Digital Humanist Curriculum Design
Digital Humanistcurriculum design2018-1-IT02-KA203-048291Partners’ meetingAthens, May 30-31, 2019IPS at UNWE
Focus onIntellectual Output 1IPS at UNWE
INTELLECTUAL OUTPUT 1AgendaMethodology for training curriculum developmentCurriculum outlineLearning needsCurriculum design Target Curriculum description Exams Content Training methodology AssessmentAdoptionOutcomesIPS at UNWE
INTELLECTUAL OUTPUT 1Why do we have used Curriculum Design Model? This is a model to design different Curriculumswith similaritiesCreation of similarities is based on core coursesin the Curriculum Prototypeo Adopting textbooks and materialso Adopting dynamic industry needso Altering the courses according toparticipants’ profileo Applying new tools and instructionalmaterialsCurriculum is a document that sets standardsand context for education, with implementationguidelines with expected knowledge and skillsachievementsIPS at UNWE
INTELLECTUAL OUTPUT 1Our definition for “good curriculum” With well defined objectives With identified Prerequisites Balanced – in the subject and covering the gaps Understandable – with well defined disciplines (courses) With Horizontally integrated content – links and sequence between the courses With Vertically integrated content – links and sequence between the modules in a course With Spiral based increasing of knowledge / skills Having Age / Generation Relevance With duration for achievement of knowledge and skills (lectures / labs, ECTS)IPS at UNWE
INTELLECTUAL OUTPUT 1We propose a methodology for designingModel Training Curriculum (Curriculum model) The Methodology is based on 4 theoretical models: Tyler model; Taba model; Oliva model; Hunkins model.integrated under common Principles.Hunkins modelOliva modelTaba modelTyler model Decision makers selecting a particular model are: Industry Advisory boards Training institution management LecturesPrinciplesIPS at UNWE
INTELLECTUAL OUTPUT 1Principles applied in model training curriculum design1.2.3.4.5.6.7.8.9.10.11.12.13.14.Coherence of a curriculum as a sequence of parts with different valuesMultiple parallel optional courses in a part of a curriculumCurriculum should work as a systemElimination of overlappingProviding balance and coordination between curriculum partsHorizontal integration between curriculum parts and Vertical integration between coursemodulesIncorporation of identified Competence Gaps from the Focus groups and National reportsIncorporation of identified Digital humanist trends from the ResearchClear identification of competences required by entrepreneurs and managersFocus on a core set of knowledge, skills and attitudes for Digital humanist professionalsIncorporation of theoretical and practical competencies required to fulfill vocational andgeneric tasks and the European and National frameworks for key competencesIntegration of key tasks in digital cultural communicationUsing the list of knowledge and skills required to fulfill the tasksIncorporation of levels of responsibilities and autonomy for each taskIPS at UNWE
INTELLECTUAL OUTPUT 1Tyler model is applied as technical-scientific model In 1949, Tyler published Basic Principles of Curriculum and InstructionFour key points of the model can be tuned for the purpose of the project: Objectives – the purposes of education through the curriculum, Instructional experience related to the purposes, Organization of the experience for the purpose of having maximumcurriculum effect (from education), Evaluation and assessment of the education purposes Objectives – what is to be the outcome of the students’ education Our approach for using Tyler model is to create curriculum course:o Mapping of current Institutional curriculum with the research,including from IO1, Task 1.1o Applying methods of teaching and learning: Cognitive, Affective,Psychomotoro Implementing Learning through exploration and Learning via doingo Organizing the experience - From simple to complex, From general tospecific, Experiences should build single unit – module, courseo Evaluation and Assessment of the results – through KPIsIPS at UNWE
INTELLECTUAL OUTPUT 1Taba model is used as “grass-roots” model Defined in “Curriculum development: Theory and Practice” (1962)Hilda Taba believed that those who teach the curriculum (theteachers/lecturers), should participate in developing of the curriculumThe curriculum should be designed by the teachers rather than handeddown by higher authorityThe teachers/lecturers should create specific teaching-learning units(modules) for their students rather than creating a general curriculumdesign - the grass-roots of the educationSteps in the model: Diagnosis of needs Formulation of objectives Selection of content Organization of contentImportant for our project Selection of learning experiences Organization of learning activities Evaluation and means of evaluationOur approach for using Taba model is:o to create the course as a sequence of modules;o some modules to have alternative ones.IPS at UNWE
INTELLECTUAL OUTPUT 1We have used the Oliva model optionally as a deductive model The Peter Oliva Model (2005) offers to faculties a possibility to makecomplete development of a school’s curriculum. The basic principles that the students in a faculty have common abstractedneeds for education The model offers faculty-wide interdisciplinary programs making short pathacross areas of faculty specialization The model supports the faculty to focus on common curricular components The model allows the faculty to concentrate on the instructional tools Our approach for using Oliva model is:o to incorporate Faculty principles;o to create Faculty inter-dependencies in the courses.IPS at UNWE
INTELLECTUAL OUTPUT 1We have used the Oliva model optionally as a deductive model Hunkins model (2004) addresses the concerns of conceptualists, ofputting stress on understanding the nature and power of curriculum .The model built on society’s (community’s) values and beliefsComplete front end analysis:o ask philosophical questionso debate purpose of schoolingo debate curriculum designso develop master curriculum plan The Francis Hunkins model has seven major stages: Curriculum conceptualization and legitimization, Diagnosis, Content selection, Experience selection,Important for our project Implementation, Evaluation; Maintenance Our approach for using Hunkins model is:o to conceptualize the courses in the curriculum;o to check the achieved curriculum objectives.IPS at UNWE
INTELLECTUAL OUTPUT 1The developed Methodology has a Procedure in 5 stepsIPS at UNWE
Course description The Digital humanist course develops digital cultural promotion and entrepreneurial skills, withinnovative and interactive teaching methodologies. It is designed to shape the professionalfigure of a typical humanist, specializing in areas such as literature, philosophy, history, religion,languages, art history, philology, semiotics and visual arts, with IT skills and competences.The aim of this new figure is to exploit theoretical methodologies typical of the humanisticworld, to be able to carry out scientific collaborations developing practices with the use ofresources and tools typical of the information technology field useful in all areas of the humansciences and with an emphasis on cultural heritage management and promotion.The most popular professional profiles, described in the National Classification of Occupationsand Positions are: travel agent, sales representative, marketing associate, economist,information broker, specialist in public administration, specialist on information management,coordinator of EU projects, etc.A figure of Digital Humanist finds employment in many sectors including web agencies,software companies, software localization companies, libraries and museums, and many fieldsin the arts of entertainment and culture.IPS at UNWE
INTELLECTUAL OUTPUT 1Professional profileDifferent sources: literature review, focus group research, National standards of professionalcompetences, job descriptions, professional associations recommendationsIntegrated framework of profile design, characteristics of the further professional(competences, skills, know how, indicators, expected results) and curriculum design features(modules, courses, OER content)Digital humanist capabilities, expected know how and related skills to be developed: someconsidered as prerequisites, others - developed within the curriculum, as learning objectivesFour blocks or layers of activities refer to the four competence areas of the Digital HumanistcurriculumIPS at UNWE
INTELLECTUAL OUTPUT 1Professional profileCompetence areaPLANNING ANDELABORATING ACULTURAL HERITAGEBUSINESSDEVELOPMENT PLANSkillsPlanning, organization, control, decision, result and customer orientationInterpreting the needs for change in cultural communication models in relation to the specificidentities of the territoriesArticulate the communication objectives with respect to the aims identified to valorise theterritorial cultural assetsTranslate company directives into strategies appropriate to their area of responsibility /competence / territoryMANAGING CULTURAL Concept and development of a digital communication projectHERITAGE PROJECTSDesign the digital communication of cultural assetsManage the methods and tools according to a cross media and transmedia logicApply the tools to improve the experience of users of cultural contentsDesigning narrative communication structuresANALYZE THE MARKET,CULTURAL HERITAGEASSETS AND APPLY ICTINSTRUMENTSApply context analysis techniques (market analysis, competitive analysis), costbenefit/opportunity/profitability analysisDevelop video products with Quick Response (QR) Code, Augmented Reality (AR), threedimensional (3D) elements, Holograms, to increase experiential factors in real lifeCULTURALCOMMUNICATIONAND PROMOTIONFoster interaction with others, interpersonal communication and effectiveness, group andmeeting management, public speaking, persuasion, negotiation, leadershipemotional stability and conflict managementIdentify and apply tools for better narrative supportManage the nonconventional narration on social networks generated in the field of digitalcommunicationKnowledgeUnderstanding of how heritageassets can be used to stimulatesustainable development of localbusinesses and communities.Strategy and business planEthicsProject management process andfunctionsProject management Body ofknowledgeDeveloping a social mediamarketing campaignNarrative structuresMarket analysisCost-benefit analysisDigital video productsCommunication process NarrativesupportConflict resolution Social mediaand networksLeadership stylesStorytellingNarrative postsIPS at UNWE
Learning OutcomesDomain-specific (cultural heritage management and promotion) andDigital competences.The students will get to know the principles, methods and techniques of linguistics,including its computational aspects, historical research, communication, text coding,document management, semi-structured content and data, technologies and servicesrelated to the web, graphic and multimedia production, graphic interfaces and theirusability.Humanities competences Be able to process archival collections, curate exhibitions, transcribe and annotatehistorical documents; Be able to formulate research questions, collect data and apply research methods tofind the information that you need; Be able to read critically, write effectively, analyze problems and solve them; Be able to apply visual and oral rhetoric, grammar and composition principles in order toimprove the readability and aesthetic appeal of the presentation; IPS at UNWE
Learning Outcomes Be aware of the social, political and ethical issues related to the problem;Be aware with the principles of intellectual property and the fair use doctrine;Be aware of intellectual property issues as they apply to multimedia;Be able to apply the legislative principles;Be able to collaborate with peers by assigning and dividing different tasks;Be able to deal with conflicts;Be able to negotiate and to build strong social networks;Be able to manage, administer and budget projects;Be familiar with the media landscape, including traditional and social media.Technical Competencies Create and study an electronic text; Create electronic music and compose on the computer; Design a typeface;IPS at UNWE
Learning Outcomes Create bit-map and vector graphics;Create and manipulate digital photographs;Design the layout and composition of a publication;Create an animation;Create a virtual space;Create instructional materials;Create an electronic presentation.Build a sophisticated WWW site;Create an interactive CD-ROM;Create time-dependent media (audio and video);Set up and network a PC or Mac;Use a WWW server;Create interactive works;Develop databases;IPS at UNWE
Learning Outcomes Conduct an electronic text analysis;Use data modelling to create digital resources;Use metadata to describe your content so that people can easily find it;Use transcription to create online contents;Apply Cascading Style Sheets (CSS) for simple data representation;Create annotation to add interactivity to your content;Use online collaboration tools (Google documents and wiki software) to stimulate;Engagement and knowledge sharing;Be able to scan, share and deliver access to digital materials;Apply the Guidelines of the Text Encoding Initiative (TEI) to encode texts;Develop mapping tools to point out locations;Use QR tags (3D bar codes), combined with iPhone apps to allow places and objects totell their own stories;understand digital editing as a holistic process and to know typical phases in a digitalediting project, methods and technologies applied and standards used in each phase;Know selected tools supporting the various phases in digital editing;IPS at UNWE
INTELLECTUAL OUTPUT 1TargetTarget groups: BACHELOR / MASTER students.LLL / eg., heritage officers lacking digital skillsOpen to students in the following areas:AnthropologyArt HistoryEnglish Language and LiteratureFilm odern LanguagesMusic and CulturePhilosophyPolitical ScienceSociologyIPS at UNWE
Entry requirements Basic knowledge and skills in the field of Business Administration, Managementand Marketing Digital Humanist as a set of suggested courses, methodologies andexperiences that will indicate students the best combination to achieveadvanced knowledge and skills in the field of digital cultural communication This is coherent with the main Digital Humanist project aim, to design, pilot anddisseminate a new university-based advanced learning program, intended torefine and fine-tune business and marketing of cultural heritage assets, tocreate prepared, competent and experienced professionalsIPS at UNWE
INTELLECTUAL OUTPUT 1Curriculum designOERPLANNING ANDELABORATING ACULTURAL HERITAGEBUSINESS DEVELOPMENTPLANMANAGING CULTURALHERITAGE PROJECTSANALYZE THE MARKET,CULTURAL HERITAGEASSETS AND APPLY ICTINSTRUMENTSCULTURALCOMMUNICATION ANDPROMOTIONIndividual Learning UNITDigital humanities evolution: sources and methodsCultural heritage management/marketingDigital heritage: the past in a digital presentOpen access and digital ethicsDigital cultural heritage contentSocial media marketing campaignAnimation and gamification: creative possibilities for digitalcommunication of cultural assetsNarrative communication structuresDigital marketing research of cultural heritage assetsDigital audience and analyticsDigital tools for producing video productsDigital and social media marketing of cultural heritage assetsDigital curation - digital libraries, museums and culturalinstitutionsWeb writing and digital storytellingMobile media in cultural communicationSuggested CoursesDigital Methods forHumanitiesStrategicManagementInnovation andEntrepreneurshipMarketingBusiness administrationData analysisMobile and social mediaDigital image processingLeadershipEntertainment technologysoftware and virtual worldsData mining and datawarehousingIPS at UNWE
INTELLECTUAL OUTPUT 1ContentBlock 1: n courses, 15 ECTSPartners choose existing coursesas suggested learning featuresBlock 2: 1 course, 6 ECTSDigital Humanist courseBlock 3: field experience, 3 ECTSBachelor – internshipMaster - workshopDigital humanities evolution: sources and methodsCultural heritage management/marketingDigital heritage: the past in a digital presentOpen access and digital ethicsDigital cultural heritage contentSocial media marketing campaignAnimation and gamification: creative possibilities fordigital communication of cultural assetsNarrative communication structuresDigital marketing research of cultural heritage assetsDigital audience and analyticsDigital tools for producing video productsDigital and social media marketing of cultural heritageassetsDigital curation - digital libraries, museums and culturalinstitutionsWeb writing and digital storytellingMobile media in cultural communicationIPS at UNWE
INTELLECTUAL OUTPUT 1Digital Humanist curriculum – 24 ECTS4 OERN suggested courses,1 course,1 field experience,15 ECTS6 ECTS3 ECTSDigital HumanistInternship/ WorkshopTraining methodologyClassesOER & DIGITDigitalstoriesSMEscheck-upsIPS at UNWE
INTELLECTUAL OUTPUT 1Training methodologyStudent-centered learning perspective, focus on active learningCurriculum, courses set and modules have a flexible structureWeb-based learning materials, open access to all modules, for reviewing someparts for additional literature sources, examples etc. Students will be involved in the complete process of creating, publishing andmanaging a digital edition. The practical parts will allow students to apply techniques learned beforehand andto use the tools, introduced to them by the instructors. SMEs check-ups allow putting into practice, foster professionality and facilitateemploymentChosen media areo traditional teaching (lectures),o web-based multimedia learning materials (OER and other DIGIT material)o Digital storieso Field experience (SMEs check-ups) IPS at UNWE
INTELLECTUAL OUTPUT 1Assessment Traditional learning - tests and examinations on the designed content Innovative learning - evaluated consideringo Usage checking (OER, DIGIT. material) during classes and examination platformaccesses, percentage of attendanceo assessment tests (Digital stories and SMEs checkups) Converted to the ECTS the grading scale the grades are as it follows:Excellent /6/Very Good /5/Good /4/ABCAverage /3/DEThe corresponding number of ECTS credit points is beingallocatedPoor /2/FXFNo ECTS credit pointsare being allocatedIPS at UNWE
INTELLECTUAL OUTPUT 1SMEs Check-up project assessmentIPS at UNWE
INTELLECTUAL OUTPUT 1AdoptionBachelorMasterLLLCoursesA 6ECTSBCInternship 3ECTSA1 –upgraded incontent anddifferentcompetences,B1C1 6ECTSAny of A,B,C or A1offeredorSpecial package forthe persons whoalready work in thisfiledCompetencesPractical, know to use,etc.Understanding, usingin internationalcontext, etc.Specific –knowledge & skillsfocusedOptions: New programme or adapt/enrich existing programmes with this DigitalHumanist curriculumIPS at UNWE
INTELLECTUAL OUTPUT 1Adoption: Digital Methods for the Humanities (MSc),Athens University of Economics and BusinessTitleECTSPeriod6A6A6A6B6BDigital Humanist ModulesRequired CoursesΥ1Υ2Υ3Υ4Υ5Programming elements with PythonRepresentation and organization of information & knowledgeManaging, editing and issuing digital resourcesData ManagementApplications of Digital Methods in the HumanitiesDigital audience and analyticsOptional CoursesΕ1Ε2Language TechnologyDigitization technologies, techniques and applications .Ε7Ε86B6B .Special Topics in Digital Methods in HumanitiesLegal issues of information management and digital mediaTotal .6CDigital Humanist course6COpen access and digital ethics60IPS at UNWE
Q&ATHANK YOUIPS at UNWEE-mail: ips@ips.bgWeb site: www.ips.bgPartners’ meetingAthens, May 30-31, 2019IPS at UNWE
Taba model is used as “grass-roots” model Defined in “Curriculum development: Theory and Practice” (1962) Hilda Taba believed that those who teach the curriculum (the teachers/lecturers), should participate in developing of the curriculum The curriculum should be designed by the teachers rather than handed down by higher .
Humanist Manifesto III was published in 2003. It greatly shortens Manifesto II and, like Kurtz’s Declaration, removes much of the ‘religious’ language that had previously characterised humanist belief and practice. 1920 Union of Ethical Societies becomes Ethical Union 1933 Humanist Manifesto I 1952 International Humanist and Ethical Union .
Humanist Manifesto II with a positive declaration for times of uncertainty. As in 1933, humanists still believe that traditional theism, especially faith in the prayer-hearing God, assumed to live and care for persons, to hear and Menu. 3/3/2019 Humanist Manifesto II - American Humanist Association
What a humanist decides is “humanism” will vary from humanist to humanist, and manifesto to manifesto. Each humanist will refer to their own beliefs as “common sense”, “reasonable”, “rational”, “self-evident”, “scientific” or “obvious”, and refer to ideas opposed to theirs as
Humanist Learning Theory 2 Introduction In this paper, I will present the Humanist Learning Theory. I’ll discuss the key principles of this theory, what attracted me to this theory, the roles of the learners and the instructor, and I’ll finish with three examples of how this learning theory could be applied in the learning environment.File Size: 611KBPage Count: 9Explore furtherApplication of Humanism Theory in the Teaching Approachcscanada.net/index.php/hess/article/view (PDF) The Humanistic Perspective in Psychologywww.researchgate.netWhat is the Humanistic Theory in Education? (2021)helpfulprofessor.comRecommended to you b
Humanist Manifesto II – The 1973 version updated to reflect the despairs of the 20th century in regards to war, racism and human rights. Humanist Manifesto II – 1973 Some illustrative lines from the Humanist Manifesto II – 1973 that are pervasive is our society today!
biblical and humanist scholars who wrote articles or books on one or more of the five PEERS topics. For example, I used the authors of the Humanist Manifesto, published in 1933, as a basis for many humanist worldview statements. The Bible, of course, was also used to draft statements reflecting basic biblical principles for each of the five areas.
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
Andreas Wagner { Integrated Electricity Spot and Forward Model 16/25. MotivationFrameworkModel and ResultsConclusions Volatility of supply-functional This observation motivates the following volatility structure (as in Boerger et al. [2009]) Volatility structure ( ;t) e (t ) 1; 2(t) ; where 1 is the (additional) short-term volatility, is a positive constant controlling the in .
