Section

  • Global Challenges in the 21st Century in Promoting Active Citizenship and Civic Education


    • Rationale: 

      This course focuses on the main challenges of the 21st century in promoting civic education and active citizenship in a global world.  The course contains four modules, and the instructor is free to select those which are more relevant for his/her students in any appropriate order. The different modules deal with topics such as: citizenship, globalization, social justice and cohesion, conflicting values in a democratic state, migration societies, linguistic minorities and civic education in EGL (English as a Global Language),


    • Kit for Global Challenges File

      This kit includes an extensive syllabus, suggestions for readings and activities, and different pedagogical approaches that one can use in teaching this course.  The course is designed in a module structure so that it can be taught as a whole course, or the different topics can be integrated into existing courses.

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    • Migration Societies and Social Participation

    • Author

      Catherine Carré-Karlinger: University of Education Upper Austria, Linz, Austria

      Rationale and Objectives

      Preliminary remarks:

      The topic chosen for this lesson refers to a very broad field of investigation and to global societal issues. The scope of the proposed contents can be adapted to the specific educational purposes and needs of different national contexts. Therefore, the number of teaching sessions suggested for it has to remain very flexible. The main ideas can either be introduced within one lesson (2 teaching sessions) or rather deepened in a specific independent module, if preferred. Objectives and learning outcomes have to be selected from their extensive list as necessary.

      In the context of globalization multicultural societies are obviously becoming a new geopolitical reality, especially in urban areas, shaking up the national entities commonly established as a societal norm since the 19th century. On one hand boundaries are blurring, allowing growing mobility, leading to huge migration flows and multiplying the development of hybrid identities. Backwards protectionist tendencies are on the rise and refugees have more frequently to face restrictive measures, even against internationally recognized humanitarian principles like the UN Declaration of Human Rights. These discrepancies polarize opinions and trigger social tensions. People on the move often struggle with harsh living conditions, not least because of lack of language. Native-born citizen again feel worried about the changing world. This represents a considerable challenge for democratic societies becoming irreversibly more multicultural and multilingual.

      In the last decade the concepts of super-diversity and migration societies have been developed in an interdisciplinary scientific approach, also in the field of pedagogical research. This led in German spoken countries to the development of a so-called “migration pedagogy” (Migrationspädagogik) that increasingly gains in importance in teacher education.

      This lesson (or module) will introduce the main principles of migration pedagogy and address the following questions:

      • How to foster social cohesion taking into account national, ethnic and cultural diversity?
      • In what way languages influence on social recognition? How to deal with the power /powerlessness of languages?
      • How to provide equal opportunities and social participation for all?

       Objectives

      • To conceive the idea of super-diversity in migration societies
      • To recognize the close interconnection between ethnicity, language and social participation and to understand its impact on education
      • To reflect on the power/powerlessness of languages
      • To experience the potential of narratives and biographical reflection for challenging one’s attitudes and prejudices towards “others”
      • To question one’s relationship with minorities and migrant populations
      • To get an insight into some models, projects and strategies for supporting education in multicultural/multilingual settings
      • To reflect on how to act in a more thoughtful and knowledgeable manner as a citizen and as a (future) teacher living in a multicultural society
      • To develop critical thinking through personal involvement

       Learning Outcomes

      After completion of the lesson (or module), students will be able to:

      • To inspect and explain the concepts of super-diversity (Vertovec 2007) and multiple natio-ethno-cultural belongingness (Mecheril 2001) by means of specialized literature
      • To describe the principles of ‘migration pedagogy’
      • To integrate new insights in own views on minorities and migrant populations
      • To discuss the power/powerlessness of languages through selected press texts, literature and/or biographical narratives
      • To distinguish and appraise the relationship between languages and society by means of the linguistic landscape approach
      • To analyze via autobiographical narratives/case studies and/or learning diary attitudes and prejudices towards others
      • To explore and identify good practice projects supporting social participation
      • To plan, carry out and report on a community-based learning project for supporting education in multicultural settings

      Didactical Methods

      • Explorative and research-based learning
      • Reflective learning
      • Narrative-based learning
      • Collaborative learning
      • Community-based learning

    • From Linguistic Diversity to Multilingual and Inclusive Education

    • Author

      Catherine Carré-Karlinger: University of Education Upper Austria, Linz, Austria

      Rationale and Objectives

      Linguistic diversity has ever been rooted in social realities throughout the history of humanity. However this phenomenon has progressively taken on a new political dimension related to increasing mobility in migration societies: this has a significant impact on linguistic rights. Antagonist social groups may perceive multilingualism differently, from a challenge threatening national identities to an asset opening to the world. Nevertheless, in many cases, this represents a difficult issue and a serious matter of discrimination for so-called linguistic minorities and migrant populations. How to attain a sufficient degree of autonomy without an adequate command of the host country’s language?

      Even if the main concern refers to strategies promoting a qualitative second language education, recent research brings evidence for the importance of valuing heritage languages in society and especially in education. Keeping up with the mother tongue is crucial for identity formation, social acknowledgement, better chance to academic success and equal opportunities in life. Accordingly the role of all languages in education deserves special attention from government authorities responsible for social cohesion. Promoting plurilingual education for more equity and equality of chance has also become a priority goal for the Council of Europe caring about democratic values.

      This lesson (or module) will outline the complex educational challenges in multilingual settings and introduce didactical approaches for inclusive and plurilingual education, dealing with the following questions:

      • What is the role of languages in education?
      • How to support language education for equitable and successful education in multilingual classrooms?

       Objectives

      • To deal with linguistic diversity and social discrimination in multicultural societies
      • To understand the impact of languages on personal attitudes and social identities through a biographical reflection
      • To perceive the role of teachers’ attitudes to language(s) in educating pupils for becoming equal, active and responsible citizen
      • To understand the need to support heritage languages in education
      • To learn to know principles for inclusive and pluralistic approaches promoting successful education and equal participation for all
      • To get familiar with the concept of translanguaging
      • To get an insight into some projects and strategies for supporting education in multilingual settings
      • To apprehend the role of the language of schooling for achieving success in education, especially in multilingual classrooms

      Learning Outcomes

      • To recognize the correlation between social justice, linguistic rights and language policies
      • To comprehend the influence of language(s) on emotions, self-confidence and cognitive development via biographical narrative inquiry
      • To question teacher’s attitudes towards language(s) for more equality in education
      • To report on some research-based arguments for plurilingual education
      • To recognize the importance of considering heritage languages in education and to discuss the link with inclusive education
      • To summarize the key principles of translanguaging
      • To know examples of good practice for promoting equity and respect in multilingual settings
      • To outline the correlation between academic language proficiency in all subjects and successful education
      Didactical Methods

      • Explorative and research-based learning
      • Reflective learning
      • Biography- and narrative-based learning
      • Collaborative learning
      • Community-based learning

    • The Role of  Languages in Civic Integration of Ethnic Minorities

    • Rationale and Objectives

      Rationale

      Integration of ethnic representatives of minorities in the Georgian society is rather difficult. The main barrier along with cultural differences and economic conditions is living in closed communities and speaking only their native languages (Azeri, Armenian, etc.). The lack of knowledge of the State language (Georgian) impedes their full integration in the Georgian State; also, without the knowledge of English their involvement in the world space is quite low.

      Despite the fact that the special program of learning the State language and integration for ethnic minorities („1+4“)[1]  has been functioning since 2010, as well as the fact that knowledge of English is mandatory for all students, integration of ethnic minorities still remains a big problem and it is necessary to find the ways of solving it.

      One of the most important reasons for this problem is to understand fully that learning a language does not only mean learning its structures fluently (knowledge of language means and developing of communicative skills). Today learning a language first of all implies developing intercultural competency of learners, which implies the development of democratic values and acceptance of integration/civic education.  

      Objectives

      Students, as future teachers should

      -         be aware of:

      • the importance of civic education and democratic values;
      • the importance of civic activism;
      • the importance of developing civic awareness and values as a transferable competency in school children, along with teaching the subject;
      • the sensitivity of values and norms in general, and in particular cases, in the teaching process

      -         be able to:

      • state the interrelation between civic awareness and knowledge of the subject, and to conduct teaching and learning process which will be action oriented.
      • achieve the designed objectives in learning a language, the key element is the text as an important working material in the teaching and learning process. The working material chosen ‘correctly’ will enable language learners to do activities on language means (e.g. lexical units and grammar exercises), as well as help students to develop intercultural competency, civic awareness and universal human and democratic values.

      Learning Outcomes

      The target group is the students of Teacher Education Programs

      As a result of this unit the participating students will improve considerably the language competency, as well as increase their knowledge in terms of their intercultural competency, civic education and democratic values. All this will help them integrate easily in the Georgian society, as well as in the world space.

       Didactical Methods
      • Explorative and research-based learning
      • Reflective learning
      • Biography- and narrative-based learning
      • Collaborative learning
      • Community-based learning
      • VaKE and Dilemma Based Learning


      [1]To support integration of ethnic minorities, the State program ‘1+4’ has been introduced and functioning at Georgian universities since 2010 to help ethnic minority students learn the State language (Georgian) in a year and continue their studies at the BA stage (4 years). It is important to achieve two goals in the learning process: development of language competency and civic integration (Law of Georgia on “Higher Education” (2004).

      www.parliament.ge. 2013; http://cciir.ge/upload/editor/file/CCIIR%20research%20document.pdf

       


    • Rationale and Objectives

      Rationale:

      EFL teaching lessons should extend beyond language skills development to wider educational objectives. In particular to global citizenship education, which prepares students to function in a global society by developing an understanding of global issues, empathy for people of different origins, multi-cultural appreciation, and global skill sets. When teaching the multi-cultural appreciation aspect of EGL it is it is important to focus on how different cultures relate and interact with each other and raise the question whether the English language can constitute a common ground where different appropriations of the English language and of the English-speaking cultures can have a meaningful dialogue.

      Objectives:

      To use civic and global themes as a means of student engagement and participation in English language learning.

      To make students more critical about their role in the world, and about how to build empathy and positive relationships with others.

      Learning Outcomes

      At the end of the course students will:

      • become familiar with the relationship between language, culture and global citizenship.
      • be able to present the global theme of  intercultural dimension of EGL.
      • react critically to other students’ point of view.
      • use computerized learning and teaching techniques to collaborate and share thoughts with their peers.
      • develop online collaborative learning skills.

    • Rationale and Objectives

      Rationale:

      Over the past century, the English language has become a global language. A development which has influenced the role that English has come to play in a globalising world. English no longer is a specific national language but has transformed to a multi-national and multicultural one.

      In order to contribute to the education of world, one of the ultimate goals of foreign language education should be in teaching students to become more critical about their role in the world, and about how to build empathy and positive relationships with others. Therefore, it is important that EFL lessons integrate global citizenship knowledge, skills, and attitude thereby enhancing students’ development of global citizenship skills and values.

      Objectives:

      To raise the awareness in language education to global citizenship knowledge, skills, values and attitudes.

      To make students more critical about their role in the world, and about how to build empathy and positive relationships with others.

      To use civic and global themes as a means of student engagement and participation in English language learning.

      Learning outcomes

      • be aware of the distinctive contribution foreign language teaching can make to global citizenship education.

      • become familiar with the three main areas in which language learning can contribute to global citizenship education: tackling global issues, teaching intercultural competence, and education for dialogue.

      • become familiar with the given cross-cultural nature of teaching and learning the English language.

      • be able to present and develop a personal opinion based on facts and arguments and be emphatic with contradictory\ opposing opinions.

      • react critically to other students’ point of view.

      • use computerized learning and teaching techniques to collaborate and share thoughts with their peers.

      • develop online collaborative learning skills


    View only 'Topic 1'

    • Authors

      Niederland Doron: David Yellin Academic College of Education, Jerusalem, Israel

      Stütz Roswitha: University of Education Upper Austria, Linz, Austri


      Rationale and Objectives

      The rise of individualism attested since the 18th century has been followed by a constant

      evolution of the Rights of Man and Citizen. Paradoxically this development, which should be

      regarded as part of the democratization process in Western societies, multiplied conflicts of

      values within the emerging democratic countries, especially during the last decades. In some

      cases, this phenomenon even led to contradictions between collective and individual rights.

      Therefore, the course deals with the following key questions: What are the rights and

      obligations of each one? What can a community expect from each one and what should it

      grant them?

      The proposed units 6, 7, 8, 9 provide opportunities to develop and question civic attitudes

      promoting respect for diversity through a participative approach. They simultaneously focus

      on crucial conflicting values and on current societal issues, such as:

      Conflicting rights and values (Unit 6)

      Tolerance in plural societies (Unit 7)

      Racism- A danger then as now (Unit 8)

      Education in migration societies: role of languages for social cohesion, social participation

      and successful education (Unit 9)

       Rationale and objectives for unit 6:

       In western societies, the rights of the individual and the process of democratization have been strongly influenced by the International Covenants of the Human Rights. This unit focuses on the right to freedom of expression, which is the one upon which all other rights depend, and which is needed for assuring democracy. This right serves as an example to show how starkly rights in different situations may compete with individual or social values. Since the internet and social media enlarge the impact of this right, it often becomes evident that what can be said in one place may provoke violent responses in another place of the world. Rights cause also intrapersonal tensions and ambivalent attitudes for conflicting with underlying personal core values. Conflicting values and rights cannot be solved in a general manner but case by case. A theoretical introduction as well as (dilemma based) examples shall incite the students to systematically discuss rights in the context of other rights, values and norms, to recognize their conflictive potential for society and for individuals. They should also become aware of the fact that their own "inner" values influence their behavior and their views on specific issues.

      Speaking about the right to freedom of expression immediately leads us to notions of tolerance, dignity, racism and the role of languages in migration societies, which will be the topic of units 7-9.

      Learning Outcomes

      The students will be able to

      -       recognize crucial conflicting rights and values in society

      -       reflect in depth on the impact of conflicting rights, values and norms on society/ individuals/oneself

      -       become aware of and discuss concrete situations in which rights may compete with values and norms

      -       analyze their own ambivalent attitudes and views on certain rights, values and norms

      -       develop the ability to change perspectives when considering consequences of rights and values for the individual or the collectivity

      Teaching methods

      ·       Short presentations (theoretical inputs)

      ·       - Exchange and discussions in international settings (blogs): group work

      ·       - Online activities with texts, caricatures and videos

      ·       - Analysis of case studies

      ·       - Learning diary (if possible


      Activities

       1.       What is a right? What is a value? 

      a) Students' assumptions
      b) lecture of short article
      http://www.ohrc.on.ca/en/policy-competing-human-rights/4-what-are-competing-rights

      2.       The right to freedom of expression:
      What can be seen as "expression"?

      3.       Why should there be free speech?

      In a first step, the students will probably give several reasons in favor of "free speech", but will discover simultaneously that the unlimited right to freedom of expression may cause problems, which leads them to the second question 

      How free should speech be?

      Students are given concrete cases (see A - D) to discuss in groups or may contribute with cases from their own background illustrating competing rights and values (possible method: Reichman Model)

      4.       Lecture of an article online suggesting criteria for justifying limitation of the right to freedom of expression. Summary of exposed criteria, transferability of those criteria to other cases of conflicting rights and values?
      van Mill, David, "Freedom of Speech", The Stanford Encyclopedia of Philosophy (Summer 2017 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/sum2017/entries/freedom-speech/>  

       

       Concrete cases:


      A.) The Freedom of Speech versus security and peace of citizens:
      The freedom of speech guarantees the right to express one's opinions and convictions and to take critical positions on different phenomena in society. Politically extreme right-wing Individuals/groups/parties can refer to this right when criticizing democracy and promoting an ideology based on national-socialist ideas in public sphere (social media, oral speeches, etc.) How can a democratic state react in order to guarantee the freedom of speech as well as peace and security of its citizens?

       

      B) The Freedom of Speech versus the Right for Privacy:

      The media comment on public figures’ views, often invading their privacy, criticizing certain acts done in private as immoral or unbecoming to their position in society; yet even politicians and monarchs have a right for privacy. To what extent can these conflicting rights coexist in a democratic state?

       

      C) The Freedom of Speech versus the Right to keep one’s good Name:

      The emergence of social media has made it very easy to propagate negative statements about other people online. According to the Freedom of Speech, one is free to comment on others; on the other hand, even untruthful statements can be very harmful and seriously damage other people's reputation. How should a state react to it and to what extent be able to prevent this abuse of the freedom of speech?

       

      D) The Freedom of Speech versus Respecting Religious Feelings:        

      a.       A caricaturist can draw disparaging pictures of certain religious figures in order to criticize certain religious practices and make a political point. Adherents of the concerned religion may feel that their religious feelings have been disrespected and belittled. What position can a state take in this conflict?

      b.       In originally catholic countries faced with other religions due to immigration, church bells call people to Mass while the wearing of headscarves and the call of the muezzin are generally frowned on. How to reconcile these different attitudes towards the expression of religious practices?

      Assessment

      - Analysis of a case about conflicting rights and values (according to the Reichman model)
      - Reflective paper about own learning process


      Bibliography

      Craig, Stephen et al.: Core Values, Value Conflict, and Citizens’ Ambivalence about Gay Rights

      http://users.clas.ufl.edu/sccraig/readings/prq05_copy.pdf.

       

      Garton Ash, Timothy (2017): Free Speech. Ten principles for a connected world. Atlantic books.

      London.

       Garton Ash, Timothy (2017): European disintegration, populism and the free speech we need for

      democracy. Lecture in the Assembly Hall at the University of Copenhagen 21 February 2017.

       

      van Mill, David (2017): "Freedom of Speech". In: Edward N. Zalta (ed.): The Stanford Encyclopedia

      of Philosophy, Summer 2017 Edition.

      https://plato.stanford.edu/archives/sum2017/entries/freedomspeech/.

       

      Xu, Xiaobing/Wilson, George (2006): On conflict of Human Rights. In: University of New Hampshire

      Law Review, Volume 5, p.31-57.

      http://scholars.unh.edu/cgi/viewcontent.cgi?article=1083&context=unh_lr

       

       

      Further Reading:

       

      Bieri, Peter (2013): Eine Art zu leben. Über die Vielfalt menschlicher Würde. Hanser Verlag.

      Donnelly, Jack (1984): Cultural Relativism and Universal Human Rights

      In: Human Rights Quarterly, Vol. 6, No. 4, pp. 400-419.

      http://fs2.american.edu/dfagel/www/class%20readings/donnelly/cultual%20relativism.pdf

       

      Non-scientific media:

       McEwan, Ian (2015): The Children Act. Vintage.

       www.freespeechdebate.com: an Oxford University website inciting people from all over the world to get involved in discussions about rights. 

       Ramsay, Tarquin/Altekruse, Jörg (2017): Free speech, fear free". Film documentation

      (Can we really be fully human without Free Speech? Is free speech the oxygen of our society?

      Without it we crumble. Free Speech Fear Free gets to the core of what free speech really is, and the

      impact it has on our day to day lives. It compares the UK with Belarus and shows what life is really

      like without Free Speech. It tells chilling stories of a dictatorship that destroys people's standard of

      living.)

       Nina Simone: I wish I knew how it would feel to be free,

    View only 'Topic 2'

    • Authors

      Niederland Doron: David Yellin Academic College of Education, Jerusalem, Israel

      Stütz Roswitha: University of Education Upper Austria, Linz, Austria

      Rationale and Objectives

      There are many forms of pluralism in our globalized world: political pluralism, ethical

      pluralism, ethnic pluralism, value pluralism, ... From a political point of view, it can be said

      that pluralism is a characteristic of and a condition for a democratic society A democratic

      state will, by law, aim to safeguard the possibility of pluralism, like the freedom of speech,

      freedom to education, etc. For this purpose, tolerance and open-mindedness is required as

      without them, there is no "democratic society". (cf. Nieuwenhuis, 2007).

      A society in which different religious, cultural, ethnic and other groups live together and in

      which a diversity of values and lifestyle coexist emphasizes the importance of tolerance and

      respect. However, this raises the question at what point different becomes too different, what

      can/cannot be tolerated, how to define boundaries between Sameness and Otherness and who

      has the power to define such boundaries.

      People often understand tolerance in a positive way. Nonetheless, tolerance reflects a

      relationship based on power: those in power are in a position enabling them to “tolerate” – or

      not, while those who are powerless can “be tolerated” – or not. Those who tolerate seldom

      question their judgment and may think that they possess absolute truth.

      Pluralism apparently takes the opinion of "outsiders" into account. According to the

      underlying theoretical approach this can occur in different manners: trying to construct one

      truth through divergent dialogues or accepting the co-existence of different truths without any

      dialogue. The objective of this unit is to make students aware of the multifaceted meaning and

      understanding of the concepts of "tolerance" and "pluralism" depending on different contexts

      and disciplines and to enable them to recognize how these concepts are used, adapted and

      sometimes even blurred according to specific interest groups in a plural society. Students will

      also come to closely analyze, discuss and reevaluate their own intellectual position regarding

      tolerance and pluralism.

       Nieuwenhuis, Aernout (2007): The Concept of Pluralism in the Case-Law of the European Court of Human Rights.

      https://www.ivir.nl/publicaties/download/eucons.pdf


      Learning outcomes

      The students will be able to:

      • use a sophisticated understanding of tolerance and pluralism to assess the challenges faced by modern society
      • distinguish between viewpoints that may be accepted (or not) and those who hold them and must be accepted as members of society
      • participate in public discussion of tolerance and pluralism and promote civic engagement among others
      • purposefully adapt their teaching style to foster tolerance and/or pluralism in a democratic system
      Teaching methods

      • Exchange and discussions in international settings (blogs): group work
      • Textual analysis according to the "Imago Model"
      • PPT presentation
      • Interview tasks in situ with documentation
      • Summary of readings
      • Written reflections

      Assessment

      • Development and implementation of a concrete project for civic engagement (project plan and report online) in own context
      • Research and analysis of current socio-political situation in the students' country regarding "tolerance" and "pluralism" considering different views

    View only 'Topic 3'

  • Author

    Sirje Virkus: Tallinn University, Tallinn, Estonia


    As we rapidly move into a digital world, paradigm shifts are impacting both our social and economic structure. The aim of the UNIT is to promote responsible digital citizenship, the norms of appropriate, responsible behavior with regard to technology use in an ever changing technological environment. In this UNIT students will learn about digital citizenship and how they can be safe and secure, as well as smart and effective participants in the digital world. They will gain an awareness of the rights and responsibilities of digital citizens, how they personally fit into the digital world, and how to embody healthy attributes of a digital citizen. The course content will address Ribble’s nine elements of digital citizenship: 1. Digital Access 2. Digital Commerce 3. Digital Communication 4. Digital Literacy 5. Digital Etiquette 6. Digital Law  7. Digital Rights and Responsibilities 8. Digital Health and Wellness 9. Digital Security.

    Rationale

    As we rapidly move into a digital world, paradigm shifts are impacting both our social and economic structure. The aim of the UNIT is to promote responsible digital citizenship, the norms of appropriate, responsible behavior with regard to technology use in an ever changing technological environment. In this UNIT students will learn about digital citizenship and how they can be safe and secure, as well as smart and effective participants in the digital world. They will gain an awareness of the rights and responsibilities of digital citizens, how they personally fit into the digital world, and how to embody healthy attributes of a digital citizen. The course content will address Ribble’s nine elements of digital citizenship: 1. Digital Access 2. Digital Commerce 3. Digital Communication 4. Digital Etiquette 5. Digital Health and Wellness 6. Digital Law 7. Digital Literacy 8. Digital Rights and Responsibilities 9. Digital Security.

    Objectives

    • To develop an understanding of the key concepts and elements of digital citizenship;
    • To develop an awareness and understanding of wide range of social, political, ethical and technological issues affecting the development of a digital citizen;
    • To develop an understanding of the rights and responsibilities of a digital citizen and related issues of privacy and security in a digital world;
    • To develop an awareness and understanding of professional and ethical standards, social responsibility and etiquette in digital information environment;
    • To develop an understanding of issues related to digital health and wellness;
    • To develop transliteracy skills (information literacy, digital literacy, media literacy, data literacy);
    • To develop skills to participate respectfully and responsibly in an online community.

    Learning Outcomes

    Upon on successful completion of this subject, students should:

    • be able to demonstrate an understanding of key concepts and elements of digital citizenship;
    • be able to identify and discuss the wide range of social, political, ethical and technological issues affecting the development of a digital citizen;
    • be able to demonstrate an understanding of the rights and responsibilities of a digital citizen and related issues of privacy and security in an online world;
    • to understand the pitfalls and potential of social media including for example, the risks and benefits of using “free” services, catfishing, identity theft, internet trolling and cyberbullying;
    • be able to develop transliteracy skills (information literacy, digital literacy, media literacy, data literacy) and engage in professional dialogue in digital environments;
    • be able to understand professional and ethical standards, social responsibility and etiquette in digital information environment,
    • be able to understand and discuss issues related to digital health and wellness;
    • be able to participate respectfully and responsibly in an online community.

    View only 'Topic 4'

    • Introduction

    • Moodle digital tools

    • Forum

      The forum activity module enables participants to have asynchronous discussions i.e. discussions that take place over an extended period of time.

      There are several forum types to choose from, such as a standard forum where anyone can start a new discussion at any time; a forum where each student can post exactly one discussion; or a question and answer forum where students must first post before being able to view other students' posts. A teacher can allow files to be attached to forum posts. Attached images are displayed in the forum post.

      Participants can subscribe to a forum to receive notifications of new forum posts. A teacher can set the subscription mode to optional, forced or auto, or prevent subscription completely. If required, students can be blocked from posting more than a given number of posts in a given time period; this can prevent individuals from dominating discussions.

      Forum posts can be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

      Forums have many uses, such as

      • A social space for students to get to know each other
      • For course announcements (using a news forum with forced subscription)
      • For discussing course content or reading materials
      • For continuing online an issue raised previously in a face-to-face session
      • For teacher-only discussions (using a hidden forum)
      • A help centre where tutors and students can give advice
      • A one-on-one support area for private student-teacher communications (using a forum with separate groups and with one student per group)
      • For extension activities, for example ‘brain teasers’ for students to ponder and suggest solutions to

    • Assignment

      The assignment activity module enables a teacher to communicate tasks, collect work and provide grades and feedback.

      Students can submit any digital content (files), such as word-processed documents, spreadsheets, images, or audio and video clips. Alternatively, or in addition, the assignment may require students to type text directly into the text editor. An assignment can also be used to remind students of 'real-world' assignments they need to complete offline, such as art work, and thus not require any digital content. Students can submit work individually or as a member of a group.

      When reviewing assignments, teachers can leave feedback comments and upload files, such as marked-up student submissions, documents with comments or spoken audio feedback. Assignments can be graded using a numerical or custom scale or an advanced grading method such as a rubric. Final grades are recorded in the gradebook.


    • Glossary

      The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect and organise resources or information.

      A teacher can allow files to be attached to glossary entries. Attached images are displayed in the entry. Entries can be searched or browsed alphabetically or by category, date or author. Entries can be approved by default or require approval by a teacher before they are viewable by everyone.

      If the glossary auto-linking filter is enabled, entries will be automatically linked where the concept words and/or phrases appear within the course.

      A teacher can allow comments on entries. Entries can also be rated by teachers or students (peer evaluation). Ratings can be aggregated to form a final grade which is recorded in the gradebook.

      Glossaries have many uses, such as

      • A collaborative bank of key terms
      • A ‘getting to know you’ space where new students add their name and personal details
      • A ‘handy tips’ resource of best practice in a practical subject
      • A sharing area of useful videos, images or sound files
      • A revision resource of facts to remember

    • Quiz

      The quiz activity enables a teacher to create quizzes comprising questions of various types, including multiple choice, matching, short-answer and numerical.

      The teacher can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set.

      Each attempt is marked automatically, with the exception of essay questions, and the grade is recorded in the gradebook.

      The teacher can choose when and if hints, feedback and correct answers are shown to students.

      Quizzes may be used

      • As course exams
      • As mini tests for reading assignments or at the end of a topic
      • As exam practice using questions from past exams
      • To deliver immediate feedback about performance
      • For self-assessment

    • Choice

      The choice activity module enables a teacher to ask a single question and offer a selection of possible responses.

      Choice results may be published after students have answered, after a certain date, or not at all. Results may be published with student names or anonymously.

      A choice activity may be used

      • As a quick poll to stimulate thinking about a topic
      • To quickly test students' understanding
      • To facilitate student decision-making, for example allowing students to vote on a direction for the course

    • Peer Assessment Workshop

      The workshop activity module enables the collection, review and peer assessment of students' work.

      Students can submit any digital content (files), such as word-processed documents or spreadsheets and can also type text directly into a field using the text editor.

      Submissions are assessed using a multi-criteria assessment form defined by the teacher. The process of peer assessment and understanding the assessment form can be practised in advance with example submissions provided by the teacher, together with a reference assessment. Students are given the opportunity to assess one or more of their peers' submissions. Submissions and reviewers may be anonymous if required.

      Students obtain two grades in a workshop activity - a grade for their submission and a grade for their assessment of their peers' submissions. Both grades are recorded in the gradebook.



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    • Objectives

      1. The students will be able to work collaboratively and discuss a moral dilemma.

      2. The students will develop  critical thinking skills.

      3. The students will develop creative thinking skills.

      4. The students will be able to reflect on their learning process.

      5. The students will be able to assess their own work as well as the work of their peers.

      6. The students will be able to use their theoretical knowledge in practical situations

      Learning Outcomes

      Upon completion of this unit, the instructor will introduce the students to different models for dealing with dilemmas presented by the instructor.
       The students will be able to: 

      • know / understand and apply the VaKE (Value and Knowledge Education) model
      • demonstrate a thorough understanding of the steps of dilemma-based model (DBM)
      • understand and apply at least one model of creatively using dilemmas
      • find , share different ways of learning about complex topics and act accordingly
      • collaborate and communicate digitally in order to find critical and creative solutions  to complex issues

    • VaKE Folder

      Includes presentations.

    • VaKE Value and Knowledge in Georgian Language Education File

      This handbook presents in the Georgian Language the VaKE method for teaching about different topics relating to Civic Education and Democracy.   The scenarios in this handbook are related to the Georgian social and civic challenges.

    View only 'Topic 6'