INT-TCI5 - Course Design Migrations M1

Capacity Building Program of the Migrations Initiative

Training for instructors

Module I: Course Design

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Training for authors Course design

Index 1. Capacity Building Program of the Migrations Initiative

1.1. Target Audience 1.2. Learning methodology 1.3. Stakeholders 2. Course structure design 2.1.

2.2.

2.3.

2.4.

2.5. .

Design process Learning objectives formulation SMART methodology Bloom’s taxonomy Types of activities

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1. The Capacity Building Program of the Migrations Initiative

The purpose of the Capacity Building Programme of the Migrations Initiative is to support the countries of the region in the inclusion of migrants.

In order to achieve this goal, the Bank offers both financial and non financial resources such as knowledge, capacity building and dialogue among stakeholders to receiving countries

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1. Capacity Building Programme 1.1. Target Audience

Understanding the target audience and their learning needs .

is the key to the success of a course.

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1. Capacity Building Programme 1.2. Characteristics of the learning methodology

1

Participants are the main players

2

Teachers are facilitators

3

Peers enhance learning

4 We learn the most by doing and solving

5

Intensive and constant commitment creates community

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1. Capacity Building Programme 1.3. Actors and roles

o

Participants

o

Course director

o

Training team

o

Training coordinator

o

Virtual classroom assistant

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2. Course structure desiggn 2.1. Design process

Learning Objectives (LO)

Competences or Intermediate LO

Practical activities

Theoretical contents

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2. Course structure design 2.2. Learning objectives formulation with a practical and clear approach

In order to formulate practice-oriented objectives, we have to express them according to what participants will be able to know and do after completing the course.

We will express them in a concise way, employing one infinitive verb and, preferably, only one single learning object. In this way, we will gain in clarity and comprehension.

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Examples of how to formulate learning objectives Inadequate formulation

Possible reformulation

Rationale

They will develop a guide for investors

To develop a guide for investors

Use of the verb in infinitive as a standard

To teach the entity’s norms

To learn the entity’s norms

The formulation has to be expressed in terms of what the learners will be able to know and do after the course.

To analyse and evaluate the financial proposal

To evaluate the financial proposal

Use only one verb in order to gain clarity

To undestand how to assess the impact of a regulatory measure

Option 1: To identify critical aspects for impact assessment Option 2: To assess the impact of a regulatory measure

Use only one verb in order to gain clarity

To identify the sources and needed tools to locate relevant information for the process

To locate revelant information for the process

Use only one learning object in order to gain clarity

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2. Course structure design 2.3. Learning objectives formulation using the SMART methodology

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Examples of how to formulate objectives using SMART Inadequate formulation (abbreviated Possible reformulation Rationale version of the objective) To understand what hinders the development of e-commerce

To identify the five main inhibitors of ecommerce

To understand the situation of e-commerce To classify LA countries according to their edevelopment in LA commerce development using the three most relevant indicators

Objectives must be specific

Objectives must be measurable

To design policies in order to encourage ecommerce in your country

To assess the four policies in e-commerce within LA of greatest impact

Objectives must be attainable by the target audience of the course

To know the history of commerce

To know the three policies of greatest impact concerning the development of ecommerce

Objectives must be relevant to the target audience of the course

To design a promotion plan of e-commerce for your country

To elaborate a proposal with two measures to encourage e-commerce in your country

Objectives must be attained within the time frame of the course.

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2. Course structure design 2.4. Learning objectives formulation through Bloom’s revised taxonomy Higher level thinking skills

Examples of learning objectives of different levels concerning economic concessions

Create

To elaborate a concession plan taking into account a balance between profit and risk

Assess

To select the optimum concession to maximize profits in the most probable scenario

Analyse

To identify the most balanced concession in terms of profitability and risk according to two possible scenarios

Apply

To calculate the costs and incomes for different concession models in two possible scenarios

Understand

To compare the main concession models

Remember

To describe the main concession models

Lower level thinking skills

According to Bloom’s taxonomy categories as revised by Anderson&Krahtwohl

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Revised Bloom’s Taxonomy Action Verbs I Remembering

II Understanding

III Applying

IV Analyzing

V Assessing

VI Creating

• Choose • Define • Find • How • Label • List • Match • Name • Omit

• Classify • Compare • Contrast • Demonstrate • Explain • Extend • Illustrate • Infer • Interpret

• Apply • Build • Choose • Construct • Develop • Experiment with • Identify • Interview • Make use of

• Analyze • Assume • Categorize • Classify • Compare • Conclusion • Contrast • Discover

• Agree • Appraise • Assess • Award • Choose • Compare • Conclude • Criteria • Criticize

• Adapt • Build • Change • Choose • Combine • Compile • Compose • Construct

Source: Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.

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2. Course structure design 2.5. Practical activities

Three types of activities per module are usually included in the courses of this program o Self-assessment (tests) o Participatory activities (forums and co-creation of contents, webinars) o Guided exercises (development of a project or case/problem-solving)

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Example of a course structure on how to design an instructional video Main learning goals

Competences to be develop in order to achieve those goals (specific objectives)

Practical activities to develop those competences

Required theoretical contents to do these practical activities

Participants will be able to: Select the recording tool Use a recording tool

Prepare the video content

Set up the sound and image of the recording tool Develop an outline with the ideas and explanation (it is not advised to write it down Self-assessment test so that because reading it undermines spontaneity) participants will remember the most important guidelines (the professor will verify the clarity Draft welcome and farewell sentences (it is of the guidelines and may ask advised to learn them by heart, in order to for assistance) begin and end with a clear message) Choose the recording setting (a plain background is advised)

Prepare the recording' setting

Choose the adequate clothing for the recording (avoid using a striped pattern with a rainbow-coloured background) Place themselves in a correct manner in front of the camera and the light source

Publish the recording on a video platform

Upload the recording to a video platform Publish the link to the video

Practical activity that will consist on recording a video with an explanation according to the guidelines and delivery of a worksheet of the video with its link

Available recording tools Zoom instructions for use (available tool at the platform) Guidelines to develop learning video content Recommendations to record yourself Instructions or tutorial to publish a video in the youtube or vimeo platforms

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Example of a rubric to assess the outcome (performance) of the previous course He/she Element to be assessed

Criteria

He/she meets He/she meets doesn't meet the minimum all the the Weight requirements requirements requirements

0%

Content

Technical quality

General quality

Total

Comments

100%

Structure: Welcome, explanation and closure

10

10

10

Well-structured communication

Clear explanation

20

20

20

The explanation is based on clarifying examples and graphics

10

10

10

Close message that invites to deepen the understanding

The message motivates or calls to know more Plain background, preferably white Setting and presence

70%

Total

5

0

0

The background is a window that affects the image with its light

Adequate light

5

3,5

3,5

Part of the light comes from the background

The speaker´s sight is on the camera's height

5

3,5

3,5

He/she is constantly looking up

Noise-free, clear sound

10

7

7

Clear image

10

10

10

The image definition is correct

Mp4 file format

10

10

10

File delivered in mp4 format

15

15

The ensemble meets all the requirements, including time and horizontal orientation. Therefore, it can be edited.

75

89

The ensemble captivates the attention and explains the idea or process in a clear way

15

100

0

14

There are some intereferences at the end of the message

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YouHahave completed finalizado la this module. presentación de este módulo Module’s Autora delauthor Módulo Irene Zurborn