Digital Learning Design Project - WiseTeacher_Alessandra Rios

by Alessandra Rios

Professional Diploma in Digital Learning Design

A microlearning plataform for teacher training

References

Reflective Commentary

Rollout & Evaluation Plan

Instructional Design Plan & Prototype

LX Design Plan

table of contents

*Click the "step" buttons to view more information.

The WiseTeacher Platform is a project that helps to scale up the practices, since the digital learning project are designed based on educational experiences that have been tried out and implemented in teaching-learning contexts by the teachers in the Schools2030 Programme.

Step 3: Showcase

Step 2: Innovate

Step 1: Assess

The creation of training courses in the micro-learning format is aimed at primary and secondary school teachers and originates in the context of the global Schools2030 Programme, an action-research programme that seeks to evaluate, develop and disseminate good practices for the quality education of children and young people, with reference to Sustainable Development Goal 4 (SDG4). The Programme consists of three steps:

A BRIEF CONTEXT

TABLE OF CONTENTS

Part 1:LX Design plan

The HOW of Learning

The WHAT of Learning

The WHY of Learning

The WHO of Learning

index - part 1

INDEX - PART 1

The WHO of Learning

Step 1

Although the Schools2030 Programme is taking place in ten countries, the digital learning design project will only be initially launched in Brazil and Portugal due to a decision by the funders and because of the similarities in language, culture, challenges and needs.

DISCLAIMER

The names of the following three learner personas and schools are fictitious. Although, they are inspired by real situations witnessed and experienced by me as a teacher training of primary and secondary school teachers in Brazil and Portugal in the context of the Schools2030 Programme and other public policy programmes in both countries.

Creating learner personas

Based on the insights from analysing the Learner Personas, the following design considerations were made for the learning experiences on the WiseTeacher platform:

Multimedia eLearning

Offline Access to Content

Multiple Devices

Self-paced and Asynchronous

Flexible and Personalised Learning Journeys

Learning Community

design considerations

Course Validation System

Specialised Subject Knowledge

INDEX - PART 1

The WHY of Learning

Step 2

Lifelong training for teachers

Scaling up positive pedagogical practices

In the context of the Schools2030 Programme mandate, two issues have been identified in schools, which are interrelated:

schools' problems

The Schools2030 Programme, along with its various initiatives, arises in this context: to address the need for scientific and methodological support in the foundation of pedagogical practices that have been showing positive results in schools in Brazil and Portugal and in their sustainable scalability. This is achieved through the design of informal and continuous training programmes for teachers that use these practices as a reference. Schools are interested in investing in informal lifelong training for teachers in addition to accredited training courses, since the latter are subject to a number of factors: topics restricted to specific teaching groups, inflexible timetable, enrolment dependent on the number of applicants etc. School management, as well as the majority of teachers, believe that training in the e-learning format can be a good alternative, as it allows more flexible access to courses and helps to provide quicker responses to the challenges faced by teaching teams in the course of their work.

schools' needs

In general, teachers claim to have knowledge of learning theories and methodologies, acquired above all during initial training courses. However, there is a lower level of knowledge or updating on certain topics among newly qualified teachers and those who have recently started in the profession, as well as those who attend lifelong training less frequently.However, the biggest challenge for teachers is to identify the root of the challenges they face in the learning context and understand them in the light of the different learning scenarios in which they are inserted, in order to apply them in a contextualized way in their teaching practice. Ultimately, they also want to understand how they can combine the use of this knowledge and tools in the design of pedagogical activities customised to different teaching-learning contexts.

TEACHERS' NEEDS

1. Given that WiseTeacher consists of a plataform of varied courses in microlearning format, only the Participatory Learning Methods (abbreviated in this presentation as "PLM") course will be considered as an example in the definition of Learning Gaps, Learning Outcomes and in all the following steps.2. In this presentation, "learners" will be referred to as "teachers". Considering that the project consists of a training platform for this audience, using this term can avoid confusion when it comes to referring to the students of these teachers.

warnings!

Unlearning: established ideas about pedagogical approaches and learning methods. Resistance to critical reflection and changing practices.

Skills Gaps

• Lack of practice in the selection and critical application of pedagogical approaches and participatory learning methods according to learning objectives and needs.

• Lack of experience in personalising teaching-learning activities based on participatory learning methods.

Lack of/outdated knowledge about pedagogical approaches and participatory learning methods, types and application.

Knowledge Gaps

Learning Gaps

Three core types of learning gaps were identified:

LEARNING GAPS

At the end of this course, teachers are expected to:

Acquire the tools and skills necessary to create their own teaching activities, personalised to different teaching-learning scenarios.

Critically and consciously select and apply the most appropriate pedagogical strategies for each teaching- learning scenario.

Be able to acquire and update their knowledge of pedagogical theories and methods, interpreting them in the light of the specific challenges they encounter in a teaching-learning context.

Become more inquisitive about the real causes of the problems and challenges they encounter in a teaching-learning context.

purpose of the course

*Hover over the LO's to see the related Bloom's Taxonomy levels.

Review and re-evaluate the teaching practices holistically faced with the challenges adressed in the story (only for learning paths guided by stories).

LO 6

Understand the importance of participatory learning methods in building a more inclusive educational environment and consequently improving learning outcomes.

LO 5

Decide on principles and tools to develop learning activities based on participatory methods and contextualised to the students' learning objectives and needs.

LO 4

Select and assertively apply the participatory methods best suited to the learning objectives and contexts.

LO 3

Identify the criteria for choosing pedagogical approaches and participatory methods, based on the needs and learning objectives.

LO 2

Recall/Update knowledge about the main pedagogical approaches and participatory learning methods, types and applications.

LO 1

learning outcomesPLM Course

INDEX - PART 1

The WHAT of Learning

Step 3

"I want to explore the courses on my own"

"I want to be guided through stories"

There are two ways in which learners can access microlearning courses, allowing them to personalise their learning journey:

Personalising the learning journey

LO 6

LO 4

LO 5

LO 3

LO 1

LO 2

*Hover over the LO's to see the full description.

Módulo 4:

Módulo 3:

Learning Outcomes for each Module

Módulo 2:

Módulo 1:

Learning Outcomes for each Module

Learning Journey Option 1: I want to be guided trhough stories

MODULAR FRAMEWORK

*Hover over the LO's to see the full description.

LO 4

LO 5

LO 3

LO 1

Módulo 3:

Módulo 2:

LO 2

Módulo 1:

Learning Outcomes for each Module

Learning Outcomes for each Module

Learning Journey Option 2: I want to explore the courses on my own

MODULAR FRAMEWORK

INDEX - PART 1

The HOW of Learning

Step 4

• Teachers have flexibility in choosing their learning journey. They can also access the additional content whenever and in whatever order they wish.

• The structure of the courses is based on the scaffolded approach to learning, based on the adaptation of the stages of "The Learner's Journey - Storytelling and Active Methodologies in Education" (Franco, 2018), inspired by the original work "The Hero's Journey" (Campbell, 2014).

• The contents and activities contribute to pedagogical praxis (reflection-action-reflection).

• Teachers can learn from experiential and problem-solved learning.

• Peer interaction is encouraged through the exchange of experiences in the "Finding & Sharing Insights" Community.

The learning journeys in the WiseTeacher plataform are based on a constructivist pedagogical approach:

LEARNING Approach

Learner's Journey and Pedagogical Praxis

Learning Approach

Personalised learning journey

Flexible timetable

Multiple formats

Self-paced learning

This Learning Experience Design will be delivered in digital assynchronous mode:

mODE OF DELIVERY

Content

This learning experience include:

Building blocks &learning formats

The flow model adopted for this digital learning project corresponds to "Core and Spoke".

Option 1: I want to be guided through stories

Content

Flow model

The flow model adopted for this digital learning project corresponds to "Core and Spoke".

Option 2: I want to explore the courses on my own.

Flow model

Option 1: I want to be guided through stories

Content

Learning flow

Option 2: I want to explore the courses on my own

Content

Learning flow

TABLE OF CONTENTS

Part 2:Instructional Design Plan & Prototype

index - part 2

Prototype

Instructional Design Plan

INDEX - PART 2

Instructional Design Plan

Step 1

1. The "Topics" and "Wireframe" documents focus on Module 1 – Looking at the Challenge of the Participatory Learning Methods course. 2. The "Screenplans", "Storyboard" and the prototype focus on Topic 1 – Theories | Pedagogical Paradigms of Module 1 of the Participatory Learning Methods course.

For the development of the instructional design documents, only a sample of the project will be considered:

warnings!

*Hover over the LO's to see the full description plus the associated Bloom's Taxonomy levels..

The Participatory Learning Methods course looks specifically at the Pedagogical Approaches, Concepts for Participatory Learning Methods and the Criteria for selecting these in building learning scenarios. Thus, in Module 1, the following learning outcomes will be covered:

Learning Outcomes for Module 1

The target audience for the learning journeys on the WiseTeacher platform is primary and secondary teachers in schools in Brazil and Portugal covered by the Schools2030 Programme.

Target audience

LO 1

LO 2

Scope

Topics

Content

PLM Course Wireframe

PLM Coursescreenplan

Question 5

Question 4

Question 3

Question 2

Question 1

Questions guidelines

Communication Paradigm

Learning Paradigm

Instruction Paradigm

Introduction to Topic 1

PLM Coursestoryboard

INDEX - PART 2

Prototype

Step 2

*Hover over the title to see the link to the prototypes.

Prototype

TABLE OF CONTENTS

Part 3:Rollout & Evaluation Plan

index - part 3

Evaluation Plan

Rollout Plan

INDEX - PART 3

Rollout Plan

Step 1

WiseTeacher courses will be launched on the cloud-based LMS Learn Worlds platform, starting with the Learning Centre + Mobile App subscription plan. This platform was chosen based on its cost-effectiveness compared to other available options, the features it offers, and its ability to meet the learning needs of the teachers in schools covered by the Schools2030 Programme. In the rollout plan, in addition to the needs of both mentioned groups, important insights derived from learner personas were considered, such as preferences and barriers to learning in the eLearning environment and general technological considerations. Regarding the Programme, the limitation of financial resources for funding a learning platform, as well as the limited human resources dedicated to this project with basic knowledge of Instructional Design were determining factors in the choice.

E-learning platform

Accessibility

Analytics features

Data Security

Support

Scalability

Learning Curve

Customisation of courses

Cost-Effectiveness

Below are the main features of the Learn Worlds platform in relation to:

E-Learning platform

Administration

Process

Content Management

Moderation

Initially, the team, which is based in Portugal (and will produce pilot courses based on the sharing of practices by teachers in schools in Portugal and Brazil), will consist of three professionals: the Instructional Designer (ID), the UX Designer (UXD), and the Content Creation Specialist (CCS). These professionals will be allocated to tasks in the rollout plan as per the description below:

Staff & Resources

After the Rollout

During the Rollout

Before the Rollout

The rollout plan will consist of three stages:

Rollout Plan

The learner engagement strategy will operate on five levels:

Personalisation

Accessibility and UXDL

Gamification

Nudging

Learning Marketing

Learner engagement tactics

INDEX - PART 3

Evaluation Plan

Step 2

Goal-Based

Evaluates whether the learning experience provided through the WiseTeacher platform addresses the problems identified in the schools by the Schools2030 Programme, highlighting possible needs for improvement and changes to be made.

Process-Based

Evaluates each phase of the ADDIE process, from analysis to implementation, identifying both successful aspects and those needing improvement.

Outcomes-Based

Assesses whether the teachers' learning gaps were filled throughout the training process.

Three types of evaluation of the learning experience will be conducted:

learning evaluation

Survey (Course)

Survey (Storytelling)

• At the end of each course and regardless of the chosen learning journey.

• At the end of each story, if the teacher opted for the learning journey "I want to be guided through stories".

The Kirkpatrick’s Four Levels of Evaluation Model was selected to evaluate the learning experience on the WiseTeacher platform. Considering that the training sessions are structured in a microlearning format, are entirely asynchronous, and can be completed at any time by the teachers without enrolling in a specific class, a survey will be completed individually by them:

Evaluation model

Results

Behaviour

Learning

Level 4

Level 3

The evaluation according to the chosen model will occur at four levels:

Reaction

Level 1

Evaluation model

Level 2

The assessment of the accessibility of WiseTeacher’s learning material will consider two references:

• User Experience Design for Learning (UXDL)

• Universal Design for Learning (UDL).

Acessibility Evaluation

Building a Community

Reflective Design

For UXDL evaluation, the UCDL Honeycomb Model will be adopted. This model focuses on analysing the quality of the learning experience based on seven aspects: usefulness, desirability, accessibility, credibility, findability, usability, and value (University of Waterloo, 2022). It will be applied in the evaluation phase of the ADDIE process by UDX and ID.

Elements

Communication and Connections

Images

Behavioural Design

Text

UXDL

Action & Expression

Representation

Engagement

3. Executive Functions

2. Expression and Communication

1. Physical Action

3. Comprehension

2. Language and Symbol Usage

1. Perception

3. Options for Self-Regulation

2. Options for Sustaining Effort and Persistence

1. Options for Sustaining Learners' Interest

This instrument takes a more holistic approach to the learning experience, providing valuable insights into aspects that are successful and those needing intervention. The checklist considers three dimensions: Engagement, Representation and Action & Expression. It will be used at the design stage and in the evaluation phase of the ADDIE process by UDX and ID.

UDL

For the learning analysis, the following process will be adopted:

Action

Insight

Data

Monitor

Source

Learning Analytics

TABLE OF CONTENTS

REFLECTIVE COMMENtary

Part 3 - Rollout & Evaluation Plan

Part 2 - Instructional Design Plan & Prototype

Part 1 - LX Design Plan

Index - Reflective Commentary (rc)

INDEX - RC

LX Design PlanReflective Commentary

Part 1

I have tried to address the most common characteristics and challenges faced by teachers in Brazil and Portugal, in order to propose a learning experience adapted to their main learning needs. In the future, if the Schools2030 Programme decides to cover schools in other countries, it should take into account that the characteristics of teachers and the challenges they face in the teaching and learning environment may vary considerably due to differences in culture, access to technology, etc. Because of this, it may be necessary to design other learning experiences adapted to these contexts.

learner personas

Achievable: content and exercises are based on scenarios inspired by real teaching-learning contexts.

Measurable: teachers can observe the evolution of their performance by applying what they have learned about in solving practical exercises.

Specific: teachers identify what they will learn, the objective, and the application of the knowledge and skills.

Timely: teachers can apply their knowledge and skills to reflect on and improve their teaching practices as they progress through the course.

Relevant: the course contributes to reflection on teachers' pedagogical practice and provides tools for building personalised teaching activities based on participatory learning methods.

Bloom’s Taxonomy Bloom's Taxonomy was chosen as the model for this project because it allows courses to be designed within a structure that favors pedagogical praxis: reflection-action-reflection. At first, I was reluctant to consider levels 5 - Evaluate and 6 – Create. However, Bloom's Taxonomy encouraged me to think about how these levels could be included, bearing in mind the importance of challenges teachers to critically review their own practices and feel motivated to innovate by creating pedagogical resources that are contextualised to their teaching-learning contexts.

The learning outcomes are SMART:

In this reflection, the PLM course will be taken as an example.

learning outcomes

Generating an Engaging Learning Experience

Empathy Creation

One of the points identified in the Schools2030 Programme is that the main challenge for teachers lies in the interpretation and assertive approach to the problems they experience in a learning context. Storytelling methodology was considered in building learning paths because it allows:

Course Structure

Below is an example of storytelling in podcast and pdf formats:

Storytelling Example

The Bottom Up approach was adopted in the development of the courses in the WiseTeacher plataform.Based in the Schools2030 Programme needs and in my experience in Educational Programmes as a teacher trainning, I listed the themes of interest (course titles), assigned topics (modules) and based on these, I crafted the LO’s.

modular framework

"I want to explore the courses on my own"

"I want to be guided through stories"

content map

My choices for the Building Block takes into account the need for format diversification to ensure a more dynamic learning experience. It also includes the preferred digital formats of the learners identified in the learner personas analysis:

• The challenges represented through the stories will be made available in podcast format. These will also be made available in PDF format.

• Other content formats can be found in the additional content in Module 3.

In addition, a Community (Finding & Sharing Insights) will also be included as a strategy for exchanging experiences between teachers.

Building blocks

In the "I want to be guided through stories" learning journey, the themes of the courses are suggested according to the challenges presented in the story. Teachers have the option of taking the courses they are interested in. In the "I want to explore the courses on my own" learning journey, the courses are organized around specific themes and teachers also have the option of taking the courses they are interested.In both learning journeys, the core learning content needs to be accessed by navigating through the topics. The practice exercises provided in the modules also need to be completed in order to obtain certification at the end of the course. For each course completed, teachers receive a certificate if they have achieved the required minimum. On the learning journey “I want to be guided through stories”, if they complete all the courses suggested in each story and also finish Module 4 with the minimum required score, they also receive a certificate in Holistic Vision on the challenges presented in the story. Modules 2 and 3 of all the courses provide additional content and resources for optional in-depth study.

Flow model

Developing the Learning Flow was a very challenging stage for me and it underwent a number of changes throughout the process, as well as prompting changes to other stages such as the Building Block. This exercise allowed me to go further and reflect on how choices related to content formats and activities, as well as how they are inserted into a learning flow, contribute to pedagogical differentiation, more inclusive teaching and consequently the achievement of learning outcomes.

Learning flow

INDEX - RC

Instructional Design Plan & PrototypeReflective Commentary

Part 2

The second part of the digital learning design process was the longest and most complex, due to the number of documents and templates, the level of detail, and the similarity between some stages. These stages, being progressive, cumulative, and complementary, initially caused confusion and overload. Over time, familiarity with the terminologies and the logic of the process helped to minimise these issues. While developing the prototype, I was able to better understand what worked and what didn’t, which led to several revisions in the design stages of the Wireframe, Screenplane, and Framework. This phase was especially rewarding, as it allowed ideas to come to life and theories and concepts to be applied in a practical way.

Instructional design plan & prototype

Design Principles for Multimedia

The learning journeys on the WiseTeacher platform aim to immerse teachers in real experiences from the teaching-learning context, as these are based on pedagogical practices of teachers covered by the Schools2030 Programme and are scientifically supported. Furthermore, it proposes to encourage teachers to reflect on these practices and the need for change in the face of educational challenges. With this in mind, the “Experiential Learning Cycle” ID principle was applied, which includes four stages: Experience, Reflect, Think, and Act.

Design Principles for Podcasts

For the learning journey “I want to be guided through stories”, the podcast format was chosen, considering teachers' preference for this format, identified during the analysis phase of the Learner Personas, and because it is the most suitable format for the type of content. One of the functions of the story is to create empathy with teachers and their educational experiences. Fictional storytelling allows, in the context of this project, the transmission of different emotions experienced in the teaching-learning context, enabling teachers to identify with the characters and the challenges they face.

Process-Based

Design Principles

This was the most challenging principle to apply, as there is a lot of content to digest for the microlearning format. The content was reviewed several times to reduce it as much as possible without excluding important information. I believe there is still some work to be done in this regard.

Fonts, imagery, icons, and colours were considered in the design of the learning experience.

Cognitive Overload

Contrasts applied to fonts, colours, lines, and shapes; Repetition as a resource to create consistency in the design; Alignment and Arrangement and Proximity between elements to create a unified sense.

Elements

C.R.A.P.

For the visual design of the platform, the following principles were considered:

Design Principles for Multimedia

Design principles for Podcasts

Process-Based

Visual design for digital learning

To simulate the TeacherWise platform interface

For audio and video editing

For screencast production

For image editing

For the creation of the digital learning design project

For uploading videos and audios from the Wise Teacher platform

For voiceover generation

Various tools were used in the construction of the prototype, including:

Prototype construction process

WiseTeacher plataform guide

Below is a navigation guide that simulates the interaction between content and resources on the WiseTeacher platform:

INDEX - RC

Rollout & Evaluation PlanReflective Commentary

Part 3

The rollout phase was the one that required the greatest cognitive effort from me. Many terms were new to me, and I was unfamiliar with the variety of eLearning platforms as well as their technical and cost differences. I had to familiarise myself with the main stages of the rollout in order to build a plan that made sense for the scale of the Programme within which my digital learning design project is situated. I also had to consider how the activities could be distributed among the team, taking into account the specificity of the platform and its contribution to a larger goal within the Schools2030 Programme. In the following slides, my reflection on the process.

Rollout Plan

The selected LMS platform meets the needs of teachers, schools, and the Programme within which the WiseTeacher platform project is embedded. Specifically, it provides resources according to the preferences and needs identified in the learner personas analysis stage, offers courses organised within learning paths contextualised to the schools' needs regarding non-certified teacher training and accommodates a range of functionalities, facilitating the platform administration by the team, which is still new to digital learning design projects. Additionally, it allows for platform scalability at various levels, as mentioned throughout this presentation, meeting accessibility and UXDL requirements.

Choosing the e-learning plataform

An important consideration regarding this aspect of the rollout plan: initially, it seemed to me that the UXD was overloaded with the platform's functions compared to the Instructional Designer and the Content Creator Specialist. However, considering that the team has other tasks within the Schools2030 Programme, the overall division of tasks, which includes more than just the administration of the WiseTeacher platform, aligns with their roles and workload.

Staff &Resources

I was concerned that the programme decided not to involve pedagogical representatives and teachers from other countries in the development of the digital learning design project, given that there is the possibility of scaling the platform to the other eight countries covered by the Schools2030 programme. However, considering the immense cultural differences and even educational problems, I realise that it might make sense to have other parallel platforms, designed for the specific profiles and needs of each region, using the current project as an initial reference.

"Go-live" Plan

In the learner engagement strategy, I considered exploring platform functionalities, such as the ability to create learning paths within the logic of storytelling, and the creation of automatic reminders in pop-up format etc. However, taking advantage of the Schools2030 Programme's scale, additional tactics were considered to promote the platform to teachers.

learner engagement tactics

During the Evaluation phase, I realised the importance of viewing the digital learning design project more holistically. By considering evaluation throughout the entire project design process (analysis, design, development, rollout) and not just the learning experience when it is finished, I feel more confident in developing a more efficient learning experience, supported by indicators, sources, and methods of collecting this information.

evaluation plan

In addition to a better management strategy for the Finding & Sharing Insights Community, already mentioned in the reflective commentary, I believe it is important to invest in resources that reinforce the concept of empathy in the platform's design. This includes professional voice-over production, especially for representing the voice of the character Sophie, and the creation of a more realistic avatar. These features can contribute to greater humanisation of the platform and increased teacher engagement in the learning experience.

future considerations

TABLE OF CONTENTS

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Campbell, J. (2014). The hero’s journey. New World Library. Dirksen, J. (2016). Design for how People learn. Pearson. Franco, M. (2018). A jornada do Aprendiz. Storytelling e Metodologias Ativas na Educação. Unità editora. Micheletto, I; Levandovisky, A R. (2015) Ação-reflexão-ação: Processos de formação. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/1448-8.pdf

Presentation References

Cosme, A. (2018) Autonomia e Flexibilidade Curricular: propostas e estratégias de ação. Porto Editora Cosme, A.; Ferreira, D.; Sousa, A.; Lima, L.; Barros, M. (2020) Avaliação das aprendizagens: propostas e estratégias de ação. Porto Editora Cosme, A.; Lima, L.; Ferreira, D.; Ferreira, N. (2021). Metodologias, Métodos e situações de aprendizagem: propostas e estratégias de ação. Porto Editora. Daróz, E. (2012). Dinâmicas em sala de aula: para todos os níveis de ensino. Editora Universitária UFPE. Defillipi, C.; Rasquilha, L.; El Badouy, E.; Veras, M. (2018). Inovação em sala de aula: exposição, competição, colaboração, participação. Unità Editora. Fundação Aga Khan Portugal. (2017). Equidade e participação em contexto de educação: uma abordagem pedagógica baseada na cooperação. Caixa de Ferramentas. Khan Academy Blog. (2023, September 29). Aprendizagem significativa: o que é e qual sua importância. https://blog.khanacademy.org/pt-br/aprendizagem-significativa/ Krznaric, R. (2014). O poder da empatia: a arte de se colocar no lugar do outro para transformar o mundo. Zahar.

Prototype References

Learning Journals (n.d.). What are the different pedagogical approaches to learning? https://learningjournals.co.uk/what-are-the-different-pedagogical-approaches-to-learning/ Movshovitz, D. (2015). Pixar storytelling: rules for effective storytelling based on pixar’s greatest films. Team Satchel. (2020, February 13). What is Pedagogy? 4 essential learning Theories: Satchel. [Video]. YouTube. https://www.youtube.com/watch?v=QcpwEoW1uY8 The University of Chicago. Academic Technology Solutions. (2023, May 12). Collaborative Learning and Classroom Pedagogy, part 1: approachers to successful Collaboration. https://academictech.uchicago.edu/2023/05/12/collaborative-learning-and-classroom-pedagogy-part-1-approaches-to-successful-collaboration/

Prototype References

AlessandraRios

THANK YOU!

Multiple Media for Communication

• Have you allowed for embedding external tools within your platform?
• Have you integrated a spell and grammar check tool within your platform?
• Do you utilise functionalities allowing for calculations?
• Does your platform allow for the integration of web applications?
• Does the platform support text-to-speech?

Scaffolding Support Have you explored functionalities allowing learners to explore different learning pathways suitable to their needs and varied in levels of skills?

Schools2030 is supporting ten schools around the world and teachers to assess learning outcomes and the quality of the classroom environment with your own suite of contextualised and validated assessment tools.

Activate Prior Knowledge

• Have you linked back to previous modules? Does the platform allow learners to access past training?
• Does the platform have integrated learning pathways to allow learners to move across their learning paths?

Organise Your Offers Visually

• Does the platform allow you to use different course outlines for your offerings?
• Do you distinguish between your offerings?
• Can you use visual banners to represent your offerings?
• Can you organise your platform courses/offerings in a navigable way?
• Are there inbuilt features that allow for easier navigation?

Maximise Transfer

• Have you used checklists to help your learners when studying?
• Have you provided templates in the platform for assessment and skill-based learning?
• Can learners go back to what they have done? Is there a possibility to review materials retrospectively?
• How do the enrolments work for your learners and their access to your platform?

Learning Curve

• User-friendly interface and intuitive tools facilitate the work of novice Instructional Design professionals, as well as the navigation of learning experiences by teachers, reducing the learning curve.• No coding required. • Access to Learn Worlds Academy to acquire and enhance knowledge about the possibilities of the LMS platform to make the most of it.

MEETING THE CHALLENGES: course themes are presented based on the challenges represented in the stories. Teachers have the option to choose to take all courses or select those of interest to them, in any order. M1: LOOKING AT THE CHALLENGE, where the subject is initially approached in a conceptual way. This module always has three topics: T1- Theories; T2- Concepts; T3- Mind in Action.M2: ADDRESSING THE CHALLENGE, where tools and methodologies for teaching-learning scenarios are addressed, as well as reflection proposals on teachers pedagogical practice. This module always has three topics: T1- Hands on; T2- Overcoming Obstacles; T3- Reflect on teaching-practice.M3: WRAP UP, with four topics: T1- (Course)Recap; T2- Toolkit; T3- Test your Knowledge (formal assesment); T4- Finding & Sharing Insights (Community).M4 – REDEFINING THE CHALLENGES, with three topics: T1- Key points of story-related courses; T2- Holistic Vision; T3- Test Your Knowledge (formal assessment).

Accessibility

• Single Sign-On (SSO) authentication, making login easy for users. • Integration with external accessibility tools (text contrast, dynamic font size, alternative texts, keyboard navigation, screen reader).• Access to courses in offline mode.• Auto-transcripts and subtitles.

Promote Expectations

• Set up self-assessment surveys within your platform.
• Use rubrics for self-assessment and reflection.
• Facilitate coping skills.
• Have you used all platform functionalities to focus on areas where learners need support? Have you provided support to your learners on how to troubleshoot technical issues?

Develop Self-Assessment

• Have you explored all functionalities to showcase self-development (e.g., reports of self-assessment surveys or quizzes)?
• Have you used learner curation tools on your platform?
• Have you utilised bookmarking functionality within your learning platform, if available?

At level 2, the achievement of learning outcomes is evaluated. As the training on the WiseTeacher platform is entirely asynchronous, the evaluation will be summative and focus on formal learning outcomes. Teachers will be assessed at the end of each module (modules 1, 2, and 3 of the courses and module 4 of the stories) in the "Test your Knowledge" session. The assessments consist of quizzes and games, as mentioned in Part 1: Building Blocks. Although there are proposals for informal assessment (Practice Exercise) between the topics of each module, the results of these tasks will not be counted in the final evaluation, as their purpose is to promote individual reflection on teaching practices or situate them within certain theories/paradigms, rather than evaluate knowledge acquired during the learning experience.

• Are your learners aware of all communication channels with other learners?
• Have you used discussion forums and FAQs for generic queries?
• Have you set up a space for sharing opinions and ideas within the programme?
• Are students aware of the Learning Outcomes?

Customised Interfaces

• Does your platform have features allowing learners to adjust the size of text, images, tables, etc?

• Can you change the contrast between the platform and the text on it?

• Are there settings within the platform to manage video and audio?
• How do you print pages from your platform? Is the print customisable?

Visual and Auditory Options

• Are there descriptions for images used on the platform?

• Are there captions for audio and video accessible to learners?

• Does the platform meet accessibility standards?

Teachers can personalise their learning journey in two ways: through the stories (teachers can take all the courses listed or only those they are interested in and in the order they wish) or by navigating and choosing between the training themes.

a) Definition of learning pathways from the stories: by choosing the learning journey "I want to be guided through stories," teachers will have access to learning pathways, which consist of selecting courses related to the challenges contained in that story. b) Mobile Learning: integration of course content and stories into mobile applications – functionality provided by the selected LMS platform.

The design process for the WiseTeacher platform was divided into two phases. The first, led by the ID, consisted of building a concept of teacher training in eLearning format, where the content and proposed activities primarily stem from experience (storytelling) and experimentation (theory and practice) in the teaching-learning context, supported by academic references in the field of Education and correlated areas. The second, under the responsibility of the UXD, involved searching for LMS platforms that met the broader demands of teachers and the Schools2030 Programme and developing a user-friendly design that meets the identified needs.

Schools management of primary and secondary education systems in Brazil and Protugal have encountered difficulties in motivating their teaching teams for lifelong training, especially non-accredited training, which is fundamental to developing teaching competences that respond to the ongoing challenges of learning contexts and others inherent to the teaching profession. According to the schools, the main complaints teachers have about lifelong training are the following:

• Decontextualisation of training activities to the reality of learning contexts.
• Most of the training courses are very "theoretical" and don't show how to apply the knowledge in practice.
• The training sessions are not given or validated by teachers with relevant experience in learning contexts or do not promote the exchange between peers that is fundamental for sharing experiences.
• The timetable of the training courses are not compatible with their personal and professional demands, making it difficult or impossible to carry them out.

Challenge: Creating Positive Relationships

• Emotional Intelligence in Conflict Resoluttion
• Building Learning-Friendly Environments
• Student Self-Assessment
• Managing Student-Teacher Relationships

Challenge: Innovating in a Learning Context

• Developing Emotional Intelligence Skills
• Student Self-Assessment
• Participatory Learning Methods
• Collaborative Pedagogical Plan: Student-Teacher

In a free-form approach, where teachers navigate through topics of interest, selecting the courses they wish to undertake.Micro-learning courses also aim to provoke reflection and questioning among teachers about their own pedagogical practices. Thus, the topics will be organized in a non-conventional manner: instead of being organized by topics, they will be classified by challenges, as per the following examples: Given that the same strategy may be employed in response to different challenges in the teaching-learning context, it is natural for the same course to be recommended in different challenges.

Cost-Effectiveness

• Monthly subscription plan, which can be renewed or not. This payment method is quite useful for projects funded by programmes with a predetermined duration. • Unlimited addition of users (teachers). • Possibility to add multiple administrators. This can be useful for managing the platform by different people in the ten countries where the Programme operates. • Being a cloud-based LMS platform, it minimises infrastructure costs, local software installation, and other related expenses, as these tasks are managed by the platform.

Optimise Autonomy – Have you:

• Provided a choice of the format of learning materials (e.g., if using videos, also offer written materials on the same subject)?
• Given learners the autonomy to adjust their profile settings on the platform?

Optimise Relevance – Have you:

• Varied your sources of information to be appropriate for different ages, cultures, and genders?
• Designed activities on the learning platform to meet learning outcomes naturally and clearly?
• Designed e-tivities to support active participation, exploration, and experimentation?
• Allowed for more complex and creative activities within your platform and programmes?

Minimise Distractions – Have you:

• Clarified communication channels with your learners and established a routine for announcements/notifications?
• Provided only necessary information on your platform, avoiding vague and ambiguous design of modules?

• Experience: Teachers are invited to reflect on specific challenges in the teaching-learning context through a story and then to put themselves in the place of the characters represented in the story, making decisions in response to the problems encountered through a Scenario-based Activity. • Reflect: Teachers are encouraged to reflect individually by performing practical exercises related to the content covered, as well as in groups, where they are invited to share their experiences in the “Finding and Sharing Insights” community. • Think: All stages of the learning journey on the WiseTeacher platform are designed to enable teachers to connect their experiences with the proposed content and activities, applying the knowledge and skills acquired in their pedagogical work. • Act: Teachers are motivated to experiment with what they have learned in their teaching-learning contexts and to share their experiences with their peers through the “Finding and Sharing Insights” Community.

a) Real-life application stories from previous teachers who have undertaken learning journeys on the platform and accounts of the experiences of teacher-authors in collaborating to create new courses for the WiseTeacher Plataform. b) Learnining reminder pop-ups for mobile to remember teachers of a learning journey they have started and are about to complete, to motivate teachers to participate in discussions in the "Finding & Sharing Insights" Community related to the themes of the learning journeys they are enrolled in. c) Encourage the educational representatives and teacher-authors to discuss the platform and its benefits with other teachers. d) At the local and global conferences of the Schools2030 Programme, conduct activities that involve using the platform and present it through testimonials from teacher-authors as a way of publicising and promoting its benefits. e) Creation of a communication identity for the platform:

• Brand name and logo WiseTeacher.

• An avatar, “Sophie”, to represent a fellow teacher who will embody the concept of empathy by inviting teachers to reflect on their challenges in the teaching-learning context and accompany them throughout their learning journey on the platform.

Support

• 24/7 priority email support and dedicated mobile experts, allowing for quick resolution of issues. • Personalised onboarding for staff team.

Annalytics features

• Scheduled extraction of automated reports. • Access detailed analytics on content consumption and performance.

a) Attractive and intuitive visual design of the platform, facilitating and motivating teachers to explore it.b) Consistent messaging on the hook for specific sessions of the courses and stories.c) Clarification of the next steps at the end of each module of the courses and at the stories.d) Consistent schedule and approach to notifications.e) Interactive social learning platform (Finding & Sharing Insights) for sharing ideas and experiences among peers.f) Display of the learning path and certificates obtained upon course completion on the dashboard.g) Use features of the LMS to showcase learners’ progress.

The collection and evaluation of data at level 4 is the most complex, as it assesses the impact of the teachers’ learning experiences on their subsequent work in teaching-learning contexts and, ultimately, on their students' learning outcomes. Considering that student learning outcomes can only be evaluated in the medium to long term and that other actions are concurrently undertaken in the Schools2030 Programme, the results evaluation will be conducted globally, in periods and using methodologies stipulated by the Schools2030 Programme.

Who is he?

Wagner is a Visual Education teacher in the 3rd cycle of basic schoolling and works part-time at Fernando Pessoa Basic School and part-time at Gil Vicente Basic School, making up a full working day. These are his first two professional experiences in the field of Education. The schools are located in the municipality of Porto and Wagner lives in Coimbra. The distance between his home and workplace is approximately 120km. He commutes every day by train or bus, with an average journey time of 2h10. Despite having little experience as a teacher, he feels demotivated in his profession. In addition to the long journeys between home and work, he has encountered many challenges in the classroom, especially in his relationship with his students. He feels that sharing experiences with his peers could help him in this process, but he is afraid of exposing himself negatively, as he is one of the youngest employees in both schools. He lives with his parents and in his spare time likes to learn new things and socialize with friends. On Saturday mornings, he gives private digital painting lessons to young people and adults.

The learning path is guided by a story that portrays one or more challenges in a learning context. These challenges are signposted, but not just broken down: they are questioned, re-signified and related to course themes that can contribute to their reflection and resolution. The personalisation of the story-driven learning path also serves the purpose of helping teachers with the cross-cutting difficulty that most of them have in identifying the possible causes of the challenges in the teaching-learning context. For example: Many complaints from teachers about "unruly" student behaviour when in fact, unruliness is just a "symptom" of underlying problems such as: difficulties in managing the student-teacher and student-student relationships; classes that are too teacher-centred or content-centred; lack of student autonomy etc. By linking the problems identified to suggestions for courses in a given story, the aim is for teachers to reflect on the possible causes of the problem in order to address it more effectively and assertively.

The critical third step of the Schools2030 "Three-Step Model" aims to catalyse locally rooted, school-led innovations and amplify and scale them across the world.

Who is he?

Fernando is a full-time philosophy teacher in the 10th, 11th and 12th grades at the Nise da Silveira Secondary School, located in the capital of São Paulo. He lives two blocks from the school and commutes on foot. He has been in the profession for many years and feels tired and discouraged from doing long continuous training courses. He believes that he has already done a lot for education, although he appreciates the opportunity to exchange experiences and ideas with his peers and has the practice of testing successful strategies already applied by his colleagues with his students, as long as it doesn't add too much work to his job. He is a widower with three children: one aged 17, another 26 and the eldest 32. The youngest and middle child live with him. In his spare time, he enjoys sports such as running and swimming and going to the movies with his family.

From the instruments designed for data collection and already presented, it is expected that insights related to the engagement and experience of the teachers on the platform will be gathered. These insights will be used to implement possible improvements, reinforce effective aspects and plan a possible scalability of the platform to the other eight countries involved in the Schools2030 Programme, under the responsibility of the ID, UXD, and CCS.

a) Content gamification: creation of the learning journey "I want to be guided through stories". This journey is inspired by real-life situations experienced by teachers in the teaching-learning context and transformed into storytelling with challenges for which teachers are invited to take on specific roles in solving them. The 3Cs model (Challenge-Choice-Consequence) will be applied in designing some experiences provided throughout the learning journeys.b) Structural gamification: all course and story modules are organised based on the Hero's Journey, adapted to the Learner's Journey.

Teachers can start and finish their learning journeys at more convenient times. Furthermore, the experience is completely asynchronous, allowing for better time management and a better work-life balance.

• Quizzes
• Games

• Are the images used to support learning?
• Are there any redundant images?
• Have you ensured the images are not offensive?
• Do the images help in the learning process?
• Are you cropping any images?

At this level, the learning experience and teacher engagement are evaluated. The results from the previously presented surveys will be considered along with analytics data collected from the LMS platform’s functionalities regarding: Engagement Data

• Enrollment and completion rates: assesses the number of teachers enrolled in and successfully completing the learning journeys.
• Drop-off rates: helps identify specific modules and topics where learners tend to drop out or lose interest.
• User Engagement Metrics: considers the time spent on the platform, frequency of logins, time of day, day of the week, and interactions with the provided materials in the learning journeys.
• Most popular courses/content: displays information about preferred courses and content.
• Podcast Analytics: given that the main format of the stories is a podcast, it’s important to understand the number of listens, completion rates, and any disinterest or drop-off in specific stories.
• Search Activity: lists the main searches conducted using the search engines available in the learning experiences.
• Format Preferences: identifies the formats in which teachers prefer to access the materials of the learning journeys.
• Preferred Devices: assesses through which devices teachers are accessing the training on the WiseTeacher platform.
• Community Activity: understands the level of interaction among teachers in the “Finding and Sharing Insights” Community.

Experience Data

• Access
• Ease of Use
• Navigation
• Speed
• Technical Issues/Learner Support
• Too Long / Too Short
• Engagement Level
• Enjoyment Level

Considering the platform’s reach within the Schools2030 Programme, the evaluation of the application of acquired knowledge and behavioural changes in teachers will be conducted locally using a standardised instrument developed by the team in Portugal, specifically by the ID and CCS. This instrument will be implemented by the educational representatives and the school coordination teams for the teachers in Brazil and Portugal. The educational representatives will report the results to the Digital Learning project team in Portugal in predetermined formats and periods.

• Are the icons meaningful and do they add to the learning experience?
• Are the elements consistent in their use?
• Are the elements in alignment?
• Is there consistency in the design?
• Have you used brand guidelines effectively?

There are many relevant pedagogical practices implemented by teachers in educational contexts, which can serve as a reference for other education professionals and teaching-learning scenarios. However, in many cases there is not enough scientific basis to support, monitor and evaluate these practices. Nor are there holistic strategies and networks for the sharing and scalability of these local practices.

Focus on Learning Outcomes

• Does your learning platform have a space for displaying Learning Outcomes?

• Have you used a checklist for displaying Learning Outcomes and allowing learners to tick off those they have achieved?

Foster Collaboration and Community Have you encouraged learners to participate in online discussions?

Multiple Media for Communication

• Have you allowed for embedding external tools within your platform?
• Have you integrated a spell and grammar check tool within your platform?
• Do you utilise functionalities allowing for calculations?
• Does your platform allow for the integration of web applications?
• Does the platform support text-to-speech?

Scaffolding Support Have you explored functionalities allowing learners to explore different learning pathways suitable to their needs and varied in levels of skills?

The learning experience doesn't meet expectations at allThe learning experience meets some expectationsThe learning experience meets expectationsThe learning experience exceeds some expectationsThe learning experience exceeds all expectations

WiseTeacher platform courses will be evaluated and “recommended” by teachers who have already completed them. This will be done through a ranking system based on stars rates, where:

Regarding technical aspects, tasks related to content will be handled by the ID and the CCS. Platform functionality-related issues will be managed by the UXD. The LMS Platform's functionalities will predominantly be used by the team for aspects of technical administration, training and teacher support.

a) Content is available in accessible formats. It will be provided in more than one format to meet the needs and preferences of teachers.b) Naming conventions will be applied to all modules and topics of all courses and stories to standardise the training offerings and familiarise teachers with their structural organisation.c) Auto-transcripts and subtitles (for the future) included content. d) Enable captions for all videos on the platform. e) External videos have been embedded to allow greater flexibility in viewing content. f) If the project expands to other countries and considering that teachers speaking different languages can access the platform in the future, courses can be produced in the official language of the teacher-authors, under the responsibility of the educational representative of each country, with English subtitles. g) Added glossary of terms. h) Free navigation through the menus. i) Varied formats of teachers assessments to broaden the possibilities for them to demonstrate the knowledge and skills acquired throughout the learning journeys.

By starting from the problems that teachers encounter in a teaching-learning context, they feel understood and become more receptive to participating in training.

Who is she?

Joana is a 2nd and 3rd cycle mathematics teacher of Miguel de Camões, a Basic School in Lisbon, Portugal, where she has been working for six years and is currently full time. Two months ago, she also took on the role of pedagogical coordinator for these same cycles, dividing her time between teaching and her new position. She lives 15 minutes from her workplace and commutes from one point to another in her own car. She is a very dedicated professional, motivated and appreciated by her colleagues and students, as well as being asked to lead different projects at the school. She enjoys learning new things, sharing what she knows and is always looking to innovate in the classroom, especially through the use of digital resources. She is married and mother of two daughters aged 8 and 13. In her spare time, she enjoys reading crime novels, cooking and exploring new places in Lisbon with her family.

• Have you monitored the learning patterns and how the community evolves?
• Have you been checking in with students who are falling behind in the course?

• Is the text in an accessible font with enough colour contrast between itself and the background elements?
• Is the text used effectively?
• Are there headings and subheadings used for visual hierarchy?

Modules 1, 2, and 3 already mentioned in the "I want to be guided through stories" option are included also in this option.

Goal Setting

• Have you provided your learners with Learning Objectives within your programme in a space that is easily accessible to all?
• Have you included checklists for self-reflection?

Supporting Planning and Managing Information

• Have you provided learners with checklists for note-taking?
• Have you explored and used functionalities around bookmarking and curation within the platform?
• Have you used any knowledge checks within the platform?

Enhancing Monitoring

• Have you enabled a learner reporting dashboard showcasing progress within programmes and courses?
• Have you use surveys within the learning platform to ask about feedback preferences and forms?

• Activation Exercices
• Self-testing
• Scenario-based Exercises
• Quizzes
• "Finding & Shaing Insights" Community Post and Comment

• Animated Video
• Multimedia
• Podcast
• Static and Interactive PDF

Schools2030 uses Human-Centred Design (HCD) as their method for driving education innovation. The Programme believes that all teachers are designers and so they have developed a suite of HCD tools and resources to ignite the innovation process.

Preference is given to courses developed by other teachers with extensive experience in teaching and learning contexts and their challenges, or based on the experience of these teachers. Therefore, WiseTeacher platform courses will be based on the pedagogical practices of teachers from schools covered by the Schools2030 Programme. They will be designed by the Digital Learning Design team based in Portugal, with the Content Creation Specialist as the main responsible person, in conjunction with the local pedagogical representatives of each country.

Customisation of Courses

• SCORM packages can be imported directly into the platform and deliver SCORM-compliant content with grade tracking.• Flexibility in content formats: videos (including interactive), downloadable documents, quizzes, etc. • Assessment builder. • Access to courses via the mobile app. • Possibility to create forums and communities for sharing learning and insights among peers. • Personalised learning reminder pop-ups for the mobile version. • Provides feedback and progress tracking, helping teachers stay informed about their learning journey and stay motivated.

Considering that teachers do not enrol in classes on the WiseTeacher platform to participate in the courses, the "Finding & Sharing Insights" community is open and the channels are freely accessible to all. Discussion topics are classified and can be filtered by course themes and storytelling. Moreover, there are over 30,000 teachers in schools in Brazil and Portugal (and another 20,000 in the other contries) covered by the Schools2030 Programme who can access the application, making community moderation logistically unfeasible. Therefore, the UXD is only responsible for monitoring activities in collaborative spaces through Analytics indicators. However, marketing strategies can be used to boost teachers' participation in the community.

Vocabulary and Symbols

• Does the system have a glossary functionality that can be utilised for learning?
• What language terms are used on your platform? Do they mean anything within your organisation (e.g., grading might be used as opposed to marking)?

Sentence Structures and Other Languages

• Does your platform provide an opportunity to use other languages and recognise other writing systems?
• Do you need to enable other languages within your platform?

Decoding of Text, Maths, and Symbols

• Is there Text-to-Speech functionality built into the platform?
• Are all maths symbols recognised by the system?

Data Security

• The Learn Worlds LMS complies with the European Union’s General Data Protection Regulation (GDPR). • Also complies with the "Lei Geral de Proteção de Dados Pessoais, 2018 (LGPD), the data protection policies of Brazil, and other countries outside the European Union and covered by the Schools2030 Programme.

The analytics data will be extracted from the LMS platform.

Given teachers' interests in different content types, WiseTeacher will be characterised as a multimedia eLearning. In addition, the courses will be made available in microlearning format.

Course content and activities have diferente formats, in order to diversify and engage teachers in the learning experience. The aim is also to provide access to lightweight digital content in the event of internet network failures.

• Does it blend with another section of the UXDL Honeycomb model and is it explored with intuitive design?
• Did you design and develop a learning experience that is easy to navigate?
• Is it easy to access all materials?

To value environments for the exchange of experiences, ideas, and learnings among teachers, the WiseTeacher platform will include a community for this purpose.

Scalability

Although they have a predetermined time to start and finish, programmes like Schools2030 can easily be renewed or scaled to other initiatives, allowing for the continuity or adaptation of the learning platform if necessary.It is also possible to "replicate" the project, with the appropriate cultural adaptations, should the Schools2030 Programme decides to expand the WiseTeacher platform to the other eight countries

Engagement Data

• Enrollment and completion rates: assesses the number of teachers enrolled in and successfully completing the learning journeys.
• Drop-off rates: helps identify specific modules and topics where learners tend to drop out or lose interest.
• User Engagement Metrics: considers the time spent on the platform, frequency of logins, time of day, day of the week, and interactions with the provided materials in the learning journeys.
• Most popular courses/content: displays information about preferred courses and content.
• Podcast Analytics: given that the main format of the stories is a podcast, it’s important to understand the number of listens, completion rates, and any disinterest or drop-off in specific stories.
• Search Activity: lists the main searches conducted using the search engines available in the learning experiences.
• Format Preferences: identifies the formats in which teachers prefer to access the materials of the learning journeys.
• Preferred Devices: assesses through which devices teachers are accessing the training on the WiseTeacher platform.
• Community Activity: understands the level of interaction among teachers in the “Finding and Sharing Insights” Community.

Experience Data

• Access
• Ease of Use
• Navigation
• Speed
• Technical Issues/Learner Support
• Too Long / Too Short
• Engagement Level
• Enjoyment Level

The data corresponds to level 1 of the checklist and will be useful in the planning and replanning of the work of the team based in Portugal, responsible for the digital learning design project:

Decisions related to the learning analytics data from the Wise Teacher platform will always be made by the members of the digital learning design project team, in conjunction with the Schools2030 Programme Education team, considering that the platform is part of a larger whole and also contributes to the macro objectives of the initiative. It is also important to emphasise that the data collected on the platform can also be used in decision-making in other dimensions of the Programme, considering that the different initiatives influence each other and, consequently, the overall results of the Programme.

The data will be periodically monitored by the team responsible for the WiseTeacher platform.

Including mobile phones and tablets, considering that many teachers may access courses during their commute between work and home, during short breaks at school etc.

The CCS will be responsible for creating the content for new courses, along with the ID, and in partnership with the pedagogical representatives and respective authoring teachers from each country, to ensure that essential aspects of each location, such as culture in a broader sense and school culture are considered.

Courses can be started and finalised whenever teachers wish, allowing the to better manage their time and schedules. Also, the additional resouces are always available for consultation and use.

Self-paced content and resources. The plataform includes instructions on how to navigate through the learning experience.

Given the poor quality of internet networks in schools and potential data network failures during commutes between work and home, content can be accessed offline on mobile devices.

The whole learning experience are guided by the principles of storytelling and pedagogical praxis.

The learning experience on the WiseTeacher platform will be guided by two learning journeys:

• Option 1 – I want to be guided through stories: this option allows teachers to navigate the learning experience guided by a story that addresses specific challenges of the learning context. Based on these stories, courses on related themes are suggested, and teachers can freely choose the order in which they wish to start, as well as which courses they want to take. The stories allow:

• Creating empathy with teachers by starting from real and relevant challenges in teaching and learning contexts.
• Promoting critical analysis of these challenges and strategies for addressing them.
• Active learning through a participatory methodology.

• Option 2 – I want to explore the courses on my own: this option provides flexible navigation through themes of interest, where related course titles are organised.

• Have you checked if all Learning Outcomes are addressed in the design?
• Are all Learning Outcomes assessed summatively?
• Have you designed macro (holistic) and micro-Learning Outcomes for your students?