Outputs

SPACE Project has developed the following Outputs:

 

O1 MODEL SETTING

The 1st intellectual output is an operative document containing:

  • an analysis that identifies the competences needed by the teachers to allow them preventing and contrasting cyberbullying;
  • a map of the competences identified by the analysis, organized in areas, related topics, with a description of each competence and its clusters;
  • a MOOC model scheme, containing the elements to design and develop the course: an overall course structure, indications about the duration, the number of learning units, the topics, the assessment mode, the type of support.

 

 

O2 CONTENT CURATION

This output consists in the production of the guidelines to find, gather and label the contents that will be available in the Online System and in the MOOC, and in the activity of gathering and retrieving the contents to implement them in the system.

This is a key phase in the project, and its aim was to find, organize and re-use the contents and resources already existing in the web about cyberbullying: documents, stats, rules, presentations, video, podcast, interactive resources, etc. All the contents analysed and classified in this phase constituted the knowledge base of the SPACE Online System and are now implemented as OER in the MOOC.

Resources and contents developed in the last years about cyberbullying in courses and projects were not collected together, so were not labelled neither easily retrievable.  Many contents and materials have been realized on the theme of cyberbullying: reports, stats, papers, surveys, presentations, booklets, video, methodological kits, practices and so on. These contents are free and available on the web, but until today were not integrated in a web space and classified for typology, target, medium, etc.  The O2 Content Curation has gathered, classified an made re-usable all these contents according to the OER philosophy, whose value is recognized by the European Commission, that fosters their use and diffusion. In this way, the project does not start from “point zero” but re-uses and valorizes the previously produced didactic contents.

 

 

O3 ONLINE SYSTEM

This output consists in the planning and the implementation of the online portal that contains the classified content about cyberbullying, the information about the project and hosts the MOOC for the teachers. The logical planning describes the technical features and the architecture of the system, taking into account the MOOC model developed in O1 and the Content Curation criteria developed in O2.  Starting from the logical design, the system  has been developed in order to host the MOOC, the OER, the project information. The implementation step foreseed a phase of fine tuning,  realized at months 23 and 24, and that took into account the results of the experimentation.

 

 

 

O4 MOOC DEVELOPMENT

This output consists in the blueprint and the implementation of the online course. The blueprint defines the units, the learning activities, the progression of tasks in the weeks, the support to learners.

Basing on the blueprint, the MOOC was implemented on the Online System; the implementation time has been calculated according to the MOOC Development Guidelines of Universities of Toronto and British Columbia, that recommend a time of 4-6 months to design and implement a MOOC. Once developed, the MOOC was tested; an experimentation plan has defined the schedule, the involvement of the target, the standards. The teachers involved were enrolled in the MOOC and have attended it, acquiring the knowledge and competences in order to prevent and contrast cyberbullying. A final report has gathered and argumented the results of the experimentation, allowing to improve and modelling the MOOC for its further delivering and exploitation.

 

 

O5 TOOLKIT

The output Toolkit consists in a document that supplies a didactical and technical support for the use of the SPACE System and the MOOC. The Toolkit includes:

  • a definition of cyberbullying, with stats, incidence of the phenomena, dynamics, prevention strategies, actions to contrast it;
  • the guide to the MOOC: the methodology, the units, the contents, the activities, the outcomes, the results of the experimentation;
  • the guide to the System: the portal, the areas, the OER, the search engine, the resources, the communication tools;
  • the recommendations to institutional and policy makers, the suggestions for the transferring of the model.

 

 

 

 

 

 

 

 

 

 

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