This document discusses blended learning in the context of an NGO project. It begins with an introduction to blended learning and its benefits for both teachers and adult learners. It then discusses the importance of providing feedback in blended learning courses and outlines some feedback structures and rules. It also covers creating online tests and assignments, comparing online versus classroom-based tasks. The document provides examples of online quiz and assignment types that can be created using tools like H5P and Educaplay. It concludes with exercises asking the reader to create some online assignments using these tools.
O2 m4-ng environment-blended learning in ngenvironment part 1-en-deutschLeonardoPrister1
This document discusses blended learning, which combines face-to-face classroom methods with computer-mediated activities. It defines blended learning as using online content and tools combined with in-person sessions. Blended learning can take various forms and be organized into modules. The document outlines the goals and content of Module 4, which focuses on understanding blended learning, its benefits and challenges for teachers and adult learners, providing feedback in blended courses, and creating online tests and assignments.
Ng environment io2 induction to pedagogy - m2 part 3-deutschLeonardoPrister1
This document discusses improving pedagogical skills, communication skills, and pedagogical methods for NGO staff. It covers communication models including the Shannon-Weaver model of communication and Paul Watzlawick's axioms of communication. The goals of Module 2 are to understand pedagogical skills, understand and use different types of communication, make education decisions, and communicate effectively. Topics covered include communication models, course design and didactics, and support for NGO employees in establishing and developing an organization. Videos are provided as examples to illustrate communication models.
Ng environment io2 induction to pedagogy - m2 part 2-deutschLeonardoPrister1
This document discusses pedagogical methods and skills for NGO staff. It covers seven principles of good teaching practice, including promoting contact between students and teachers and active learning. Different teaching methods are explored, such as lectures, group work and roleplays. Communication models and Bloom's revised taxonomy are also mentioned. The goal is to help NGO staff understand pedagogical skills, communicate effectively, make educational decisions and choose appropriate teaching methods.
Ng environment io2 induction to pedagogy - m2 part 1-deutschLeonardoPrister1
This document outlines Module 2 of a training program on improving pedagogical skills, communication skills, and teaching methods for NGO staff. The module aims to help participants understand pedagogy, communicate effectively, make education decisions, and understand different types of communication. It provides definitions of pedagogy and discusses standards of effective pedagogy. It also references Benjamin Bloom's taxonomy of educational objectives and outlines the content and learning goals of Module 2.
Ng environment io2 induction to pedagogy - m2 part 1LeonardoPrister
This document provides an overview of Module 2 of a training program on pedagogy for NGO staff. The module aims to improve participants' pedagogical skills, communication skills, and understanding of pedagogical methods. It covers topics like standards of effective pedagogy, Bloom's taxonomy, face-to-face courses, and blended learning. The document outlines the module's learning outcomes, content areas, and references resources on concepts like pedagogy, communication models, and supporting NGO staff. It also includes exercises for participants to define pedagogy and discuss teaching methods.
Ng environment io2 induction to pedagogy - m3 part1_deutschLeonardoPrister1
This document provides an overview of Module 2 from a training on entrepreneurial skills development. The module aims to help participants understand entrepreneurial competencies, the importance of creativity and innovation for starting a new business. It covers topics like idea generation, sources of creativity, indicators of innovation and creativity, and the skills and mindsets needed to be a successful entrepreneur. The document provides learning objectives, content outlines, definitions, examples and exercises for participants.
Ng environment io2 induction to pedagogy - m3 part3_deutschLeonardoPrister1
This document discusses the Entrecomp model for defining entrepreneurial competencies. The Entrecomp model was developed by the European Commission to support the development of entrepreneurship skills across Europe. It defines entrepreneurship competency through three competence areas - "Ideas and Opportunities", "Resources", and "Into Action" - which comprise 15 total competencies. The model provides a framework for describing entrepreneurship as a set of knowledge, skills, and attitudes.
O2 m4-ng environment-blended learning in ngenvir part 1LeonardoPrister
The document discusses blended learning in the context of an online course for NGO staff. It defines blended learning as combining various learning methods including online and face-to-face interactions. The document outlines the benefits and challenges of blended learning for teachers and learners. It also discusses providing feedback and online tasks/tests in a blended learning course. The goal is to help NGO staff understand blended learning and how to incorporate it in their teaching.
O2 m4-ng environment-blended learning in ngenvironment part 1-en-deutschLeonardoPrister1
This document discusses blended learning, which combines face-to-face classroom methods with computer-mediated activities. It defines blended learning as using online content and tools combined with in-person sessions. Blended learning can take various forms and be organized into modules. The document outlines the goals and content of Module 4, which focuses on understanding blended learning, its benefits and challenges for teachers and adult learners, providing feedback in blended courses, and creating online tests and assignments.
Ng environment io2 induction to pedagogy - m2 part 3-deutschLeonardoPrister1
This document discusses improving pedagogical skills, communication skills, and pedagogical methods for NGO staff. It covers communication models including the Shannon-Weaver model of communication and Paul Watzlawick's axioms of communication. The goals of Module 2 are to understand pedagogical skills, understand and use different types of communication, make education decisions, and communicate effectively. Topics covered include communication models, course design and didactics, and support for NGO employees in establishing and developing an organization. Videos are provided as examples to illustrate communication models.
Ng environment io2 induction to pedagogy - m2 part 2-deutschLeonardoPrister1
This document discusses pedagogical methods and skills for NGO staff. It covers seven principles of good teaching practice, including promoting contact between students and teachers and active learning. Different teaching methods are explored, such as lectures, group work and roleplays. Communication models and Bloom's revised taxonomy are also mentioned. The goal is to help NGO staff understand pedagogical skills, communicate effectively, make educational decisions and choose appropriate teaching methods.
Ng environment io2 induction to pedagogy - m2 part 1-deutschLeonardoPrister1
This document outlines Module 2 of a training program on improving pedagogical skills, communication skills, and teaching methods for NGO staff. The module aims to help participants understand pedagogy, communicate effectively, make education decisions, and understand different types of communication. It provides definitions of pedagogy and discusses standards of effective pedagogy. It also references Benjamin Bloom's taxonomy of educational objectives and outlines the content and learning goals of Module 2.
Ng environment io2 induction to pedagogy - m2 part 1LeonardoPrister
This document provides an overview of Module 2 of a training program on pedagogy for NGO staff. The module aims to improve participants' pedagogical skills, communication skills, and understanding of pedagogical methods. It covers topics like standards of effective pedagogy, Bloom's taxonomy, face-to-face courses, and blended learning. The document outlines the module's learning outcomes, content areas, and references resources on concepts like pedagogy, communication models, and supporting NGO staff. It also includes exercises for participants to define pedagogy and discuss teaching methods.
Ng environment io2 induction to pedagogy - m3 part1_deutschLeonardoPrister1
This document provides an overview of Module 2 from a training on entrepreneurial skills development. The module aims to help participants understand entrepreneurial competencies, the importance of creativity and innovation for starting a new business. It covers topics like idea generation, sources of creativity, indicators of innovation and creativity, and the skills and mindsets needed to be a successful entrepreneur. The document provides learning objectives, content outlines, definitions, examples and exercises for participants.
Ng environment io2 induction to pedagogy - m3 part3_deutschLeonardoPrister1
This document discusses the Entrecomp model for defining entrepreneurial competencies. The Entrecomp model was developed by the European Commission to support the development of entrepreneurship skills across Europe. It defines entrepreneurship competency through three competence areas - "Ideas and Opportunities", "Resources", and "Into Action" - which comprise 15 total competencies. The model provides a framework for describing entrepreneurship as a set of knowledge, skills, and attitudes.
O2 m4-ng environment-blended learning in ngenvir part 1LeonardoPrister
The document discusses blended learning in the context of an online course for NGO staff. It defines blended learning as combining various learning methods including online and face-to-face interactions. The document outlines the benefits and challenges of blended learning for teachers and learners. It also discusses providing feedback and online tasks/tests in a blended learning course. The goal is to help NGO staff understand blended learning and how to incorporate it in their teaching.
Ng environment io2 induction for pedagogy staff_m1_part1LeonardoPrister1
This document provides an introduction to non-governmental organizations (NGOs) for NGO staff. It defines NGOs as non-profit, voluntary citizens' groups organized to address issues for the public good. It discusses key drivers of ecological thinking in NGOs like environmental threats and globalization. It also outlines characteristics of green NGOs, including their non-state, independent nature and non-profit status oriented toward the common good.
Ng environment io2 induction to pedagogy - m3 part2_deutschLeonardoPrister1
This document discusses the key elements needed for an entrepreneurial idea to be successful. It explains that creativity is the process of implementing new ideas in reality, and is characterized by the ability to perceive the world in new ways and find hidden patterns. Innovation is defined as implementing a new or significantly improved product, service or process that creates value. An innovative entrepreneurial idea is a concept that can be used to generate financial profit, usually focused on a unique product or service. Successful ideas are innovative, meet a need in the market, and can be implemented in a way that is financially sustainable. The document provides sources of creativity and innovation, such as knowledge, thinking styles, motivation, and openness to new experiences.
Ng environment io2 induction to pedagogy - m2 part 3LeonardoPrister
This document provides an overview of Module 2 of a training program on improving pedagogical skills, communication skills, and pedagogical methods for NGO staff. The module aims to help participants understand pedagogical skills, learn different communication models including the Shannon-Weaver model and axioms of Watzlawick, and improve their ability to make educational decisions and communicate effectively. The document outlines the agenda, learning outcomes, content covered, and resources used for the module.
The document is a training module on creative thinking, initiative, and self-confidence for NGO leadership. It discusses key topics like the definition of initiative, examples of initiative in the workplace, and developing leadership confidence. The module aims to help participants understand these concepts and provide practical techniques to strengthen these skills for their roles in NGO management.
This document is a training module in Spanish on creative thinking, initiative, and self-confidence for NGO leadership. It is part of a larger European Commission-funded project called NGEnvironment aimed at fostering active citizenship and sustainability. The module covers key topics like what creative thinking is, its main skills and five creative thinking methods. It also discusses what initiative and self-confidence in leadership entail and provides learning objectives and indicative content for the module. The document provides reference sources and includes tasks for participants, such as watching a video on developing creativity and answering questions.
This document provides an overview of Module 5 of a training programme on entrepreneurship ideas for NGO staff. The module aims to help participants understand business models and value propositions, develop entrepreneurial skills, and create their own entrepreneurship ideas. It outlines a three-step process for creating ideas that involves exploring opportunities, developing scenarios, and making a go/no-go decision. Key aspects of each step are defined, such as forming a project committee, conducting feasibility studies, and analysing results. The document also lists learning outcomes around business planning, pitching, and starting an NGO.
Ng environment io3_module1_introducing leadership_unit1_p1_leadershipLeonardoPrister
This document provides an overview of Module 1 of a training package on leadership for social and green NGOs. The module introduces key concepts of leadership, including definitions, theories, and styles. It discusses transactional leadership, which focuses on supervision, organization, and performance; and transformational leadership, which aims to change the future. The module also examines social aspects of NGO leadership and identifies learning outcomes around defining leadership, understanding its importance for NGOs, different leadership styles, and identifying one's own style.
Ng environment io2 induction to pedagogy - m3 part1EmanuelePristera
This document discusses developing entrepreneurial ideas. It begins with defining an entrepreneurial idea as a concept that can generate financial gain through offering a product or service. Ideation is discussed as generating new ideas by watching videos of existing entrepreneurial concepts. Several examples of green entrepreneurial ideas are provided, such as manufacturing green products like soaps, cultural routes inspired by olive tree civilizations, and waste management/recycling businesses. The document aims to help understand what makes ideas successful and the skills and mindset needed for entrepreneurship.
Ng environment io3_module5_testing and prototyping the ngo idea -part 2EmanuelePristera
This document provides an overview of Module 5 of a training package on testing and prototyping NGO ideas. The module aims to teach learners how to test and prototype their NGO ideas. It covers what is important to consider when founding an NGO, using the Business Model Canvas to structure ideas, and provides an example of an NGO protecting sea turtles. Learners are tasked with describing their own NGO idea and filling out a Business Model Canvas template to plan their proposed NGO.
Ng environment io3_module1_introducing leadership_unit1_p2_leadershipLeonardoPrister
This document provides an overview of Module 1 of a training package on leadership for social and green NGOs. The module aims to introduce leadership concepts and highlight the importance of competent leadership for running a successful NGO. It covers defining leadership, different leadership styles, and the social aspects of NGO leadership. The module agenda outlines units on defining leadership, leadership styles, and social aspects of NGO leadership. Common leadership styles discussed include coaching, visionary, servant, autocratic, laissez-faire, democratic, transformational, and transactional leadership.
Ng environment io2 induction to pedagogy - m3 part2EmanuelePristera
This document provides an overview of Module 3 of a training program on developing entrepreneurial ideas. It discusses what makes an entrepreneurial idea successful, including the need for it to be innovative and unique. It defines creativity as turning new ideas into reality, and innovation as implementing new products or services that create value. Sources of creativity and innovation include knowledge, thinking styles, motivation, and openness to new experiences. The document lists various sources of innovative opportunities, such as unexpected occurrences in the market, addressing inefficiencies, and responding to changes. It also describes common approaches to measuring the creativity and innovation of ideas: indirect measurement, overall judgment, and criterion-based assessment. The learning outcomes are to understand entrepreneurial competencies, creativity
This document discusses pitching business ideas, specifically the elevator pitch. It provides guidance on constructing an effective elevator pitch, including keeping it short, using a "grabber" to get attention, showing passion, and practicing. For non-profits, the elevator pitch structure suggested includes a hook to introduce the organization and state its mission, a body to further explain its work, and a wrap-up closing. The overall purpose is to teach NGO staff how to succinctly present their business ideas or organizations to potential investors in a brief amount of time, like an elevator ride.
This document provides an overview of Module 5 of an induction program for NGO staff on opportunity recognition and selection. The module aims to help participants understand business models and value propositions, develop entrepreneurial skills, and recognize opportunities for social and green entrepreneurship. It discusses how to select the right opportunity, outlines the learning outcomes of the module, and provides content on opportunity recognition and selection for social and environmental entrepreneurs.
Ng environment io3_module4_idea generation and evaluation_part 1EmanuelePristera
The document discusses methods for generating ideas, including brainstorming, mind mapping, and provocative actions. It explains that generating ideas is an important part of the creative process for solving problems and driving innovation. The document provides an overview of common idea generation methods that can be easily implemented and encourages preparing for problems by considering relevant questions.
Ng environment io2 induction for pedagogy staff_part1_ptLeonardoPrister1
This document provides an overview of non-governmental organizations (NGOs). It defines NGOs as voluntary citizen groups organized locally, nationally or internationally to address issues for the public good. It discusses key drivers of NGOs like globalization and environmental threats. It also outlines characteristics of green NGOs such as their non-state independence, non-profit status, and focus on volunteer work and public advocacy. The document aims to help staff at NGOs better understand the nature and role of these organizations.
Ng environment io2 induction to pedagogy - m3 part3EmanuelePristera
This document summarizes Module 3 of a training program on developing entrepreneurial ideas for NGO staff. It discusses the EntreComp model, which was developed by the European Commission to define and describe entrepreneurship competence. The model identifies three competence areas - Ideas and Opportunities, Resources, and Into Action - along with 15 specific competences that make up an entrepreneurial mindset and skills. These competences include creativity, innovation, risk-taking, self-awareness, motivation, and mobilizing resources to transform ideas into action.
Ng environment io3_module1_introducing leadership_unit1_p3_leadershipLeonardoPrister
This document is a training package for social and green NGO leadership. It discusses the social aspects and challenges of NGO leadership. Specifically, it notes that NGO leaders often face extraordinary challenges both personally and organizationally. They work long hours with limited resources in uncertain environments to help marginalized groups. The leadership style must be tailored to the social aspects and needs of the particular organization. The document provides exercises for trainees to analyze the social factors influencing their organization and to identify an appropriate leadership style.
Ng environment io2 induction for pedagogy staff_-part 3EmanuelePristera
The document discusses the activities of non-governmental organizations (NGOs). It notes that NGOs work in sectors like environmental protection, human rights, and development. Their goals include supporting public welfare issues. NGOs often rely on volunteer work and donations. The document also outlines some of the benefits provided by NGOs, such as being important partners internationally and contributing over $1 trillion to the global economy in 1996.
This document is a training module on communication and outreach strategies for social and environmental non-governmental organizations (NGOs). The module discusses developing a communication plan, including conducting internal and external scans, and using social media and websites. It emphasizes the importance of communication plans for NGOs to effectively share their messages and gather attention. The module also outlines learning objectives for participants to understand key communication concepts and tools.
The document provides information about two non-profit organizations - Charity:water and Teach for All. Charity:water was founded by Scott Harrison to provide clean drinking water in developing countries using a 100% donation model. It has funded over 28,000 water projects serving 8.2 million people through innovative digital marketing and fundraising. Teach for All is a global network founded in 2007 to address educational inequity. It was inspired by Teach for America and Teach First and aims to develop collective leadership to ensure all children can reach their potential.
O2 m4-ng environment-blended learning in ngenvir part 3LeonardoPrister
This document provides an overview of Module 4 of a blended learning course on blended learning in NGOEnvironment. The module aims to help participants understand blended learning, its benefits and challenges for teachers and learners, and how to provide feedback and online tests/tasks. It discusses what blended learning is, feedback structures for blended learning including rules for soliciting feedback, ideas for creating engaging online tests using games, quizzes and assignments, and the learning outcomes of understanding and being able to implement blended learning and provide online feedback and assessment.
Ng environment io2 induction to pedagogy - m2 part 2LeonardoPrister
This document provides an overview of Module 2 of a training program on pedagogy for NGO staff. The module aims to improve pedagogical skills, communication skills, and pedagogical methods. It covers topics like teaching methods, educational decisions, and Kolb's experiential learning cycle. Learning outcomes include understanding pedagogical skills, communication types, making educational decisions, and communicating effectively. The document provides details on the content and structure of the module.
Ng environment io2 induction for pedagogy staff_m1_part1LeonardoPrister1
This document provides an introduction to non-governmental organizations (NGOs) for NGO staff. It defines NGOs as non-profit, voluntary citizens' groups organized to address issues for the public good. It discusses key drivers of ecological thinking in NGOs like environmental threats and globalization. It also outlines characteristics of green NGOs, including their non-state, independent nature and non-profit status oriented toward the common good.
Ng environment io2 induction to pedagogy - m3 part2_deutschLeonardoPrister1
This document discusses the key elements needed for an entrepreneurial idea to be successful. It explains that creativity is the process of implementing new ideas in reality, and is characterized by the ability to perceive the world in new ways and find hidden patterns. Innovation is defined as implementing a new or significantly improved product, service or process that creates value. An innovative entrepreneurial idea is a concept that can be used to generate financial profit, usually focused on a unique product or service. Successful ideas are innovative, meet a need in the market, and can be implemented in a way that is financially sustainable. The document provides sources of creativity and innovation, such as knowledge, thinking styles, motivation, and openness to new experiences.
Ng environment io2 induction to pedagogy - m2 part 3LeonardoPrister
This document provides an overview of Module 2 of a training program on improving pedagogical skills, communication skills, and pedagogical methods for NGO staff. The module aims to help participants understand pedagogical skills, learn different communication models including the Shannon-Weaver model and axioms of Watzlawick, and improve their ability to make educational decisions and communicate effectively. The document outlines the agenda, learning outcomes, content covered, and resources used for the module.
The document is a training module on creative thinking, initiative, and self-confidence for NGO leadership. It discusses key topics like the definition of initiative, examples of initiative in the workplace, and developing leadership confidence. The module aims to help participants understand these concepts and provide practical techniques to strengthen these skills for their roles in NGO management.
This document is a training module in Spanish on creative thinking, initiative, and self-confidence for NGO leadership. It is part of a larger European Commission-funded project called NGEnvironment aimed at fostering active citizenship and sustainability. The module covers key topics like what creative thinking is, its main skills and five creative thinking methods. It also discusses what initiative and self-confidence in leadership entail and provides learning objectives and indicative content for the module. The document provides reference sources and includes tasks for participants, such as watching a video on developing creativity and answering questions.
This document provides an overview of Module 5 of a training programme on entrepreneurship ideas for NGO staff. The module aims to help participants understand business models and value propositions, develop entrepreneurial skills, and create their own entrepreneurship ideas. It outlines a three-step process for creating ideas that involves exploring opportunities, developing scenarios, and making a go/no-go decision. Key aspects of each step are defined, such as forming a project committee, conducting feasibility studies, and analysing results. The document also lists learning outcomes around business planning, pitching, and starting an NGO.
Ng environment io3_module1_introducing leadership_unit1_p1_leadershipLeonardoPrister
This document provides an overview of Module 1 of a training package on leadership for social and green NGOs. The module introduces key concepts of leadership, including definitions, theories, and styles. It discusses transactional leadership, which focuses on supervision, organization, and performance; and transformational leadership, which aims to change the future. The module also examines social aspects of NGO leadership and identifies learning outcomes around defining leadership, understanding its importance for NGOs, different leadership styles, and identifying one's own style.
Ng environment io2 induction to pedagogy - m3 part1EmanuelePristera
This document discusses developing entrepreneurial ideas. It begins with defining an entrepreneurial idea as a concept that can generate financial gain through offering a product or service. Ideation is discussed as generating new ideas by watching videos of existing entrepreneurial concepts. Several examples of green entrepreneurial ideas are provided, such as manufacturing green products like soaps, cultural routes inspired by olive tree civilizations, and waste management/recycling businesses. The document aims to help understand what makes ideas successful and the skills and mindset needed for entrepreneurship.
Ng environment io3_module5_testing and prototyping the ngo idea -part 2EmanuelePristera
This document provides an overview of Module 5 of a training package on testing and prototyping NGO ideas. The module aims to teach learners how to test and prototype their NGO ideas. It covers what is important to consider when founding an NGO, using the Business Model Canvas to structure ideas, and provides an example of an NGO protecting sea turtles. Learners are tasked with describing their own NGO idea and filling out a Business Model Canvas template to plan their proposed NGO.
Ng environment io3_module1_introducing leadership_unit1_p2_leadershipLeonardoPrister
This document provides an overview of Module 1 of a training package on leadership for social and green NGOs. The module aims to introduce leadership concepts and highlight the importance of competent leadership for running a successful NGO. It covers defining leadership, different leadership styles, and the social aspects of NGO leadership. The module agenda outlines units on defining leadership, leadership styles, and social aspects of NGO leadership. Common leadership styles discussed include coaching, visionary, servant, autocratic, laissez-faire, democratic, transformational, and transactional leadership.
Ng environment io2 induction to pedagogy - m3 part2EmanuelePristera
This document provides an overview of Module 3 of a training program on developing entrepreneurial ideas. It discusses what makes an entrepreneurial idea successful, including the need for it to be innovative and unique. It defines creativity as turning new ideas into reality, and innovation as implementing new products or services that create value. Sources of creativity and innovation include knowledge, thinking styles, motivation, and openness to new experiences. The document lists various sources of innovative opportunities, such as unexpected occurrences in the market, addressing inefficiencies, and responding to changes. It also describes common approaches to measuring the creativity and innovation of ideas: indirect measurement, overall judgment, and criterion-based assessment. The learning outcomes are to understand entrepreneurial competencies, creativity
This document discusses pitching business ideas, specifically the elevator pitch. It provides guidance on constructing an effective elevator pitch, including keeping it short, using a "grabber" to get attention, showing passion, and practicing. For non-profits, the elevator pitch structure suggested includes a hook to introduce the organization and state its mission, a body to further explain its work, and a wrap-up closing. The overall purpose is to teach NGO staff how to succinctly present their business ideas or organizations to potential investors in a brief amount of time, like an elevator ride.
This document provides an overview of Module 5 of an induction program for NGO staff on opportunity recognition and selection. The module aims to help participants understand business models and value propositions, develop entrepreneurial skills, and recognize opportunities for social and green entrepreneurship. It discusses how to select the right opportunity, outlines the learning outcomes of the module, and provides content on opportunity recognition and selection for social and environmental entrepreneurs.
Ng environment io3_module4_idea generation and evaluation_part 1EmanuelePristera
The document discusses methods for generating ideas, including brainstorming, mind mapping, and provocative actions. It explains that generating ideas is an important part of the creative process for solving problems and driving innovation. The document provides an overview of common idea generation methods that can be easily implemented and encourages preparing for problems by considering relevant questions.
Ng environment io2 induction for pedagogy staff_part1_ptLeonardoPrister1
This document provides an overview of non-governmental organizations (NGOs). It defines NGOs as voluntary citizen groups organized locally, nationally or internationally to address issues for the public good. It discusses key drivers of NGOs like globalization and environmental threats. It also outlines characteristics of green NGOs such as their non-state independence, non-profit status, and focus on volunteer work and public advocacy. The document aims to help staff at NGOs better understand the nature and role of these organizations.
Ng environment io2 induction to pedagogy - m3 part3EmanuelePristera
This document summarizes Module 3 of a training program on developing entrepreneurial ideas for NGO staff. It discusses the EntreComp model, which was developed by the European Commission to define and describe entrepreneurship competence. The model identifies three competence areas - Ideas and Opportunities, Resources, and Into Action - along with 15 specific competences that make up an entrepreneurial mindset and skills. These competences include creativity, innovation, risk-taking, self-awareness, motivation, and mobilizing resources to transform ideas into action.
Ng environment io3_module1_introducing leadership_unit1_p3_leadershipLeonardoPrister
This document is a training package for social and green NGO leadership. It discusses the social aspects and challenges of NGO leadership. Specifically, it notes that NGO leaders often face extraordinary challenges both personally and organizationally. They work long hours with limited resources in uncertain environments to help marginalized groups. The leadership style must be tailored to the social aspects and needs of the particular organization. The document provides exercises for trainees to analyze the social factors influencing their organization and to identify an appropriate leadership style.
Ng environment io2 induction for pedagogy staff_-part 3EmanuelePristera
The document discusses the activities of non-governmental organizations (NGOs). It notes that NGOs work in sectors like environmental protection, human rights, and development. Their goals include supporting public welfare issues. NGOs often rely on volunteer work and donations. The document also outlines some of the benefits provided by NGOs, such as being important partners internationally and contributing over $1 trillion to the global economy in 1996.
This document is a training module on communication and outreach strategies for social and environmental non-governmental organizations (NGOs). The module discusses developing a communication plan, including conducting internal and external scans, and using social media and websites. It emphasizes the importance of communication plans for NGOs to effectively share their messages and gather attention. The module also outlines learning objectives for participants to understand key communication concepts and tools.
The document provides information about two non-profit organizations - Charity:water and Teach for All. Charity:water was founded by Scott Harrison to provide clean drinking water in developing countries using a 100% donation model. It has funded over 28,000 water projects serving 8.2 million people through innovative digital marketing and fundraising. Teach for All is a global network founded in 2007 to address educational inequity. It was inspired by Teach for America and Teach First and aims to develop collective leadership to ensure all children can reach their potential.
O2 m4-ng environment-blended learning in ngenvir part 3LeonardoPrister
This document provides an overview of Module 4 of a blended learning course on blended learning in NGOEnvironment. The module aims to help participants understand blended learning, its benefits and challenges for teachers and learners, and how to provide feedback and online tests/tasks. It discusses what blended learning is, feedback structures for blended learning including rules for soliciting feedback, ideas for creating engaging online tests using games, quizzes and assignments, and the learning outcomes of understanding and being able to implement blended learning and provide online feedback and assessment.
Ng environment io2 induction to pedagogy - m2 part 2LeonardoPrister
This document provides an overview of Module 2 of a training program on pedagogy for NGO staff. The module aims to improve pedagogical skills, communication skills, and pedagogical methods. It covers topics like teaching methods, educational decisions, and Kolb's experiential learning cycle. Learning outcomes include understanding pedagogical skills, communication types, making educational decisions, and communicating effectively. The document provides details on the content and structure of the module.
This document discusses a module on value propositions for NGO staff. It begins by introducing the topic of value propositions and what they are. It then discusses using a value proposition canvas to help understand what customers want and create products/services to match their needs. The canvas has two sides - a customer profile side to describe customer understanding, and a value map side to describe how value will be created. The document provides examples of filling out each side of the canvas. It aims to help NGO staff recognize the importance of business models and value propositions, and understand how to develop a structured business plan.
Ng environment io3_module4_idea generation and evaluation_part 2EmanuelePristera
This document provides an overview of methods for idea generation and evaluation. It discusses the importance of generating ideas using appropriate methods and evaluating ideas using goal-based, process-based, and outcomes-based evaluation methods. The document outlines the learning outcomes and agenda for a training module that will introduce trainees to idea generation and evaluation. It will help them understand different idea generation techniques, learn skills to assess ideas, and become familiar with evaluation methods.
This document provides an overview of Module 5 from an induction program on pedagogy for NGO staff. The module focuses on developing a business plan for an NGO. It discusses the importance of business models and value propositions for NGOs. It also outlines the key elements that should be included in an effective business plan, such as describing the team and their expertise, illustrating the business model, providing financial projections, and identifying risks. The overall aim of the module is to help participants understand how to develop a sustainable NGO through entrepreneurial skills like developing a business plan and pitching ideas for approval.
Ng environment io3_module5_testing and prototyping the ngo idea - part 1EmanuelePristera
This document provides an overview of Module 5 of a training package on testing and prototyping NGO ideas. The module aims to teach learners how to test and prototype their NGO idea through understanding business models and using a Business Model Canvas. It discusses what business models are, introduces the Business Model Canvas template, and explains how this template can also be applied to NGOs with a focus on social and environmental issues rather than solely profit. The document provides examples of filling out the Business Model Canvas and concludes with a thank you.
This document provides information about green entrepreneurship and social entrepreneurship. It is part of a training package on social and green NGO leadership developed with funding from the European Commission. The document defines green entrepreneurship as addressing environmental and social problems through entrepreneurial ideas that have a net positive environmental impact while also being financially sustainable. It discusses the goals and characteristics of green entrepreneurs, and provides examples of green business ideas. It also includes tasks for participants to discuss local green entrepreneurs and how they incorporate green principles into their daily lives.
This document outlines a training module on social and green entrepreneurship for NGO leadership. The module defines social entrepreneurship and green entrepreneurship. It explains that green entrepreneurs have environmental and social goals at the core of their business and use their business to raise awareness of green products/services. The module contains videos and assignments for participants, including having them describe what green business ideas are for startup companies and why after watching a video on innovative ideas from green startups in the energy and water industries. The overall goal is to help participants understand social entrepreneurship and green entrepreneurship.
This document provides an overview of Module 5 of the NGEnvironment Immersion Programme, which focuses on business models. It defines what a business model is and introduces the Business Model Canvas as a tool to develop and improve business structures. The Business Model Canvas can be applied to non-profits and NGOs, with some modifications to account for their social missions rather than solely profit-focused activities. The module aims to help participants understand business models and entrepreneurship in the context of starting their own NGO.
The document is a training module on funding for social and green NGO leadership. It discusses various sources of funding for NGOs, including Erasmus+ funding from the European Commission for education and exchange projects, as well as other EU funding programs like LIFE for climate and environment projects, Creative Europe for cultural projects, and Horizon 2020 for research and innovation. It provides information on the different types of projects and funding available under these various European programs that NGOs can apply for.
This document outlines the plan to exploit the results of the CENTRES project. The project aims to develop tools and methodologies for teaching creativity and entrepreneurship in secondary schools. The exploitation plan identifies the project's results, including an online knowledge bank and policy recommendations. It also outlines the target groups that can benefit, such as educators, students, and policymakers. Finally, it describes the main dissemination activities and instruments to transfer the results to stakeholders, such as international conferences, workshops, and the project website.
Keyconet is a European network focused on identifying and analyzing initiatives related to implementing key competences in primary and secondary education. The network has 18 partners from 10 countries that are ministries, research institutes, and practice-related organizations. Over three years, the network will produce case studies and analyses of initiatives to develop recommendations for policy and practice regarding competency development in schools.
Similar to O2 m4-ng environment-blended learning in ngenvironment part 3-en-deutsch (13)
Este documento fornece informações sobre opções de financiamento para ONGs, incluindo programas da União Europeia como Erasmus+, LIFE, Europa Criativa e Horizonte 2020, além de outras fontes como doações, crowdfunding e financiamento municipal. O documento descreve os objetivos e critérios de elegibilidade de cada programa de financiamento.
Este documento fornece informações sobre comunicação e divulgação para liderança de ONGs sociais e verdes. Ele discute a importância de planos de comunicação e como desenvolvê-los, incluindo análises internas e externas e definição de objetivos SMART. Também fornece orientações sobre estratégias de mídia social, escolha de plataformas de acordo com o público-alvo, e resultados de aprendizagem sobre comunicação.
Ng environment io3_module5_testing and prototyping the ngo idea -part 2 ptLeonardoPrister1
Este documento fornece instruções sobre como testar e criar protótipos para ideias de ONGs, incluindo como preencher um modelo de negócios Canvas. Ele incentiva os leitores a descreverem suas próprias ideias de ONG e a apresentá-las ao grupo.
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O documento discute métodos para avaliar ideias geradas, destacando a importância da avaliação e apresentando alguns métodos como baseados em objetivos, processos e resultados. O processo de avaliação envolve coleta e análise de informações sobre atividades e resultados de um programa.
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Este documento descreve um módulo de treinamento para liderança de ONGs sociais e ambientais. O módulo foca na geração e avaliação de ideias e descreve vários métodos para gerar ideias, como brainstorming, mapeamento mental e ações provocativas. Ele também discute a importância da geração de ideias para ONGs.
Este documento descreve um projeto financiado pela Comissão Europeia que visa promover a cidadania ativa e a sustentabilidade através do pensamento ecológico de ONGs. O projeto inclui módulos de formação sobre pensamento criativo, iniciativa e autoconfiança para liderança de ONGs. O módulo 3 aborda o que é a autoconfiança na liderança e fornece 12 maneiras de desenvolvê-la, como aprender sobre liderança e pedir feedback.
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The Fascinating World of Bats: Unveiling the Secrets of the Night
O2 m4-ng environment-blended learning in ngenvironment part 3-en-deutsch
1. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
IO2 – Einführung in die Pädagogik
für NGO-Mitarbeiter
Module 4 - Blended Learning in NGEnvironment
Erstellt von: EPEK/Acrosslimits
ERASMUS+ Programme – Strategic Partnership
Agreement No.
2018-1-DE02-KA204-005014
Teil 3: Imstande sein, in Blended-Learning-Kursen
Feedback zu geben
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
2. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -2-
Agenda
1. Was bedeutet Blended Learning?
1.1 Module des Blended Learning
2. Welche Vorteile und Herausforderungen bietet Blended Learning für Lehrer und erwachsene
Lernende?
2.1 Vorteile von Blended Learning für Lehrer
2.2 Vorteile des Blended Learnings für erwachsene Lernende
2.3 Die Online-Kursplattform NGEnvironment
3. Ist es möglich, in Blended-Learning-Kursen und Online-Tests und –Aufgaben, Feedback zu
geben?
3.1 Feedbackstrukturen
3.2 Online-Aufgaben im Vergleich zu Klassenzimmeraufgaben
3.3 Online-Tools vs. Klassenzimmer-Tools
3.4 Aufgabe
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
3. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -3-
Übersicht zu Modul 4: Blended Learning in
NGEnvironment
Modul/Einheit Lernziele –
Der Lernende wird:
Indikativer Inhalt
Blended Learning
Umfeld
• In der Lage sein, in
Blended-Learning-
Kursen, Feedback zu
geben
• In der Lage sein, Online-
Tests und -Aufgaben zu
erstellen
• Feedbackstrukturen
• Feedbackregeln
• Testerstellung
• Online-Aufgaben vs.
traditionellen Aufgaben im
Klassenzimmer
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
4. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -4-
3.1 Feedbackstrukturen
Feedbackstrukturen sind Systeme, die von der Lehrkraft
eingerichtet werden, um den Lernenden ein Feedback zu
ihren Leistungen zu geben.
Zur Glaubwürdigkeit der Bildung ist es erforderlich, dass
diese Struktur durch konkrete Interventionen in den von
den Lernenden identifizierten notwendigen Bereichen
weiterverfolgt werden.
Quelle: Hummel (2016)
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
5. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -5-
3.1 Feedbackstrukturen
Feedbackstrukturen für Blended-Learning-Kurse müssen
Folgendes mindestens umfassen:
• eine Möglichkeit zur Messung der von den Lernenden
stammenden Informationen;
• ein System zur Diagnose dieser Daten anhand einer Reihe
von Kriterien/Standards;
• die Auswahl und Bereitstellung von geeigneten
Interventionen.
Quelle: Hummel (2016)
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
6. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -6-
3.1 Feedback-Regeln
Um Feedback zu geben, müssen Pädagogen eine Vielzahl von "Do's
and Don't"-Regeln beachten:
DO - Ermutigen Sie die Lernenden, sich frei zu äußern, indem Sie
ihnen verschiedene Modalitäten zur Verfügung stellen (von Angesicht
zu Angesicht, online, anonym usw.).
DO - die Ergebnisse des erhaltenen Feedbacks deutlich zu machen.
DO - Verwenden Sie offene Fragen und Diskussionen, wenn
geschlossene Feedbackstrukturen nicht zum gewünschten Ergebnis
führen.
DON’T - die Lernenden unter Druck setzen, um ihnen Feedback zu
geben, obwohl sie sich dabei unwohl fühlen.
Quelle: Omer/ Abdularhim (2017)
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
7. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -7-
3.2 Testerstellung
Tests sind wichtig, da sie den Lehrenden einen klaren
Hinweis geben, wie gut die Lernenden die angebotenen
Inhalte verstanden haben.
Die Tests sollten zur weiteren Motivation der Lernenden
so interessant und ansprechend wie möglich sein.
Das Edutainment-Modell gewährleistet
Motivation und Engagement.
Quelle: OECD (2019)
Source: https://news.careers360.com/mah-cet-2019-mba-
exam-date-announced-registration-began-january-10
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
8. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -8-
3.2 Testerstellung
Einige Ideen für die Testerstellung sind :
Spiele
Kreuzworträtsel, Wortsuche, Merkwürdige Begriffe
aussortieren, Übereinstimmung, in eine Reihenfolge bringen
Quiz
Multiple-Choice-Fragen mit Timer, Drag & Drop, Ausfüllen
der Lücken, wahr oder falsch, Durcheinanderbringen des Satzes
Abgaben
Aufgabe wie z.B. eine Präsentation, ein Forschungsbericht
oder ein Aufsatz zum Thema
Quelle: Conference: International Technology, Education and Development Conference At: https://library.iated.org/view/RIZOMAESTRE2017STU
https://www.researchgate.net/publication/315352183_STUDENTS%27_PERCEPTION_OF_CONTINUOUS_ASSESSMENT_WITH_ONLINE_QUIZ
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
9. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -9-
NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
H5P – Aufgabe
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
9The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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.
10. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -10-
3.3 Online- versus Klassenzimmer-Aufgaben
Blended Learning ist ein Lernansatz, der Online-Lernmaterialien und
Interaktionsmöglichkeiten mit traditionellen, ortsbezogenen
Unterrichtsmethoden kombiniert.
Alle Spiel- und Quizformate können online durchgeführt und
sogar fernkorrigiert werden, so dass der Lernende die Ergebnisse
in Echtzeit erhält.
Aufgaben wie Forschungsberichte, Aufsätze und Präsentationen
werden in einer F2F-Umgebung besprochen. Der Trainer korrigiert
die Arbeit physisch
Die Aufgaben im Klassenzimmer umfassen Gruppenarbeit,
Diskussionen und Rollenspiele.
Quelle:
Conference:
Human-
Computer
Interaction. HCI
Applications
and Services,
12th
International
Conference,
HCI
International
2007, Beijing,
China, July 22-
27, 2007,
Proceedings,
Part IV
https://www.res
earchgate.net/p
ublication/2210
96609_Group_C
ollaboration_an
d_Learning_Thr
ough_Online_A
ssessments_Co
mparison_of_Co
llaborative_and_
Participatory_O
nline_Exams "The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
11. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Aufgabe
Aufgabe 3.1: Testerstellung
Denken Sie über mögliche Aufgaben für Blended Learning nach.
Erstellen Sie Ihre eigene Online-Aufgabe:
1) Sie müssen sich auf der Website h5p (www.h5p.org) registrieren.
2) Verschaffen Sie sich einen Überblick über die Aufgabentypen.
Welchen Typ bevorzugen Sie?
3) Bitte erstellen Sie mindestens 2 Online-Typen über h5p.
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
12. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Aufgabe
Aufgabe 3.2: Testerstellung
Educaplay ist eine Plattform, die es Lehrern ermöglicht, ihre
eigenen multimedialen Unterrichtsaktivitäten zu erstellen. Es
handelt sich um eine Website aus Spanien, die aber auf Englisch
verfügbar ist.
1) Sie müssen sich mit einem kostenlosen Konto bei Educaplay
(https://www.educaplay.com/) registrieren.
2) Verschaffen Sie sich einen Überblick über die Aufgabentypen.
Welchen Typ bevorzugen Sie?
3) Erstellen Sie ein Quiz mit den Tools von Educaplay.
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
13. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Erstellt von: Acrosslimits/EPEK
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
ERASMUS+ Programme – Strategic Partnership
Agreement No.
2018-1-DE02-KA204-005014
Vielen Dank für
Ihre Aufmerksamkeit!
Websites:
http://www.ngenvironment-project.eu/
http://ngenvironment.eduproject.eu/
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."
14. NGEnvironment -
Foster European Active Citizenship and Sustainability
Through Ecological Thinking by NGOs
Project Nummer: 2018-1-DE02-KA204-005014
IO2 - Induction to Pedagogy for NGO staff
This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein. -14-
Quellen
Hummel, H. G. K. (2006): Feedback Model to Support Designers of Blended-Learning Courses. Verfügbar
unter: http://www.irrodl.org/index.php/irrodl/article/view/379/748
Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the relationship between student
characteristics, design features and outcomes. Int J Educ Technol High Educ 14, 7 (2017) doi:10.1186/s41239-017-
0043-4
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0043-4
Training Malta – Technology in the classroom http://www.trainingmalta.com/technology-in-the-
classroom/elearning-made-fun
OECD (2019): https://www.oecd-ilibrary.org/docserver/9789264190658-7-
en.pdf?expires=1576580710&id=id&accname=guest&checksum=E139FB2A8152B4F19ADB299DEB5A7526
Omer, A. and Abdularhim, M. (2017) 'The criteria of constructive feedback: The feedback that counts'
http://www.thejhs.org/article.asp?issn=2468-
6360;year=2017;volume=5;issue=1;spage=45;epage=48;aulast=Omer
An International Perspective on Evaluation and Assessment
https://www.oecd-ilibrary.org/docserver/9789264190658-7-
en.pdf?expires=1576580710&id=id&accname=guest&checksum=E139FB2A8152B4F19ADB299DEB5A7526
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which 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."