry focus primarily on technology based definitions, concepts, and skills. It is crucially, how thislearning fits into the wider social contexts of people’s everyday lives.Therefore, internet and web applications education and training has to be relevant for the specificsocial contexts and particular needs. What matters is what helps one in a particular situation. Specialattention is given to practically resolve a problem and benefit from its gains, linking existing internet-based services and web applications with the user’s situated context and needs. This in mind, thelearning experience should be dynamic and multi-faceted: resolving a problem, while working with avariety of latest devices, systems and applications that fit best to achieve a goal. Users focus on theirselected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, WindowsPhone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring byan experienced person, focus on a specific topic, and learning in small groups.In the Mozambican context, through there is wide coverage of internet, many do not use and benefitfrom it as in other countries. So the issue is not an issue of access, but an issue of social practicesand the knowledge required to harness new technologies. This series of courses will explore howindividuals can conduct online research, use online cloud storage for media and use Facebook ineducation.Why are these courses needed?Taking the current demographic trends into consideration, the academic success of young people insecondary and higher education represents a key issue for socioeconomic development. Coursesenable participants to access global knowledge as well as make their own contribution to knowledge.Participants gain new experiences and competencies, helping them on their path to become aprofessional. The COMO courses seek to compliment the theory oriented knowledge taught ingeneral education. Conduct online research Cloud storage Facebook in educationFinding scholarly material Introduction to the cloud Introduction to Facebook inonline educationGoogle Scholar Google Docs/Office 365 Academic groupsWikipedia Sharing pictures online Connecting globally – international study groupsAssessing quality of online Interacting in the cloudresourcesBookmarking and saving yourresearch onlineCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 28/35
    • Target audienceCourse participants should be enrolled in secondary or higher education and have experienceworking with computers or mobile devices on a regular basis.Tutor roleTutor takes a leading role and provides guided instruction to participants.Prerequisite knowledgeIt would be advantageous for students to have previously taken some kind of computer course andhave used the internet. It is not necessary to be an IT student, as this course group is relevant for allacademic disciplines.Localised theoretical baseAll COMO courses take into account the social, technical, financial and legal aspects of using newtechnologies. We briefly discuss how each of these is addressed in the text below.Social: This course group focuses on using ICT for academic activities to achieve better results.Participants are equipped with techniques for improving their knowledge base and research skills.Participants will become more confident in their ability to find scholarly information and areprepared to apply it in their context.Technical: Participants are exposed to best practices in conducting research in an ICT enabled world.They are equipped with the knowledge to asses the theoretical connections between varioustechnologies and sources of information.Financial: Participants will explore the cost/benefit implications of using these new technologies.The knowledge and application of new technologies will help reduce traditional transaction costs inconducting research. Participants will explore techniques for making use of cloud computing withoutactually owning a personal computer.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 29/35
    • Legal: Participants are made aware of online copyright, privacy and the legal implications oftransacting online. Participants will also be introduced to alternative copyright mechanisms such asCreative Commons, Open Source Software and Open Access research.Socio-cultural theory of learningEffective teaching requires that scientific concepts be linked back to a student’s everyday empiricalknowledge in creative ways. The idea being that the introduction of a scientific concept results incognitive change which enables the student to better understand and make sense of the worldaround them. Therefore, in order for a scientific concept to be useful to a student it should havesome relevance in their everyday life.Activity settings are those actions and discussions which a teacher coordinates or facilitates in orderto lead to a group of students learning. COMO courses use joint productive activity in which allmembers of a learning activity engage in conversation, for it is through dialogue and interaction thatlearning can occur. By engaging in an “instructional conversation”, the teacher gives the learner anopportunity to express what they know and provide responsive adjustments in the form of assistedperformance. The design and application of activity settings which employ the instructionalconversation aim to narrow the power distance between student and teacher as the student is givena voice and opportunity to express themselves freely. The student’s active voice is a requirement forthe instructional conversation to exist.Goal of courses / course objectivesThe following course group objectives are derived from the social, technical, financial and legalframework unique for each COMO course. Course objectives shall be further localized for eachtheme in this category in the individual curriculum documents.The participants have: • Explored new techniques for conducting research, assessing the quality of online content and bookmarking resources for access at any time; • Explored various cloud computing services, understand the similarities and difference between them, and are in a more informed position for personal use and benefit; • Reflected on ways of using Facebook academically and to improve their educational experiences; • Developed a technology identify in terms of their beliefs of their own skills and have motivation to learn more about technology; • Applied and realised the importance of new technologies in their academic success; • Understood the advanced cost benefit implications of using new technologies for resolving their issues; • Been exposed to the legal implications of maintaining an online social presence and accessing information online and explored alternative copyright models.Flowchart of activityThe following flowchart was designed using Compendium Learning Design toolkit developed at theOpen University in the UK. The learning design toolkit is used to in order to make use of existinglearning design specifications and visually define the flow of this course module.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 30/35
    • Assessment strategyAlthough the focus of this course group is on solving real world problems assessments may beconducted using self assessment during the course and through engagement with the con.mozwebsite.Suggested resourcesAll resources used in COMO courses are available as open educational resources shared under openlicenses such as Creative Commons.Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook.GetSmarterPublishing, January 2011. Available online under a Creative Commons BY-NC license.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 31/35
    • Blueprint #08Educational ICT courses for educatorsCourse duration: 5 day courses (2 hours per day)IntroductionTo benefit from the advances in technology, it is not enough to assume that creating enablingconditions will automatically change actions. In addition, the issue is not about “computer literacy”itself – though courses provided by almost all computer education businesses throughout thecountry focus primarily on technology based definitions, concepts, and skills. It is crucially, how thislearning fits into the wider social contexts of people’s everyday lives.Therefore, internet and web applications education and training has to be relevant for the specificsocial contexts and particular needs. What matters is what helps one in a particular situation. Specialattention is given to practically resolve a problem and benefit from its gains, linking existing internet-based services and web applications with the user’s situated context and needs. This in mind, thelearning experience should be dynamic and multi-faceted: resolving a problem, while working with avariety of latest devices, systems and applications that fit best to achieve a goal. Users focus on theirselected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, WindowsPhone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring byan experienced person, focus on a specific topic, and learning in small groups.In the Mozambican context, through there is a wide coverage of internet, many do not use andbenefit from it as in other countries. So the issue is not an issue of access, but an issue of socialpractices and the knowledge required to harness new technologies. This series of courses willexplore how educators can make use of open educational resources (OER), use Google Docs andexplore ways to innovatively use Facebook in education.Why are these courses needed?Educators play an incredibly important role in society, and thus must lead by example in theexemplary use of ICT’s. This course group explores leading trends in ICT enabled education andexposes educators to best practices with a contextually sensitive approach. Educators are able tocommunicate with one another as well as the global community of educators wanting to help oneanother. Specifically within Mozambique this course seeks to enable educators to use ICT to reachout and connect at a national level for continued capacity building. Open Educational Resources Google Docs Facebook in educationIntroduction open educational Introduction to documents in Introduction to Facebook inresources the cloud educationUsing OER in your class Google Docs/Office 365 Academic groupsImproving the relevance of Docs, spreadsheets and Connecting globally –your lessons presentations international study groupsSaving time with OER Collaborative documentsContributing to OERCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 32/35
    • Target audienceThis course is aimed at educators employed in secondary or higher education. However it could alsobe useful for educators and trainers in general for their own efficiency and effectiveness. Educatorsfrom all academic disciplines are welcome.Tutor roleThe tutor must provide space for educators to reflect on how ICT’S can be used in their practice andprovide technical expertise where required.Prerequisite knowledgeIt would be advantageous for participants to have previously taken some kind of computer courseand used the internet.Localised theoretical baseAll COMO courses take into account the social, technical, financial and legal aspects of using newtechnologies. We briefly discuss how each of these is addressed in the text below.Social: This course group focuses on using ICT’s for academic activities to provide better educationalexperiences. Educators in society are considered thought leaders and experts and thus should beskilled in the latest ICT applications. Participants are equipped with techniques for improving theirknowledge base and research skills. Participants will become more confident in their ability to findteaching materials and scholarly information and are prepared to apply it in educational context.Participants are also presented with novel techniques for engaging students using popular socialnetworks.Technical: Participants are exposed to best practices in using ICT in education. They are equippedwith the knowledge to asses the theoretical connections between various technologies and sourcesof information. The focus will be on exposing participants to the range of available technology andare prepared to be flexible in applying this in their local context.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 33/35
    • Financial: Participants will explore the cost/benefit implications of using these new technologies.The knowledge and application of new technologies will help reduce traditional transaction costs inconducting research.Legal: Participants are made aware of online copyright, privacy and the legal implications oftransacting online. Participants will also be introduced to alternative copyright mechanisms such asCreative Commons, Open Source Software and Open Access research.Socio-cultural theory of learningEffective teaching requires that scientific concepts be linked back to a student’s everyday empiricalknowledge in creative ways. The idea being that the introduction of a scientific concept results incognitive change which enables the student to better understand and make sense of the worldaround them. Therefore, in order for a scientific concept to be useful to a student it should havesome relevance in their everyday life.Activity settings are those actions and discussions which a teacher coordinates or facilitates in orderto lead to a group of students learning. COMO courses use joint productive activity in which allmembers of a learning activity engage in conversation, for it is through dialogue and interaction thatlearning can occur. By engaging in an “instructional conversation”, the teacher gives the learner anopportunity to express what they know and provide responsive adjustments in the form of assistedperformance. The design and application of activity settings which employ the instructionalconversation aim to narrow the power distance between student and teacher as the student is givena voice and opportunity to express themselves freely. The student’s active voice is a requirement forthe instructional conversation to exist.Goal of courses / course objectivesThe following course objectives are derived from the social, technical, financial and legal frameworkunique for each COMO course. Course objectives shall be further localized for each theme in thiscategory in the individual curriculum documents.The participants have: • Accessed the range of OER available and understand how they might be applied in their own teaching context; • Explored various cloud computing services, understand the similarities and difference between them, and are in a more informed position for personal use and benefit; • Reflected on ways of using Facebook academically to engage and improve educational experiences for their students; • Applied and realised the importance of new technologies in their academic and scientific careers; • Understood the advanced cost/benefit implications of using new technologies for resolving their issues; • Been exposed to the legal implications of maintaining an online social presence and accessing information online and explored alternative copyright models.Flowchart of activityCOMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 34/35
    • The following flowchart was designed using Compendium Learning Design toolkit developed at theOpen University in the UK. The learning design toolkit is used to in order to make use of existinglearning design specifications and visually define the flow of this course module.Assessment strategyAlthough the focus of this course group is on solving real life situations in classroom environment,assessments may be conducted using self assessment during the course and through engagementwith the con.moz website.Suggested resourcesAll resources used in COMO courses are available as open educational resources (OER) shared underopen licenses such as Creative Commons (CC).Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarterPublishing, January 2011. Available online under a Creative Commons BY-NC license.Iiyoshi, T & Kumar, MSV (Eds) (2008) Opening Up Education: The collective advancement ofEducation through Open Technology, Open Content, and Open Knowledge. Cambridge,Massachusetts: The MIT Press. Available online under a Creative Commons BY-SA license.COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 35/35