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 <p>Upon completing this module the learner should be able to:</p>
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-<li>utilise the versioning management system</li>
+<li>utilise the versioning management system for the learning materials</li>
 <li>develop the structure of the RELEASE_NOTES.md file</li>
 </ul>
 <h2 id="slides-new">Slides (new)</h2>
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-{"config":{"indexing":"full","lang":["en"],"min_search_length":3,"prebuild_index":false,"separator":"[\\s\\-]+"},"docs":[{"location":"","tags":["FAIR learning materials","FAIR-by-Design methodology","FAIR instructional design","FAIR quality assessment"],"text":"Introducing the FAIR-by-Design Methodology to the CLARIN community Release Notes 1.0.0 (2024-09-19) This is the initial version of the training materials used for the virtual training on the FAIR-by-Design Methodology adapted to the CLARIN community. Workshop Date/Time: Session 1: Fri, 20 Sep 2024 14:00 - 17:00 CEST Session 2: Thu, 26 Sep 2024, 14:00 - 17:00 CEST Location: Online Description When developing learning materials, it is essential to ensure they are FAIR (Findable, Accessible, Interoperable, and Reusable) from both the learners' and trainers' perspectives. Therefore, integrating FAIR principles into the development of learning materials is a crucial element. This training introduces the FAIR-by-Design Methodology, which provides a systematic approach that embeds the FAIR principles into the backward instructional design process. During the training session, the participants will: Gain an in-depth understanding of the FAIR-by-Design workflow where each stage highlights different aspects of the learning materials design process. Learn practical techniques for implementing the methodology to produce high-quality FAIR learning materials. Engage in discussions to explore how these principles can be applied in specific real-world scenarios. This event is organised by CLARIN ERIC, CLARIN-IT and H2IOSC in conjunction with the Skills4EOSC project. Target audience CLARIN Trainers' Network, Ambassadors and members of the CLARIN thematic committees involved in the development of training and learning resources CLARIN-IT members involved in training activities in the H2IOSC project Anyone interested in the topic is welcome to join the session and learn Expertise Level / Skill Level: Beginner Primary Language: English Access Cost: N Prerequisites: Basic knowledge of working with GitHub repositories and MD files Duration: 2 x 3 hrs Training objectives Describe training materials using metadata Structure comprehensive learning materials Develop a facilitation kit Adapt and mix learning materials Publish FAIR-by-Design learning materials Collaborate with other instructors Assess FAIR-ness of learning materials Keywords FAIR learning materials FAIR-by-Design methodology FAIR instructional design FAIR quality assessment Agenda: First session: 20th Sep 2024 Time Topic 14:00 - 14:05 Welcome 14:05 - 14:10 About CLARIN 14:10 - 14:25 About Skills4EOSC 14:25 - 14:55 Overview of the FAIR-by-Design Methodology 14:55 - 15:15 Metadata Schema & Controlled Vocabularies 15:15 - 15:40 Facilitator Kit 15:40 - 15:50 Break 15:50 - 16:15 Rich learning experience 16:15 - 16:30 Citing & Attribution 16:30 - 16:50 Hands-on 16:50 - 17:00 Q&A Second session: 26th Sep 2024 Time Topic 14:00 - 14:05 Welcome 14:05 - 14:20 Session 1 Recap 14:20 - 14:40 Version control 14:40 - 15:05 Recognition framework 15:05 - 15:25 Publishing considerations 15:25 - 15:40 Co-creation 15:40 - 15:50 Break 15:50 - 16:15 Quality assessment 16:15 - 16:40 Hands-on 16:40 - 16:55 Q&A 16:50 - 17:00 Wrap-up Resources and Materials Official event page: All resources and materials can be found at https://github.com/FAIR-by-Design-Methodology/CLARIN-FBD-Training Author(s) Sonja Filiposka, Anastas Mishev, Athina Anastasopoulou, Francesca Frontini, Giulia Pedonese, Iulianna van der Lek Trainer(s) Sonja Filiposka , Anastas Mishev , Athina Anastasopoulou, Francesca Frontini , Giulia Pedonese , Iulianna van der Lek Contact information sonja.filiposka@finki.ukim.mk License This work is licensed under a Creative Commons Attribution 4.0 International License . DOI https://doi.org/10.5281/zenodo.10676532 Accessibility Mission Skills4EOSC is dedicated to ensuring that all produced learning materials are accessible to as many visitors as possible regardless of their ability or technology. We have an active commitment to increasing our learning materials accessibility. The main standards that we aim to comply with are WCAG v.2.1 Level AA criteria and PDF/UA (ISO 14289). Acknowledgement These learning materials have been developed by following the FAIR-by-Design Methodology . The FAIR-by-Design methodology learning materials provided in this training are based on: Filiposka, S., Mishev, A., & Leister, C. (2024, June 10). FAIR-by-Design Microlearning . Zenodo. https://doi.org/10.5281/zenodo.11548062 Filiposka, S., Mishev, A., Kjorveziroski, V., & Leister, C. (2024, July 1). FAIR-by-Design Learning Materials Methodology Training of Trainers . Zenodo. https://doi.org/10.5281/zenodo.12604767 Filiposka, S., Green, D., Mishev, A., Kjorveziroski, V., Corleto, A., Napolitano, E., Paolini, G., Di Giorgio, S., Janik, J., Schirru, L., Gingold, A., Hadrossek, C., Souyioultzoglou, I., Leister, C., Pavone, G., Sharma, S., Mendez Rodriguez, E. M., & Lazzeri, E. (2023). D2.2 Methodology for FAIR-by-Design Training Materials (1.4) . 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We have an active commitment to increasing our learning materials accessibility. The main standards that we aim to comply with are WCAG v.2.1 Level AA criteria and PDF/UA (ISO 14289).","title":"Accessibility Mission"},{"location":"#acknowledgement","text":"These learning materials have been developed by following the FAIR-by-Design Methodology . The FAIR-by-Design methodology learning materials provided in this training are based on: Filiposka, S., Mishev, A., & Leister, C. (2024, June 10). FAIR-by-Design Microlearning . Zenodo. https://doi.org/10.5281/zenodo.11548062 Filiposka, S., Mishev, A., Kjorveziroski, V., & Leister, C. (2024, July 1). FAIR-by-Design Learning Materials Methodology Training of Trainers . Zenodo. https://doi.org/10.5281/zenodo.12604767 Filiposka, S., Green, D., Mishev, A., Kjorveziroski, V., Corleto, A., Napolitano, E., Paolini, G., Di Giorgio, S., Janik, J., Schirru, L., Gingold, A., Hadrossek, C., Souyioultzoglou, I., Leister, C., Pavone, G., Sharma, S., Mendez Rodriguez, E. M., & Lazzeri, E. (2023). D2.2 Methodology for FAIR-by-Design Training Materials (1.4) . Zenodo. https://doi.org/10.5281/zenodo.8305540","title":"Acknowledgement"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/","tags":["CLARIN"],"text":"About CLARIN Slides Download the slides here Introduction CLARIN (Common Language Resources and Technology Infrastructure) is a pan-European research infrastructure dedicated to making digital language resources and tools accessible to researchers, educators, and cultural institutions, particularly in the humanities and social sciences. The infrastructure supports a wide range of activities, from the development of linguistic data repositories to the creation of advanced tools for language processing and analysis. CLARIN aims to empower researchers by providing them with the resources and services they need to carry out complex language-related research, whether they are analyzing historical texts, studying spoken language, or exploring multilingual data. The CLARIN community is a collaborative network of national consortia and centers from various European countries. These consortia work together to develop, maintain, and share language resources, such as corpora, lexicons, and annotation tools. The community also provides training, support, and expertise to researchers who use these resources in their work. By fostering collaboration and knowledge exchange, CLARIN enhances the research capabilities of its members and promotes the reuse of language resources across different disciplines and countries. CLARIN ERIC (European Research Infrastructure Consortium) is the governing body that coordinates the efforts of the CLARIN community at the European level. Established as a legal entity in 2012, CLARIN ERIC ensures the sustainability and long-term viability of the infrastructure. It facilitates the integration of national efforts into a unified European framework, allowing researchers to access resources and tools across borders seamlessly. CLARIN ERIC also plays a key role in advocating for the importance of language resources and technologies in research, promoting open access, and supporting the development of standards and best practices in the field. Through its activities, CLARIN ERIC contributes to the advancement of digital humanities, linguistics, and social sciences research across Europe. CLARIN\u2019s goals focus on advancing research in the humanities and social sciences by providing comprehensive access to language resources and tools. The key goals include: Facilitating Access to Language Resources and Tools : CLARIN aims to make a wide range of digital language data, tools, and services easily accessible to researchers, educators, and cultural institutions across Europe. This includes developing a standardized, user-friendly platform where these resources can be accessed and utilized effectively. Promoting Interdisciplinary Research : CLARIN encourages the use of language resources in a variety of disciplines, particularly in the humanities and social sciences. By providing tools that support complex linguistic analyses, CLARIN enables interdisciplinary research that can lead to new insights and discoveries. Fostering Collaboration and Knowledge Sharing : CLARIN seeks to create a collaborative network where researchers, institutions, and national consortia can share resources, tools, and expertise. This collaboration strengthens the research community and ensures the sustainability and advancement of language technologies. Ensuring Sustainability and Long-Term Availability : Through CLARIN ERIC, the organization works to ensure that language resources and tools are preserved and maintained for long-term use. This involves establishing legal frameworks, securing funding, and developing strategies for the continuous updating and enhancement of the infrastructure. Advancing Open Science and Open Access : CLARIN is committed to promoting open science principles by making language resources and tools openly accessible to the research community. This includes advocating for the adoption of open data practices and the development of FAIR (Findable, Accessible, Interoperable, Reusable) data standards. Supporting Multilingualism and Cultural Diversity : One of CLARIN\u2019s goals is to support research in a wide range of languages, including less widely spoken and minority languages. By doing so, CLARIN helps preserve linguistic diversity and promotes the study of languages and cultures that may otherwise be underrepresented in digital research. Enhancing Research Capabilities through Advanced Tools : CLARIN provides state-of-the-art tools and services that enable researchers to perform complex language processing tasks, such as text mining, sentiment analysis, and machine translation. These tools help researchers unlock the full potential of large-scale language data. Developing Standards and Best Practices : CLARIN works to establish and promote standards and best practices for the creation, annotation, and sharing of language resources. This ensures that resources are interoperable, reusable, and of high quality, facilitating their use across different projects and disciplines. Summary CLARIN aims to advance humanities and social sciences research by providing easy access to digital language resources and tools, fostering collaboration, supporting multilingualism, and promoting open science principles. Suggested Reading CLARIN web site Fi\u0161er, Darja and Witt, Andreas. CLARIN: The Infrastructure for Language Resources, Berlin, Boston: De Gruyter, 2022. https://doi.org/10.1515/9783110767377 Learn more learn more about CLARIN by following the Intro to CLARIN tutorial .","title":"About CLARIN"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#about-clarin","text":"","title":"About CLARIN"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#introduction","text":"CLARIN (Common Language Resources and Technology Infrastructure) is a pan-European research infrastructure dedicated to making digital language resources and tools accessible to researchers, educators, and cultural institutions, particularly in the humanities and social sciences. The infrastructure supports a wide range of activities, from the development of linguistic data repositories to the creation of advanced tools for language processing and analysis. CLARIN aims to empower researchers by providing them with the resources and services they need to carry out complex language-related research, whether they are analyzing historical texts, studying spoken language, or exploring multilingual data. The CLARIN community is a collaborative network of national consortia and centers from various European countries. These consortia work together to develop, maintain, and share language resources, such as corpora, lexicons, and annotation tools. The community also provides training, support, and expertise to researchers who use these resources in their work. By fostering collaboration and knowledge exchange, CLARIN enhances the research capabilities of its members and promotes the reuse of language resources across different disciplines and countries. CLARIN ERIC (European Research Infrastructure Consortium) is the governing body that coordinates the efforts of the CLARIN community at the European level. Established as a legal entity in 2012, CLARIN ERIC ensures the sustainability and long-term viability of the infrastructure. It facilitates the integration of national efforts into a unified European framework, allowing researchers to access resources and tools across borders seamlessly. CLARIN ERIC also plays a key role in advocating for the importance of language resources and technologies in research, promoting open access, and supporting the development of standards and best practices in the field. Through its activities, CLARIN ERIC contributes to the advancement of digital humanities, linguistics, and social sciences research across Europe. CLARIN\u2019s goals focus on advancing research in the humanities and social sciences by providing comprehensive access to language resources and tools. The key goals include: Facilitating Access to Language Resources and Tools : CLARIN aims to make a wide range of digital language data, tools, and services easily accessible to researchers, educators, and cultural institutions across Europe. This includes developing a standardized, user-friendly platform where these resources can be accessed and utilized effectively. Promoting Interdisciplinary Research : CLARIN encourages the use of language resources in a variety of disciplines, particularly in the humanities and social sciences. By providing tools that support complex linguistic analyses, CLARIN enables interdisciplinary research that can lead to new insights and discoveries. Fostering Collaboration and Knowledge Sharing : CLARIN seeks to create a collaborative network where researchers, institutions, and national consortia can share resources, tools, and expertise. This collaboration strengthens the research community and ensures the sustainability and advancement of language technologies. Ensuring Sustainability and Long-Term Availability : Through CLARIN ERIC, the organization works to ensure that language resources and tools are preserved and maintained for long-term use. This involves establishing legal frameworks, securing funding, and developing strategies for the continuous updating and enhancement of the infrastructure. Advancing Open Science and Open Access : CLARIN is committed to promoting open science principles by making language resources and tools openly accessible to the research community. This includes advocating for the adoption of open data practices and the development of FAIR (Findable, Accessible, Interoperable, Reusable) data standards. Supporting Multilingualism and Cultural Diversity : One of CLARIN\u2019s goals is to support research in a wide range of languages, including less widely spoken and minority languages. By doing so, CLARIN helps preserve linguistic diversity and promotes the study of languages and cultures that may otherwise be underrepresented in digital research. Enhancing Research Capabilities through Advanced Tools : CLARIN provides state-of-the-art tools and services that enable researchers to perform complex language processing tasks, such as text mining, sentiment analysis, and machine translation. These tools help researchers unlock the full potential of large-scale language data. Developing Standards and Best Practices : CLARIN works to establish and promote standards and best practices for the creation, annotation, and sharing of language resources. This ensures that resources are interoperable, reusable, and of high quality, facilitating their use across different projects and disciplines.","title":"Introduction"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#summary","text":"CLARIN aims to advance humanities and social sciences research by providing easy access to digital language resources and tools, fostering collaboration, supporting multilingualism, and promoting open science principles.","title":"Summary"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#suggested-reading","text":"CLARIN web site Fi\u0161er, Darja and Witt, Andreas. CLARIN: The Infrastructure for Language Resources, Berlin, Boston: De Gruyter, 2022. https://doi.org/10.1515/9783110767377","title":"Suggested Reading"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#learn-more","text":"learn more about CLARIN by following the Intro to CLARIN tutorial .","title":"Learn more"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/","tags":["Skills4EOSC","project goals","project oraganisation","project outputs"],"text":"About Skills4EOSC Slides Download the slides here Introduction to Skills4EOSC Skills4EOSC \u2018Skills for the European Open Science commons: creating a training ecosystem for Open and FAIR science\u2019 is funded by the European Commission Horizon Europe programme (GA 101058527). The project is coordinated by Consortium GARR and supported by 44 partners in 18 European countries. The project officially started on the 1st of September 2022 and lasts until 31st of August 2025. The main goals of the Skills4EOSC project are as follows: Define Minimum Viable Skills : Establish a set of essential skills that are crucial for engaging in Open Science, ensuring these skills are aligned with the needs of the European Open Science Cloud (EOSC) ecosystem. Develop Fair-by-Design Learning Materials : Create educational resources and training programs that adhere to the FAIR principles (Findable, Accessible, Interoperable, Reusable), facilitating widespread adoption and use across various educational and research institutions. Establish Recognition Frameworks : Develop frameworks for recognizing and validating Open Science skills, including the use of Open Badges and European Digital Credentials. This recognition aims to provide a formal and credible way to acknowledge the skills acquired by participants. Collaborate with Educational Institutions : Work with universities and other educational bodies to integrate Open Science skills into formal curricula, potentially offering academic credits (ECTS points) for completed training. Promote Sustainability : Ensure the long-term sustainability of Open Science skills development through robust governance structures, continuous updating of skills repositories, and fostering collaboration among key stakeholders. Support Integration of Research Ethics and Integrity : Provide tools and best practices to help integrate ethical, legal, and societal considerations into Open Science, ensuring that research conducted within the EOSC framework adheres to high standards of integrity and ethics. The main project resources such as deliverables and milestones, presentations and videos can be found in the resources part of the SKills4EOSC website . The network part of the Skills4EOSC website provides information about the Network of Competence Centers and the User Support Network. The Skills4EOSC learning platform hosts the already fully developed learning materials within the project on different topics. There is also a registry of the Skills4EOSC training courses that provide a short overview of what is available. All of the deliverables, milestones and other relevant project outputs are developed using a co-creation process . This means that once the initial draft is completed, the material is shared with the public so that comments and opinions can be gathered and included in the final version. The list of materials for community review provides an easy access to the EU surveys which you can use to provide your feedback on a given topic. Summary Skills4EOSC aims to build a comprehensive and sustainable framework for Open Science skills development, ensuring that European researchers and data stewards are well-equipped to contribute to the evolving landscape of Open Science. Suggested Reading Skills4EOSC Website Skills4EOSC Learning Platform Skills4EOSC Zenodo community","title":"About Skills4EOSC"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#about-skills4eosc","text":"","title":"About Skills4EOSC"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#introduction-to-skills4eosc","text":"Skills4EOSC \u2018Skills for the European Open Science commons: creating a training ecosystem for Open and FAIR science\u2019 is funded by the European Commission Horizon Europe programme (GA 101058527). The project is coordinated by Consortium GARR and supported by 44 partners in 18 European countries. The project officially started on the 1st of September 2022 and lasts until 31st of August 2025. The main goals of the Skills4EOSC project are as follows: Define Minimum Viable Skills : Establish a set of essential skills that are crucial for engaging in Open Science, ensuring these skills are aligned with the needs of the European Open Science Cloud (EOSC) ecosystem. Develop Fair-by-Design Learning Materials : Create educational resources and training programs that adhere to the FAIR principles (Findable, Accessible, Interoperable, Reusable), facilitating widespread adoption and use across various educational and research institutions. Establish Recognition Frameworks : Develop frameworks for recognizing and validating Open Science skills, including the use of Open Badges and European Digital Credentials. This recognition aims to provide a formal and credible way to acknowledge the skills acquired by participants. Collaborate with Educational Institutions : Work with universities and other educational bodies to integrate Open Science skills into formal curricula, potentially offering academic credits (ECTS points) for completed training. Promote Sustainability : Ensure the long-term sustainability of Open Science skills development through robust governance structures, continuous updating of skills repositories, and fostering collaboration among key stakeholders. Support Integration of Research Ethics and Integrity : Provide tools and best practices to help integrate ethical, legal, and societal considerations into Open Science, ensuring that research conducted within the EOSC framework adheres to high standards of integrity and ethics. The main project resources such as deliverables and milestones, presentations and videos can be found in the resources part of the SKills4EOSC website . The network part of the Skills4EOSC website provides information about the Network of Competence Centers and the User Support Network. The Skills4EOSC learning platform hosts the already fully developed learning materials within the project on different topics. There is also a registry of the Skills4EOSC training courses that provide a short overview of what is available. All of the deliverables, milestones and other relevant project outputs are developed using a co-creation process . This means that once the initial draft is completed, the material is shared with the public so that comments and opinions can be gathered and included in the final version. The list of materials for community review provides an easy access to the EU surveys which you can use to provide your feedback on a given topic.","title":"Introduction to Skills4EOSC"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#summary","text":"Skills4EOSC aims to build a comprehensive and sustainable framework for Open Science skills development, ensuring that European researchers and data stewards are well-equipped to contribute to the evolving landscape of Open Science.","title":"Summary"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#suggested-reading","text":"Skills4EOSC Website Skills4EOSC Learning Platform Skills4EOSC Zenodo community","title":"Suggested Reading"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/","tags":["FAIR-by-Design Learning Materials","Backward learning process with FAIR principles","Instructional designers"],"text":"FAIR-by-Design Methodology for Learning Materials Slides Download the slides here Learning objectives Upon completing this module the learner should be able to: identify the goals of the FAIR-by-Design methodology describe the stages of the FAIR-by-Design methodology Introduction The FAIR-by-Design methodology for learning materials refers to an approach where educational resources are created and managed in a way that aligns with the FAIR principles: Findable, Accessible, Interoperable, and Reusable. This methodology ensures that learning materials, such as course content, training modules, and educational resources, are not only well-structured and high-quality but also meet specific criteria that make them easier to discover, use, and adapt within the Open Science ecosystem. In this way the methodology guarantees that the produced materials will be FAIR not just from the point of view of the learners, but also other designers and trainers that would like to reuse and adapt the materials for their own purposes. FAIR-by-Design Methodology Stages The FAIR-by-Design Methodology is created around the popular backward instructional design process that is used to develop high-quality learner-centric materials. We have taken the steps of the backward instruction design process and added additional considerations to ensure that the process will be aimed towards the design of FAIR learning content from both the perspective of the learners and the perspective of the instructional designers and trainers. The methodology is broken down into a number of stages that are connected in a feedback loop thus enabling continuous improvement: Prepare In the Prepare stage the instructional designers need to expand their skillset so that they can practically implement the FAIR principles . This means that in addition to the traditional instructional design skills, they should also be able to work with PIDs, repositories and catalogues, use a corresponding metadata schema, choose a license, and know how to acknowledge reused work with attribution. One of the important tasks in this stage is to familiarize with the RDA minimal metadata schema for learning resources as this is the basis for the description of the FAIR learning materials. This is when the backward learning process begins: Step 1 : What are your desired effects, i.e. learning outcomes? Step 2 : How are you going to assess the learners' achievements? Step 3 : How should you structure the material to reach them? This is the initial stage of the learning materials development process and thus it is important that in this stage the designer clearly defines the purpose of the learning materials, the target audience and the learning objectives while taking into consideration any prerequisites. Purpose When and how the learning materials can be used and for what purposes? Target Audience Is there anything specific that needs to be taken into account, such as cultural context? Prerequisites What does the target audience need to know or understand before starting the learning process? Scope Is it going to be a single learning unit, or a group such as a course? Learning Objectives What competences will be gained after successful completing of the learning process? Objectives should be S pecific, M easurable, A ttainable, R elevant and T ime-bound. Use Blooms Taxonomy: Formulate the objectives as actionable verb + observable knowledge, skill, attitude, behavior or ability. Discover Once the vision of what needs to be created is clear, the next step is to discover any existing learning materials that can be reused or simply serve as inspiration. For these purposes the designer needs to search different types of repositories that might host similar learning materials including OER repositories, learning platforms, general repositories and catalogues, as well as multimedia repositories that can provide sources of audio/visual props that are essential in multi-modal learning. SSH Training Materials CLARIN Learning Hub UPSKILLS Learning Content SSH Open Marketplace DARIAH Campus OER DOAB MERLOT OASIS OER Commons OERTX CORA GALILEO FORRT EOSC_ EOSC Training catalogue on the EOSC Marketplace Most EOSC projects have their own training catalogues and/or platforms... General Creative Commons Search - content provided under a CC license Zenodo - a multi-disciplinary open repository OSF - a free, open research platform Design At this stage the designer has a clear idea of what is needed and what already exists. The next step is to sketch a conceptual map of the learning materials that will help crystalize the ideas and prepare the syllabus for the learning materials. The syllabus is then used as a high-level blueprint for the development of the learning materials. In the design stage the overall structure of the learning materials is defined identifying all modules and learning units necessary together with the information on what can be reused and what needs to be designed from scratch. Careful attention should be put on license compatibility during this work. Tip Create an intuitive logical organisation of all learning materials. Tip The goal is for other people to easily reuse a single item (plan, activity, unit, assessment, ...). Tip Use a hierarchical structure to combine learning units into larger compositions. Upon completing the structure, each learning unit needs to be designed using a modeling technique such as the Hunter's model. The design stage should also take into account the need for development of a facilitation guide that explains in details how to prepare and put the training into practice, as well as a feedback form that should be used to gather feedback after the learning process has finished Produce When the design is complete, it is time to move to the produce stage and choose the tools and file formats necessary to develop all of the content. Care must be taken that the chosen file formats are open so that reusability is supported, and it is recommended that a collaborative, versioning system is used to keep track of all contributions and changes. It is important to consider both the editable files that can be reused by trainers and the final file formats intended for learners. Collaborative environment for team work Choose an environment for producing the learning material that will enable multiple people to work on the same material at one. Two examples are workplace or GitHub (find out more here ). Replicate the folder tree in the environment and start using the provided templates to generate the content. Granular versioning for easy rollback Versioning helps you maintain control over your changes. If the collaborative environment does not provide versioning and history retention then keep a history of the files by adopting a naming convention such as combining the file name with an increasing version number. Open file formats to foster reuse For other people to reuse your materials they should be made available using open file formats (docx, pptx, pdf, md, html, etc.). If you use close file formats then you MUST clearly state the tools that have been used for development in your README file. Multimodal content to reach all audience Don't forget to include different types of multimedia to provide support for different learning modalities: read/write, auditory, visual, kinesthetic. Two file sets: editable + final Always work with and keep a history of your editable files. These are what matters for you and other instructors. The second set of final files should be obtained from the editable when needed (before distributing them to the learners). The final files should be kept on the learning platform only. In this way you don't need to worry about keeping the versions in sync. Don't forget to support co-creation Truly FAIR learning materials should enable co-creation with external parties. If you don't use a collaborative environment that supports this from the start (such as GitHub), then think how are you going to enable this in the future and how are you going to deal with versioning then. One of the most important aspects of the produce stage is accessibility of the developed learning materials . Accessibility standards should be followed so as to maximize the audience for the learning materials. During this stage the designers must not forget to add the human-readable and machine-readable metadata in the developed content as well as to develop the content of all facilitation documents such as the guide, activities description, lesson plans, etc. The final step in the produce stage is to perform an internal Quality Assessment that will check that all elements are present and that the content is adequate. Publish A satisfactory completion of the internal QA leads to the publication steps. Before the actual publication, very important final touches need to be done including activities such as the definition of the content of accompanying files : license, readme, citation, code of conduct and alike. Accompanying files Define the overall license, provide description, instructions on how to cite your materials, define the code of conduct for a co-creation environment, etc. Put into repository Publish the editable package in an appropriate FAIR repository. This record is primarily intended for reuse by other designers and trainers. Provide to learners Provide the final non-editable versions to the learners on a learning platform of your choice. Some additional guidelines on FAIR repositories are available at Find a FAIR repository . One of the available options is to use fairsharing.org to search for a suitable FAIR repository. fair-checker to check the FAIRness of a given repository. It is important to also consider adding a reference to the repo in a corresponding catalogue such as the SSH Open Marketplace if this is not done by automatic harvesting of the chosen repository. Verify The final steps in the methodology is to perform another QA round, this time focusing on external QA . At this stage the overall level of FAIRness of the learning materials needs to be checked and external experts should be used to provide unbiased feedback regarding the quality of the produced materials. A fresh set of eyes Have someone who has not participated in the development of the learning materials review the final work. This will guarantee a review free of cognitive bias. Don't forget to QA the Learning Management System (LMS) The reviewer should play the role of a new learner in the LMS and check everything from the learner perspective. Go through the QA checklists In Skills4EOSC T2.4 has developed a number of QA checklists that you and your external reviewer need to go through so that you can ensure high-quality learning materials (see S\u00e1nchez et al. 2023 ). This stage also focuses on setting up different mechanism for gathering feedback so that the learning materials can be further improved. In this way it fosters the co-creation process that empowers learners and other designers and trainers to actively participate in the development. Continuous Improvement The gathered internal and external feedback should be used as input for the development of a new version of the learning materials. Upon the identification of potential improvements that should be implemented, the development process circles back to the first stage aiming to publish a new improved version of the learning materials. Gather Gather feedback from all available internal & external sources. Analyse Analyse the gathered information in a structured way. Create a list of potential improvements with impact level (high, moderate, low). Improve Select items from the list that will be part of a new version. Choose items that make sense to be in the same new release. Repeat Start a new cycle of the FAIR-by-Design methodology that will implement the selected items. After the Verify stage, you will reenter continuous improvement with newly gathered information.... Summary The FAIR-by-Design methodology proposes six stages that aim to ensure that the end result will be FAIR Learning Materials that are: Findable : Learning materials are indexed in a way that makes them easily discoverable by both humans and machines. This typically involves assigning persistent identifiers, such as DOIs, and providing rich metadata that includes detailed descriptions, keywords, and other information that facilitates search and discovery. Accessible : The materials are available to users under clear conditions, often through open access platforms. This means ensuring that the resources can be accessed by anyone with the appropriate permissions or licenses, without unnecessary barriers like paywalls or restrictive access conditions. Interoperable : Learning materials are designed to be compatible with various systems and tools. This involves using standardized formats, protocols, and vocabularies that enable the integration and use of the materials across different platforms, enhancing the ability to mix, match, and repurpose content. Reusable : The resources are created with reuse in mind, allowing others to easily adapt or repurpose them for different contexts. This requires clear licensing, proper documentation, and a modular design that facilitates modification and customization. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development FAIR-by-Design Learning Materials Methodology Training of Trainers on Zenodo FAIR-by-Design Learning Materials Methodology Training of Trainers on LMS FAIR-by-Design Learning Materials Methodology Training of Trainers on GitHub FAIR-by-Design Learning Materials Methodology Training of Trainers GitBook FAIR-by-Design Learning Materials Methodology Templates Repository","title":"FAIR-by-Design Methodology"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#fair-by-design-methodology-for-learning-materials","text":"","title":"FAIR-by-Design Methodology for Learning Materials"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#learning-objectives","text":"Upon completing this module the learner should be able to: identify the goals of the FAIR-by-Design methodology describe the stages of the FAIR-by-Design methodology","title":"Learning objectives"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#introduction","text":"The FAIR-by-Design methodology for learning materials refers to an approach where educational resources are created and managed in a way that aligns with the FAIR principles: Findable, Accessible, Interoperable, and Reusable. This methodology ensures that learning materials, such as course content, training modules, and educational resources, are not only well-structured and high-quality but also meet specific criteria that make them easier to discover, use, and adapt within the Open Science ecosystem. In this way the methodology guarantees that the produced materials will be FAIR not just from the point of view of the learners, but also other designers and trainers that would like to reuse and adapt the materials for their own purposes.","title":"Introduction"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#fair-by-design-methodology-stages","text":"The FAIR-by-Design Methodology is created around the popular backward instructional design process that is used to develop high-quality learner-centric materials. We have taken the steps of the backward instruction design process and added additional considerations to ensure that the process will be aimed towards the design of FAIR learning content from both the perspective of the learners and the perspective of the instructional designers and trainers. The methodology is broken down into a number of stages that are connected in a feedback loop thus enabling continuous improvement:","title":"FAIR-by-Design Methodology Stages"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#prepare","text":"In the Prepare stage the instructional designers need to expand their skillset so that they can practically implement the FAIR principles . This means that in addition to the traditional instructional design skills, they should also be able to work with PIDs, repositories and catalogues, use a corresponding metadata schema, choose a license, and know how to acknowledge reused work with attribution. One of the important tasks in this stage is to familiarize with the RDA minimal metadata schema for learning resources as this is the basis for the description of the FAIR learning materials. This is when the backward learning process begins: Step 1 : What are your desired effects, i.e. learning outcomes? Step 2 : How are you going to assess the learners' achievements? Step 3 : How should you structure the material to reach them? This is the initial stage of the learning materials development process and thus it is important that in this stage the designer clearly defines the purpose of the learning materials, the target audience and the learning objectives while taking into consideration any prerequisites. Purpose When and how the learning materials can be used and for what purposes? Target Audience Is there anything specific that needs to be taken into account, such as cultural context? Prerequisites What does the target audience need to know or understand before starting the learning process? Scope Is it going to be a single learning unit, or a group such as a course? Learning Objectives What competences will be gained after successful completing of the learning process? Objectives should be S pecific, M easurable, A ttainable, R elevant and T ime-bound. Use Blooms Taxonomy: Formulate the objectives as actionable verb + observable knowledge, skill, attitude, behavior or ability.","title":"Prepare"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#discover","text":"Once the vision of what needs to be created is clear, the next step is to discover any existing learning materials that can be reused or simply serve as inspiration. For these purposes the designer needs to search different types of repositories that might host similar learning materials including OER repositories, learning platforms, general repositories and catalogues, as well as multimedia repositories that can provide sources of audio/visual props that are essential in multi-modal learning. SSH Training Materials CLARIN Learning Hub UPSKILLS Learning Content SSH Open Marketplace DARIAH Campus OER DOAB MERLOT OASIS OER Commons OERTX CORA GALILEO FORRT EOSC_ EOSC Training catalogue on the EOSC Marketplace Most EOSC projects have their own training catalogues and/or platforms... General Creative Commons Search - content provided under a CC license Zenodo - a multi-disciplinary open repository OSF - a free, open research platform","title":"Discover"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#design","text":"At this stage the designer has a clear idea of what is needed and what already exists. The next step is to sketch a conceptual map of the learning materials that will help crystalize the ideas and prepare the syllabus for the learning materials. The syllabus is then used as a high-level blueprint for the development of the learning materials. In the design stage the overall structure of the learning materials is defined identifying all modules and learning units necessary together with the information on what can be reused and what needs to be designed from scratch. Careful attention should be put on license compatibility during this work. Tip Create an intuitive logical organisation of all learning materials. Tip The goal is for other people to easily reuse a single item (plan, activity, unit, assessment, ...). Tip Use a hierarchical structure to combine learning units into larger compositions. Upon completing the structure, each learning unit needs to be designed using a modeling technique such as the Hunter's model. The design stage should also take into account the need for development of a facilitation guide that explains in details how to prepare and put the training into practice, as well as a feedback form that should be used to gather feedback after the learning process has finished","title":"Design"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#produce","text":"When the design is complete, it is time to move to the produce stage and choose the tools and file formats necessary to develop all of the content. Care must be taken that the chosen file formats are open so that reusability is supported, and it is recommended that a collaborative, versioning system is used to keep track of all contributions and changes. It is important to consider both the editable files that can be reused by trainers and the final file formats intended for learners. Collaborative environment for team work Choose an environment for producing the learning material that will enable multiple people to work on the same material at one. Two examples are workplace or GitHub (find out more here ). Replicate the folder tree in the environment and start using the provided templates to generate the content. Granular versioning for easy rollback Versioning helps you maintain control over your changes. If the collaborative environment does not provide versioning and history retention then keep a history of the files by adopting a naming convention such as combining the file name with an increasing version number. Open file formats to foster reuse For other people to reuse your materials they should be made available using open file formats (docx, pptx, pdf, md, html, etc.). If you use close file formats then you MUST clearly state the tools that have been used for development in your README file. Multimodal content to reach all audience Don't forget to include different types of multimedia to provide support for different learning modalities: read/write, auditory, visual, kinesthetic. Two file sets: editable + final Always work with and keep a history of your editable files. These are what matters for you and other instructors. The second set of final files should be obtained from the editable when needed (before distributing them to the learners). The final files should be kept on the learning platform only. In this way you don't need to worry about keeping the versions in sync. Don't forget to support co-creation Truly FAIR learning materials should enable co-creation with external parties. If you don't use a collaborative environment that supports this from the start (such as GitHub), then think how are you going to enable this in the future and how are you going to deal with versioning then. One of the most important aspects of the produce stage is accessibility of the developed learning materials . Accessibility standards should be followed so as to maximize the audience for the learning materials. During this stage the designers must not forget to add the human-readable and machine-readable metadata in the developed content as well as to develop the content of all facilitation documents such as the guide, activities description, lesson plans, etc. The final step in the produce stage is to perform an internal Quality Assessment that will check that all elements are present and that the content is adequate.","title":"Produce"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#publish","text":"A satisfactory completion of the internal QA leads to the publication steps. Before the actual publication, very important final touches need to be done including activities such as the definition of the content of accompanying files : license, readme, citation, code of conduct and alike. Accompanying files Define the overall license, provide description, instructions on how to cite your materials, define the code of conduct for a co-creation environment, etc. Put into repository Publish the editable package in an appropriate FAIR repository. This record is primarily intended for reuse by other designers and trainers. Provide to learners Provide the final non-editable versions to the learners on a learning platform of your choice. Some additional guidelines on FAIR repositories are available at Find a FAIR repository . One of the available options is to use fairsharing.org to search for a suitable FAIR repository. fair-checker to check the FAIRness of a given repository. It is important to also consider adding a reference to the repo in a corresponding catalogue such as the SSH Open Marketplace if this is not done by automatic harvesting of the chosen repository.","title":"Publish"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#verify","text":"The final steps in the methodology is to perform another QA round, this time focusing on external QA . At this stage the overall level of FAIRness of the learning materials needs to be checked and external experts should be used to provide unbiased feedback regarding the quality of the produced materials. A fresh set of eyes Have someone who has not participated in the development of the learning materials review the final work. This will guarantee a review free of cognitive bias. Don't forget to QA the Learning Management System (LMS) The reviewer should play the role of a new learner in the LMS and check everything from the learner perspective. Go through the QA checklists In Skills4EOSC T2.4 has developed a number of QA checklists that you and your external reviewer need to go through so that you can ensure high-quality learning materials (see S\u00e1nchez et al. 2023 ). This stage also focuses on setting up different mechanism for gathering feedback so that the learning materials can be further improved. In this way it fosters the co-creation process that empowers learners and other designers and trainers to actively participate in the development.","title":"Verify"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#continuous-improvement","text":"The gathered internal and external feedback should be used as input for the development of a new version of the learning materials. Upon the identification of potential improvements that should be implemented, the development process circles back to the first stage aiming to publish a new improved version of the learning materials. Gather Gather feedback from all available internal & external sources. Analyse Analyse the gathered information in a structured way. Create a list of potential improvements with impact level (high, moderate, low). Improve Select items from the list that will be part of a new version. Choose items that make sense to be in the same new release. Repeat Start a new cycle of the FAIR-by-Design methodology that will implement the selected items. After the Verify stage, you will reenter continuous improvement with newly gathered information....","title":"Continuous Improvement"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#summary","text":"The FAIR-by-Design methodology proposes six stages that aim to ensure that the end result will be FAIR Learning Materials that are: Findable : Learning materials are indexed in a way that makes them easily discoverable by both humans and machines. This typically involves assigning persistent identifiers, such as DOIs, and providing rich metadata that includes detailed descriptions, keywords, and other information that facilitates search and discovery. Accessible : The materials are available to users under clear conditions, often through open access platforms. This means ensuring that the resources can be accessed by anyone with the appropriate permissions or licenses, without unnecessary barriers like paywalls or restrictive access conditions. Interoperable : Learning materials are designed to be compatible with various systems and tools. This involves using standardized formats, protocols, and vocabularies that enable the integration and use of the materials across different platforms, enhancing the ability to mix, match, and repurpose content. Reusable : The resources are created with reuse in mind, allowing others to easily adapt or repurpose them for different contexts. This requires clear licensing, proper documentation, and a modular design that facilitates modification and customization.","title":"Summary"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development FAIR-by-Design Learning Materials Methodology Training of Trainers on Zenodo FAIR-by-Design Learning Materials Methodology Training of Trainers on LMS FAIR-by-Design Learning Materials Methodology Training of Trainers on GitHub FAIR-by-Design Learning Materials Methodology Training of Trainers GitBook FAIR-by-Design Learning Materials Methodology Templates Repository","title":"Suggested Reading"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/","tags":["Metadata","Controlled Vocabularies","Syllabus"],"text":"Metadata and Controlled Vocabularies Slides Download the slides here Learning objectives Upon completing this module the learner should be able to: apply the RDA metadata schema for learning resources use controlled vocabularies define the syllabus and the learning objective of a learning unit Metadata and Metadata Schema Metadata is one of the key ingredients to making learning resources findable, accessible, and reusable. In essence, metadata consists of structured information that describes, explains and locates a resource. The main purpose of the (meta)data about the learning resource is to enable cataloguing and discovery by providing a standard means to report on: WHO created the resource WHAT is the content of the resource WHEN was the resource created WHERE is the location of the resource WHY the data was resource Example metadata for a language dataset Using this information a learner or instructor should be able to: Search and retrieve the information about a learning resource Determine if the learning resource meets certain learning requirements Discover how to acquire and use the learning resource RDA Minimal Metadata for Learning Resources The RDA Education And Training On Handling Of Research Data Interest Group has defined a minimal metadata set for learning resources that has become a de facto standard for describing FAIR learning materials. The following table describes the minimal metadata set elements and their definitions: Element Name Definition Title The human readable name of the resource. Abstract / Description A brief synopsis about or description of the learning resource Author(s) Name of entity(ies) authoring the resource Primary Language Language in which the resource was originally published or made available Keyword(s) Keywords or tags used to describe the resource License A license document that applies to this content, typically indicated by URL Version Date Version date for the most recently published or broadcast resource URL to Resource URL that resolves to the learning resource or to a \"landing page\" for the resource that contains important contextual information including the direct resolvable link to the resource, if applicable. Resource URL Type Designation of the identifier scheme used for the resource URL, e.g., DOI, ARK, Handle Target Group (Audience) Principal users(s) for which the resource was designed Learning Resource Type The predominant type or kind that characterizes the learning resource Learning Outcome Descriptions of what knowledge, skills or abilities a learner should acquire on completion of the resource Access Cost Choice stating whether or not there is a fee for use of the resource (yes, no, maybe) Expertise (Skill) Level Target skill level in the topic being taught; example values include beginner, intermediate, advanced This table is taken from RDA Minimal Metadata for Learning Resources by Hoebelheinrich, Nancy J; Biernacka, Katarzyna; Brazas, Michelle; Castro, Leyla Jael; Fiore, Nicola; Hellstr\u00f6m, Margareta; Lazzeri, Emma; Leenarts, Ellen; Martinez Lavanchy, Paula Maria; Newbold, Elizabeth; Nurnberger, Amy; Plomp, Esther; Vaira, Lucia; van Gelder, Celia W G; Whyte, Angus licensed under the CC BY 4.0 license . These elements need to be standardized so that they are useful when used in practice. This is done by defining a metadata schema that describes the structure of the metadata elements. The metadata schema defines the standards for describing the metadata elements. The metadata schema for learning resources that also defines the type of each element, the allowed values, and constraints is available on the RDA website: RDA Minimal Metadata for Learning Resources Professional and Informal Education Examples Controlled Vocabularies Some of the fields in the proposed RDA metadata schema are based on fixed or suggested controlled vocabularies (CV). The use of controlled vocabularies is to help humans and machines categorize the information while helping to reduce duplication and errors. In essence, controlled vocabularies should be used for any metadata elements with predefined value(s), where in the vocabulary is presented as a list of prescribed items. Such examples are Access Cost with possible values of Y, N and Maybe Primary Language that can be a two letter code from the ISO 639-1:2002 codeset Examples of relevant control vocabularies for the CLARIN community, available at SSH Vocabulary Commons SKOSMOS instance include: SSH Training Discovery Toolkit Formats of training resources Intended audience Status of training resources SSHOC SSHOC Multilingual Data Stewardship Terminology SSHOC Multilingual Metadata CLARIN Service Description CLARIN taxonomy for Linguistic subjects CLARIN taxonomy for tools and services tasks In the Skills4EOSC project, a specific example of using controlled vocabularies are different lists of OS Skills Terms t4FS: 223 'data stewardship activity' terms CSCCE Glossary: 45 terms listed according to 5 dimensions, selecting those included in 'skills wheel' for scientific community managers ResearchComp Note that in many cases controlled vocabularies are suggested, but at this stage they are not strictly defined. Syllabus Once you have identified your learning concepts, the next step is to sequence them into an instructional sequence (agenda). This instructional sequence will become your blueprint for the organisation of the learning materials and the definition of the syllabus. In essence the blueprint takes the input from the creative concept map and organizes it into a more formal outline. Formally, we call this learning materials outline syllabus. Each syllabus should provide information regarding a number of elements (including the ones defined in the step 1 of the backward instructional design): clear, descriptive title description of the purpose or goal target audience prerequisites duration learning objectives agenda (instructional sequence) resources and materials certification information Remember that: The syllabus can present a higher level sequence outline, that can be later broken down into smaller subtopics if necessary. The topics sequence should be defined so that the concepts introduced early help with the ones encountered later. The defined agenda should not be very rigid thus preventing changing the sequence of topics or adding or deleting topics at a later stage. The syllabus is sent to the learners and should provide them with all necessary information to help them decide if they want to follow the training related to the learning materials. Syllabus Elements Within this training we recommend the development of a training syllabus that consists of two groups of information: typical syllabus information additional information related to the RDA minimal metadata schema The following is a list of all required syllabus fields : Clear descriptive Title of the training Type (Course/Workshop/Webinar) Date/Time: when it will be offered (available from date if it is self-paced) Location - where it will be available physical location URL link to resources (and virtual room if online) should lead to the learning platform Training Description - what is the main goal/purpose of this training Target audience: target audience description Expertise Level / Skill Level: Beginner / Intermediate / Advanced Primary Language: English Access Cost: N Prerequisites - if any Duration - total training duration Training objectives - list of specific training objectives Keywords - Keywords or tags used to describe the training Agenda: Training Schedule - Training Structure (time, topic) Resources and Materials - list with locations of available/required resources for the training Certification Information - if any Author(s) - Comma separated List of people involved in preparing the training (Name Surname) Trainer(s) - Comma separated list of people involved in delivering the training (Name Surname ORCID logo link) Contact information - how to reach out to training organizers License PID Accessibility Mission As syllabus is one of the required documents for the FAIR-by-Design learning materials, you must ensure that your syllabus contains all elements provided in this section. Only in this way you will ensure that your learning materials contain all necessary metadata information together with the traditional syllabus information that is provided. Defining learning objectives Learning objectives should describe what new knowledge and skills will be obtained in a specific, measurable, attainable, relevant and time-bound (SMART) way. The learning objectives are used to organize specific topics or individual learning activities so that the learner can most effectively achieve the overall learning outcome. To ensure standardization and wide understanding of the learning objective, it is best practice to define the learning objectives using a well-known taxonomy such as the Bloom\u2019s taxonomy . The Bloom's Taxonomy is a classification of the different objectives and skills that educators set for their students (learning outcomes). The cognitive domain categorizes the human learning process into 6 hierarchical levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. \" Bloom's Revised Taxonomy \" by Vanderbilt University Center for Teaching licensed under the terms of the CC-BY-2.0 . When defining learning objectives using the Bloom's taxonomy, correct verbs should be used for each objective based on the level the learners needs to achieve. For these purposes the example verbs provided in the image can be used. Bloom's taxonomy by Fractus Learning . (2023, July 10). In Wikipedia licensed under the terms of CC BY-SA 4.0 . This approach will significantly improve the findability of the produced resources, as well as the potential reuse of individual learning objects in different aggregations. The number of learning objectives depends on the aggregation level of the learning resource that is being developed. Summary Using metadata has crucial importance when producing learning resources that need to be findable and reusable. Skills4EOSC supports the usage of RDA Minimal Metadata for Learning Resources. In addition the usage of controlled vocabularies helps in standardizing terms for consistency. A syllabus organizes learning concepts into a structured instructional sequence, and learning objectives should be defined clearly using frameworks like Bloom's Taxonomy to ensure they are specific and measurable. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Microlearning Stage 1 Skills4EOSC FAIR-by-Design Methodology Describing learning materials Skills4EOSC FAIR-by-Design Methodology Design stage","title":"Metadata and Controlled Vocabularies"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#metadata-and-controlled-vocabularies","text":"","title":"Metadata and Controlled Vocabularies"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#learning-objectives","text":"Upon completing this module the learner should be able to: apply the RDA metadata schema for learning resources use controlled vocabularies define the syllabus and the learning objective of a learning unit","title":"Learning objectives"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#metadata-and-metadata-schema","text":"Metadata is one of the key ingredients to making learning resources findable, accessible, and reusable. In essence, metadata consists of structured information that describes, explains and locates a resource. The main purpose of the (meta)data about the learning resource is to enable cataloguing and discovery by providing a standard means to report on: WHO created the resource WHAT is the content of the resource WHEN was the resource created WHERE is the location of the resource WHY the data was resource Example metadata for a language dataset Using this information a learner or instructor should be able to: Search and retrieve the information about a learning resource Determine if the learning resource meets certain learning requirements Discover how to acquire and use the learning resource","title":"Metadata and Metadata Schema"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#rda-minimal-metadata-for-learning-resources","text":"The RDA Education And Training On Handling Of Research Data Interest Group has defined a minimal metadata set for learning resources that has become a de facto standard for describing FAIR learning materials. The following table describes the minimal metadata set elements and their definitions: Element Name Definition Title The human readable name of the resource. Abstract / Description A brief synopsis about or description of the learning resource Author(s) Name of entity(ies) authoring the resource Primary Language Language in which the resource was originally published or made available Keyword(s) Keywords or tags used to describe the resource License A license document that applies to this content, typically indicated by URL Version Date Version date for the most recently published or broadcast resource URL to Resource URL that resolves to the learning resource or to a \"landing page\" for the resource that contains important contextual information including the direct resolvable link to the resource, if applicable. Resource URL Type Designation of the identifier scheme used for the resource URL, e.g., DOI, ARK, Handle Target Group (Audience) Principal users(s) for which the resource was designed Learning Resource Type The predominant type or kind that characterizes the learning resource Learning Outcome Descriptions of what knowledge, skills or abilities a learner should acquire on completion of the resource Access Cost Choice stating whether or not there is a fee for use of the resource (yes, no, maybe) Expertise (Skill) Level Target skill level in the topic being taught; example values include beginner, intermediate, advanced This table is taken from RDA Minimal Metadata for Learning Resources by Hoebelheinrich, Nancy J; Biernacka, Katarzyna; Brazas, Michelle; Castro, Leyla Jael; Fiore, Nicola; Hellstr\u00f6m, Margareta; Lazzeri, Emma; Leenarts, Ellen; Martinez Lavanchy, Paula Maria; Newbold, Elizabeth; Nurnberger, Amy; Plomp, Esther; Vaira, Lucia; van Gelder, Celia W G; Whyte, Angus licensed under the CC BY 4.0 license . These elements need to be standardized so that they are useful when used in practice. This is done by defining a metadata schema that describes the structure of the metadata elements. The metadata schema defines the standards for describing the metadata elements. The metadata schema for learning resources that also defines the type of each element, the allowed values, and constraints is available on the RDA website: RDA Minimal Metadata for Learning Resources Professional and Informal Education Examples","title":"RDA Minimal Metadata for Learning Resources"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#controlled-vocabularies","text":"Some of the fields in the proposed RDA metadata schema are based on fixed or suggested controlled vocabularies (CV). The use of controlled vocabularies is to help humans and machines categorize the information while helping to reduce duplication and errors. In essence, controlled vocabularies should be used for any metadata elements with predefined value(s), where in the vocabulary is presented as a list of prescribed items. Such examples are Access Cost with possible values of Y, N and Maybe Primary Language that can be a two letter code from the ISO 639-1:2002 codeset Examples of relevant control vocabularies for the CLARIN community, available at SSH Vocabulary Commons SKOSMOS instance include: SSH Training Discovery Toolkit Formats of training resources Intended audience Status of training resources SSHOC SSHOC Multilingual Data Stewardship Terminology SSHOC Multilingual Metadata CLARIN Service Description CLARIN taxonomy for Linguistic subjects CLARIN taxonomy for tools and services tasks In the Skills4EOSC project, a specific example of using controlled vocabularies are different lists of OS Skills Terms t4FS: 223 'data stewardship activity' terms CSCCE Glossary: 45 terms listed according to 5 dimensions, selecting those included in 'skills wheel' for scientific community managers ResearchComp Note that in many cases controlled vocabularies are suggested, but at this stage they are not strictly defined.","title":"Controlled Vocabularies"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#syllabus","text":"Once you have identified your learning concepts, the next step is to sequence them into an instructional sequence (agenda). This instructional sequence will become your blueprint for the organisation of the learning materials and the definition of the syllabus. In essence the blueprint takes the input from the creative concept map and organizes it into a more formal outline. Formally, we call this learning materials outline syllabus. Each syllabus should provide information regarding a number of elements (including the ones defined in the step 1 of the backward instructional design): clear, descriptive title description of the purpose or goal target audience prerequisites duration learning objectives agenda (instructional sequence) resources and materials certification information Remember that: The syllabus can present a higher level sequence outline, that can be later broken down into smaller subtopics if necessary. The topics sequence should be defined so that the concepts introduced early help with the ones encountered later. The defined agenda should not be very rigid thus preventing changing the sequence of topics or adding or deleting topics at a later stage. The syllabus is sent to the learners and should provide them with all necessary information to help them decide if they want to follow the training related to the learning materials.","title":"Syllabus"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#syllabus-elements","text":"Within this training we recommend the development of a training syllabus that consists of two groups of information: typical syllabus information additional information related to the RDA minimal metadata schema The following is a list of all required syllabus fields : Clear descriptive Title of the training Type (Course/Workshop/Webinar) Date/Time: when it will be offered (available from date if it is self-paced) Location - where it will be available physical location URL link to resources (and virtual room if online) should lead to the learning platform Training Description - what is the main goal/purpose of this training Target audience: target audience description Expertise Level / Skill Level: Beginner / Intermediate / Advanced Primary Language: English Access Cost: N Prerequisites - if any Duration - total training duration Training objectives - list of specific training objectives Keywords - Keywords or tags used to describe the training Agenda: Training Schedule - Training Structure (time, topic) Resources and Materials - list with locations of available/required resources for the training Certification Information - if any Author(s) - Comma separated List of people involved in preparing the training (Name Surname) Trainer(s) - Comma separated list of people involved in delivering the training (Name Surname ORCID logo link) Contact information - how to reach out to training organizers License PID Accessibility Mission As syllabus is one of the required documents for the FAIR-by-Design learning materials, you must ensure that your syllabus contains all elements provided in this section. Only in this way you will ensure that your learning materials contain all necessary metadata information together with the traditional syllabus information that is provided.","title":"Syllabus Elements"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#defining-learning-objectives","text":"Learning objectives should describe what new knowledge and skills will be obtained in a specific, measurable, attainable, relevant and time-bound (SMART) way. The learning objectives are used to organize specific topics or individual learning activities so that the learner can most effectively achieve the overall learning outcome. To ensure standardization and wide understanding of the learning objective, it is best practice to define the learning objectives using a well-known taxonomy such as the Bloom\u2019s taxonomy . The Bloom's Taxonomy is a classification of the different objectives and skills that educators set for their students (learning outcomes). The cognitive domain categorizes the human learning process into 6 hierarchical levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. \" Bloom's Revised Taxonomy \" by Vanderbilt University Center for Teaching licensed under the terms of the CC-BY-2.0 . When defining learning objectives using the Bloom's taxonomy, correct verbs should be used for each objective based on the level the learners needs to achieve. For these purposes the example verbs provided in the image can be used. Bloom's taxonomy by Fractus Learning . (2023, July 10). In Wikipedia licensed under the terms of CC BY-SA 4.0 . This approach will significantly improve the findability of the produced resources, as well as the potential reuse of individual learning objects in different aggregations. The number of learning objectives depends on the aggregation level of the learning resource that is being developed.","title":"Defining learning objectives"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#summary","text":"Using metadata has crucial importance when producing learning resources that need to be findable and reusable. Skills4EOSC supports the usage of RDA Minimal Metadata for Learning Resources. In addition the usage of controlled vocabularies helps in standardizing terms for consistency. A syllabus organizes learning concepts into a structured instructional sequence, and learning objectives should be defined clearly using frameworks like Bloom's Taxonomy to ensure they are specific and measurable.","title":"Summary"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Microlearning Stage 1 Skills4EOSC FAIR-by-Design Methodology Describing learning materials Skills4EOSC FAIR-by-Design Methodology Design stage","title":"Suggested Reading"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/","tags":["Facilitator kit"],"text":"Facilitator Kit Slides Download the slides here Learning objectives Upon completing this module the learner should be able to: define the elements of the learning unit plan develop the instructors kit The Instructor Kit Syllabus is ready You should by now have the first draft of your syllabus . It contains all the fields from the RDA min metadata set plus the high level topics covered by the learning material. The main goal of the instructor kit is to support the trainers and instructors in the delivery of the learning materials. It is also essential for high quality reusability of the learning materials by other trainers and/or instructional designers. The complete instructor kit consists of learning materials that are developed and used to support the learning process, but are not directly visible by learners. These include the following items: learning unit plan activity details quiz question banks quiz strategies facilitation guide feedback questions Structure is everything Create an intuitive logical organisation of all learning materials. The goal is for other people to easily reuse a single item (plan, activity, unit, assessment, ...). Use a hierarchical structure to combine learning units into larger compositions. How to organise the files The diagram shows how to organise all files in folders and subfolders. Click on the links to discover and use pre-prepared templates. To download the file from Github, use the \"Download raw file\" button at the upper right corner graph LR r[root] --> res; r --> rm[<a href='https://www.makeareadme.com/'>README</a>]; r --> l[<a href='https://creativecommons.org/licenses/by/4.0/legalcode.txt'>LICENSE</a>]; r --> c[<a href='https://citation-file-format.github.io/'>CITATION.cff</a>]; r --> misc[opt miscellaneous files]; res[resources] --> att[attachments]; att --> mf[multimedia files]; res --> f[Feedback]; f --> fq[<b>Survey</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Feedback/training_feedback_template.md'>Git MD Format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/feedback/Training%20Evaluation%20Form.docx'>Office format</a>]; res --> s1[opt 01 Section Name]; res --> s[<b>Syllabus</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/syllabus.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/syllabus.docx'>Office format</a>]; res --> fg[<b>Facilitator Guide</b> <br> <a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/template_facilitator_guide.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/Training%20Facilitator%20Guide.docx'>Office format</a>]; s1 --> m1[opt 01 Module Name]; m1 --> lu1[01 Learning Unit Name]; m1 --> lux[...]; m1 --> luN[N Learning Unit Name]; lu1 --> act[Activities]; lu1 --> ass[Assessment]; lu1 --> at[attachments]; at --> mff[multimedia files]; lu1 --> lc[<b>Learning Content</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/template_content.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/Module%20Name_notes.docx'>Office format</a>]; lu1 --> sd[<a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Learning_unit_content.pptx'>Slide Deck</a>]; lu1 --> lp[<b>Learning Unit Plan</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/template_unit_lesson_plan.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/Module%20Plan.docx'>Office format</a>]; act --> a1[<b>01 activity desc</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Activities/activity_details_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/activities/Activity%20Name_description.docx'>Office format</a>]; act --> ax[...]; act --> aK[<b>K activity desc</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Activities/activity_details_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/activities/Activity%20Name_description.docx'>Office format</a>]; ass --> qb[<b>Questions</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Assessment/assessment_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/assessment/quiz_gift_template.txt'>Office format</a>]; ass --> st[<a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Assessment/assessment_template.md'>opt strategy</a>]; Don't worry, we got you covered with templates All templates are readily available for use in the specialised templates repository . See the detailed training on how to use it step by step. Learning Unit Plan To ensure rich learning experience it is imperative to develop a learning unit plan. This document incorporates all aspects that should lead to a high quality learning experience as it defines the plan on how to use teaching methods and the learning content together with activities to achieve the defined learning objectives. Note that an effective lesson plan for online trainees may not be the same to the one for traditional workshop settings. Formally, a unit plan refers to a detailed step-by-step guide for a trainer to understand what materials to give to students and how to provide them so students would accomplish their learning goals. There may be different detail levels of the learning unit plan: Detailed: a detailed plan that includes what will be the trainer step-by-step plan and learning activities. Semi-detailed: a semi-detailed plan is less complex and offers a general game plan of what will be covered in the unit. It is recommended that you follow the Hunter's model for developing a learning unit plan: Set Learning Objectives ... what is the goal Identify Needs ... how to get there Plan ... share the agenda Hook ... why is the content important Instruct ... watch how I do it Practise ... you help me do it, I'll watch you do it Wrap-Up ... foster retention and reinforcement Evaluate ... monitor progress Reflect ... how did it go? Read more about the Hunter Model Learning Unit Plan Development In a nutshell, the required information that you need to provide in your learning plan is: Unit Name Purpose of the unit Location Duration Number of attendees Learning objectives Plan including topic, duration, key points, teaching methods, activities and resources Assessment Certification Reflection Remember that although some parts of this information may seem repetitive with the overall syllabus, the plan is much more detailed and the repetition provides the much needed context for reuse. Learning Content Once you have a plan, it is time to start developing the learning content. Remember to design the content so that it appeals learners with different modalities (verbal, audio, read/write, kinesthetic) including different multimedia. The learners notebook is the main learning content that you are aiming to introduce the learners to. The content of each learning unit notebook should include: brief introduction learning objectives target audience duration prerequisites learning tools content summary suggested reading Again, although some items may seem repetitive compared to the syllabus, bear in mind that this is done in order to improve reusability. In this way the learning unit can be reused as a stand alone package. Remember to add different types of media to the content, supporting an integrated multi-modal approach. For pure self-based learning the complete notebook should be enough to present all of the learning content in one place. Slides For trainer led environments, usually a slide deck is also necessary so that the trainer can lead the trainees across the learning content and work with them through the activities. The slide deck should follow the stages of the HUNTER model. What about instructor notes? Need to be detailed enough so that anyone can reuse the slides properly. Don't put them in the slide deck. This is what the learning content file is for. Activity description All activities that are planned to be performed with or by the learners as part of the learning unit plan should be described in enough details so that they can be executed by any trainer or facilitator no matter if they are part of the original instructional design team or not. They could be only tasked with training implementation, or they could be simply reusing the learning material. In addition, this additional documentation related to activity description can serve as a personal reminder long after the training has been completed and it allows for keeping notes on how the activity was implemented as well as any external community feedback. Based on the best practices, each activity should be described in a separate document that contains: activity name short description duration number of people it can be performed with goal materials instructions tips and tricks related sources comments This example of an activity description document related to one of the activities offered in this training can help you visualise the type of information that needs to be included for each activity. A set of well described and reusable activities can be found at the Session lab website . Another source of activities is 25 activities for making lecture-based training active . Assessment Thinking about how you can assess the learners obtained knowledge is part of step 2 of the backward instructional design process. Traditionally, there are many different types of assessments that can be performed, but the most typically used in professional training and certification is the quiz form. In general, quizzes can be used in a large variety of settings, providing opportunities for reflection, knowledge improvement with feedback or assessment. Although they can be setup as formative (after each learning unit) or summative (one exam quiz at the end), from the FAIR-by-design perspective, it is recommended that at least the questions that form the quiz are setup in a formative way, meaning each learning unit comes with a set of questions that are related to that particular learning unit. In this way, it is up to the instructor to setup the assessment: is it going to be multiple quizzes throughout or is it going to be one in the end. When designing the quiz questions one should go back to the Bloom's taxonomy introduced . This time however, you are interested in what type of quiz question can be used to assess the knowledge of a different level of the cognitive domain. This is presented in the table below. T/F MC MS LA SA FIB MAT ORD Create X Evaluate X X X X Analyze X X X Apply X X X X X Understand X X X X Remember X X X X X where T/F - True/False MC - multiple choice MS - multi-select LA - long answer SA - short answer FIB - fill in the blank MAT - Matching ORD - Ordering Assessment Strategy Once you have defined your quiz questions, the next step is to define the quiz strategy. This strategy can be defined separately for each quiz as a common strategy for all formative quizzes, or can be one strategy for the summative final exam In the first case, a separate strategy document needs to be developed for each learning unit, while for the later two options (recommended) the quiz strategy can be described in the main facilitation guide document (see next learning unit for more details). If each learning unit has its own quiz strategy then it should be provided together with the learning unit. Learning Unit Structure To summarise, a complete learning unit consists of several parts: learning unit plan learning unit content optional slide deck or similar type of instructional material activities description assessment quiz and strategy Facilitation Guide As the syllabus represents the learner's view of the learning materials, the facilitation guide is a document that represents the trainers view and aims to enable a smooth and efficient training. Thus the guide aims to help with the general activities regarding the organisation of the training, what needs to be done before, during and after the training, how to setup the training environment, prepare any props and materials, etc. A well-defined facilitation guide should include the following elements: what to do before during after the training where are all of the materials that should be used during the training digital materials location physical resources and equipment needed e.g. projector e.g. activity resources such as card decks etc. how to prepare the materials beforehand e.g. something needs to be written on flip charts how to prepare the learning environment room layout and any other specifics (e.g. name tags, sign-in sheet, etc.) in case of an online training this includes preparation of the virtual room, providing access, sending out or publishing reading materials, etc. In the case of a summative or common quiz strategy it can contain this information as well. For best visibility, the guide should also contain shortcuts to all activities planned. However, any specific details and notes should be available in the learning unit plan. Available facilitation guide kit The facilitation guide should help prepare for the actual training. If you don't want to develop your own, use something that is already available such as the TRIPLE project TRAINING TOOLKIT . Feedback At the end of the learning process you should gather feedback from the learners so that they can provide feedback on what worked well and what should be improved in the training and learning materials. For these purposes a set of feedback questions should be drafted. The feedback can be gathered by enabling the learners to answer the questions using different modalities: physically by filling out a feedback sheet digitally using a feedback form created on the learning platform or using some other survey system Available feedback form The feedback form template is ready to be used as is. All you need to do is change the name of the training. It should be shared with training participants after the training, to gather quantitative and qualitative feedback. Summary Creating an effective learning experience begins with clearly defined learning objectives, which serve as a roadmap for what students should achieve by the end of the course. To support instructors, an Instructor Kit provides all necessary resources and tools to guide the teaching process. However, at the heart of any course, structure is critical\u2014ensuring that learning flows logically and builds on prior knowledge. Central to this is the Learning Unit Plan, a detailed outline of each module, specifying content, activities, and assessments. The process of Learning Unit Plan Development involves designing units that align with the learning objectives, creating a seamless progression from one concept to the next. These units contain curated learning content, which may range from lectures and readings to videos or interactive materials. Equally important are the activity details, where learners engage with the material through discussions, exercises, or hands-on tasks that deepen their understanding. The course\u2019s assessment mechanisms, including both formative and summative strategies, help measure progress and reinforce learning. An effective assessment strategy ensures that learners are evaluated fairly and that the results align with the course\u2019s objectives. Lastly, a facilitation guide is essential for instructors, offering clear guidelines on how to manage the learning environment, deliver content, and support students. Feedback questions provide an opportunity to gather insights from learners, ensuring continuous improvement in both content and delivery. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Microlearning Stage 1 Prepare Skills4EOSC FAIR-by-Design Methodology Stage 2 Design","title":"Facilitator kit"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#facilitator-kit","text":"","title":"Facilitator Kit"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-objectives","text":"Upon completing this module the learner should be able to: define the elements of the learning unit plan develop the instructors kit","title":"Learning objectives"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#the-instructor-kit","text":"Syllabus is ready You should by now have the first draft of your syllabus . It contains all the fields from the RDA min metadata set plus the high level topics covered by the learning material. The main goal of the instructor kit is to support the trainers and instructors in the delivery of the learning materials. It is also essential for high quality reusability of the learning materials by other trainers and/or instructional designers. The complete instructor kit consists of learning materials that are developed and used to support the learning process, but are not directly visible by learners. These include the following items: learning unit plan activity details quiz question banks quiz strategies facilitation guide feedback questions","title":"The Instructor Kit"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#structure-is-everything","text":"Create an intuitive logical organisation of all learning materials. The goal is for other people to easily reuse a single item (plan, activity, unit, assessment, ...). Use a hierarchical structure to combine learning units into larger compositions. How to organise the files The diagram shows how to organise all files in folders and subfolders. Click on the links to discover and use pre-prepared templates. To download the file from Github, use the \"Download raw file\" button at the upper right corner graph LR r[root] --> res; r --> rm[<a href='https://www.makeareadme.com/'>README</a>]; r --> l[<a href='https://creativecommons.org/licenses/by/4.0/legalcode.txt'>LICENSE</a>]; r --> c[<a href='https://citation-file-format.github.io/'>CITATION.cff</a>]; r --> misc[opt miscellaneous files]; res[resources] --> att[attachments]; att --> mf[multimedia files]; res --> f[Feedback]; f --> fq[<b>Survey</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Feedback/training_feedback_template.md'>Git MD Format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/feedback/Training%20Evaluation%20Form.docx'>Office format</a>]; res --> s1[opt 01 Section Name]; res --> s[<b>Syllabus</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/syllabus.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/syllabus.docx'>Office format</a>]; res --> fg[<b>Facilitator Guide</b> <br> <a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/template_facilitator_guide.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/Training%20Facilitator%20Guide.docx'>Office format</a>]; s1 --> m1[opt 01 Module Name]; m1 --> lu1[01 Learning Unit Name]; m1 --> lux[...]; m1 --> luN[N Learning Unit Name]; lu1 --> act[Activities]; lu1 --> ass[Assessment]; lu1 --> at[attachments]; at --> mff[multimedia files]; lu1 --> lc[<b>Learning Content</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/template_content.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/Module%20Name_notes.docx'>Office format</a>]; lu1 --> sd[<a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Learning_unit_content.pptx'>Slide Deck</a>]; lu1 --> lp[<b>Learning Unit Plan</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/template_unit_lesson_plan.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/Module%20Plan.docx'>Office format</a>]; act --> a1[<b>01 activity desc</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Activities/activity_details_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/activities/Activity%20Name_description.docx'>Office format</a>]; act --> ax[...]; act --> aK[<b>K activity desc</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Activities/activity_details_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/activities/Activity%20Name_description.docx'>Office format</a>]; ass --> qb[<b>Questions</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Assessment/assessment_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/assessment/quiz_gift_template.txt'>Office format</a>]; ass --> st[<a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Assessment/assessment_template.md'>opt strategy</a>]; Don't worry, we got you covered with templates All templates are readily available for use in the specialised templates repository . See the detailed training on how to use it step by step.","title":"Structure is everything"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-unit-plan","text":"To ensure rich learning experience it is imperative to develop a learning unit plan. This document incorporates all aspects that should lead to a high quality learning experience as it defines the plan on how to use teaching methods and the learning content together with activities to achieve the defined learning objectives. Note that an effective lesson plan for online trainees may not be the same to the one for traditional workshop settings. Formally, a unit plan refers to a detailed step-by-step guide for a trainer to understand what materials to give to students and how to provide them so students would accomplish their learning goals. There may be different detail levels of the learning unit plan: Detailed: a detailed plan that includes what will be the trainer step-by-step plan and learning activities. Semi-detailed: a semi-detailed plan is less complex and offers a general game plan of what will be covered in the unit. It is recommended that you follow the Hunter's model for developing a learning unit plan: Set Learning Objectives ... what is the goal Identify Needs ... how to get there Plan ... share the agenda Hook ... why is the content important Instruct ... watch how I do it Practise ... you help me do it, I'll watch you do it Wrap-Up ... foster retention and reinforcement Evaluate ... monitor progress Reflect ... how did it go? Read more about the Hunter Model","title":"Learning Unit Plan"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-unit-plan-development","text":"In a nutshell, the required information that you need to provide in your learning plan is: Unit Name Purpose of the unit Location Duration Number of attendees Learning objectives Plan including topic, duration, key points, teaching methods, activities and resources Assessment Certification Reflection Remember that although some parts of this information may seem repetitive with the overall syllabus, the plan is much more detailed and the repetition provides the much needed context for reuse.","title":"Learning Unit Plan Development"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-content","text":"Once you have a plan, it is time to start developing the learning content. Remember to design the content so that it appeals learners with different modalities (verbal, audio, read/write, kinesthetic) including different multimedia. The learners notebook is the main learning content that you are aiming to introduce the learners to. The content of each learning unit notebook should include: brief introduction learning objectives target audience duration prerequisites learning tools content summary suggested reading Again, although some items may seem repetitive compared to the syllabus, bear in mind that this is done in order to improve reusability. In this way the learning unit can be reused as a stand alone package. Remember to add different types of media to the content, supporting an integrated multi-modal approach. For pure self-based learning the complete notebook should be enough to present all of the learning content in one place. Slides For trainer led environments, usually a slide deck is also necessary so that the trainer can lead the trainees across the learning content and work with them through the activities. The slide deck should follow the stages of the HUNTER model. What about instructor notes? Need to be detailed enough so that anyone can reuse the slides properly. Don't put them in the slide deck. This is what the learning content file is for.","title":"Learning Content"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#activity-description","text":"All activities that are planned to be performed with or by the learners as part of the learning unit plan should be described in enough details so that they can be executed by any trainer or facilitator no matter if they are part of the original instructional design team or not. They could be only tasked with training implementation, or they could be simply reusing the learning material. In addition, this additional documentation related to activity description can serve as a personal reminder long after the training has been completed and it allows for keeping notes on how the activity was implemented as well as any external community feedback. Based on the best practices, each activity should be described in a separate document that contains: activity name short description duration number of people it can be performed with goal materials instructions tips and tricks related sources comments This example of an activity description document related to one of the activities offered in this training can help you visualise the type of information that needs to be included for each activity. A set of well described and reusable activities can be found at the Session lab website . Another source of activities is 25 activities for making lecture-based training active .","title":"Activity description"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#assessment","text":"Thinking about how you can assess the learners obtained knowledge is part of step 2 of the backward instructional design process. Traditionally, there are many different types of assessments that can be performed, but the most typically used in professional training and certification is the quiz form. In general, quizzes can be used in a large variety of settings, providing opportunities for reflection, knowledge improvement with feedback or assessment. Although they can be setup as formative (after each learning unit) or summative (one exam quiz at the end), from the FAIR-by-design perspective, it is recommended that at least the questions that form the quiz are setup in a formative way, meaning each learning unit comes with a set of questions that are related to that particular learning unit. In this way, it is up to the instructor to setup the assessment: is it going to be multiple quizzes throughout or is it going to be one in the end. When designing the quiz questions one should go back to the Bloom's taxonomy introduced . This time however, you are interested in what type of quiz question can be used to assess the knowledge of a different level of the cognitive domain. This is presented in the table below. T/F MC MS LA SA FIB MAT ORD Create X Evaluate X X X X Analyze X X X Apply X X X X X Understand X X X X Remember X X X X X where T/F - True/False MC - multiple choice MS - multi-select LA - long answer SA - short answer FIB - fill in the blank MAT - Matching ORD - Ordering","title":"Assessment"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#assessment-strategy","text":"Once you have defined your quiz questions, the next step is to define the quiz strategy. This strategy can be defined separately for each quiz as a common strategy for all formative quizzes, or can be one strategy for the summative final exam In the first case, a separate strategy document needs to be developed for each learning unit, while for the later two options (recommended) the quiz strategy can be described in the main facilitation guide document (see next learning unit for more details). If each learning unit has its own quiz strategy then it should be provided together with the learning unit.","title":"Assessment Strategy"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-unit-structure","text":"To summarise, a complete learning unit consists of several parts: learning unit plan learning unit content optional slide deck or similar type of instructional material activities description assessment quiz and strategy","title":"Learning Unit Structure"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#facilitation-guide","text":"As the syllabus represents the learner's view of the learning materials, the facilitation guide is a document that represents the trainers view and aims to enable a smooth and efficient training. Thus the guide aims to help with the general activities regarding the organisation of the training, what needs to be done before, during and after the training, how to setup the training environment, prepare any props and materials, etc. A well-defined facilitation guide should include the following elements: what to do before during after the training where are all of the materials that should be used during the training digital materials location physical resources and equipment needed e.g. projector e.g. activity resources such as card decks etc. how to prepare the materials beforehand e.g. something needs to be written on flip charts how to prepare the learning environment room layout and any other specifics (e.g. name tags, sign-in sheet, etc.) in case of an online training this includes preparation of the virtual room, providing access, sending out or publishing reading materials, etc. In the case of a summative or common quiz strategy it can contain this information as well. For best visibility, the guide should also contain shortcuts to all activities planned. However, any specific details and notes should be available in the learning unit plan. Available facilitation guide kit The facilitation guide should help prepare for the actual training. If you don't want to develop your own, use something that is already available such as the TRIPLE project TRAINING TOOLKIT .","title":"Facilitation Guide"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#feedback","text":"At the end of the learning process you should gather feedback from the learners so that they can provide feedback on what worked well and what should be improved in the training and learning materials. For these purposes a set of feedback questions should be drafted. The feedback can be gathered by enabling the learners to answer the questions using different modalities: physically by filling out a feedback sheet digitally using a feedback form created on the learning platform or using some other survey system Available feedback form The feedback form template is ready to be used as is. All you need to do is change the name of the training. It should be shared with training participants after the training, to gather quantitative and qualitative feedback.","title":"Feedback"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#summary","text":"Creating an effective learning experience begins with clearly defined learning objectives, which serve as a roadmap for what students should achieve by the end of the course. To support instructors, an Instructor Kit provides all necessary resources and tools to guide the teaching process. However, at the heart of any course, structure is critical\u2014ensuring that learning flows logically and builds on prior knowledge. Central to this is the Learning Unit Plan, a detailed outline of each module, specifying content, activities, and assessments. The process of Learning Unit Plan Development involves designing units that align with the learning objectives, creating a seamless progression from one concept to the next. These units contain curated learning content, which may range from lectures and readings to videos or interactive materials. Equally important are the activity details, where learners engage with the material through discussions, exercises, or hands-on tasks that deepen their understanding. The course\u2019s assessment mechanisms, including both formative and summative strategies, help measure progress and reinforce learning. An effective assessment strategy ensures that learners are evaluated fairly and that the results align with the course\u2019s objectives. Lastly, a facilitation guide is essential for instructors, offering clear guidelines on how to manage the learning environment, deliver content, and support students. Feedback questions provide an opportunity to gather insights from learners, ensuring continuous improvement in both content and delivery.","title":"Summary"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Microlearning Stage 1 Prepare Skills4EOSC FAIR-by-Design Methodology Stage 2 Design","title":"Suggested Reading"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/","tags":["Multimedia","Learning modality","Accessibility"],"text":"Rich learning experience Slides Download the slides here Learning objectives Upon completing this module the learner should be able to: identify different learning modalities design multimedia rich content develop accessible learning content Learning modalities Effective learning experience is crucial for application of the obtained knowledge and skills in real world context. To achieve this, not only the learning objectives, but all content, activities, assignments and assessments must be learner-centered. Learners perform best when they are engaged in authentic activities, collaborate with peers to share and deepen their understanding, and apply their existing skills to different contexts and new problems. Rich learning experiences can be supported by inquiry-based learning structures, such as projects and performance tasks thoughtfully interwoven direct instruction opportunities to practice and apply learning It is important that learners are given meaningful tasks that build on their prior knowledge together with a safe positive environment in which they can receive timely and helpful feedback. Units should be well structured so as to reduce the unnecessary cognitive load, and based on multiple modalities and tools for accessing information and expressing learning to support different types of learners. Learning modalities refer to the different ways individuals process and retain information. These modalities highlight the diverse preferences and strengths people have when it comes to learning. The most commonly recognized learning modalities include: Visual Learners who prefer visual modalities understand and remember information better when it is presented in a visual format, such as diagrams, charts, graphs, and images. They benefit from seeing concepts and ideas. Auditory Auditory learners process information most effectively when it is heard. They learn well through lectures, discussions, podcasts, and verbal instructions. Reading/Writing These learners prefer interacting with text-based information. They excel in reading and writing tasks, such as taking notes, reading books, and writing essays or reports. Kinesthetic Kinesthetic learners are hands-on learners who grasp concepts best through physical activity and movement. They benefit from experiments, role-playing, and using objects or tools. Some theories and frameworks expand on learning modalities, recognizing that people often use a combination of these modalities rather than relying on a single one. Understanding and catering to different learning modalities can enhance teaching strategies and improve learning outcomes by providing varied methods of instruction that align with learners\u2019 preferences. Adding multimedia to the learning content Incorporating multimedia into learning content is directly related to learning modalities because it allows educators to address and engage different types of learners more effectively. Multimedia aligns with various learning modalities: Visual Learners: Multimedia can include videos, infographics, animations, and diagrams that visually represent concepts. This appeals to visual learners by providing clear and engaging ways to understand and remember information. Auditory Learners: By adding audio elements such as narrations, podcasts, or sound effects, multimedia caters to auditory learners who benefit from hearing information. This can include explanations, discussions, or even background music that reinforces the learning material. Reading/Writing Learners: Multimedia can integrate text-based elements, such as subtitles, captions, or interactive reading materials, which appeal to learners who prefer to read and write. Hyperlinks to additional reading, digital flashcards, or interactive eBooks also support this modality. Kinesthetic Learners: Interactive multimedia, such as simulations, virtual labs, or drag-and-drop activities, allows kinesthetic learners to engage with the content through physical interaction. This hands-on approach helps them better grasp and retain the material. By integrating multimedia, educators can create a richer, more inclusive learning environment that accommodates different learning preferences. It also helps to reinforce concepts through multiple channels, increasing the likelihood that learners will understand and retain the material. Adding multimedia to MD content While Markdown itself is quite simple, it can be enhanced with multimedia by incorporating various elements such as images, videos, audio, and interactive content. Different types of multimedia can be added to Markdown content by: Images To add images, use the following syntax: ![Alt text](image-url) such as ![A beautiful sunset](https://example.com/sunset.jpg) or if it is a local file ![Alt text](./path/to/image.jpg) Images in MD One of the most important things to remember is that the \"alt text\" is alternative text for the image that is used for accessibility purposes. It will be read by a screen reader that helps learners with visual impairments. Icons add visual interest and can help convey meaning quickly. While Markdown itself doesn\u2019t support icons natively, you can use HTML or rely on Markdown extensions or themes that support icons. Example <i class=\"fas fa-info-circle\"></i> This is an informational icon. Videos While Markdown doesn\u2019t natively support embedding videos, you can use HTML to embed videos from platforms like YouTube or use a link to direct users to the video. Using HTML (embedded video): <iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/dQw4w9WgXcQ\" frameborder=\"0\" allowfullscreen></iframe> Using a link (linked video): [Watch this video](https://www.youtube.com/watch?v=dQw4w9WgXcQ) Videos in MD As in the examples, it is best practice to put the video on a video streaming provider and then link or embed it. This helps keep the repo lean as video files are quite big, plus it allows you to use some advanced features such as auto captioning, chapters, playlists, etc. GIFs Another option is to use embedded GIFs as short videos. In this case it is as if you are adding an image ![Funny cat](https://example.com/funny-cat.gif) Audio To include audio, you can also use HTML: <audio controls> <source src=\"audio-file-url.mp3\" type=\"audio/mpeg\"> Your browser does not support the audio element. </audio> for an example Your browser does not support the audio element. Accessible multimedia Provide transcripts and captions for audio and video content to make them accessible to all users. Interactive elements For more complex interactive elements, one might use HTML or specialized tools that support enhanced Markdown (like Jupyter notebooks or MkDocs): Interactive Maps, Charts, or Widgets: You can embed these by using <iframe> or specific Markdown extensions supported by your platform. Example (Embedded Map using HTML) <iframe src=\"https://www.google.com/maps/embed?pb=!1m18...\" width=\"600\" height=\"450\" style=\"border:0;\" allowfullscreen=\"\" loading=\"lazy\"></iframe> Slideshows If you need to add a slideshow, you might use Markdown libraries such as Reveal.js that convert Markdown into presentation slides. Slides to narrated video To turn your slides into a video with text-to-speech narration using AI empowered tools, follow these steps: Prepare Your Slides Ensure your slides are in the correct sequence and format. Export your slides as images or PDFs if your chosen video editor requires it. Create a Script for Narration Write down the text you want to be narrated for each slide. Ensure the script matches the flow and content of your slides. Generate Text-to-Speech Narration Use a free text-to-speech tool like Google Text-to-Speech, Balabolka, or Natural Reader (free versions available): Google Text-to-Speech : If you have a Google account, you can use Google Cloud\u2019s Text-to-Speech API for free (up to certain limits). Balabolka : software that allows you to convert text files to speech and save them as audio files. Natural Reader : Offers an online version that can read text aloud and download the audio. Convert your script into audio files, one for each slide or section. Combine Slides and Audio into a Video Use a free video editor like OpenShot, Shotcut, or iMovie (if on macOS): OpenShot : A free, open-source video editor that supports adding images, text, audio, and transitions. Shotcut : Another free, open-source video editor with more advanced features. iMovie : Free for macOS users, simple and intuitive for basic video editing. Import your slides and audio files into the video editor. Arrange the slides in sequence, and sync each slide with the corresponding audio. Add transitions, background music, or any other effects you desire. Export Your Video Once your video is complete, export it in your preferred format (e.g., MP4, MOV). Ensure the settings match your desired resolution and quality. Review and Finalize Watch the video to check for any syncing issues or mistakes. Make any necessary adjustments before finalizing your video. Bonus use the slides and narration content to build MD content around the generated video. Linking to Files For documents, PDFs, or other files: [Download the PDF](https://example.com/document.pdf) Markdown Extensions Some Markdown processors support extended syntax for including multimedia, such as MathJax for equations or Mermaid for diagrams. See the example in the previous module where the structure is presented using Mermaid. Admonitions are special call-out boxes that highlight important information or warnings. They help users quickly identify key points or notes. Use Admonitions to Highlight Key Information. Code blocks can also be used to provide source code examples to learners. Integrating Jupyter Notebooks with MkDocs can provide a powerful way to combine interactive code, data analysis, and documentation. This is particularly useful for projects that involve both technical explanations and live code examples. To mix MD with Jupyter Notebooks you can: Convert Jupyter Notebooks to Markdown or HTML Jupyter Notebooks can be converted to Markdown or HTML, which can then be included in your MkDocs site. Use nbviewer or GitHub Gists for Live Notebooks services like nbviewer or GitHub Gists to embed live notebooks, such as [View Jupyter Notebook](https://nbviewer.jupyter.org/github/username/repository/blob/main/notebook.ipynb) Use jupyter-book for a Comprehensive Solution consider using jupyter-book, which is designed to work with Jupyter Notebooks and Markdown to create interactive books. also, the jupyter-mkdocs plugin enables you to run Jupyter Notebooks directly within MkDocs. Final Tips Maintain a Consistent Style : Use consistent image sizes, captions, and positioning throughout your content. Test Compatibility : Ensure that the multimedia elements work in the Markdown processor or platform you\u2019re using. Responsive Design : Ensure that your multimedia content is responsive, especially when using HTML, so that it looks good on different screen sizes. Provide Download Links for Media : Some users might prefer or need to download media files instead of viewing them directly in the browser. Documentation : Ensure that you provide clear documentation and context for users interacting with the Jupyter notebooks. DON'T Don\u2019t Overload Pages with Too Much Multimedia Why: Excessive multimedia can overwhelm users, slow down page loading, and distract from the core content. Tip: Use multimedia sparingly and only when it adds value to the content. Don\u2019t Use Low-Quality Media Why: Poor-quality images, videos, or audio can reduce the credibility and professionalism of your content. Tip: Always use high-resolution images and clear audio/video files. Don\u2019t Forget to Test Media Content Why: Media might not display or function as expected across different browsers or devices. Tip: Always test embedded media on multiple platforms before publishing. Don\u2019t Ignore Accessibility Why: Multimedia content should be accessible to all users, including those with disabilities. Tip: Use alt text, provide transcripts for videos, and ensure that interactive elements are keyboard-navigable. Don\u2019t Link to Unreliable External Sources Why: Linking to external media that may be removed or blocked can result in broken links or missing content. Tip: Host essential media content yourself or ensure that external links are stable. Don\u2019t Use Auto-Playing Media Why: Auto-playing videos or audio can be intrusive and may disrupt the user\u2019s experience. Tip: Always allow users to control when media plays. Don\u2019t Neglect to Credit Sources Why: Failing to attribute media to its original creator can lead to copyright issues and diminish the trustworthiness of your content. Tip: Always include proper citations or credits when using third-party media. Don\u2019t Rely Solely on Multimedia Why: Some users may prefer or require text-based content, so always include a textual explanation or description of your multimedia. Tip: Pair videos with summaries, and images with descriptive captions. This approach helps create rich, multimedia-enhanced learning content that can cater to different learning modalities, making your materials more engaging and effective. Accessibility All developed learning content should be accessible to a wide range of learners with different needs from a variety of backgrounds, abilities and learning styles. To ensure this the developed content needs to be checked so that access is optimised and all unnecessary barriers are removed making it inclusive and easier to engage with by all learners including people with disabilities. Accessible educational materials (AEM) are defined as educational materials that are designed or later enhanced in such a way that it makes them usable across the widest range of learner variability. For digital learning materials and technologies this means that they are accessible if they can be easily used by anyone, including people with disabilities. Accessible digital learning materials need to be designed so that they can be directly used without assistive technology or made usable with assistive technology. These are just a few examples that illustrate the need for accessible materials: simple text structure helps learners with a variety of learning needs, including learners for whom the language used is not their native language simple navigation through the materials should help access the content from mobile devices, as well as learners with low vision adding captions to videos helps learners with hearing impairment as well as learners that have low prior knowledge on the subject and key terminology. General guidelines for development of accessible materials Most of the techniques used for development of accessible learning materials are based on the Universal Design for Learning (UDL) that focuses on the design of learning materials that are aimed to be inclusive of as many learners as possible. This approach, combined with the assistive and accessible technologies, can ensure that every learner has access to the same materials. UDL is based on three fundamental principles: Multiple means of representation learning content should be presented in different ways and formats Multiple means of action and expression several options for action and expression should support the demonstration of acquired knowledge Multiple means of engagement learners differ in what engages and motivates them so multiple options should be provided The following are some general tips and guidelines that should help develop accessible learning content: Present the information in multiple ways and formats This helps support various learning styles and provides alternatives for different impairments. Use simple language The materials should be accessible for the learners' varying levels of access, background, and ability. An option is to provide additional resources to support learners that have comprehension difficulties. Use headings Assistive technologies differentiate the structural elements in the text (body text and different levels of headings). These help screen readers process the text correctly. Use table of content Helps learners navigate to the required information easily. Provide alternative text for images The alternative text is read by the screen reader instead of the image. Decorative images should be marked as decorative so that the screen reader can skip them. Use equation editors for math expressions This format helps screen readers understand the content. Use a high contrast color palette High contrast supports learners with vision impairments. Don't use color as the only way to convey information Provide other alternative means for color blind learners. Use descriptive links Links to other documents should explain where the link is taking the learner. Use tables only when required If a table is truly the best way to convey the information and not just a layout trick, then use column and row headers to describe the content. Provide closed captions and transcripts Helps make the information in the video accessible to the vision impaired. Alternative text tips and tricks For tip on how to write alternative text for images study the Alternative text guide by WebAIM . The key takeaways in the guide include: alternative text should be accurate and equivalent in representing content and function alternative text should be succinct alternative text should not be redundant alternative text should not include phrases such as \"image of ...\" or \"graphic of ...\" Decorative images should have blank alternative text. A decorative image is an image that does not present important content is used for layout or non-informative purposes does not have a function (e.g. is not a link) Use accessibility evaluation tools! Accessibility evaluation tools are not perfect. Even if they say that all is ok, it does not mean that your content is truly accessible. But they are a very good starting point. Slides Use the integrated accessibility checker in Power Point: Open an existing presentation in PowerPoint and review the content. Select the Review tab. Select Check Accessibility. An Accessibility Checker pane will appear on the right with 'Inspection Results' displayed. Web content Choose from the Web Accessibility Evaluation Tools List developed by W3C. PDF document Check accessibility in Adobe Acrobat Pro. Open the PDF and then from the All tools menu on the left, select View more and then select Prepare for accessibility. Summary To create an engaging and inclusive learning experience, it\u2019s essential to understand and integrate various learning modalities, incorporate multimedia effectively, and ensure accessibility. Learning modalities include visual, auditory, kinesthetic, and read/write styles, each catering to different ways individuals process information. By incorporating multimedia elements such as images, videos, audio, and interactive content, educators can address diverse learning preferences and enrich the educational experience. This not only helps in accommodating various learning styles but also makes the content more engaging and dynamic. Ensuring accessibility is crucial in making learning resources usable for all individuals, including those with disabilities. This involves using descriptive alt text for images, providing transcripts and captions for audio and video content, and ensuring high color contrast and responsive design. Additionally, interactive elements should be navigable via keyboard, and semantic HTML should be employed to aid screen readers in interpreting content. By following these best practices, educational content becomes more inclusive, allowing all learners to access and benefit from the material effectively. Suggested Reading Advanced editing in MD with multimedia More about accessibility and standards for accessibility","title":"Rich learning experience"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#rich-learning-experience","text":"","title":"Rich learning experience"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#learning-objectives","text":"Upon completing this module the learner should be able to: identify different learning modalities design multimedia rich content develop accessible learning content","title":"Learning objectives"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#learning-modalities","text":"Effective learning experience is crucial for application of the obtained knowledge and skills in real world context. To achieve this, not only the learning objectives, but all content, activities, assignments and assessments must be learner-centered. Learners perform best when they are engaged in authentic activities, collaborate with peers to share and deepen their understanding, and apply their existing skills to different contexts and new problems. Rich learning experiences can be supported by inquiry-based learning structures, such as projects and performance tasks thoughtfully interwoven direct instruction opportunities to practice and apply learning It is important that learners are given meaningful tasks that build on their prior knowledge together with a safe positive environment in which they can receive timely and helpful feedback. Units should be well structured so as to reduce the unnecessary cognitive load, and based on multiple modalities and tools for accessing information and expressing learning to support different types of learners. Learning modalities refer to the different ways individuals process and retain information. These modalities highlight the diverse preferences and strengths people have when it comes to learning. The most commonly recognized learning modalities include: Visual Learners who prefer visual modalities understand and remember information better when it is presented in a visual format, such as diagrams, charts, graphs, and images. They benefit from seeing concepts and ideas. Auditory Auditory learners process information most effectively when it is heard. They learn well through lectures, discussions, podcasts, and verbal instructions. Reading/Writing These learners prefer interacting with text-based information. They excel in reading and writing tasks, such as taking notes, reading books, and writing essays or reports. Kinesthetic Kinesthetic learners are hands-on learners who grasp concepts best through physical activity and movement. They benefit from experiments, role-playing, and using objects or tools. Some theories and frameworks expand on learning modalities, recognizing that people often use a combination of these modalities rather than relying on a single one. Understanding and catering to different learning modalities can enhance teaching strategies and improve learning outcomes by providing varied methods of instruction that align with learners\u2019 preferences.","title":"Learning modalities"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#adding-multimedia-to-the-learning-content","text":"Incorporating multimedia into learning content is directly related to learning modalities because it allows educators to address and engage different types of learners more effectively. Multimedia aligns with various learning modalities: Visual Learners: Multimedia can include videos, infographics, animations, and diagrams that visually represent concepts. This appeals to visual learners by providing clear and engaging ways to understand and remember information. Auditory Learners: By adding audio elements such as narrations, podcasts, or sound effects, multimedia caters to auditory learners who benefit from hearing information. This can include explanations, discussions, or even background music that reinforces the learning material. Reading/Writing Learners: Multimedia can integrate text-based elements, such as subtitles, captions, or interactive reading materials, which appeal to learners who prefer to read and write. Hyperlinks to additional reading, digital flashcards, or interactive eBooks also support this modality. Kinesthetic Learners: Interactive multimedia, such as simulations, virtual labs, or drag-and-drop activities, allows kinesthetic learners to engage with the content through physical interaction. This hands-on approach helps them better grasp and retain the material. By integrating multimedia, educators can create a richer, more inclusive learning environment that accommodates different learning preferences. It also helps to reinforce concepts through multiple channels, increasing the likelihood that learners will understand and retain the material.","title":"Adding multimedia to the learning content"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#adding-multimedia-to-md-content","text":"While Markdown itself is quite simple, it can be enhanced with multimedia by incorporating various elements such as images, videos, audio, and interactive content. Different types of multimedia can be added to Markdown content by:","title":"Adding multimedia to MD content"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#images","text":"To add images, use the following syntax: ![Alt text](image-url) such as ![A beautiful sunset](https://example.com/sunset.jpg) or if it is a local file ![Alt text](./path/to/image.jpg) Images in MD One of the most important things to remember is that the \"alt text\" is alternative text for the image that is used for accessibility purposes. It will be read by a screen reader that helps learners with visual impairments. Icons add visual interest and can help convey meaning quickly. While Markdown itself doesn\u2019t support icons natively, you can use HTML or rely on Markdown extensions or themes that support icons. Example <i class=\"fas fa-info-circle\"></i> This is an informational icon.","title":"Images"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#videos","text":"While Markdown doesn\u2019t natively support embedding videos, you can use HTML to embed videos from platforms like YouTube or use a link to direct users to the video. Using HTML (embedded video): <iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/dQw4w9WgXcQ\" frameborder=\"0\" allowfullscreen></iframe> Using a link (linked video): [Watch this video](https://www.youtube.com/watch?v=dQw4w9WgXcQ) Videos in MD As in the examples, it is best practice to put the video on a video streaming provider and then link or embed it. This helps keep the repo lean as video files are quite big, plus it allows you to use some advanced features such as auto captioning, chapters, playlists, etc.","title":"Videos"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#gifs","text":"Another option is to use embedded GIFs as short videos. In this case it is as if you are adding an image ![Funny cat](https://example.com/funny-cat.gif)","title":"GIFs"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#audio","text":"To include audio, you can also use HTML: <audio controls> <source src=\"audio-file-url.mp3\" type=\"audio/mpeg\"> Your browser does not support the audio element. </audio> for an example Your browser does not support the audio element. Accessible multimedia Provide transcripts and captions for audio and video content to make them accessible to all users.","title":"Audio"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#interactive-elements","text":"For more complex interactive elements, one might use HTML or specialized tools that support enhanced Markdown (like Jupyter notebooks or MkDocs): Interactive Maps, Charts, or Widgets: You can embed these by using <iframe> or specific Markdown extensions supported by your platform. Example (Embedded Map using HTML) <iframe src=\"https://www.google.com/maps/embed?pb=!1m18...\" width=\"600\" height=\"450\" style=\"border:0;\" allowfullscreen=\"\" loading=\"lazy\"></iframe>","title":"Interactive elements"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#slideshows","text":"If you need to add a slideshow, you might use Markdown libraries such as Reveal.js that convert Markdown into presentation slides.","title":"Slideshows"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#slides-to-narrated-video","text":"To turn your slides into a video with text-to-speech narration using AI empowered tools, follow these steps: Prepare Your Slides Ensure your slides are in the correct sequence and format. Export your slides as images or PDFs if your chosen video editor requires it. Create a Script for Narration Write down the text you want to be narrated for each slide. Ensure the script matches the flow and content of your slides. Generate Text-to-Speech Narration Use a free text-to-speech tool like Google Text-to-Speech, Balabolka, or Natural Reader (free versions available): Google Text-to-Speech : If you have a Google account, you can use Google Cloud\u2019s Text-to-Speech API for free (up to certain limits). Balabolka : software that allows you to convert text files to speech and save them as audio files. Natural Reader : Offers an online version that can read text aloud and download the audio. Convert your script into audio files, one for each slide or section. Combine Slides and Audio into a Video Use a free video editor like OpenShot, Shotcut, or iMovie (if on macOS): OpenShot : A free, open-source video editor that supports adding images, text, audio, and transitions. Shotcut : Another free, open-source video editor with more advanced features. iMovie : Free for macOS users, simple and intuitive for basic video editing. Import your slides and audio files into the video editor. Arrange the slides in sequence, and sync each slide with the corresponding audio. Add transitions, background music, or any other effects you desire. Export Your Video Once your video is complete, export it in your preferred format (e.g., MP4, MOV). Ensure the settings match your desired resolution and quality. Review and Finalize Watch the video to check for any syncing issues or mistakes. Make any necessary adjustments before finalizing your video. Bonus use the slides and narration content to build MD content around the generated video.","title":"Slides to narrated video"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#linking-to-files","text":"For documents, PDFs, or other files: [Download the PDF](https://example.com/document.pdf)","title":"Linking to Files"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#markdown-extensions","text":"Some Markdown processors support extended syntax for including multimedia, such as MathJax for equations or Mermaid for diagrams. See the example in the previous module where the structure is presented using Mermaid. Admonitions are special call-out boxes that highlight important information or warnings. They help users quickly identify key points or notes. Use Admonitions to Highlight Key Information. Code blocks can also be used to provide source code examples to learners. Integrating Jupyter Notebooks with MkDocs can provide a powerful way to combine interactive code, data analysis, and documentation. This is particularly useful for projects that involve both technical explanations and live code examples. To mix MD with Jupyter Notebooks you can: Convert Jupyter Notebooks to Markdown or HTML Jupyter Notebooks can be converted to Markdown or HTML, which can then be included in your MkDocs site. Use nbviewer or GitHub Gists for Live Notebooks services like nbviewer or GitHub Gists to embed live notebooks, such as [View Jupyter Notebook](https://nbviewer.jupyter.org/github/username/repository/blob/main/notebook.ipynb) Use jupyter-book for a Comprehensive Solution consider using jupyter-book, which is designed to work with Jupyter Notebooks and Markdown to create interactive books. also, the jupyter-mkdocs plugin enables you to run Jupyter Notebooks directly within MkDocs. Final Tips Maintain a Consistent Style : Use consistent image sizes, captions, and positioning throughout your content. Test Compatibility : Ensure that the multimedia elements work in the Markdown processor or platform you\u2019re using. Responsive Design : Ensure that your multimedia content is responsive, especially when using HTML, so that it looks good on different screen sizes. Provide Download Links for Media : Some users might prefer or need to download media files instead of viewing them directly in the browser. Documentation : Ensure that you provide clear documentation and context for users interacting with the Jupyter notebooks.","title":"Markdown Extensions"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#dont","text":"Don\u2019t Overload Pages with Too Much Multimedia Why: Excessive multimedia can overwhelm users, slow down page loading, and distract from the core content. Tip: Use multimedia sparingly and only when it adds value to the content. Don\u2019t Use Low-Quality Media Why: Poor-quality images, videos, or audio can reduce the credibility and professionalism of your content. Tip: Always use high-resolution images and clear audio/video files. Don\u2019t Forget to Test Media Content Why: Media might not display or function as expected across different browsers or devices. Tip: Always test embedded media on multiple platforms before publishing. Don\u2019t Ignore Accessibility Why: Multimedia content should be accessible to all users, including those with disabilities. Tip: Use alt text, provide transcripts for videos, and ensure that interactive elements are keyboard-navigable. Don\u2019t Link to Unreliable External Sources Why: Linking to external media that may be removed or blocked can result in broken links or missing content. Tip: Host essential media content yourself or ensure that external links are stable. Don\u2019t Use Auto-Playing Media Why: Auto-playing videos or audio can be intrusive and may disrupt the user\u2019s experience. Tip: Always allow users to control when media plays. Don\u2019t Neglect to Credit Sources Why: Failing to attribute media to its original creator can lead to copyright issues and diminish the trustworthiness of your content. Tip: Always include proper citations or credits when using third-party media. Don\u2019t Rely Solely on Multimedia Why: Some users may prefer or require text-based content, so always include a textual explanation or description of your multimedia. Tip: Pair videos with summaries, and images with descriptive captions. This approach helps create rich, multimedia-enhanced learning content that can cater to different learning modalities, making your materials more engaging and effective.","title":"DON'T"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#accessibility","text":"All developed learning content should be accessible to a wide range of learners with different needs from a variety of backgrounds, abilities and learning styles. To ensure this the developed content needs to be checked so that access is optimised and all unnecessary barriers are removed making it inclusive and easier to engage with by all learners including people with disabilities. Accessible educational materials (AEM) are defined as educational materials that are designed or later enhanced in such a way that it makes them usable across the widest range of learner variability. For digital learning materials and technologies this means that they are accessible if they can be easily used by anyone, including people with disabilities. Accessible digital learning materials need to be designed so that they can be directly used without assistive technology or made usable with assistive technology. These are just a few examples that illustrate the need for accessible materials: simple text structure helps learners with a variety of learning needs, including learners for whom the language used is not their native language simple navigation through the materials should help access the content from mobile devices, as well as learners with low vision adding captions to videos helps learners with hearing impairment as well as learners that have low prior knowledge on the subject and key terminology.","title":"Accessibility"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#general-guidelines-for-development-of-accessible-materials","text":"Most of the techniques used for development of accessible learning materials are based on the Universal Design for Learning (UDL) that focuses on the design of learning materials that are aimed to be inclusive of as many learners as possible. This approach, combined with the assistive and accessible technologies, can ensure that every learner has access to the same materials. UDL is based on three fundamental principles: Multiple means of representation learning content should be presented in different ways and formats Multiple means of action and expression several options for action and expression should support the demonstration of acquired knowledge Multiple means of engagement learners differ in what engages and motivates them so multiple options should be provided The following are some general tips and guidelines that should help develop accessible learning content: Present the information in multiple ways and formats This helps support various learning styles and provides alternatives for different impairments. Use simple language The materials should be accessible for the learners' varying levels of access, background, and ability. An option is to provide additional resources to support learners that have comprehension difficulties. Use headings Assistive technologies differentiate the structural elements in the text (body text and different levels of headings). These help screen readers process the text correctly. Use table of content Helps learners navigate to the required information easily. Provide alternative text for images The alternative text is read by the screen reader instead of the image. Decorative images should be marked as decorative so that the screen reader can skip them. Use equation editors for math expressions This format helps screen readers understand the content. Use a high contrast color palette High contrast supports learners with vision impairments. Don't use color as the only way to convey information Provide other alternative means for color blind learners. Use descriptive links Links to other documents should explain where the link is taking the learner. Use tables only when required If a table is truly the best way to convey the information and not just a layout trick, then use column and row headers to describe the content. Provide closed captions and transcripts Helps make the information in the video accessible to the vision impaired.","title":"General guidelines for development of accessible materials"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#alternative-text-tips-and-tricks","text":"For tip on how to write alternative text for images study the Alternative text guide by WebAIM . The key takeaways in the guide include: alternative text should be accurate and equivalent in representing content and function alternative text should be succinct alternative text should not be redundant alternative text should not include phrases such as \"image of ...\" or \"graphic of ...\" Decorative images should have blank alternative text. A decorative image is an image that does not present important content is used for layout or non-informative purposes does not have a function (e.g. is not a link) Use accessibility evaluation tools! Accessibility evaluation tools are not perfect. Even if they say that all is ok, it does not mean that your content is truly accessible. But they are a very good starting point. Slides Use the integrated accessibility checker in Power Point: Open an existing presentation in PowerPoint and review the content. Select the Review tab. Select Check Accessibility. An Accessibility Checker pane will appear on the right with 'Inspection Results' displayed. Web content Choose from the Web Accessibility Evaluation Tools List developed by W3C. PDF document Check accessibility in Adobe Acrobat Pro. Open the PDF and then from the All tools menu on the left, select View more and then select Prepare for accessibility.","title":"Alternative text tips and tricks"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#summary","text":"To create an engaging and inclusive learning experience, it\u2019s essential to understand and integrate various learning modalities, incorporate multimedia effectively, and ensure accessibility. Learning modalities include visual, auditory, kinesthetic, and read/write styles, each catering to different ways individuals process information. By incorporating multimedia elements such as images, videos, audio, and interactive content, educators can address diverse learning preferences and enrich the educational experience. This not only helps in accommodating various learning styles but also makes the content more engaging and dynamic. Ensuring accessibility is crucial in making learning resources usable for all individuals, including those with disabilities. This involves using descriptive alt text for images, providing transcripts and captions for audio and video content, and ensuring high color contrast and responsive design. Additionally, interactive elements should be navigable via keyboard, and semantic HTML should be employed to aid screen readers in interpreting content. By following these best practices, educational content becomes more inclusive, allowing all learners to access and benefit from the material effectively.","title":"Summary"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#suggested-reading","text":"Advanced editing in MD with multimedia More about accessibility and standards for accessibility","title":"Suggested Reading"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/","tags":["Citing","Attribution"],"text":"Citing and Attribution Slides Download the slides here Learning Objectives Upon completing this module the learner should be able to: Identify permissible licenses Provide attribution for reused content Define how others should cite your work Intellectual Property Rights (IPR) Intellectual property refers to the creation of intellectual activity. Intellectual Property Rights (IPR) protects the interests of the creators and owners by providing them with rights over their creation. For the purposes of creation of learning materials, the copyright and related rights main branches of IPR are used. They are defined to protect literary and artistic creations, performances, phonograms by defining the authors\u2019, owners\u2019, performers\u2019, producers\u2019 and broadcasters\u2019 rights. In some cases additional IPR branches might be involved. Copyright Original work can be protected by copyright law that grants the owner exclusive right to control certain rights such as reproduction. The copyright is owned jointly by all authors, or it may be owned by the employing institution. Any work that you create by default makes you or your institution/employer the copyright holder of it. Use of copyright protected work requires permission from the owner . Permission may not be required in the case of works licensed in the public domain and uses covered by Copyright Exceptions. Only the copyright holder is allowed to distribute whatever is created. If you want to transfer this right to other people as well, you can do that via a license. In absence of exceptions or limitations, one can reuse an existing work if it is licensed to the user or it is licensed to the public using a public license such as the Creative Commons (CC) licenses or Free-Libre / Open Source Software (FLOSS) licenses . Licensing The content in this section contains material taken from: CC FAQ website licensed under the CC BY 4.0 license Creative Commons license Wikipage (2023, June 21) in Wikipedia licensed under the Creative Commons Attribution-ShareAlike License 4.0 A license allows you to define rights and obligations regarding the use of your work. One of the best sources of information for licensing reusable learning materials is Creative Commons . There are many available CC License options which are based on the four baseline rights. It is recommended that the least restrictive CC BY 4.0 license , requiring only that credit is given to the creator when reusing, is used when creating new learning materials. The ND right falls into the opposite extreme and is not recommended for FAIR learning materials licensing as it severely limits their reusability in adaptations. Public domain licensing (CC0) is also not recommended as different rules apply in different countries. The CC License Chooser tool helps authors share their work in a standardised way providing copyright licenses that enable sharing and reuse of the creative work under the chosen conditions. To apply a license all you have to do is indicate which CC license you are applying to your work. You should then check the terms of the chosen license and comply with the requirements therein. For an example, it is strongly recommended to include a link to the relevant CC license deed (e.g., https://creativecommons.org/licenses/by/4.0). Example is provided below: Except where otherwise noted, content on this site is licensed under a Commons Attribution 4.0 International License Respect the licenses, to be respected!\u200b Materials with non-permissable licenses can be used for inspiration only. Materials with permissable licenses should be reused based on the license rules. Attribution and Citing The right to attribution is a moral right of the authors that protects the personal relationship between the author and the created work even if the creator does not own the copyright. For work created by others that you are incorporating into your own work you want to make it easy for others to know who created what parts of the work. In other words, acknowledgement of the reused materials through attribution is always needed (even if it is not a requirement of the license, such as the public domain licenses). One condition that is required for all CC licenses is attribution. The ideal attribution follows the TASL approach: T itle - what is the name of the work A uthor - who allows you to use the work (name and link) S ource - where can the work be found (link added to title) L icense - how can the work be used (name and link to the license) If your work is a modification or adaptation of another work, indicate this and provide attribution to the creator of the original work. You should also include a link to the work you modified and indicate what license applies to that work. Citing A citation allows authors to provide the source of any quotations, ideas, and information that they include in their own work based on the copyrighted works of other authors. However, in the case of using direct quotations with citing, it is essential that the amount of information referenced is very limited. In addition, it is recommended to quote works that were already made available to the public in a lawful way and, when possible, to provide the original source and the author's name. Depending on the country, the reproduction and communication of a protected work may be carried out for the sole purpose of illustration for teaching or scientific research, as long as the source, including the author's name, is indicated, unless this turns out to be impossible and to the extent justified by the non-commercial purpose to be achieved. Plan to reuse existing material? Check the license The existing material is available under a CC license, but it is different than the one you plan to use for your materials... I want to reuse it as a whole I want to reuse a small part of it You can't use something that is licensed with ND (no derivatives). In this case you must follow the rules on combining and adapting CC material. Read more... No problem, you can reuse any existing CC licensed material in your learning materials as long as the reused portion is used as a showcase or to make a specific point and it is not the core of your work. If the work is licensed with ND, do not modify it while reusing. Go to CC licensing FAQ Attribute All CC licenses require that you attribute the author, and this rule is recommended even if the license is public domain CC-0. If the work you are reusing has a copyright notice (\"\u00a9 some text\") you need to reproduce it while you credit the work. You should also be able to remove attribution upon request. Use the authors recommended attribution Use TASL Examples If the original author has provided a cite-as information, use it to attribute the work. Provide the Title, Author, Source and License of the work that you are reusing. Source is the URL to the original work. If there is a URL to the author personal pages, provide it together with the name. Provide the name of the license and a URL to the license. Examples are taken from Best Practices for Creative Commons attributions - how to attribute works you reuse under a Creative Commons license submitted by New Media Rights available under a CC BY-NC 3.0 US DEED Webpage/Blog - Title (with link to original work), author (or username) (with link to author's website), and license (with link). Undercover Vampire Policeman by Chris Zabriskie , available under a Creative Commons Attribution 4.0 License Book \u2013 Title, author, license written somewhere near the title and author if it\u2019s a hard copy or if it\u2019s an online book you should include a link to the licensed terms. From Dust to Digital: Ten Years of the Endangered Archives Programme by Maja Kominko under a Creative Commons Attribution Non-commercial Non-Derivative 4.0 International license (CC BY-NC-ND 4.0) Online Video - Title, author, license written into credits at end of video. Ideally make the text clickable to the original work. Put links to the original work and the license terms in the information section for the particular work (i.e. on the right in YouTube). http://www.youtube.com/watch?v=fDbbdeIXO0w#t=3m0s Podcast/Audio - Title, author, license read at the end of the entire work. > \u201cJe Suis Rick Springfield\u201d from the album Artificial Heart , by Jonathan Coulton, used under a Creative Commons Attribution-Noncommercial 3.0 Unported License Photo/Drawing/Illustration \u2013 Title, author, license (with link online) or in close proximity to the tangible work (either in the border or directly on the work, if applicable). \u201c Comcast protest \u201d by Flikr user Steve Rhodes used under Creative Commons Attribution 2.0 license How to handle attribution? Defining How to cite Citation files are plain text files with human- and machine-readable citation information that tells others how to cite or attribute your work. There is a an open source project that defines the Citation File Format (CFF) in a CITATION.cff file so that there is a structured, uniform way of decribing how others should cite your work. CITATION.cff is written in a YAML format and has controlled vocabularies for most of the supported fields. The purpose of this file is to provide information on how the materials (Git repository) should be cited. Its content, among other things, also controls the text shown when the Cite this repository button is clicked on the right hand side of a GitHub repository's homepage. Create your own citation file The citation file is a specific file wherein you need to provide the correct information so that it can be correctly processed. The following steps outline the procedure when using the FAIR-by-Design templates repository. In the templates GitHub repository navigate to the citation file Copy the whole content of the file In another browser tab, navigate to https://citation-file-format.github.io/ the site provides an online tool that helps you develop citation files in the cff file format Click on Create CFF file in the upper right corner Click on the cffinit website blue button Choose Update Paste the content of the copied citation file from the templates repo Click parse there are two warnings as doi and license are not defined as basic fields, but the bottom message should say parsed CFF successfully Click start editing note that this tool makes you choose between type of work software or dataset. As the learning materials are neither we recommend that the type field is not used in the file. Follow the workflow and define the content of citation.cff Ensure the file is valid Download the file Put the file in the root of your learning materials repo Summary Intellectual Property Rights (IPR) protect creators by granting them exclusive rights over their work, with copyright being particularly relevant to the creation of learning materials. Copyright automatically applies to original works, requiring permission for reuse unless the work is in the public domain or covered by specific exceptions. Licensing, especially through Creative Commons (CC), provides a way for creators to define how others can use their work. Attribution and citation are crucial for recognizing and respecting the original creators. All CC licenses mandate attribution, which can be effectively managed using the TASL approach\u2014Title, Author, Source, and License. Proper citation ensures legal compliance and honors the intellectual contributions of others. The use of CITATION.cff files is also encouraged, as they provide a standardized format for describing how a work should be cited, which is particularly useful in open-source projects and for maintaining consistent citation practices across platforms. Suggested Reading Creative Commons Certificate for Educators, Academic Librarians and GLAM How Intellectual Property Rights (IPR) protect the interests of the creators and owners by providing them with rights over their creation? Attribution and Citing","title":"Citing and attribution"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#citing-and-attribution","text":"","title":"Citing and Attribution"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#learning-objectives","text":"Upon completing this module the learner should be able to: Identify permissible licenses Provide attribution for reused content Define how others should cite your work","title":"Learning Objectives"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#intellectual-property-rights-ipr","text":"Intellectual property refers to the creation of intellectual activity. Intellectual Property Rights (IPR) protects the interests of the creators and owners by providing them with rights over their creation. For the purposes of creation of learning materials, the copyright and related rights main branches of IPR are used. They are defined to protect literary and artistic creations, performances, phonograms by defining the authors\u2019, owners\u2019, performers\u2019, producers\u2019 and broadcasters\u2019 rights. In some cases additional IPR branches might be involved.","title":"Intellectual Property Rights (IPR)"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#copyright","text":"Original work can be protected by copyright law that grants the owner exclusive right to control certain rights such as reproduction. The copyright is owned jointly by all authors, or it may be owned by the employing institution. Any work that you create by default makes you or your institution/employer the copyright holder of it. Use of copyright protected work requires permission from the owner . Permission may not be required in the case of works licensed in the public domain and uses covered by Copyright Exceptions. Only the copyright holder is allowed to distribute whatever is created. If you want to transfer this right to other people as well, you can do that via a license. In absence of exceptions or limitations, one can reuse an existing work if it is licensed to the user or it is licensed to the public using a public license such as the Creative Commons (CC) licenses or Free-Libre / Open Source Software (FLOSS) licenses .","title":"Copyright"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#licensing","text":"The content in this section contains material taken from: CC FAQ website licensed under the CC BY 4.0 license Creative Commons license Wikipage (2023, June 21) in Wikipedia licensed under the Creative Commons Attribution-ShareAlike License 4.0 A license allows you to define rights and obligations regarding the use of your work. One of the best sources of information for licensing reusable learning materials is Creative Commons . There are many available CC License options which are based on the four baseline rights. It is recommended that the least restrictive CC BY 4.0 license , requiring only that credit is given to the creator when reusing, is used when creating new learning materials. The ND right falls into the opposite extreme and is not recommended for FAIR learning materials licensing as it severely limits their reusability in adaptations. Public domain licensing (CC0) is also not recommended as different rules apply in different countries. The CC License Chooser tool helps authors share their work in a standardised way providing copyright licenses that enable sharing and reuse of the creative work under the chosen conditions. To apply a license all you have to do is indicate which CC license you are applying to your work. You should then check the terms of the chosen license and comply with the requirements therein. For an example, it is strongly recommended to include a link to the relevant CC license deed (e.g., https://creativecommons.org/licenses/by/4.0). Example is provided below: Except where otherwise noted, content on this site is licensed under a Commons Attribution 4.0 International License Respect the licenses, to be respected!\u200b Materials with non-permissable licenses can be used for inspiration only. Materials with permissable licenses should be reused based on the license rules.","title":"Licensing"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#attribution-and-citing","text":"The right to attribution is a moral right of the authors that protects the personal relationship between the author and the created work even if the creator does not own the copyright. For work created by others that you are incorporating into your own work you want to make it easy for others to know who created what parts of the work. In other words, acknowledgement of the reused materials through attribution is always needed (even if it is not a requirement of the license, such as the public domain licenses). One condition that is required for all CC licenses is attribution. The ideal attribution follows the TASL approach: T itle - what is the name of the work A uthor - who allows you to use the work (name and link) S ource - where can the work be found (link added to title) L icense - how can the work be used (name and link to the license) If your work is a modification or adaptation of another work, indicate this and provide attribution to the creator of the original work. You should also include a link to the work you modified and indicate what license applies to that work.","title":"Attribution and Citing"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#citing","text":"A citation allows authors to provide the source of any quotations, ideas, and information that they include in their own work based on the copyrighted works of other authors. However, in the case of using direct quotations with citing, it is essential that the amount of information referenced is very limited. In addition, it is recommended to quote works that were already made available to the public in a lawful way and, when possible, to provide the original source and the author's name. Depending on the country, the reproduction and communication of a protected work may be carried out for the sole purpose of illustration for teaching or scientific research, as long as the source, including the author's name, is indicated, unless this turns out to be impossible and to the extent justified by the non-commercial purpose to be achieved.","title":"Citing"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#plan-to-reuse-existing-material","text":"Check the license The existing material is available under a CC license, but it is different than the one you plan to use for your materials... I want to reuse it as a whole I want to reuse a small part of it You can't use something that is licensed with ND (no derivatives). In this case you must follow the rules on combining and adapting CC material. Read more... No problem, you can reuse any existing CC licensed material in your learning materials as long as the reused portion is used as a showcase or to make a specific point and it is not the core of your work. If the work is licensed with ND, do not modify it while reusing. Go to CC licensing FAQ Attribute All CC licenses require that you attribute the author, and this rule is recommended even if the license is public domain CC-0. If the work you are reusing has a copyright notice (\"\u00a9 some text\") you need to reproduce it while you credit the work. You should also be able to remove attribution upon request. Use the authors recommended attribution Use TASL Examples If the original author has provided a cite-as information, use it to attribute the work. Provide the Title, Author, Source and License of the work that you are reusing. Source is the URL to the original work. If there is a URL to the author personal pages, provide it together with the name. Provide the name of the license and a URL to the license. Examples are taken from Best Practices for Creative Commons attributions - how to attribute works you reuse under a Creative Commons license submitted by New Media Rights available under a CC BY-NC 3.0 US DEED Webpage/Blog - Title (with link to original work), author (or username) (with link to author's website), and license (with link). Undercover Vampire Policeman by Chris Zabriskie , available under a Creative Commons Attribution 4.0 License Book \u2013 Title, author, license written somewhere near the title and author if it\u2019s a hard copy or if it\u2019s an online book you should include a link to the licensed terms. From Dust to Digital: Ten Years of the Endangered Archives Programme by Maja Kominko under a Creative Commons Attribution Non-commercial Non-Derivative 4.0 International license (CC BY-NC-ND 4.0) Online Video - Title, author, license written into credits at end of video. Ideally make the text clickable to the original work. Put links to the original work and the license terms in the information section for the particular work (i.e. on the right in YouTube). http://www.youtube.com/watch?v=fDbbdeIXO0w#t=3m0s Podcast/Audio - Title, author, license read at the end of the entire work. > \u201cJe Suis Rick Springfield\u201d from the album Artificial Heart , by Jonathan Coulton, used under a Creative Commons Attribution-Noncommercial 3.0 Unported License Photo/Drawing/Illustration \u2013 Title, author, license (with link online) or in close proximity to the tangible work (either in the border or directly on the work, if applicable). \u201c Comcast protest \u201d by Flikr user Steve Rhodes used under Creative Commons Attribution 2.0 license How to handle attribution?","title":"Plan to reuse existing material?"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#defining-how-to-cite","text":"Citation files are plain text files with human- and machine-readable citation information that tells others how to cite or attribute your work. There is a an open source project that defines the Citation File Format (CFF) in a CITATION.cff file so that there is a structured, uniform way of decribing how others should cite your work. CITATION.cff is written in a YAML format and has controlled vocabularies for most of the supported fields. The purpose of this file is to provide information on how the materials (Git repository) should be cited. Its content, among other things, also controls the text shown when the Cite this repository button is clicked on the right hand side of a GitHub repository's homepage.","title":"Defining How to cite"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#create-your-own-citation-file","text":"The citation file is a specific file wherein you need to provide the correct information so that it can be correctly processed. The following steps outline the procedure when using the FAIR-by-Design templates repository. In the templates GitHub repository navigate to the citation file Copy the whole content of the file In another browser tab, navigate to https://citation-file-format.github.io/ the site provides an online tool that helps you develop citation files in the cff file format Click on Create CFF file in the upper right corner Click on the cffinit website blue button Choose Update Paste the content of the copied citation file from the templates repo Click parse there are two warnings as doi and license are not defined as basic fields, but the bottom message should say parsed CFF successfully Click start editing note that this tool makes you choose between type of work software or dataset. As the learning materials are neither we recommend that the type field is not used in the file. Follow the workflow and define the content of citation.cff Ensure the file is valid Download the file Put the file in the root of your learning materials repo","title":"Create your own citation file"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#summary","text":"Intellectual Property Rights (IPR) protect creators by granting them exclusive rights over their work, with copyright being particularly relevant to the creation of learning materials. Copyright automatically applies to original works, requiring permission for reuse unless the work is in the public domain or covered by specific exceptions. Licensing, especially through Creative Commons (CC), provides a way for creators to define how others can use their work. Attribution and citation are crucial for recognizing and respecting the original creators. All CC licenses mandate attribution, which can be effectively managed using the TASL approach\u2014Title, Author, Source, and License. Proper citation ensures legal compliance and honors the intellectual contributions of others. The use of CITATION.cff files is also encouraged, as they provide a standardized format for describing how a work should be cited, which is particularly useful in open-source projects and for maintaining consistent citation practices across platforms.","title":"Summary"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#suggested-reading","text":"Creative Commons Certificate for Educators, Academic Librarians and GLAM How Intellectual Property Rights (IPR) protect the interests of the creators and owners by providing them with rights over their creation? Attribution and Citing","title":"Suggested Reading"},{"location":"1st%20Session/08%20Hands-on/hands-on/","tags":["practice","hands-on","instructional design","FAIR-by-Design"],"text":"Hands-on Activity Learning Objectives develop a test micro learning unit based on templates Introduction It is time to test drive some of the things that we have been talking about. Your mission, if you choose to accept it, is to create a micro learning unit on Introduction to Open Science based on a FAIR-by-Design template. In other words, you need to try to put some meat on the bones provided by us while following the FAIR-by-Design methodology. As we are not sure that all of you have sufficient experience with GitHub and MD, the template we prepared for you is on Google drive and you can edit it online in your browser. Step-by-Step Guide Go to the CLARIN Training Session 1 Hands-on folder on Google drive You will find a folder with your name on it, this is your playground Inside there are several files that make up a template unit content - the main learning content accessible to learners plan - guide for trainers assessment - test questions activity - description of an exercise Your task is to provide minimum information in each of these files content add min 1 learning objective using the Blooms taxonomy reuse min 1 image or video with attribution example source: The Open Science Training Handbook example source: OS Training Video add min 1 paragraph of text (with attribution if reused) assessment add min 1 multi choice question activity describe an ice breaker activity you can adapt Take a picture of your shoes or do something else if you wish plan fill out the template given that your unit will have max duration of 20 mins and will be held online the unit structure follows the Hunter Model there is summative assessment at the end of the unit participant may receive an \"OS explorer\" badge if they pass assessment with score above 90% 5 mins before the end of the hands-on you will be asked to answer a few questions about your experience Have fun and remember you can always ask for help! Summary We hope that by engaging in this task, you have not only deepen your understanding of the FAIR-by-Design principles but also gained practical experience in crafting educational content that embodies these guidelines. This activity was envisioned as an opportunity to bring theory into practice. We encourage you to experiment, collaborate, and make the most of the tools provided as you work through your daily challenges. Good luck in your instructional design efforts! And remember that the FAIR-by-Design Methodology team is here to support you with whatever you might need on your FAIR journey!","title":"Activity"},{"location":"1st%20Session/08%20Hands-on/hands-on/#hands-on-activity","text":"","title":"Hands-on Activity"},{"location":"1st%20Session/08%20Hands-on/hands-on/#learning-objectives","text":"develop a test micro learning unit based on templates","title":"Learning Objectives"},{"location":"1st%20Session/08%20Hands-on/hands-on/#introduction","text":"It is time to test drive some of the things that we have been talking about. Your mission, if you choose to accept it, is to create a micro learning unit on Introduction to Open Science based on a FAIR-by-Design template. In other words, you need to try to put some meat on the bones provided by us while following the FAIR-by-Design methodology. As we are not sure that all of you have sufficient experience with GitHub and MD, the template we prepared for you is on Google drive and you can edit it online in your browser.","title":"Introduction"},{"location":"1st%20Session/08%20Hands-on/hands-on/#step-by-step-guide","text":"Go to the CLARIN Training Session 1 Hands-on folder on Google drive You will find a folder with your name on it, this is your playground Inside there are several files that make up a template unit content - the main learning content accessible to learners plan - guide for trainers assessment - test questions activity - description of an exercise Your task is to provide minimum information in each of these files content add min 1 learning objective using the Blooms taxonomy reuse min 1 image or video with attribution example source: The Open Science Training Handbook example source: OS Training Video add min 1 paragraph of text (with attribution if reused) assessment add min 1 multi choice question activity describe an ice breaker activity you can adapt Take a picture of your shoes or do something else if you wish plan fill out the template given that your unit will have max duration of 20 mins and will be held online the unit structure follows the Hunter Model there is summative assessment at the end of the unit participant may receive an \"OS explorer\" badge if they pass assessment with score above 90% 5 mins before the end of the hands-on you will be asked to answer a few questions about your experience Have fun and remember you can always ask for help!","title":"Step-by-Step Guide"},{"location":"1st%20Session/08%20Hands-on/hands-on/#summary","text":"We hope that by engaging in this task, you have not only deepen your understanding of the FAIR-by-Design principles but also gained practical experience in crafting educational content that embodies these guidelines. This activity was envisioned as an opportunity to bring theory into practice. We encourage you to experiment, collaborate, and make the most of the tools provided as you work through your daily challenges. Good luck in your instructional design efforts! And remember that the FAIR-by-Design Methodology team is here to support you with whatever you might need on your FAIR journey!","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/01%20Recap/recap/","tags":["FAIR-by-Design learning materials","Recap"],"text":"Recap Slides Download the slides here Review key module from Session 1 If you did not follow the Session 1 from the training, please take a look at the FAIR-by-Design Methodology module to get acquainted with the main goals and activities related to the FAIR-by-Design methodology. The FAIR-by-Design methodology augments the backward instructional design process with activities focused on implementing the FAIR principles by defining a workflow of developing FAIR-by-Design materials in several stages: Plan : This stage involves setting clear objectives for the educational materials, identifying the target audience, and defining the content\u2019s scope. It\u2019s essential to consider the FAIR principles (Findable, Accessible, Interoperable, Reusable) from the outset to ensure that the materials will meet these standards. Planning also includes determining the resources, tools, and collaborators needed for the project. Discover : During the discovery stage, existing resources and gaps in available materials are identified. This involves researching existing content, tools, and technologies that can be reused or adapted. The goal is to avoid duplicating efforts by leveraging available resources and ensuring that the new materials fill an identified need in the community. Design : The design stage focuses on structuring the educational materials in a way that aligns with FAIR principles. This includes organizing content to be easily searchable (Findable), ensuring it can be accessed by a wide range of users (Accessible), using standardized formats and protocols for compatibility with various systems (Interoperable), and creating modular content that can be repurposed (Reusable). Metadata and documentation play crucial roles in this stage, helping to maintain the integrity and usability of the materials. Produce : In the production stage, the actual creation of the educational materials takes place. This involves developing the content according to the design specifications, using the selected tools and formats. Ensuring that the materials adhere to the planned structure and meet the FAIR principles is key during this phase. Collaboration and feedback from team members or stakeholders may also be integrated into the production process. Publish : Once the materials are created, they are published on appropriate platforms that support accessibility and interoperability. This stage also includes attaching the necessary metadata, licenses, and documentation to ensure that the content is Findable and Reusable by others. Publishing on open-access platforms or repositories is encouraged to maximize the reach and impact of the materials. Verify : After publication, the materials are assessed for their adherence to FAIR principles. This verification process may involve peer reviews, user testing, and gathering feedback from the intended audience. The goal is to ensure that the materials are effective, accessible, and meet the needs of the community. Any issues identified during this stage can be addressed before widespread dissemination. Continuous Improvement : The final stage emphasizes the ongoing nature of maintaining and improving the educational materials. Based on feedback, new developments, and changes in technology or standards, the materials are regularly updated. This continuous improvement ensures that the resources remain relevant, effective, and aligned with the evolving needs of the Open Science community. Community involvement is crucial in this stage, as it provides valuable insights and contributions to the refinement of the materials. By following these stages, educators and developers can create high-quality, FAIR-aligned educational materials that are not only effective in their immediate context but also valuable and usable across a wide range of platforms and disciplines. In session 2 we are going to focus on activities related to the stages Publish, Verify and Continuous Improvement.","title":"Reminder"},{"location":"2nd%20Session%20-%20Under%20Development/01%20Recap/recap/#recap","text":"","title":"Recap"},{"location":"2nd%20Session%20-%20Under%20Development/01%20Recap/recap/#slides","text":"Download the slides here","title":"Slides"},{"location":"2nd%20Session%20-%20Under%20Development/01%20Recap/recap/#review-key-module-from-session-1","text":"If you did not follow the Session 1 from the training, please take a look at the FAIR-by-Design Methodology module to get acquainted with the main goals and activities related to the FAIR-by-Design methodology. The FAIR-by-Design methodology augments the backward instructional design process with activities focused on implementing the FAIR principles by defining a workflow of developing FAIR-by-Design materials in several stages: Plan : This stage involves setting clear objectives for the educational materials, identifying the target audience, and defining the content\u2019s scope. It\u2019s essential to consider the FAIR principles (Findable, Accessible, Interoperable, Reusable) from the outset to ensure that the materials will meet these standards. Planning also includes determining the resources, tools, and collaborators needed for the project. Discover : During the discovery stage, existing resources and gaps in available materials are identified. This involves researching existing content, tools, and technologies that can be reused or adapted. The goal is to avoid duplicating efforts by leveraging available resources and ensuring that the new materials fill an identified need in the community. Design : The design stage focuses on structuring the educational materials in a way that aligns with FAIR principles. This includes organizing content to be easily searchable (Findable), ensuring it can be accessed by a wide range of users (Accessible), using standardized formats and protocols for compatibility with various systems (Interoperable), and creating modular content that can be repurposed (Reusable). Metadata and documentation play crucial roles in this stage, helping to maintain the integrity and usability of the materials. Produce : In the production stage, the actual creation of the educational materials takes place. This involves developing the content according to the design specifications, using the selected tools and formats. Ensuring that the materials adhere to the planned structure and meet the FAIR principles is key during this phase. Collaboration and feedback from team members or stakeholders may also be integrated into the production process. Publish : Once the materials are created, they are published on appropriate platforms that support accessibility and interoperability. This stage also includes attaching the necessary metadata, licenses, and documentation to ensure that the content is Findable and Reusable by others. Publishing on open-access platforms or repositories is encouraged to maximize the reach and impact of the materials. Verify : After publication, the materials are assessed for their adherence to FAIR principles. This verification process may involve peer reviews, user testing, and gathering feedback from the intended audience. The goal is to ensure that the materials are effective, accessible, and meet the needs of the community. Any issues identified during this stage can be addressed before widespread dissemination. Continuous Improvement : The final stage emphasizes the ongoing nature of maintaining and improving the educational materials. Based on feedback, new developments, and changes in technology or standards, the materials are regularly updated. This continuous improvement ensures that the resources remain relevant, effective, and aligned with the evolving needs of the Open Science community. Community involvement is crucial in this stage, as it provides valuable insights and contributions to the refinement of the materials. By following these stages, educators and developers can create high-quality, FAIR-aligned educational materials that are not only effective in their immediate context but also valuable and usable across a wide range of platforms and disciplines. In session 2 we are going to focus on activities related to the stages Publish, Verify and Continuous Improvement.","title":"Review key module from Session 1"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/","tags":["Version control"],"text":"Version control Learning objectives Upon completing this module the learner should be able to: utilise the versioning management system develop the structure of the RELEASE_NOTES.md file Slides (new) Download the slides regarding here TBD Introduction Training materials should always be considered as a living and constantly changing object. It is very important to keep them updating and improving. But doing so, creates other challenges such as version management. The FAIR-by-Design Methodology uses Git as a versioning system, providing industry standard version management. Each new Git release is considered a new version of the learning materials. When doing so, it is very important to keep track of the changes made, as well as to have consistent version numbering system. Version Management Git is the most popular version management system in use today. It is available for all popular platforms either as a first-party command line utility or through third-party graphical user interface (GUI) clients. Git uses the concept of repositories which can granularly manage the versions of all objects placed within it. File changes are committed to a repository and each commit is automatically associated a unique and random identifier. In addition to this identifier, each commit is also described by its author, commit title and commit description. A single Git repository can be used by multiple users, each contributing and committing their changes. To produce a new training material, one should fork the template repository, or the repository of any other ready made training material. It is important to note that each commit to the repository, triggers the actions needed to update the associated Gitbook. Each new Github release produces a new version of the learning material. By default, the Gitbook shows the latest version (visible also in the URL as /latest). The dropdown list on the top of every Gitbook page enables quick access to all previous versions. Tip Git commit \u2013 a granular change of a single or multiple files in the repository, identified by a random unique identifier, the committer's name, email address, short commit title and an optional longer commit description. A commit can contain file additions, modifications, removal, or relocation to a different directory. Tip Git clone \u2013 an action to download locally an existing Git repository. A repository hosted on a public Git hosting service such as GitHub can be cloned by anyone (assuming it is public) on their local machines. Once downloaded, users can explore the repository and optionally send their contributed changes upstream, if they have been assigned the necessary permissions. Tip Git fork \u2013 a 1:1 copy of an existing Git repository. A fork of an existing repository results with the creation of a brand new repository which will have a shared history with the original one up until the fork was made. The owner of the forked repository will be the user who initiated the fork. The original owner of the repository does not have any right in the forked repository by default. Tip Git release - easch git release creates a new observable version of the Gitpages, as well as a new record (for the first release), or an updated record in Zenodo. Release Notes The release notes for each new version are intended to help the users of these materials to better understand the changes brought by each version. They can be useful both for the learners and for the instructors using the materials. Using the release notes enables tracking of all the versions of a learning material. They are written in a special Markdown file called RELEASE_NOTES.md . The content of this file is embedded as is on the Git book homepage (the syllabus) in a collapsible block. Ideally, the RELEASE_NOTES.md file should list the various versions in a descending order, sorted by the release date. Example of a RELEASE_NOTES.md content . New iteration The work on a new iteration starts once the list of identified improvements that will be incorporated into the new version is finalised. The next step is to organise the work regarding the required changes to the learning materials. Depending on the identified improvements, the changes may bring you back to the Produce stage implementing changes in learning units, or even to Design if restructuring of the learning material is needed. The version number is one of the things that you will need to provide when activating a new release. The recommendation based on best practices is to keep the versioning in the Major.Minor.Patch version number sequence. You will increment the minor number if the incremental improvement does not change the overall structure of the learning materials. You will increment the major number if the changes include change in the overall structure of the learning materials. Increment the Patch number in case of only technical fixes. The image below depicts the best practices of semantic versioning. Semantic Versioning by Surjit Bains on Wikimedia Commons licensed under the Creative Commons Attribution-Share Alike 4.0 International license. Note that the provided automated workflow will not create a new independent record on Zenodo, but will add a new version to the already existing Zenodo record . Summary Using version management, as well as clearly documented changes between the versions help both learners and instructors using a specific learning material. Producing a new version might include changes from quite small to quite significant ones. These should be reflected in the proper version numbering, and clearly explained in the accompanied files. The automated workflows that are part of the Methodology enable consistency between the Git repositories and the published releases on the Zenodo platform. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Methodology Continuous Impovement","title":"Version control"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#version-control","text":"","title":"Version control"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#learning-objectives","text":"Upon completing this module the learner should be able to: utilise the versioning management system develop the structure of the RELEASE_NOTES.md file","title":"Learning objectives"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#slides-new","text":"Download the slides regarding here TBD","title":"Slides (new)"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#introduction","text":"Training materials should always be considered as a living and constantly changing object. It is very important to keep them updating and improving. But doing so, creates other challenges such as version management. The FAIR-by-Design Methodology uses Git as a versioning system, providing industry standard version management. Each new Git release is considered a new version of the learning materials. When doing so, it is very important to keep track of the changes made, as well as to have consistent version numbering system.","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#version-management","text":"Git is the most popular version management system in use today. It is available for all popular platforms either as a first-party command line utility or through third-party graphical user interface (GUI) clients. Git uses the concept of repositories which can granularly manage the versions of all objects placed within it. File changes are committed to a repository and each commit is automatically associated a unique and random identifier. In addition to this identifier, each commit is also described by its author, commit title and commit description. A single Git repository can be used by multiple users, each contributing and committing their changes. To produce a new training material, one should fork the template repository, or the repository of any other ready made training material. It is important to note that each commit to the repository, triggers the actions needed to update the associated Gitbook. Each new Github release produces a new version of the learning material. By default, the Gitbook shows the latest version (visible also in the URL as /latest). The dropdown list on the top of every Gitbook page enables quick access to all previous versions. Tip Git commit \u2013 a granular change of a single or multiple files in the repository, identified by a random unique identifier, the committer's name, email address, short commit title and an optional longer commit description. A commit can contain file additions, modifications, removal, or relocation to a different directory. Tip Git clone \u2013 an action to download locally an existing Git repository. A repository hosted on a public Git hosting service such as GitHub can be cloned by anyone (assuming it is public) on their local machines. Once downloaded, users can explore the repository and optionally send their contributed changes upstream, if they have been assigned the necessary permissions. Tip Git fork \u2013 a 1:1 copy of an existing Git repository. A fork of an existing repository results with the creation of a brand new repository which will have a shared history with the original one up until the fork was made. The owner of the forked repository will be the user who initiated the fork. The original owner of the repository does not have any right in the forked repository by default. Tip Git release - easch git release creates a new observable version of the Gitpages, as well as a new record (for the first release), or an updated record in Zenodo.","title":"Version Management"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#release-notes","text":"The release notes for each new version are intended to help the users of these materials to better understand the changes brought by each version. They can be useful both for the learners and for the instructors using the materials. Using the release notes enables tracking of all the versions of a learning material. They are written in a special Markdown file called RELEASE_NOTES.md . The content of this file is embedded as is on the Git book homepage (the syllabus) in a collapsible block. Ideally, the RELEASE_NOTES.md file should list the various versions in a descending order, sorted by the release date. Example of a RELEASE_NOTES.md content .","title":"Release Notes"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#new-iteration","text":"The work on a new iteration starts once the list of identified improvements that will be incorporated into the new version is finalised. The next step is to organise the work regarding the required changes to the learning materials. Depending on the identified improvements, the changes may bring you back to the Produce stage implementing changes in learning units, or even to Design if restructuring of the learning material is needed. The version number is one of the things that you will need to provide when activating a new release. The recommendation based on best practices is to keep the versioning in the Major.Minor.Patch version number sequence. You will increment the minor number if the incremental improvement does not change the overall structure of the learning materials. You will increment the major number if the changes include change in the overall structure of the learning materials. Increment the Patch number in case of only technical fixes. The image below depicts the best practices of semantic versioning. Semantic Versioning by Surjit Bains on Wikimedia Commons licensed under the Creative Commons Attribution-Share Alike 4.0 International license. Note that the provided automated workflow will not create a new independent record on Zenodo, but will add a new version to the already existing Zenodo record .","title":"New iteration"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#summary","text":"Using version management, as well as clearly documented changes between the versions help both learners and instructors using a specific learning material. Producing a new version might include changes from quite small to quite significant ones. These should be reflected in the proper version numbering, and clearly explained in the accompanied files. The automated workflows that are part of the Methodology enable consistency between the Git repositories and the published releases on the Zenodo platform.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Methodology Continuous Impovement","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/","tags":["FAIR-by-Design learning materials","Assessment","Recognition","Open badges","Digital credentials"],"text":"Skills4EOSC Recognition Framework Slides Download the slides here Recognising the newly obtained skills is of great importance in the life long learning process. It is essential that there are mechanisms in place that can help learners obtain digital credentials reflecting their current skillsets. Learning Objectives discuss criteria for issuing digital credentials identify options for digital credentials Introduction The Skills4EOSC Recognition Framework is designed to support the professional development and recognition of skills within the Open Science ecosystem. As Open Science becomes increasingly integral to research and data management across Europe, there is a growing need for a consistent and reliable way to certify the skills and competencies of professionals involved in this field. The framework addresses this need by providing a standardized approach to the use of digital credentials. Key Aspects of the Skills4EOSC Recognition Framework: Digital Credentials: The framework leverages digital credentials, such as badges and certificates, to provide tangible, verifiable proof of skills. These credentials are awarded based on specific achievements, such as completing training programs, passing assessments, or demonstrating particular competencies. Digital credentials are designed to be easily shareable, allowing professionals to include them in their CVs, LinkedIn profiles, or other online portfolios. This enhances the visibility and recognition of their skills across the European research community and beyond. Supporting Open Science Professionals: The framework is tailored to meet the needs of various stakeholders in the Open Science ecosystem, including researchers, data stewards, librarians, and other research support staff. It recognizes both formal and informal learning, offering flexibility in how skills are acquired and validated. This is particularly important in a rapidly evolving field like Open Science, where new tools, methods, and practices are constantly emerging. For Instructors and Learners: Instructors: The framework provides instructors with a way to certify the competencies they impart to their learners, helping to establish their credibility and expertise in Open Science. Learners: For learners, the framework offers a clear pathway to gaining and demonstrating the skills necessary for working effectively in Open Science. The credentials serve as proof of their proficiency, whether they are early-career researchers or experienced professionals expanding their skill set. Employer Recognition Across Europe: One of the core goals of the framework is to ensure that these digital credentials are recognized by employers across Europe. By establishing a common standard, the framework makes it easier for employers to assess and validate the skills of potential hires, regardless of their location or the specific training programs they have completed. This cross-border recognition is crucial for fostering mobility and collaboration within the European Research Area (ERA), enabling professionals to move between countries and institutions while maintaining the value of their credentials. Integration with Existing Initiatives: The Skills4EOSC Recognition Framework is designed to align with other European initiatives, such as the European Open Science Cloud (EOSC), the European Skills, Competences, Qualifications, and Occupations (ESCO) framework, and the European Digital Credentials for Learning (EDCL) system. This integration helps ensure that the credentials are interoperable and widely accepted. Promoting Lifelong Learning: The framework encourages lifelong learning by recognizing continuous professional development. Professionals can earn credentials as they acquire new skills over time, helping them stay current with the latest developments in Open Science and related fields. Contributing to a Sustainable Open Science Ecosystem: By promoting the recognition of skills and competencies, the Skills4EOSC Recognition Framework contributes to the sustainability of the Open Science ecosystem. It supports the development of a skilled workforce that can drive the adoption and implementation of Open Science practices across Europe. The current version of the Recognition Framework is still in its draft phase and is available on Zenodo together with a link that asks for your feedback . Criteria for issuing digital credentials Providing digital credentials, such as badges or certificates, can recognize both attendance at training and the successful completion of assessments. However, each approach has its own pros and cons. Digital Credentials for Attendance Only Pros: Encourages Participation : Offering credentials for attendance can motivate more individuals to participate in training sessions, as they receive recognition simply for being present. Inclusivity : It allows all participants, regardless of their performance in assessments, to receive a credential, promoting inclusivity and reducing the pressure of assessment. Easy to Administer : These credentials are straightforward to issue, as they do not require the evaluation of participant performance, reducing administrative overhead. Building a Learning Culture : Recognizing attendance can contribute to a culture of continuous learning, encouraging individuals to engage in more training opportunities. Cons: Limited Value : Credentials for attendance may carry less weight since they do not necessarily indicate that the recipient has gained or demonstrated any specific skills or knowledge. Potentially Misleading : These credentials could be misleading if interpreted as a sign of competency when they only signify participation. Lack of Differentiation : There is no distinction between those who merely attend and those who actively engage and master the material, potentially diminishing the credential\u2019s perceived value. Digital Credentials for Successful Completion of Assessment Pros: Demonstrates Competency : These credentials indicate that the recipient has not only attended the training but also successfully demonstrated understanding and application of the material, making them more meaningful and valuable. Higher Recognition : Credentials based on assessment are often more respected by employers and peers, as they provide evidence of skills and knowledge. Motivates Learning : Knowing that they must pass an assessment to receive a credential can motivate participants to engage more deeply with the training content. Differentiates Skill Levels : This approach differentiates between those who have mastered the material and those who have not, which can be important in professional or academic settings. Cons: Excludes Some Participants : Those who struggle with assessments may not receive a credential, which could discourage participation and be seen as less inclusive. Increased Pressure : Participants may feel more stressed or anxious about assessments, which could negatively impact their learning experience. More Complex Administration : Administering assessments and issuing credentials based on performance requires more resources, including time, effort, and sometimes technology, to ensure fair and accurate evaluation. Risk of Credential Inflation : If not carefully designed, assessments could lead to credential inflation, where the credential becomes less valuable due to inconsistent or low standards. The choice between awarding digital credentials for attendance versus successful completion of assessments depends on the goals of the training program and the value you want to convey through the credentials. If the aim is to encourage broad participation and foster a learning culture, attendance-based credentials might be more suitable. However, if the goal is to ensure that participants acquire and demonstrate specific skills or knowledge, credentials tied to assessment performance are more appropriate. Digital Credentials The two viable options proposed by the Recognition Framework are the Open Digital Badges and the European Digital Credentials. One can choose one of these types or even implement both of them as they are complementary in some aspects. Open Digital Badges Open Digital Badges are digital representations of achievements, skills, or knowledge that an individual has earned. These badges are often issued by educational institutions, employers, or professional organizations and can be shared across various platforms, such as social media, digital resumes, or professional networks. Each Open Digital Badge contains metadata that includes information about the issuing organization, the criteria for earning the badge, the date of issue, and sometimes evidence of the achievement (such as a project or assessment). Badges are issued through a digital credentialing platform and can be verified by anyone viewing the badge, ensuring authenticity and credibility. Open Badge content by 1EdTech , licensed under CC-BY-4.0 Pros: Portability : Easily shared and displayed across multiple platforms. Transparency : Contains detailed metadata that verifies the achievement. Motivational : Encourages learners by providing tangible recognition of their accomplishments. Flexibility : Can represent a wide range of achievements, from formal education to micro-credentials. Cons: Varied Standards : Different issuers may have different criteria for awarding badges, leading to inconsistencies. Recognition : Not all employers or institutions may recognize or value badges equally. Overwhelming : The proliferation of badges can make it difficult for employers to assess their true value. European Digital Credentials European Digital Credentials (EDCs) are a standardized form of digital certification recognized across the European Union. These credentials can represent educational qualifications, skills, or professional achievements and are designed to be interoperable across borders and institutions within the EU. EDCs are issued by accredited institutions and include standardized metadata, ensuring consistency and interoperability across the EU. The credentials are verified through a secure digital infrastructure supported by the European Commission, making them trustworthy and easily portable between EU countries. Image taken from https://europa.eu/europass/en/stakeholders/european-digital-credentials Pros: Standardization : Provides a consistent framework for recognizing qualifications across Europe. Trustworthy : Issued and verified by accredited institutions, ensuring high credibility. Interoperability : Recognized across all EU member states, facilitating mobility and cross-border employment. Integration : Can be integrated into national and EU-level qualifications frameworks. Cons: Limited Scope : Primarily focused on formal qualifications and may not cover informal or micro-credentials as effectively as badges. Bureaucracy : The process of issuing and verifying EDCs can be more complex and time-consuming. Flexibility : Less flexible compared to open digital badges, particularly for informal learning achievements. Comparison Recognition and Scope : EDCs are more standardized and recognized across the EU, especially for formal qualifications, while Open Digital Badges are more flexible and can represent a broader range of achievements, including informal learning. Flexibility : Open Digital Badges are more adaptable to various types of learning and achievements, whereas EDCs are more rigid but offer higher standardization. Portability : Both are portable, but EDCs have an edge in cross-border recognition within the EU due to their standardized framework. Credibility : EDCs generally have higher credibility due to their issuance by accredited institutions and standardized verification process, while Open Digital Badges\u2019 credibility can vary depending on the issuer. Open Digital Badges and European Digital Credentials both serve as digital representations of skills and achievements but cater to different needs. Open Digital Badges are versatile, allowing for recognition of a wide array of learning experiences, but they may suffer from inconsistency and varying levels of recognition. European Digital Credentials, on the other hand, provide a highly standardized and credible form of certification recognized across the EU, making them ideal for formal qualifications but less adaptable to informal or micro-credentials. The choice between the two depends on the specific needs for recognition, portability, and the type of learning being credentialed. Summary The Skills4EOSC Recognition Framework aims to standardize the use of digital credentials to provide Open Science professionals, both instructors and learners, with verifiable proof of their skills. This framework also enables employers across Europe to recognize and validate these competencies, ensuring consistent standards and fostering professional development in the field of Open Science. Do not forget that the final version of the Recognition Framework is due to be out in March 2025. Suggested Reading Weisteen Bjerde, K., Green, D., Bj\u00f8nnes, L., van Leersum, N., Filiposka, S., Kjorveziroski, V., Janik, J., Hadrossek, C., Bernier, M., Sowinski, C., Torres-Ramos, G., Antoine, D., Mendez Rodriguez, E. M., Lavitrano, M., Whyte, A., Di Giorgio, S., & Lazzeri, E. (2023). D2.4 Skills4EOSC Recognition Framework first iteration . Zenodo. https://doi.org/10.5281/zenodo.10447619 Open Badges Home EDC for learning","title":"Recognition framework"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#skills4eosc-recognition-framework","text":"","title":"Skills4EOSC Recognition Framework"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#slides","text":"Download the slides here Recognising the newly obtained skills is of great importance in the life long learning process. It is essential that there are mechanisms in place that can help learners obtain digital credentials reflecting their current skillsets.","title":"Slides"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#learning-objectives","text":"discuss criteria for issuing digital credentials identify options for digital credentials","title":"Learning Objectives"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#introduction","text":"The Skills4EOSC Recognition Framework is designed to support the professional development and recognition of skills within the Open Science ecosystem. As Open Science becomes increasingly integral to research and data management across Europe, there is a growing need for a consistent and reliable way to certify the skills and competencies of professionals involved in this field. The framework addresses this need by providing a standardized approach to the use of digital credentials. Key Aspects of the Skills4EOSC Recognition Framework: Digital Credentials: The framework leverages digital credentials, such as badges and certificates, to provide tangible, verifiable proof of skills. These credentials are awarded based on specific achievements, such as completing training programs, passing assessments, or demonstrating particular competencies. Digital credentials are designed to be easily shareable, allowing professionals to include them in their CVs, LinkedIn profiles, or other online portfolios. This enhances the visibility and recognition of their skills across the European research community and beyond. Supporting Open Science Professionals: The framework is tailored to meet the needs of various stakeholders in the Open Science ecosystem, including researchers, data stewards, librarians, and other research support staff. It recognizes both formal and informal learning, offering flexibility in how skills are acquired and validated. This is particularly important in a rapidly evolving field like Open Science, where new tools, methods, and practices are constantly emerging. For Instructors and Learners: Instructors: The framework provides instructors with a way to certify the competencies they impart to their learners, helping to establish their credibility and expertise in Open Science. Learners: For learners, the framework offers a clear pathway to gaining and demonstrating the skills necessary for working effectively in Open Science. The credentials serve as proof of their proficiency, whether they are early-career researchers or experienced professionals expanding their skill set. Employer Recognition Across Europe: One of the core goals of the framework is to ensure that these digital credentials are recognized by employers across Europe. By establishing a common standard, the framework makes it easier for employers to assess and validate the skills of potential hires, regardless of their location or the specific training programs they have completed. This cross-border recognition is crucial for fostering mobility and collaboration within the European Research Area (ERA), enabling professionals to move between countries and institutions while maintaining the value of their credentials. Integration with Existing Initiatives: The Skills4EOSC Recognition Framework is designed to align with other European initiatives, such as the European Open Science Cloud (EOSC), the European Skills, Competences, Qualifications, and Occupations (ESCO) framework, and the European Digital Credentials for Learning (EDCL) system. This integration helps ensure that the credentials are interoperable and widely accepted. Promoting Lifelong Learning: The framework encourages lifelong learning by recognizing continuous professional development. Professionals can earn credentials as they acquire new skills over time, helping them stay current with the latest developments in Open Science and related fields. Contributing to a Sustainable Open Science Ecosystem: By promoting the recognition of skills and competencies, the Skills4EOSC Recognition Framework contributes to the sustainability of the Open Science ecosystem. It supports the development of a skilled workforce that can drive the adoption and implementation of Open Science practices across Europe. The current version of the Recognition Framework is still in its draft phase and is available on Zenodo together with a link that asks for your feedback .","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#criteria-for-issuing-digital-credentials","text":"Providing digital credentials, such as badges or certificates, can recognize both attendance at training and the successful completion of assessments. However, each approach has its own pros and cons.","title":"Criteria for issuing digital credentials"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#digital-credentials-for-attendance-only","text":"Pros: Encourages Participation : Offering credentials for attendance can motivate more individuals to participate in training sessions, as they receive recognition simply for being present. Inclusivity : It allows all participants, regardless of their performance in assessments, to receive a credential, promoting inclusivity and reducing the pressure of assessment. Easy to Administer : These credentials are straightforward to issue, as they do not require the evaluation of participant performance, reducing administrative overhead. Building a Learning Culture : Recognizing attendance can contribute to a culture of continuous learning, encouraging individuals to engage in more training opportunities. Cons: Limited Value : Credentials for attendance may carry less weight since they do not necessarily indicate that the recipient has gained or demonstrated any specific skills or knowledge. Potentially Misleading : These credentials could be misleading if interpreted as a sign of competency when they only signify participation. Lack of Differentiation : There is no distinction between those who merely attend and those who actively engage and master the material, potentially diminishing the credential\u2019s perceived value.","title":"Digital Credentials for Attendance Only"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#digital-credentials-for-successful-completion-of-assessment","text":"Pros: Demonstrates Competency : These credentials indicate that the recipient has not only attended the training but also successfully demonstrated understanding and application of the material, making them more meaningful and valuable. Higher Recognition : Credentials based on assessment are often more respected by employers and peers, as they provide evidence of skills and knowledge. Motivates Learning : Knowing that they must pass an assessment to receive a credential can motivate participants to engage more deeply with the training content. Differentiates Skill Levels : This approach differentiates between those who have mastered the material and those who have not, which can be important in professional or academic settings. Cons: Excludes Some Participants : Those who struggle with assessments may not receive a credential, which could discourage participation and be seen as less inclusive. Increased Pressure : Participants may feel more stressed or anxious about assessments, which could negatively impact their learning experience. More Complex Administration : Administering assessments and issuing credentials based on performance requires more resources, including time, effort, and sometimes technology, to ensure fair and accurate evaluation. Risk of Credential Inflation : If not carefully designed, assessments could lead to credential inflation, where the credential becomes less valuable due to inconsistent or low standards. The choice between awarding digital credentials for attendance versus successful completion of assessments depends on the goals of the training program and the value you want to convey through the credentials. If the aim is to encourage broad participation and foster a learning culture, attendance-based credentials might be more suitable. However, if the goal is to ensure that participants acquire and demonstrate specific skills or knowledge, credentials tied to assessment performance are more appropriate.","title":"Digital Credentials for Successful Completion of Assessment"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#digital-credentials","text":"The two viable options proposed by the Recognition Framework are the Open Digital Badges and the European Digital Credentials. One can choose one of these types or even implement both of them as they are complementary in some aspects.","title":"Digital Credentials"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#open-digital-badges","text":"Open Digital Badges are digital representations of achievements, skills, or knowledge that an individual has earned. These badges are often issued by educational institutions, employers, or professional organizations and can be shared across various platforms, such as social media, digital resumes, or professional networks. Each Open Digital Badge contains metadata that includes information about the issuing organization, the criteria for earning the badge, the date of issue, and sometimes evidence of the achievement (such as a project or assessment). Badges are issued through a digital credentialing platform and can be verified by anyone viewing the badge, ensuring authenticity and credibility. Open Badge content by 1EdTech , licensed under CC-BY-4.0 Pros: Portability : Easily shared and displayed across multiple platforms. Transparency : Contains detailed metadata that verifies the achievement. Motivational : Encourages learners by providing tangible recognition of their accomplishments. Flexibility : Can represent a wide range of achievements, from formal education to micro-credentials. Cons: Varied Standards : Different issuers may have different criteria for awarding badges, leading to inconsistencies. Recognition : Not all employers or institutions may recognize or value badges equally. Overwhelming : The proliferation of badges can make it difficult for employers to assess their true value.","title":"Open Digital Badges"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#european-digital-credentials","text":"European Digital Credentials (EDCs) are a standardized form of digital certification recognized across the European Union. These credentials can represent educational qualifications, skills, or professional achievements and are designed to be interoperable across borders and institutions within the EU. EDCs are issued by accredited institutions and include standardized metadata, ensuring consistency and interoperability across the EU. The credentials are verified through a secure digital infrastructure supported by the European Commission, making them trustworthy and easily portable between EU countries. Image taken from https://europa.eu/europass/en/stakeholders/european-digital-credentials Pros: Standardization : Provides a consistent framework for recognizing qualifications across Europe. Trustworthy : Issued and verified by accredited institutions, ensuring high credibility. Interoperability : Recognized across all EU member states, facilitating mobility and cross-border employment. Integration : Can be integrated into national and EU-level qualifications frameworks. Cons: Limited Scope : Primarily focused on formal qualifications and may not cover informal or micro-credentials as effectively as badges. Bureaucracy : The process of issuing and verifying EDCs can be more complex and time-consuming. Flexibility : Less flexible compared to open digital badges, particularly for informal learning achievements.","title":"European Digital Credentials"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#comparison","text":"Recognition and Scope : EDCs are more standardized and recognized across the EU, especially for formal qualifications, while Open Digital Badges are more flexible and can represent a broader range of achievements, including informal learning. Flexibility : Open Digital Badges are more adaptable to various types of learning and achievements, whereas EDCs are more rigid but offer higher standardization. Portability : Both are portable, but EDCs have an edge in cross-border recognition within the EU due to their standardized framework. Credibility : EDCs generally have higher credibility due to their issuance by accredited institutions and standardized verification process, while Open Digital Badges\u2019 credibility can vary depending on the issuer. Open Digital Badges and European Digital Credentials both serve as digital representations of skills and achievements but cater to different needs. Open Digital Badges are versatile, allowing for recognition of a wide array of learning experiences, but they may suffer from inconsistency and varying levels of recognition. European Digital Credentials, on the other hand, provide a highly standardized and credible form of certification recognized across the EU, making them ideal for formal qualifications but less adaptable to informal or micro-credentials. The choice between the two depends on the specific needs for recognition, portability, and the type of learning being credentialed.","title":"Comparison"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#summary","text":"The Skills4EOSC Recognition Framework aims to standardize the use of digital credentials to provide Open Science professionals, both instructors and learners, with verifiable proof of their skills. This framework also enables employers across Europe to recognize and validate these competencies, ensuring consistent standards and fostering professional development in the field of Open Science. Do not forget that the final version of the Recognition Framework is due to be out in March 2025.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#suggested-reading","text":"Weisteen Bjerde, K., Green, D., Bj\u00f8nnes, L., van Leersum, N., Filiposka, S., Kjorveziroski, V., Janik, J., Hadrossek, C., Bernier, M., Sowinski, C., Torres-Ramos, G., Antoine, D., Mendez Rodriguez, E. M., Lavitrano, M., Whyte, A., Di Giorgio, S., & Lazzeri, E. (2023). D2.4 Skills4EOSC Recognition Framework first iteration . Zenodo. https://doi.org/10.5281/zenodo.10447619 Open Badges Home EDC for learning","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/","tags":["Publishing"],"text":"Slides (new) Download the slides regarding the FAIR-by-Design Methodology here Learning objectives Upon completing this module the learner should be able to: examine the content of the accompanying files for publishing define the publishing steps from the Skills4EOSC FAIR by Design Methodology use the FAIR signposting to include metadata in the resulting html pages Introduction The Skills4EOSC FAIR-by-design Methodology defines a set of steps to make sure that the produced learning materials are published respecting the FAIR principles. To prepare for this, a set of files needs to be manually edited, making sure all the necessary information needed to accompany the materials is present. The methodology also uses the FAIR signposting, enabling metadata to be present in the resulting html files. Files Description The FAIR-by-Design templates repository contains the accompanying files which we will need to alter: README.md CODE_OF_CONDUCT.md Licence.txt Contributors These files can be altered in any order desired, as long as making sure that they have all been covered. README.md is a Markdown file which should briefly describe the repository, so that first time visitors can get an initial idea what it is about. The README.md file's content is shown immediately below the directory browser on the repository's homepage. The CODE_OF_CONDUCT.md , as its name suggests, describes the contributors' code of conduct which needs to be adhered to. It defines standards for how to engage in a community. It can also contain steps for resoling issues between members of the community. GitHub also shows a direct link to a repository's code of conduct (if available) above the citation information. The Licence.txt file contains the description of the license under which the training material is released. If you have been creating your own repo from scratch or cloned the templates repo, most probably the current license you have in your repo at the moment is CC0. If you have decided that you will use another license (compatible with the reused material, derived using the adapter's license rules, etc.) then you need to replace the LICENSE file in your repository with the correct one. The contente of the license file can be downloaded from the Plaintext versions of Creative Commons 4.0 licenses Contributors..... FAIR Signposting Signposting , presents a lightweight, but powerful approach to increase the FAIRness of learning materials. Landing pages of learning materials support humans interaction with learning materials on the web, by providing descriptive metadata and links to content. Signposting helps machine agents by providing this information, and more, in a standards-based way. It contributes to FAIR's Findable, Accessible, and Reusable by uniformly conveying to machines what the persistent identifier of a scholarly object is, where its landing page is, where and what its content is, where metadata that describes it is, and what the persistent identifier of its author is. It conveys this by means of meaningful links that have web locations (HTTP URIs) as their target. There are two levels of compliance to FAIR Signposting. Level 1 provide a minimal set of typed links with the landing page as the link origin. Level 2 elevates the compliance by providing a comprehensive set of typed links for landing pages, content, and metadata resources. The publishing workflow of the Methodology described in the next chapter provides an easy way of implementing Signposting for the developed content. As a result of running the Signposting workflow a linkset.json file is placed in the root of the repository. Automated publishing workflow The templates repository of the FAIR-by-design Methodology includes a set of Git actions that implement the publishing workflow. The workflow is triggered with each new Github release. When triggered they automate the complete Zenodo publishing process. The steps performed by these actions include validation of the information provided in the accompanying files, implementation of the signposting, draft entry creation in Zenodo, updating the DOI in all files that reference it, including slides and syllabus, rebuilding and releasing a new version of the Git book. Important to note is that any other fields also present in the CITATION.cff file such as: version , doi , date-released should not be manually edited . They will be updated automatically when publishing the repository to Zenodo. Summary FAIR-by-Design Methodology pays special attention to the publishing of the learning materials, making sure that they conform to the FAIR principles. Several accompanying files are needed to ensure that the required elements are present. Using the Signposting technique, the published html version of the training materials are made understandable not only to humans, but also to the machines - crawlers that process web learning resources. The methodology provides a specific workflow that enables each new release to be clearly visible and added to the Zenodo repository as a new version of the learning materials. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development FAIR Signposting Skills4EOSC FAIR-by-Design Methodology Publishing Preparations Skills4EOSC FAIR-by-Design Methodology Zenodo Publishing","title":"Publishing consideration"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#slides-new","text":"Download the slides regarding the FAIR-by-Design Methodology here","title":"Slides (new)"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#learning-objectives","text":"Upon completing this module the learner should be able to: examine the content of the accompanying files for publishing define the publishing steps from the Skills4EOSC FAIR by Design Methodology use the FAIR signposting to include metadata in the resulting html pages","title":"Learning objectives"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#introduction","text":"The Skills4EOSC FAIR-by-design Methodology defines a set of steps to make sure that the produced learning materials are published respecting the FAIR principles. To prepare for this, a set of files needs to be manually edited, making sure all the necessary information needed to accompany the materials is present. The methodology also uses the FAIR signposting, enabling metadata to be present in the resulting html files.","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#files-description","text":"The FAIR-by-Design templates repository contains the accompanying files which we will need to alter: README.md CODE_OF_CONDUCT.md Licence.txt Contributors These files can be altered in any order desired, as long as making sure that they have all been covered. README.md is a Markdown file which should briefly describe the repository, so that first time visitors can get an initial idea what it is about. The README.md file's content is shown immediately below the directory browser on the repository's homepage. The CODE_OF_CONDUCT.md , as its name suggests, describes the contributors' code of conduct which needs to be adhered to. It defines standards for how to engage in a community. It can also contain steps for resoling issues between members of the community. GitHub also shows a direct link to a repository's code of conduct (if available) above the citation information. The Licence.txt file contains the description of the license under which the training material is released. If you have been creating your own repo from scratch or cloned the templates repo, most probably the current license you have in your repo at the moment is CC0. If you have decided that you will use another license (compatible with the reused material, derived using the adapter's license rules, etc.) then you need to replace the LICENSE file in your repository with the correct one. The contente of the license file can be downloaded from the Plaintext versions of Creative Commons 4.0 licenses Contributors.....","title":"Files Description"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#fair-signposting","text":"Signposting , presents a lightweight, but powerful approach to increase the FAIRness of learning materials. Landing pages of learning materials support humans interaction with learning materials on the web, by providing descriptive metadata and links to content. Signposting helps machine agents by providing this information, and more, in a standards-based way. It contributes to FAIR's Findable, Accessible, and Reusable by uniformly conveying to machines what the persistent identifier of a scholarly object is, where its landing page is, where and what its content is, where metadata that describes it is, and what the persistent identifier of its author is. It conveys this by means of meaningful links that have web locations (HTTP URIs) as their target. There are two levels of compliance to FAIR Signposting. Level 1 provide a minimal set of typed links with the landing page as the link origin. Level 2 elevates the compliance by providing a comprehensive set of typed links for landing pages, content, and metadata resources. The publishing workflow of the Methodology described in the next chapter provides an easy way of implementing Signposting for the developed content. As a result of running the Signposting workflow a linkset.json file is placed in the root of the repository.","title":"FAIR Signposting"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#automated-publishing-workflow","text":"The templates repository of the FAIR-by-design Methodology includes a set of Git actions that implement the publishing workflow. The workflow is triggered with each new Github release. When triggered they automate the complete Zenodo publishing process. The steps performed by these actions include validation of the information provided in the accompanying files, implementation of the signposting, draft entry creation in Zenodo, updating the DOI in all files that reference it, including slides and syllabus, rebuilding and releasing a new version of the Git book. Important to note is that any other fields also present in the CITATION.cff file such as: version , doi , date-released should not be manually edited . They will be updated automatically when publishing the repository to Zenodo.","title":"Automated publishing workflow"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#summary","text":"FAIR-by-Design Methodology pays special attention to the publishing of the learning materials, making sure that they conform to the FAIR principles. Several accompanying files are needed to ensure that the required elements are present. Using the Signposting technique, the published html version of the training materials are made understandable not only to humans, but also to the machines - crawlers that process web learning resources. The methodology provides a specific workflow that enables each new release to be clearly visible and added to the Zenodo repository as a new version of the learning materials.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development FAIR Signposting Skills4EOSC FAIR-by-Design Methodology Publishing Preparations Skills4EOSC FAIR-by-Design Methodology Zenodo Publishing","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/","text":"--- title: \"Co-creation\" author: \"Skills4EOSC\" tags: - Co-creation - Feedback analysis Slides (new) Download the slides regarding the FAIR-by-Design Methodology here Introduction Incremental improvements Continuous improvement is a crucial element of the FAIR-by-Design Methodology. There is always room for improvement and many times need and requirement to keep up to date with the development and changes in the field of subject of the learning materials. Therefore a regular analysis of all QA aspects is necessary to identify potential elements for improvement. Based on the outcomes of the feedback analysis, the authors of the learning materials should make a plan for the development of a new version of the learning materials. Feedback analysis There are multiple sources that can serve for feedback gathering and Quality Assurance. Some sources provide feedback from the learners, some from the fellow instructors that use the training materials. Both are equally important for the further improvements of the learning materials. Most frequently used feedback channel for learners is the feedback form. The form is presented to them just after the training to gather their impressions. In addition to this, learners might opt for direct email contact, as well as discussions and feedback related to more general events like workshops, trainings etc. External Quality Assurance (QA) can provide very valuable input from peers with expertise in the area covered in the training materials. Externals contributors might also use GitHub issues or discussion forums to provide their view on the materials. Equally important is the own experience of the trainer when delivering the training based on these materials, called self reflection, containing the lessons learned while delivering the training. (write a paragraph per each bullet point) (learners vs instructors channels) feedback form external QA recommendations self-reflection after training GitHub issues and discussions gathered comments from external contributors direct mail contact any other means of communication (e.g. feedback from workshops, discussions, team meetings, etc.) The input from all of these sources should be gathered and analysed. The results of the analysis should be a list of potential improvements, each marked with an impact level (high, moderate, low). Continuous improvement The next step is to decide which of the improvements will be addressed in the next version and how will this be achieved. Note that depending on the number of identified improvements, you might need to go through the improvement cycle multiple times. It is recommended that the changes are done in an incremental fashion and that changes done in one version are logically related. This help both developers and users to better understand the differences between the versions. Summary Keeping the training materials live and constantly updating them gives them added value. Changes in the material should be the result of the co-creation process, based on the various forms of feedback gathered both from the learners, but also from the fellow teachers and other users of the materials. The continuous improvement process, done incrementally and in steps that are logically related guarantees that the developed materials will have even more impact and be usable by wider audience. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Methodology Continuous Improvement","title":"Co creation"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#slides-new","text":"Download the slides regarding the FAIR-by-Design Methodology here","title":"Slides (new)"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#introduction","text":"","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#incremental-improvements","text":"Continuous improvement is a crucial element of the FAIR-by-Design Methodology. There is always room for improvement and many times need and requirement to keep up to date with the development and changes in the field of subject of the learning materials. Therefore a regular analysis of all QA aspects is necessary to identify potential elements for improvement. Based on the outcomes of the feedback analysis, the authors of the learning materials should make a plan for the development of a new version of the learning materials.","title":"Incremental improvements"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#feedback-analysis","text":"There are multiple sources that can serve for feedback gathering and Quality Assurance. Some sources provide feedback from the learners, some from the fellow instructors that use the training materials. Both are equally important for the further improvements of the learning materials. Most frequently used feedback channel for learners is the feedback form. The form is presented to them just after the training to gather their impressions. In addition to this, learners might opt for direct email contact, as well as discussions and feedback related to more general events like workshops, trainings etc. External Quality Assurance (QA) can provide very valuable input from peers with expertise in the area covered in the training materials. Externals contributors might also use GitHub issues or discussion forums to provide their view on the materials. Equally important is the own experience of the trainer when delivering the training based on these materials, called self reflection, containing the lessons learned while delivering the training. (write a paragraph per each bullet point) (learners vs instructors channels) feedback form external QA recommendations self-reflection after training GitHub issues and discussions gathered comments from external contributors direct mail contact any other means of communication (e.g. feedback from workshops, discussions, team meetings, etc.) The input from all of these sources should be gathered and analysed. The results of the analysis should be a list of potential improvements, each marked with an impact level (high, moderate, low).","title":"Feedback analysis"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#continuous-improvement","text":"The next step is to decide which of the improvements will be addressed in the next version and how will this be achieved. Note that depending on the number of identified improvements, you might need to go through the improvement cycle multiple times. It is recommended that the changes are done in an incremental fashion and that changes done in one version are logically related. This help both developers and users to better understand the differences between the versions.","title":"Continuous improvement"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#summary","text":"Keeping the training materials live and constantly updating them gives them added value. Changes in the material should be the result of the co-creation process, based on the various forms of feedback gathered both from the learners, but also from the fellow teachers and other users of the materials. The continuous improvement process, done incrementally and in steps that are logically related guarantees that the developed materials will have even more impact and be usable by wider audience.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Methodology Continuous Improvement","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/","tags":["FAIR Learning Objects","Quality Assurance","Measure Fairness","Framework"],"text":"Quality Assurance Framework Slides Download the slides here Once the learning materials are made available for both the learners' and instructors' communities it is prudent to verify that all is as it should be including the FAIR aspects of the learning materials. This is a good moment when an external quality assurance (QA) can be engaged to assess the produced learning materials from both the learners' and instructors' perspective. For these purposes you can use the QA guidelines and checklists developed by Skills4EOSC T2.4 . Learning Objectives Upon completing this module the learner should be able to: perform a QA assessment of learning materials rate FAIRness of learning materials Self-check QA Go through the QA checklists In Skills4EOSC T2.4 has developed a number of QA checklists that you and your external reviewer need to go through so that you can ensure high-quality learning materials. The final goal of the FAIR-by-Design instructional design process is to create FAIR learning materials for both learners and instructors. Therefore, it is imperative that you first go through a self-check phase to ensure everything is as intended. For these purposes you can use the QA guidelines and checklists developed by Skills4EOSC . Image by Shahid Abdullah from Pixabay Skills4EOSC has developed a number of QA checklists that should be used for this process, two of which are presented in this text. For the full list of checklists and their use please refer to D2.3 . The three QA checklists that are listed here as part of the verification process are: the general QA checklist that focuses on the learning materials content and analyses it from a learners' perspective the FAIR-by-Design QA checklist that focuses on the FAIR aspects of the learning materials and requirements imposed with the use of the methodology the ELSI checklist that focuses on the ethical, legal and societal issues related to the development of the learning materials General QA The general QA checklist developed by Skills4EOSC addresses the main aspects of the developed learning materials that are related to their quality as perceived by the learners. In the following table these aspects are related to the steps or fields from the FAIR-by-Design methodology to help you understand where, or at which point, this aspect is being addressed by the methodology. Checklist question FAIR-by-Design element Does the learning material title clearly describe what it offers? syllabus (metadata) Does the learning material include its goal? syllabus (metadata) Does the learning material clearly state its target audience? syllabus (metadata) Does the learning material state the level of expertise it is required from its audience? syllabus (metadata) Are the learning objectives/outcomes specific, well-defined, and measurable? syllabus (metadata) Does the learning material clearly describe its program / outline? syllabus (metadata) Does the learning material cover different learning styles? learning content Does the learning material states its delivery method? (live sessions, self-learning, hybrid, face-to-face...) syllabus (metadata) Does the learning material state the date when it was published and/or the date of the newest version? syllabus (metadata) If needed, does the learning material state the dates the training takes place? syllabus Does the learning material states the expected duration of the training? syllabus Does the learning material specify the developer/author of the learning material? syllabus Does the learning material specify the trainer/s of the learning material? syllabus If applicable, does the learning material explain the required tools/software/infrastructure as well as acceptable assignment submission types? syllabus + learning unit Does the learning material include any assignment? Are assessment strategies consistent with learning material objectives and are clearly stated? activities Is grading policy provided in a manner that clearly defines expectations for the learning material and respective assignments? quiz strategy Is the learning material comprised of micro-credentials that can be aligned to create a larger milestone credential? certification information in syllabus and learning units Does the learning material end with an activity that allows for feedback? feedback form Does the learning material include relevant keywords related to the content and structure? syllabus (metadata) Does the learning material include information regarding whether the access to it implies costs? syllabus (metadata) Does the learning material state the language used? syllabus (metadata) FAIR-by-Design Methodology QA checklist With the FAIR-by-Design methodology QA checklist you can check if you have followed the most important aspects of the methodology and managed to produce FAIR learning materials. The questions marked as essential are related to the major FAIR aspects of the obtained learning material. These elements must be present so that the learning materials are achieving bare minimum FAIRness . By complying with the rest of the items you are increasing the FAIRness and quality of the learning materials. Essential Topic Stage FAIR aspect Goal CHECKLIST QUESTION Instructional design process Prepare / Learner-centric learning resources Did you follow the stages of the backward instructional design process while developing the learning resource? YES Schema Prepare Interoperable Choose a metadata schema to describe the material, such as the RDA minimal metadata schema Is the RDA minimal (or domain specific) metadata schema used for the learning material description? Vocabularies Prepare Interoperable Define controlled vocabularies for certain fields such as main keywords; learning objectives, audience, microcredentials.. using the controlled vocabularies related to the schema Are controlled vocabularies (CVs) used for describing the resource characteristics aligned with the chosen metadata schema? YES License Design Reusable Reuse of licensed materials with attribution If applicable, is there clear attribution for all reused resources with compatible licenses? YES License Design Reusable permissable license allowing reuse and adaptations Has the learning resource been made available for use by defining a permissable license or policy information that allows derivations? Structure Design Reusable Decide the level of aggregation on which FAIR will be implemented. The more granular the better reuse Does the learning resource represent a complete learning object or aggregation consisting of content, tools and implementation resources defined around minimum one learning objective? Facilitator kit Design Reusable Develop an instructor kit (how to, tips & tricks...) that should help facilitate the proces of others reusing the learning material Does the resource incorporate an instructor kit that aids in facilitating the process of others reusing learning material by offering helpful how-to guides? YES Tools & Formats Produce Interoperable Use interoperable tools that will enable you to save the intermediate (editable) and final content in open file formats Is your resource available in open file formats which are tool agnostic and compatible with a wide variety of existing software? YES Metadata Produce Findable Describe the material (all FAIR objects) using the rules provided in the chosen schema Is metadata for the resource provided in both human- and machine-readable format (e.g JSON, XMLor YAML? YES Accessibility Produce Accessible Ensure accessibility of the material by people with different learning styles and/or with disabilities. Has an accessibility checker tool been utilised to improve the accessibility of all learning resource files (PDF, HTML, video, etc.)? Versioning Publish Reusable Use a versioning system to implement document version control. New versions are released with a new DOI. Have you employed a versioning system to track and control changes in your materials? YES Repositories Publish Findable Publish the new version of the learning materials & metadata Is the complete learning resource (including instructors info) registered or indexed in at least one searchable repository? Is it in a FAIR repository? Access rules Publish Accessible Ensure all material is widely accessible by defining open access rules for learning and reuse Are the resource access rules (how to access, e.g. registration procedure) explicitly communicated to learners? YES Access rules Publish Accessible Ensure all material is widely accessible by defining open access rules for learning and reuse Are access rules (authentication & authorisation) implemented for the learning resource? Catalogue Publish Findable Improve findability by creating an entry in a selected training catalogue(s) (thematic, project, regional, general, etc.) Is the learning resource searchable in at least one relevant catalogue? Is it FAIR (can be searched based on metadata)? Cocreation Verify Accessible Enable the possibility to gather feedback and comments from users and peers Does the course include the possibility to provide feedback or comments from users and-or trainers/designers? If so, do you regurarly gather and analyse that feedback? Cocreation Verify Reusable community building Does the resource adopt an open community approach regarding its quality and reachability? QA Verify / external QA Has the learning resource been checked by a third party regarding its learning experience quality? FAIR FAIR Results Does the resource align with the FAIR-by-design methodology principles? ELSI QA checklist The ELSI sub-framework defines the specific features that the Open Science learning resource should include related to Ethical, Legal, and Social issues. To guarantee the quality of the learning resource, it's important to score at least 1 in all the essential indicators. This shows that the resource meets the minimum ELSI quality standards. If the resource does not meet this threshold, more steps are needed to make sure it follows the necessary ELSI requirements. Essential Topic CHECKLIST QUESTION YES Terms of Service Does the resource provide or refer to Terms of Service (ToS)? If so, is the ToS versioned? NO Terms of Service If needed, does the resource provide ToS authentications/registration sections? NO Terms of Service If needed, does the resource provide ToS information about charging and quotas? NO Intellectual Property Rights Are the types of Intellectual Property (IP) and other types of rights subsisting in a resource identified? YES Intellectual Property Rights Is the IP owner identified? Is the identity of the author / inventor or other IP originator identified? NO Intellectual Property Rights Is provenance or other type of IP acquisition related information provided? NO Intellectual Property Rights If applicable, is the licence of the resource Public Domain equivalent? NO IPR \u2013 Restrictions Are there any Trade Secrets contained in the resource? NO IPR \u2013 Restrictions If there any restrictions from cultural heritage law (e.g. in the use of pictures), personality rights and/or other rights that may require additional licence/authorization, are they provided? YES IPR - licensing out Does the resource provide the standard licences used? YES IPR - licensing out Does the resource provide a machine and human readable version of the licence? NO IPR - licensing out If applicable, is there an available URL location of the licence or policy of the material/s? NO IPR - licensing out Is the licence of the resource versioned? NO IPR - Open Licences Is the licence compliant with Free Cultural Work or the Free Software Foundation (FsF) definition? NO IPR - Open Licences Is the licence Open Permissive? NO IPR - Open Licences Is the licence Open Protective (Copyleft)? YES IPR - Open Licences Are the licences used interoperable with each other? NO Personal Data If applicable, are conditions for further processing (if allowed) provided? NO Personal Data If applicable, are the data subjects rights provided? Are communication addresses (e.g. email) provided? NO Ethics Are there any ethical rules provided? NO Ethics Are there any Codes of Conduct (CoC) provided? YES Ethics Is there attribution to the data source? YES Ethics Is data provenance provided? NO Public Sector Is this resource identified as research data under the Open Data Directive? NO Public Sector Is this resource identified as a High-Value Dataset? External QA A fresh set of eyes Have someone who has not participated in the development of the learning materials review the final work. This will guarantee a review free of cognitive bias. To truly view the produced learning materials through the lenses of learners and other instructors, you need to perform a QA check with the help of an external party. Image by OpenClipart-Vectors from Pixabay To further support this effort the chosen QA reviewer should be an expert that is very well versed in the requirements for engaging learning content and learning styles, as well as the FAIR principles. It is their job as an external QA reviewer to evaluate the learning materials performance, quality, and suggest improvements using an objective and independent perspective. The external QA reviewer can use the Skills4EOSC QA guidelines and checklists as a starting point for the QA, but should be encouraged to go more in-depth with the review process. The high impact recommendations in the QA review report should be resolved as soon as possible. The lower level improvement recommendations can be taken into account as relevant input for the continuous improvement step. Learners experience QA In addition to the checklists the QA review should also ensure that the course available for learners. For instructor-led trainings and courses this must be done before the scheduled training takes place. For these purposes the QA reviewer should assume the role of a learner and try to: access the course information register or self-enrol in the course go through all of the resources available on the course including playing multimedia, quizzes, feedback form and any other type of interaction Any identified problems should be resolved as soon as possible. Summary Performing a QA self-check after publication is an essential step that aims to ensure that all stages of the FAIR-by-Design methodology have been implemented successfully and the learning materials are accessible and presented as planned. The QA guidelines and checklists developed by Skills4EOSC can be extremely helpful when it comes to QA. By engaging an external QA reviewer you are demonstrating your commitment to producing high-quality learning materials and provide accountability to your learners, the instructors community and the public in general. Suggested Reading S\u00e1nchez, M., M\u00e9ndez, E., Whyte, A., Weisteen Bjerde, K., Mart\u00ednez, S., Bueno, G., & Ucar, I. (2023). D2.3 Community-endorsed quality assurance and certification framework for professional training and qualifications (1.3). Zenodo. https://doi.org/10.5281/zenodo.8305482 Training Check. The TrainingCheck Approach TrainingCheck. NHS Shared Learning. Quality Assurance Checklists for Evaluating Learning Objects and Online Courses. 2009. zipBoard. eLearning Quality Assurance Checklist with use cases and examples. August 2020. FAIR Training Handbook. New chapter on assessing FAIRness","title":"QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#quality-assurance-framework","text":"","title":"Quality Assurance Framework"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#slides","text":"Download the slides here Once the learning materials are made available for both the learners' and instructors' communities it is prudent to verify that all is as it should be including the FAIR aspects of the learning materials. This is a good moment when an external quality assurance (QA) can be engaged to assess the produced learning materials from both the learners' and instructors' perspective. For these purposes you can use the QA guidelines and checklists developed by Skills4EOSC T2.4 .","title":"Slides"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#learning-objectives","text":"Upon completing this module the learner should be able to: perform a QA assessment of learning materials rate FAIRness of learning materials","title":"Learning Objectives"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#self-check-qa","text":"Go through the QA checklists In Skills4EOSC T2.4 has developed a number of QA checklists that you and your external reviewer need to go through so that you can ensure high-quality learning materials. The final goal of the FAIR-by-Design instructional design process is to create FAIR learning materials for both learners and instructors. Therefore, it is imperative that you first go through a self-check phase to ensure everything is as intended. For these purposes you can use the QA guidelines and checklists developed by Skills4EOSC . Image by Shahid Abdullah from Pixabay Skills4EOSC has developed a number of QA checklists that should be used for this process, two of which are presented in this text. For the full list of checklists and their use please refer to D2.3 . The three QA checklists that are listed here as part of the verification process are: the general QA checklist that focuses on the learning materials content and analyses it from a learners' perspective the FAIR-by-Design QA checklist that focuses on the FAIR aspects of the learning materials and requirements imposed with the use of the methodology the ELSI checklist that focuses on the ethical, legal and societal issues related to the development of the learning materials","title":"Self-check QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#general-qa","text":"The general QA checklist developed by Skills4EOSC addresses the main aspects of the developed learning materials that are related to their quality as perceived by the learners. In the following table these aspects are related to the steps or fields from the FAIR-by-Design methodology to help you understand where, or at which point, this aspect is being addressed by the methodology. Checklist question FAIR-by-Design element Does the learning material title clearly describe what it offers? syllabus (metadata) Does the learning material include its goal? syllabus (metadata) Does the learning material clearly state its target audience? syllabus (metadata) Does the learning material state the level of expertise it is required from its audience? syllabus (metadata) Are the learning objectives/outcomes specific, well-defined, and measurable? syllabus (metadata) Does the learning material clearly describe its program / outline? syllabus (metadata) Does the learning material cover different learning styles? learning content Does the learning material states its delivery method? (live sessions, self-learning, hybrid, face-to-face...) syllabus (metadata) Does the learning material state the date when it was published and/or the date of the newest version? syllabus (metadata) If needed, does the learning material state the dates the training takes place? syllabus Does the learning material states the expected duration of the training? syllabus Does the learning material specify the developer/author of the learning material? syllabus Does the learning material specify the trainer/s of the learning material? syllabus If applicable, does the learning material explain the required tools/software/infrastructure as well as acceptable assignment submission types? syllabus + learning unit Does the learning material include any assignment? Are assessment strategies consistent with learning material objectives and are clearly stated? activities Is grading policy provided in a manner that clearly defines expectations for the learning material and respective assignments? quiz strategy Is the learning material comprised of micro-credentials that can be aligned to create a larger milestone credential? certification information in syllabus and learning units Does the learning material end with an activity that allows for feedback? feedback form Does the learning material include relevant keywords related to the content and structure? syllabus (metadata) Does the learning material include information regarding whether the access to it implies costs? syllabus (metadata) Does the learning material state the language used? syllabus (metadata)","title":"General QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#fair-by-design-methodology-qa-checklist","text":"With the FAIR-by-Design methodology QA checklist you can check if you have followed the most important aspects of the methodology and managed to produce FAIR learning materials. The questions marked as essential are related to the major FAIR aspects of the obtained learning material. These elements must be present so that the learning materials are achieving bare minimum FAIRness . By complying with the rest of the items you are increasing the FAIRness and quality of the learning materials. Essential Topic Stage FAIR aspect Goal CHECKLIST QUESTION Instructional design process Prepare / Learner-centric learning resources Did you follow the stages of the backward instructional design process while developing the learning resource? YES Schema Prepare Interoperable Choose a metadata schema to describe the material, such as the RDA minimal metadata schema Is the RDA minimal (or domain specific) metadata schema used for the learning material description? Vocabularies Prepare Interoperable Define controlled vocabularies for certain fields such as main keywords; learning objectives, audience, microcredentials.. using the controlled vocabularies related to the schema Are controlled vocabularies (CVs) used for describing the resource characteristics aligned with the chosen metadata schema? YES License Design Reusable Reuse of licensed materials with attribution If applicable, is there clear attribution for all reused resources with compatible licenses? YES License Design Reusable permissable license allowing reuse and adaptations Has the learning resource been made available for use by defining a permissable license or policy information that allows derivations? Structure Design Reusable Decide the level of aggregation on which FAIR will be implemented. The more granular the better reuse Does the learning resource represent a complete learning object or aggregation consisting of content, tools and implementation resources defined around minimum one learning objective? Facilitator kit Design Reusable Develop an instructor kit (how to, tips & tricks...) that should help facilitate the proces of others reusing the learning material Does the resource incorporate an instructor kit that aids in facilitating the process of others reusing learning material by offering helpful how-to guides? YES Tools & Formats Produce Interoperable Use interoperable tools that will enable you to save the intermediate (editable) and final content in open file formats Is your resource available in open file formats which are tool agnostic and compatible with a wide variety of existing software? YES Metadata Produce Findable Describe the material (all FAIR objects) using the rules provided in the chosen schema Is metadata for the resource provided in both human- and machine-readable format (e.g JSON, XMLor YAML? YES Accessibility Produce Accessible Ensure accessibility of the material by people with different learning styles and/or with disabilities. Has an accessibility checker tool been utilised to improve the accessibility of all learning resource files (PDF, HTML, video, etc.)? Versioning Publish Reusable Use a versioning system to implement document version control. New versions are released with a new DOI. Have you employed a versioning system to track and control changes in your materials? YES Repositories Publish Findable Publish the new version of the learning materials & metadata Is the complete learning resource (including instructors info) registered or indexed in at least one searchable repository? Is it in a FAIR repository? Access rules Publish Accessible Ensure all material is widely accessible by defining open access rules for learning and reuse Are the resource access rules (how to access, e.g. registration procedure) explicitly communicated to learners? YES Access rules Publish Accessible Ensure all material is widely accessible by defining open access rules for learning and reuse Are access rules (authentication & authorisation) implemented for the learning resource? Catalogue Publish Findable Improve findability by creating an entry in a selected training catalogue(s) (thematic, project, regional, general, etc.) Is the learning resource searchable in at least one relevant catalogue? Is it FAIR (can be searched based on metadata)? Cocreation Verify Accessible Enable the possibility to gather feedback and comments from users and peers Does the course include the possibility to provide feedback or comments from users and-or trainers/designers? If so, do you regurarly gather and analyse that feedback? Cocreation Verify Reusable community building Does the resource adopt an open community approach regarding its quality and reachability? QA Verify / external QA Has the learning resource been checked by a third party regarding its learning experience quality? FAIR FAIR Results Does the resource align with the FAIR-by-design methodology principles?","title":"FAIR-by-Design Methodology QA checklist"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#elsi-qa-checklist","text":"The ELSI sub-framework defines the specific features that the Open Science learning resource should include related to Ethical, Legal, and Social issues. To guarantee the quality of the learning resource, it's important to score at least 1 in all the essential indicators. This shows that the resource meets the minimum ELSI quality standards. If the resource does not meet this threshold, more steps are needed to make sure it follows the necessary ELSI requirements. Essential Topic CHECKLIST QUESTION YES Terms of Service Does the resource provide or refer to Terms of Service (ToS)? If so, is the ToS versioned? NO Terms of Service If needed, does the resource provide ToS authentications/registration sections? NO Terms of Service If needed, does the resource provide ToS information about charging and quotas? NO Intellectual Property Rights Are the types of Intellectual Property (IP) and other types of rights subsisting in a resource identified? YES Intellectual Property Rights Is the IP owner identified? Is the identity of the author / inventor or other IP originator identified? NO Intellectual Property Rights Is provenance or other type of IP acquisition related information provided? NO Intellectual Property Rights If applicable, is the licence of the resource Public Domain equivalent? NO IPR \u2013 Restrictions Are there any Trade Secrets contained in the resource? NO IPR \u2013 Restrictions If there any restrictions from cultural heritage law (e.g. in the use of pictures), personality rights and/or other rights that may require additional licence/authorization, are they provided? YES IPR - licensing out Does the resource provide the standard licences used? YES IPR - licensing out Does the resource provide a machine and human readable version of the licence? NO IPR - licensing out If applicable, is there an available URL location of the licence or policy of the material/s? NO IPR - licensing out Is the licence of the resource versioned? NO IPR - Open Licences Is the licence compliant with Free Cultural Work or the Free Software Foundation (FsF) definition? NO IPR - Open Licences Is the licence Open Permissive? NO IPR - Open Licences Is the licence Open Protective (Copyleft)? YES IPR - Open Licences Are the licences used interoperable with each other? NO Personal Data If applicable, are conditions for further processing (if allowed) provided? NO Personal Data If applicable, are the data subjects rights provided? Are communication addresses (e.g. email) provided? NO Ethics Are there any ethical rules provided? NO Ethics Are there any Codes of Conduct (CoC) provided? YES Ethics Is there attribution to the data source? YES Ethics Is data provenance provided? NO Public Sector Is this resource identified as research data under the Open Data Directive? NO Public Sector Is this resource identified as a High-Value Dataset?","title":"ELSI QA checklist"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#external-qa","text":"A fresh set of eyes Have someone who has not participated in the development of the learning materials review the final work. This will guarantee a review free of cognitive bias. To truly view the produced learning materials through the lenses of learners and other instructors, you need to perform a QA check with the help of an external party. Image by OpenClipart-Vectors from Pixabay To further support this effort the chosen QA reviewer should be an expert that is very well versed in the requirements for engaging learning content and learning styles, as well as the FAIR principles. It is their job as an external QA reviewer to evaluate the learning materials performance, quality, and suggest improvements using an objective and independent perspective. The external QA reviewer can use the Skills4EOSC QA guidelines and checklists as a starting point for the QA, but should be encouraged to go more in-depth with the review process. The high impact recommendations in the QA review report should be resolved as soon as possible. The lower level improvement recommendations can be taken into account as relevant input for the continuous improvement step.","title":"External QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#learners-experience-qa","text":"In addition to the checklists the QA review should also ensure that the course available for learners. For instructor-led trainings and courses this must be done before the scheduled training takes place. For these purposes the QA reviewer should assume the role of a learner and try to: access the course information register or self-enrol in the course go through all of the resources available on the course including playing multimedia, quizzes, feedback form and any other type of interaction Any identified problems should be resolved as soon as possible.","title":"Learners experience QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#summary","text":"Performing a QA self-check after publication is an essential step that aims to ensure that all stages of the FAIR-by-Design methodology have been implemented successfully and the learning materials are accessible and presented as planned. The QA guidelines and checklists developed by Skills4EOSC can be extremely helpful when it comes to QA. By engaging an external QA reviewer you are demonstrating your commitment to producing high-quality learning materials and provide accountability to your learners, the instructors community and the public in general.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#suggested-reading","text":"S\u00e1nchez, M., M\u00e9ndez, E., Whyte, A., Weisteen Bjerde, K., Mart\u00ednez, S., Bueno, G., & Ucar, I. (2023). D2.3 Community-endorsed quality assurance and certification framework for professional training and qualifications (1.3). Zenodo. https://doi.org/10.5281/zenodo.8305482 Training Check. The TrainingCheck Approach TrainingCheck. NHS Shared Learning. Quality Assurance Checklists for Evaluating Learning Objects and Online Courses. 2009. zipBoard. eLearning Quality Assurance Checklist with use cases and examples. August 2020. FAIR Training Handbook. New chapter on assessing FAIRness","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/","tags":["practice","hands-on","QA checklists","measure FAIRness"],"text":"Hands-on Activity Learning Objectives use the QA checklists measure FAIRness of learning objects Introduction It is time to tune your practical QA skills. Your mission, if you choose to accept it, is to check the level of quality of two existing learning materials. In other words, you need to try use the provided QA checklists to see what pieces might be missing in the already developed learning materials, are they minimum FAIR and what can be done to improve their FAIRness. As we are not sure that all of you have sufficient experience with GitHub and MD, the template we prepared for you is on Google drive and you can edit it online in your browser. Step-by-Step Guide The learning materials which you will analyse in this session are CLARIN Tools and Resources for Lexicographic Work by Francesca Frontini, Andrea Bellandi, Valeria Quochi, Monica Monachini, Karlheinz M\u00f6rth, Susanne Zhanial, Matej \u010eur\u010do and Anna Woldrich (2022). CLARIN Tools and Resources for Lexicographic Work. Version 1.0.0. DARIAH-Campus. Applied Language Technology by Tuomo Hiippala; Faculty of Arts, University of Helsinki, Finland Go to the CLARIN Training Session 2 Hands-on folder on Google drive You will find a folder with your name on it, this is your playground Inside there are two google sheets documents that you can use to keep track of your checklists progress each document has three sheets that refer to the three QA frameworks that we discussed Your task is to answer the questions in the frameworks by choosing the possible answers from the dropdown lists reviewing the final score obtained 5 mins before the end of the hands-on you will be asked to answer a few questions about your experience Have fun and remember you can always ask for help! Summary We hope that by engaging in this task, you have not only deepen your understanding of the different quality and FAIRness aspects of learning materials but also gained practical experience in performing QA. This activity was envisioned as an opportunity to bring theory into practice. We encourage you to discuss, collaborate, and make the most of the tools provided as you work through your daily QA challenges. Good luck in your publication and verification efforts! And remember that the FAIR-by-Design Methodology team is here to support you with whatever you might need on your FAIR journey!","title":"Activity"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#hands-on-activity","text":"","title":"Hands-on Activity"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#learning-objectives","text":"use the QA checklists measure FAIRness of learning objects","title":"Learning Objectives"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#introduction","text":"It is time to tune your practical QA skills. Your mission, if you choose to accept it, is to check the level of quality of two existing learning materials. In other words, you need to try use the provided QA checklists to see what pieces might be missing in the already developed learning materials, are they minimum FAIR and what can be done to improve their FAIRness. As we are not sure that all of you have sufficient experience with GitHub and MD, the template we prepared for you is on Google drive and you can edit it online in your browser.","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#step-by-step-guide","text":"The learning materials which you will analyse in this session are CLARIN Tools and Resources for Lexicographic Work by Francesca Frontini, Andrea Bellandi, Valeria Quochi, Monica Monachini, Karlheinz M\u00f6rth, Susanne Zhanial, Matej \u010eur\u010do and Anna Woldrich (2022). CLARIN Tools and Resources for Lexicographic Work. Version 1.0.0. DARIAH-Campus. Applied Language Technology by Tuomo Hiippala; Faculty of Arts, University of Helsinki, Finland Go to the CLARIN Training Session 2 Hands-on folder on Google drive You will find a folder with your name on it, this is your playground Inside there are two google sheets documents that you can use to keep track of your checklists progress each document has three sheets that refer to the three QA frameworks that we discussed Your task is to answer the questions in the frameworks by choosing the possible answers from the dropdown lists reviewing the final score obtained 5 mins before the end of the hands-on you will be asked to answer a few questions about your experience Have fun and remember you can always ask for help!","title":"Step-by-Step Guide"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#summary","text":"We hope that by engaging in this task, you have not only deepen your understanding of the different quality and FAIRness aspects of learning materials but also gained practical experience in performing QA. This activity was envisioned as an opportunity to bring theory into practice. We encourage you to discuss, collaborate, and make the most of the tools provided as you work through your daily QA challenges. Good luck in your publication and verification efforts! And remember that the FAIR-by-Design Methodology team is here to support you with whatever you might need on your FAIR journey!","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/","tags":["FAIR-by-Design learning materials","Recap","Takeaways","Co-creation"],"text":"Conclusion Slides Download the slides here Takeaways To create FAIR-by-Design learning materials, consider the following: Ensure Findability : Structure content with clear metadata, tags, and descriptions to make it easily searchable. Use consistent terminology across materials. Get a PID for your materials. Promote Accessibility : Design materials to be accessible to all users, including those with disabilities. Use open licenses and ensure content is available in multiple formats (e.g., PDFs, HTML). Foster Interoperability : Use standard open formats and frameworks that allow materials to be easily integrated into different systems. Ensure compatibility with various platforms. Encourage Reusability : Design modular content that can be repurposed for different contexts. Provide clear documentation and guidelines for reuse, ensuring that others can adapt the materials without losing the original intent. this includes plans, assessment details, activities description and facilitation guide Engage the Community : Involve users in the development and refinement of materials. Use feedback loops, such as surveys and discussions, to continually improve the resources. Use Open Tools : Leverage open-source tools for content creation and dissemination to align with FAIR principles and ensure that materials can be widely shared and adapted. Document Your Process : Keep thorough documentation of the creation process, including decisions made regarding content structure, licensing, and technical implementation. This transparency helps others understand and build upon your work. provide information in files such as README, CITATION, CODE_OF_CONDUCT, LICENSE, CONTRIBUTORS, RELEASE_NOTES, etc. Version Control : Use version control systems like GitHub to manage updates and track changes, ensuring that the most current and relevant materials are always accessible. Let us co-create The FAIR-by-Design methodology is a living document, continuously evolving as we refine and enhance it based on new insights and feedback from our community. We\u2019re committed to ensuring that it remains relevant, effective, and aligned with the latest developments in instructional design. We Need Your Input! We deeply value your thoughts and ideas. Your feedback is crucial in shaping the future of the FAIR-by-Design methodology. Let\u2019s collaborate to co-create an even better version of these materials. How You Can Contribute : EC Survey Form : Your voice matters, and the EC Survey form is always open for your input. Share your thoughts anytime. GitHub Issues : Have an idea for a new feature or notice something that needs fixing? Create a GitHub Issue to bring it to our attention. GitHub Discussions : Engage with the community by asking questions, sharing comments, or starting a discussion on GitHub. Every perspective helps us grow. Pull Requests : If you have specific suggestions for improvement, why not take it a step further and submit a pull request? Your contribution can directly shape the next version. Feedback Form : Tell us what you think about this training by filling out the Feedback form. Your insights will help us improve the experience for everyone. Post-Mortem Document : Have you applied the methodology in your work? We\u2019d love to hear about your experience. Share your impressions and outcomes in the Post-Mortem document to help us learn from real-world applications.","title":"Takeaways"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/#conclusion","text":"","title":"Conclusion"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/#slides","text":"Download the slides here","title":"Slides"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/#takeaways","text":"To create FAIR-by-Design learning materials, consider the following: Ensure Findability : Structure content with clear metadata, tags, and descriptions to make it easily searchable. Use consistent terminology across materials. Get a PID for your materials. Promote Accessibility : Design materials to be accessible to all users, including those with disabilities. Use open licenses and ensure content is available in multiple formats (e.g., PDFs, HTML). Foster Interoperability : Use standard open formats and frameworks that allow materials to be easily integrated into different systems. Ensure compatibility with various platforms. Encourage Reusability : Design modular content that can be repurposed for different contexts. Provide clear documentation and guidelines for reuse, ensuring that others can adapt the materials without losing the original intent. this includes plans, assessment details, activities description and facilitation guide Engage the Community : Involve users in the development and refinement of materials. Use feedback loops, such as surveys and discussions, to continually improve the resources. Use Open Tools : Leverage open-source tools for content creation and dissemination to align with FAIR principles and ensure that materials can be widely shared and adapted. Document Your Process : Keep thorough documentation of the creation process, including decisions made regarding content structure, licensing, and technical implementation. This transparency helps others understand and build upon your work. provide information in files such as README, CITATION, CODE_OF_CONDUCT, LICENSE, CONTRIBUTORS, RELEASE_NOTES, etc. Version Control : Use version control systems like GitHub to manage updates and track changes, ensuring that the most current and relevant materials are always accessible.","title":"Takeaways"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/#let-us-co-create","text":"The FAIR-by-Design methodology is a living document, continuously evolving as we refine and enhance it based on new insights and feedback from our community. We\u2019re committed to ensuring that it remains relevant, effective, and aligned with the latest developments in instructional design. We Need Your Input! We deeply value your thoughts and ideas. Your feedback is crucial in shaping the future of the FAIR-by-Design methodology. Let\u2019s collaborate to co-create an even better version of these materials. How You Can Contribute : EC Survey Form : Your voice matters, and the EC Survey form is always open for your input. Share your thoughts anytime. GitHub Issues : Have an idea for a new feature or notice something that needs fixing? Create a GitHub Issue to bring it to our attention. GitHub Discussions : Engage with the community by asking questions, sharing comments, or starting a discussion on GitHub. Every perspective helps us grow. Pull Requests : If you have specific suggestions for improvement, why not take it a step further and submit a pull request? Your contribution can directly shape the next version. Feedback Form : Tell us what you think about this training by filling out the Feedback form. Your insights will help us improve the experience for everyone. Post-Mortem Document : Have you applied the methodology in your work? We\u2019d love to hear about your experience. Share your impressions and outcomes in the Post-Mortem document to help us learn from real-world applications.","title":"Let us co-create"}]}
\ No newline at end of file
+{"config":{"indexing":"full","lang":["en"],"min_search_length":3,"prebuild_index":false,"separator":"[\\s\\-]+"},"docs":[{"location":"","tags":["FAIR learning materials","FAIR-by-Design methodology","FAIR instructional design","FAIR quality assessment"],"text":"Introducing the FAIR-by-Design Methodology to the CLARIN community Release Notes 1.0.0 (2024-09-19) This is the initial version of the training materials used for the virtual training on the FAIR-by-Design Methodology adapted to the CLARIN community. Workshop Date/Time: Session 1: Fri, 20 Sep 2024 14:00 - 17:00 CEST Session 2: Thu, 26 Sep 2024, 14:00 - 17:00 CEST Location: Online Description When developing learning materials, it is essential to ensure they are FAIR (Findable, Accessible, Interoperable, and Reusable) from both the learners' and trainers' perspectives. Therefore, integrating FAIR principles into the development of learning materials is a crucial element. This training introduces the FAIR-by-Design Methodology, which provides a systematic approach that embeds the FAIR principles into the backward instructional design process. During the training session, the participants will: Gain an in-depth understanding of the FAIR-by-Design workflow where each stage highlights different aspects of the learning materials design process. Learn practical techniques for implementing the methodology to produce high-quality FAIR learning materials. Engage in discussions to explore how these principles can be applied in specific real-world scenarios. This event is organised by CLARIN ERIC, CLARIN-IT and H2IOSC in conjunction with the Skills4EOSC project. Target audience CLARIN Trainers' Network, Ambassadors and members of the CLARIN thematic committees involved in the development of training and learning resources CLARIN-IT members involved in training activities in the H2IOSC project Anyone interested in the topic is welcome to join the session and learn Expertise Level / Skill Level: Beginner Primary Language: English Access Cost: N Prerequisites: Basic knowledge of working with GitHub repositories and MD files Duration: 2 x 3 hrs Training objectives Describe training materials using metadata Structure comprehensive learning materials Develop a facilitation kit Adapt and mix learning materials Publish FAIR-by-Design learning materials Collaborate with other instructors Assess FAIR-ness of learning materials Keywords FAIR learning materials FAIR-by-Design methodology FAIR instructional design FAIR quality assessment Agenda: First session: 20th Sep 2024 Time Topic 14:00 - 14:05 Welcome 14:05 - 14:10 About CLARIN 14:10 - 14:25 About Skills4EOSC 14:25 - 14:55 Overview of the FAIR-by-Design Methodology 14:55 - 15:15 Metadata Schema & Controlled Vocabularies 15:15 - 15:40 Facilitator Kit 15:40 - 15:50 Break 15:50 - 16:15 Rich learning experience 16:15 - 16:30 Citing & Attribution 16:30 - 16:50 Hands-on 16:50 - 17:00 Q&A Second session: 26th Sep 2024 Time Topic 14:00 - 14:05 Welcome 14:05 - 14:20 Session 1 Recap 14:20 - 14:40 Version control 14:40 - 15:05 Recognition framework 15:05 - 15:25 Publishing considerations 15:25 - 15:40 Co-creation 15:40 - 15:50 Break 15:50 - 16:15 Quality assessment 16:15 - 16:40 Hands-on 16:40 - 16:55 Q&A 16:50 - 17:00 Wrap-up Resources and Materials Official event page: All resources and materials can be found at https://github.com/FAIR-by-Design-Methodology/CLARIN-FBD-Training Author(s) Sonja Filiposka, Anastas Mishev, Athina Anastasopoulou, Francesca Frontini, Giulia Pedonese, Iulianna van der Lek Trainer(s) Sonja Filiposka , Anastas Mishev , Athina Anastasopoulou, Francesca Frontini , Giulia Pedonese , Iulianna van der Lek Contact information sonja.filiposka@finki.ukim.mk License This work is licensed under a Creative Commons Attribution 4.0 International License . DOI https://doi.org/10.5281/zenodo.10676532 Accessibility Mission Skills4EOSC is dedicated to ensuring that all produced learning materials are accessible to as many visitors as possible regardless of their ability or technology. We have an active commitment to increasing our learning materials accessibility. The main standards that we aim to comply with are WCAG v.2.1 Level AA criteria and PDF/UA (ISO 14289). Acknowledgement These learning materials have been developed by following the FAIR-by-Design Methodology . The FAIR-by-Design methodology learning materials provided in this training are based on: Filiposka, S., Mishev, A., & Leister, C. (2024, June 10). FAIR-by-Design Microlearning . Zenodo. https://doi.org/10.5281/zenodo.11548062 Filiposka, S., Mishev, A., Kjorveziroski, V., & Leister, C. (2024, July 1). FAIR-by-Design Learning Materials Methodology Training of Trainers . Zenodo. https://doi.org/10.5281/zenodo.12604767 Filiposka, S., Green, D., Mishev, A., Kjorveziroski, V., Corleto, A., Napolitano, E., Paolini, G., Di Giorgio, S., Janik, J., Schirru, L., Gingold, A., Hadrossek, C., Souyioultzoglou, I., Leister, C., Pavone, G., Sharma, S., Mendez Rodriguez, E. M., & Lazzeri, E. (2023). D2.2 Methodology for FAIR-by-Design Training Materials (1.4) . 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This event is organised by CLARIN ERIC, CLARIN-IT and H2IOSC in conjunction with the Skills4EOSC project.","title":"Description"},{"location":"#target-audience","text":"CLARIN Trainers' Network, Ambassadors and members of the CLARIN thematic committees involved in the development of training and learning resources CLARIN-IT members involved in training activities in the H2IOSC project Anyone interested in the topic is welcome to join the session and learn","title":"Target audience"},{"location":"#expertise-level-skill-level-beginner","text":"","title":"Expertise Level / Skill Level: Beginner"},{"location":"#primary-language-english","text":"","title":"Primary Language: English"},{"location":"#access-cost-n","text":"","title":"Access Cost: N"},{"location":"#prerequisites-basic-knowledge-of-working-with-github-repositories-and-md-files","text":"","title":"Prerequisites: Basic knowledge of working with GitHub repositories and MD files"},{"location":"#duration-2-x-3-hrs","text":"","title":"Duration: 2 x 3 hrs"},{"location":"#training-objectives","text":"Describe training materials using metadata Structure comprehensive learning materials Develop a facilitation kit Adapt and mix learning materials Publish FAIR-by-Design learning materials Collaborate with other instructors Assess FAIR-ness of learning materials","title":"Training objectives"},{"location":"#keywords","text":"FAIR learning materials FAIR-by-Design methodology FAIR instructional design FAIR quality assessment","title":"Keywords"},{"location":"#agenda","text":"","title":"Agenda:"},{"location":"#first-session-20th-sep-2024","text":"Time Topic 14:00 - 14:05 Welcome 14:05 - 14:10 About CLARIN 14:10 - 14:25 About Skills4EOSC 14:25 - 14:55 Overview of the FAIR-by-Design Methodology 14:55 - 15:15 Metadata Schema & Controlled Vocabularies 15:15 - 15:40 Facilitator Kit 15:40 - 15:50 Break 15:50 - 16:15 Rich learning experience 16:15 - 16:30 Citing & Attribution 16:30 - 16:50 Hands-on 16:50 - 17:00 Q&A","title":"First session: 20th Sep 2024"},{"location":"#second-session-26th-sep-2024","text":"Time Topic 14:00 - 14:05 Welcome 14:05 - 14:20 Session 1 Recap 14:20 - 14:40 Version control 14:40 - 15:05 Recognition framework 15:05 - 15:25 Publishing considerations 15:25 - 15:40 Co-creation 15:40 - 15:50 Break 15:50 - 16:15 Quality assessment 16:15 - 16:40 Hands-on 16:40 - 16:55 Q&A 16:50 - 17:00 Wrap-up","title":"Second session: 26th Sep 2024"},{"location":"#resources-and-materials","text":"Official event page: All resources and materials can be found at https://github.com/FAIR-by-Design-Methodology/CLARIN-FBD-Training","title":"Resources and Materials"},{"location":"#authors","text":"Sonja Filiposka, Anastas Mishev, Athina Anastasopoulou, Francesca Frontini, Giulia Pedonese, Iulianna van der Lek","title":"Author(s)"},{"location":"#trainers","text":"Sonja Filiposka , Anastas Mishev , Athina Anastasopoulou, Francesca Frontini , Giulia Pedonese , Iulianna van der Lek","title":"Trainer(s)"},{"location":"#contact-information","text":"sonja.filiposka@finki.ukim.mk","title":"Contact information"},{"location":"#license","text":"This work is licensed under a Creative Commons Attribution 4.0 International License .","title":"License"},{"location":"#doi","text":"https://doi.org/10.5281/zenodo.10676532","title":"DOI"},{"location":"#accessibility-mission","text":"Skills4EOSC is dedicated to ensuring that all produced learning materials are accessible to as many visitors as possible regardless of their ability or technology. We have an active commitment to increasing our learning materials accessibility. The main standards that we aim to comply with are WCAG v.2.1 Level AA criteria and PDF/UA (ISO 14289).","title":"Accessibility Mission"},{"location":"#acknowledgement","text":"These learning materials have been developed by following the FAIR-by-Design Methodology . The FAIR-by-Design methodology learning materials provided in this training are based on: Filiposka, S., Mishev, A., & Leister, C. (2024, June 10). FAIR-by-Design Microlearning . Zenodo. https://doi.org/10.5281/zenodo.11548062 Filiposka, S., Mishev, A., Kjorveziroski, V., & Leister, C. (2024, July 1). FAIR-by-Design Learning Materials Methodology Training of Trainers . Zenodo. https://doi.org/10.5281/zenodo.12604767 Filiposka, S., Green, D., Mishev, A., Kjorveziroski, V., Corleto, A., Napolitano, E., Paolini, G., Di Giorgio, S., Janik, J., Schirru, L., Gingold, A., Hadrossek, C., Souyioultzoglou, I., Leister, C., Pavone, G., Sharma, S., Mendez Rodriguez, E. M., & Lazzeri, E. (2023). D2.2 Methodology for FAIR-by-Design Training Materials (1.4) . Zenodo. https://doi.org/10.5281/zenodo.8305540","title":"Acknowledgement"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/","tags":["CLARIN"],"text":"About CLARIN Slides Download the slides here Introduction CLARIN (Common Language Resources and Technology Infrastructure) is a pan-European research infrastructure dedicated to making digital language resources and tools accessible to researchers, educators, and cultural institutions, particularly in the humanities and social sciences. The infrastructure supports a wide range of activities, from the development of linguistic data repositories to the creation of advanced tools for language processing and analysis. CLARIN aims to empower researchers by providing them with the resources and services they need to carry out complex language-related research, whether they are analyzing historical texts, studying spoken language, or exploring multilingual data. The CLARIN community is a collaborative network of national consortia and centers from various European countries. These consortia work together to develop, maintain, and share language resources, such as corpora, lexicons, and annotation tools. The community also provides training, support, and expertise to researchers who use these resources in their work. By fostering collaboration and knowledge exchange, CLARIN enhances the research capabilities of its members and promotes the reuse of language resources across different disciplines and countries. CLARIN ERIC (European Research Infrastructure Consortium) is the governing body that coordinates the efforts of the CLARIN community at the European level. Established as a legal entity in 2012, CLARIN ERIC ensures the sustainability and long-term viability of the infrastructure. It facilitates the integration of national efforts into a unified European framework, allowing researchers to access resources and tools across borders seamlessly. CLARIN ERIC also plays a key role in advocating for the importance of language resources and technologies in research, promoting open access, and supporting the development of standards and best practices in the field. Through its activities, CLARIN ERIC contributes to the advancement of digital humanities, linguistics, and social sciences research across Europe. CLARIN\u2019s goals focus on advancing research in the humanities and social sciences by providing comprehensive access to language resources and tools. The key goals include: Facilitating Access to Language Resources and Tools : CLARIN aims to make a wide range of digital language data, tools, and services easily accessible to researchers, educators, and cultural institutions across Europe. This includes developing a standardized, user-friendly platform where these resources can be accessed and utilized effectively. Promoting Interdisciplinary Research : CLARIN encourages the use of language resources in a variety of disciplines, particularly in the humanities and social sciences. By providing tools that support complex linguistic analyses, CLARIN enables interdisciplinary research that can lead to new insights and discoveries. Fostering Collaboration and Knowledge Sharing : CLARIN seeks to create a collaborative network where researchers, institutions, and national consortia can share resources, tools, and expertise. This collaboration strengthens the research community and ensures the sustainability and advancement of language technologies. Ensuring Sustainability and Long-Term Availability : Through CLARIN ERIC, the organization works to ensure that language resources and tools are preserved and maintained for long-term use. This involves establishing legal frameworks, securing funding, and developing strategies for the continuous updating and enhancement of the infrastructure. Advancing Open Science and Open Access : CLARIN is committed to promoting open science principles by making language resources and tools openly accessible to the research community. This includes advocating for the adoption of open data practices and the development of FAIR (Findable, Accessible, Interoperable, Reusable) data standards. Supporting Multilingualism and Cultural Diversity : One of CLARIN\u2019s goals is to support research in a wide range of languages, including less widely spoken and minority languages. By doing so, CLARIN helps preserve linguistic diversity and promotes the study of languages and cultures that may otherwise be underrepresented in digital research. Enhancing Research Capabilities through Advanced Tools : CLARIN provides state-of-the-art tools and services that enable researchers to perform complex language processing tasks, such as text mining, sentiment analysis, and machine translation. These tools help researchers unlock the full potential of large-scale language data. Developing Standards and Best Practices : CLARIN works to establish and promote standards and best practices for the creation, annotation, and sharing of language resources. This ensures that resources are interoperable, reusable, and of high quality, facilitating their use across different projects and disciplines. Summary CLARIN aims to advance humanities and social sciences research by providing easy access to digital language resources and tools, fostering collaboration, supporting multilingualism, and promoting open science principles. Suggested Reading CLARIN web site Fi\u0161er, Darja and Witt, Andreas. CLARIN: The Infrastructure for Language Resources, Berlin, Boston: De Gruyter, 2022. https://doi.org/10.1515/9783110767377 Learn more learn more about CLARIN by following the Intro to CLARIN tutorial .","title":"About CLARIN"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#about-clarin","text":"","title":"About CLARIN"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#introduction","text":"CLARIN (Common Language Resources and Technology Infrastructure) is a pan-European research infrastructure dedicated to making digital language resources and tools accessible to researchers, educators, and cultural institutions, particularly in the humanities and social sciences. The infrastructure supports a wide range of activities, from the development of linguistic data repositories to the creation of advanced tools for language processing and analysis. CLARIN aims to empower researchers by providing them with the resources and services they need to carry out complex language-related research, whether they are analyzing historical texts, studying spoken language, or exploring multilingual data. The CLARIN community is a collaborative network of national consortia and centers from various European countries. These consortia work together to develop, maintain, and share language resources, such as corpora, lexicons, and annotation tools. The community also provides training, support, and expertise to researchers who use these resources in their work. By fostering collaboration and knowledge exchange, CLARIN enhances the research capabilities of its members and promotes the reuse of language resources across different disciplines and countries. CLARIN ERIC (European Research Infrastructure Consortium) is the governing body that coordinates the efforts of the CLARIN community at the European level. Established as a legal entity in 2012, CLARIN ERIC ensures the sustainability and long-term viability of the infrastructure. It facilitates the integration of national efforts into a unified European framework, allowing researchers to access resources and tools across borders seamlessly. CLARIN ERIC also plays a key role in advocating for the importance of language resources and technologies in research, promoting open access, and supporting the development of standards and best practices in the field. Through its activities, CLARIN ERIC contributes to the advancement of digital humanities, linguistics, and social sciences research across Europe. CLARIN\u2019s goals focus on advancing research in the humanities and social sciences by providing comprehensive access to language resources and tools. The key goals include: Facilitating Access to Language Resources and Tools : CLARIN aims to make a wide range of digital language data, tools, and services easily accessible to researchers, educators, and cultural institutions across Europe. This includes developing a standardized, user-friendly platform where these resources can be accessed and utilized effectively. Promoting Interdisciplinary Research : CLARIN encourages the use of language resources in a variety of disciplines, particularly in the humanities and social sciences. By providing tools that support complex linguistic analyses, CLARIN enables interdisciplinary research that can lead to new insights and discoveries. Fostering Collaboration and Knowledge Sharing : CLARIN seeks to create a collaborative network where researchers, institutions, and national consortia can share resources, tools, and expertise. This collaboration strengthens the research community and ensures the sustainability and advancement of language technologies. Ensuring Sustainability and Long-Term Availability : Through CLARIN ERIC, the organization works to ensure that language resources and tools are preserved and maintained for long-term use. This involves establishing legal frameworks, securing funding, and developing strategies for the continuous updating and enhancement of the infrastructure. Advancing Open Science and Open Access : CLARIN is committed to promoting open science principles by making language resources and tools openly accessible to the research community. This includes advocating for the adoption of open data practices and the development of FAIR (Findable, Accessible, Interoperable, Reusable) data standards. Supporting Multilingualism and Cultural Diversity : One of CLARIN\u2019s goals is to support research in a wide range of languages, including less widely spoken and minority languages. By doing so, CLARIN helps preserve linguistic diversity and promotes the study of languages and cultures that may otherwise be underrepresented in digital research. Enhancing Research Capabilities through Advanced Tools : CLARIN provides state-of-the-art tools and services that enable researchers to perform complex language processing tasks, such as text mining, sentiment analysis, and machine translation. These tools help researchers unlock the full potential of large-scale language data. Developing Standards and Best Practices : CLARIN works to establish and promote standards and best practices for the creation, annotation, and sharing of language resources. This ensures that resources are interoperable, reusable, and of high quality, facilitating their use across different projects and disciplines.","title":"Introduction"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#summary","text":"CLARIN aims to advance humanities and social sciences research by providing easy access to digital language resources and tools, fostering collaboration, supporting multilingualism, and promoting open science principles.","title":"Summary"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#suggested-reading","text":"CLARIN web site Fi\u0161er, Darja and Witt, Andreas. CLARIN: The Infrastructure for Language Resources, Berlin, Boston: De Gruyter, 2022. https://doi.org/10.1515/9783110767377","title":"Suggested Reading"},{"location":"1st%20Session/01%20CLARIN/About%20CLARIN/#learn-more","text":"learn more about CLARIN by following the Intro to CLARIN tutorial .","title":"Learn more"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/","tags":["Skills4EOSC","project goals","project oraganisation","project outputs"],"text":"About Skills4EOSC Slides Download the slides here Introduction to Skills4EOSC Skills4EOSC \u2018Skills for the European Open Science commons: creating a training ecosystem for Open and FAIR science\u2019 is funded by the European Commission Horizon Europe programme (GA 101058527). The project is coordinated by Consortium GARR and supported by 44 partners in 18 European countries. The project officially started on the 1st of September 2022 and lasts until 31st of August 2025. The main goals of the Skills4EOSC project are as follows: Define Minimum Viable Skills : Establish a set of essential skills that are crucial for engaging in Open Science, ensuring these skills are aligned with the needs of the European Open Science Cloud (EOSC) ecosystem. Develop Fair-by-Design Learning Materials : Create educational resources and training programs that adhere to the FAIR principles (Findable, Accessible, Interoperable, Reusable), facilitating widespread adoption and use across various educational and research institutions. Establish Recognition Frameworks : Develop frameworks for recognizing and validating Open Science skills, including the use of Open Badges and European Digital Credentials. This recognition aims to provide a formal and credible way to acknowledge the skills acquired by participants. Collaborate with Educational Institutions : Work with universities and other educational bodies to integrate Open Science skills into formal curricula, potentially offering academic credits (ECTS points) for completed training. Promote Sustainability : Ensure the long-term sustainability of Open Science skills development through robust governance structures, continuous updating of skills repositories, and fostering collaboration among key stakeholders. Support Integration of Research Ethics and Integrity : Provide tools and best practices to help integrate ethical, legal, and societal considerations into Open Science, ensuring that research conducted within the EOSC framework adheres to high standards of integrity and ethics. The main project resources such as deliverables and milestones, presentations and videos can be found in the resources part of the SKills4EOSC website . The network part of the Skills4EOSC website provides information about the Network of Competence Centers and the User Support Network. The Skills4EOSC learning platform hosts the already fully developed learning materials within the project on different topics. There is also a registry of the Skills4EOSC training courses that provide a short overview of what is available. All of the deliverables, milestones and other relevant project outputs are developed using a co-creation process . This means that once the initial draft is completed, the material is shared with the public so that comments and opinions can be gathered and included in the final version. The list of materials for community review provides an easy access to the EU surveys which you can use to provide your feedback on a given topic. Summary Skills4EOSC aims to build a comprehensive and sustainable framework for Open Science skills development, ensuring that European researchers and data stewards are well-equipped to contribute to the evolving landscape of Open Science. Suggested Reading Skills4EOSC Website Skills4EOSC Learning Platform Skills4EOSC Zenodo community","title":"About Skills4EOSC"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#about-skills4eosc","text":"","title":"About Skills4EOSC"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#introduction-to-skills4eosc","text":"Skills4EOSC \u2018Skills for the European Open Science commons: creating a training ecosystem for Open and FAIR science\u2019 is funded by the European Commission Horizon Europe programme (GA 101058527). The project is coordinated by Consortium GARR and supported by 44 partners in 18 European countries. The project officially started on the 1st of September 2022 and lasts until 31st of August 2025. The main goals of the Skills4EOSC project are as follows: Define Minimum Viable Skills : Establish a set of essential skills that are crucial for engaging in Open Science, ensuring these skills are aligned with the needs of the European Open Science Cloud (EOSC) ecosystem. Develop Fair-by-Design Learning Materials : Create educational resources and training programs that adhere to the FAIR principles (Findable, Accessible, Interoperable, Reusable), facilitating widespread adoption and use across various educational and research institutions. Establish Recognition Frameworks : Develop frameworks for recognizing and validating Open Science skills, including the use of Open Badges and European Digital Credentials. This recognition aims to provide a formal and credible way to acknowledge the skills acquired by participants. Collaborate with Educational Institutions : Work with universities and other educational bodies to integrate Open Science skills into formal curricula, potentially offering academic credits (ECTS points) for completed training. Promote Sustainability : Ensure the long-term sustainability of Open Science skills development through robust governance structures, continuous updating of skills repositories, and fostering collaboration among key stakeholders. Support Integration of Research Ethics and Integrity : Provide tools and best practices to help integrate ethical, legal, and societal considerations into Open Science, ensuring that research conducted within the EOSC framework adheres to high standards of integrity and ethics. The main project resources such as deliverables and milestones, presentations and videos can be found in the resources part of the SKills4EOSC website . The network part of the Skills4EOSC website provides information about the Network of Competence Centers and the User Support Network. The Skills4EOSC learning platform hosts the already fully developed learning materials within the project on different topics. There is also a registry of the Skills4EOSC training courses that provide a short overview of what is available. All of the deliverables, milestones and other relevant project outputs are developed using a co-creation process . This means that once the initial draft is completed, the material is shared with the public so that comments and opinions can be gathered and included in the final version. The list of materials for community review provides an easy access to the EU surveys which you can use to provide your feedback on a given topic.","title":"Introduction to Skills4EOSC"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#summary","text":"Skills4EOSC aims to build a comprehensive and sustainable framework for Open Science skills development, ensuring that European researchers and data stewards are well-equipped to contribute to the evolving landscape of Open Science.","title":"Summary"},{"location":"1st%20Session/02%20Skills4EOSC/About%20Skills4EOSC/#suggested-reading","text":"Skills4EOSC Website Skills4EOSC Learning Platform Skills4EOSC Zenodo community","title":"Suggested Reading"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/","tags":["FAIR-by-Design Learning Materials","Backward learning process with FAIR principles","Instructional designers"],"text":"FAIR-by-Design Methodology for Learning Materials Slides Download the slides here Learning objectives Upon completing this module the learner should be able to: identify the goals of the FAIR-by-Design methodology describe the stages of the FAIR-by-Design methodology Introduction The FAIR-by-Design methodology for learning materials refers to an approach where educational resources are created and managed in a way that aligns with the FAIR principles: Findable, Accessible, Interoperable, and Reusable. This methodology ensures that learning materials, such as course content, training modules, and educational resources, are not only well-structured and high-quality but also meet specific criteria that make them easier to discover, use, and adapt within the Open Science ecosystem. In this way the methodology guarantees that the produced materials will be FAIR not just from the point of view of the learners, but also other designers and trainers that would like to reuse and adapt the materials for their own purposes. FAIR-by-Design Methodology Stages The FAIR-by-Design Methodology is created around the popular backward instructional design process that is used to develop high-quality learner-centric materials. We have taken the steps of the backward instruction design process and added additional considerations to ensure that the process will be aimed towards the design of FAIR learning content from both the perspective of the learners and the perspective of the instructional designers and trainers. The methodology is broken down into a number of stages that are connected in a feedback loop thus enabling continuous improvement: Prepare In the Prepare stage the instructional designers need to expand their skillset so that they can practically implement the FAIR principles . This means that in addition to the traditional instructional design skills, they should also be able to work with PIDs, repositories and catalogues, use a corresponding metadata schema, choose a license, and know how to acknowledge reused work with attribution. One of the important tasks in this stage is to familiarize with the RDA minimal metadata schema for learning resources as this is the basis for the description of the FAIR learning materials. This is when the backward learning process begins: Step 1 : What are your desired effects, i.e. learning outcomes? Step 2 : How are you going to assess the learners' achievements? Step 3 : How should you structure the material to reach them? This is the initial stage of the learning materials development process and thus it is important that in this stage the designer clearly defines the purpose of the learning materials, the target audience and the learning objectives while taking into consideration any prerequisites. Purpose When and how the learning materials can be used and for what purposes? Target Audience Is there anything specific that needs to be taken into account, such as cultural context? Prerequisites What does the target audience need to know or understand before starting the learning process? Scope Is it going to be a single learning unit, or a group such as a course? Learning Objectives What competences will be gained after successful completing of the learning process? Objectives should be S pecific, M easurable, A ttainable, R elevant and T ime-bound. Use Blooms Taxonomy: Formulate the objectives as actionable verb + observable knowledge, skill, attitude, behavior or ability. Discover Once the vision of what needs to be created is clear, the next step is to discover any existing learning materials that can be reused or simply serve as inspiration. For these purposes the designer needs to search different types of repositories that might host similar learning materials including OER repositories, learning platforms, general repositories and catalogues, as well as multimedia repositories that can provide sources of audio/visual props that are essential in multi-modal learning. SSH Training Materials CLARIN Learning Hub UPSKILLS Learning Content SSH Open Marketplace DARIAH Campus OER DOAB MERLOT OASIS OER Commons OERTX CORA GALILEO FORRT EOSC_ EOSC Training catalogue on the EOSC Marketplace Most EOSC projects have their own training catalogues and/or platforms... General Creative Commons Search - content provided under a CC license Zenodo - a multi-disciplinary open repository OSF - a free, open research platform Design At this stage the designer has a clear idea of what is needed and what already exists. The next step is to sketch a conceptual map of the learning materials that will help crystalize the ideas and prepare the syllabus for the learning materials. The syllabus is then used as a high-level blueprint for the development of the learning materials. In the design stage the overall structure of the learning materials is defined identifying all modules and learning units necessary together with the information on what can be reused and what needs to be designed from scratch. Careful attention should be put on license compatibility during this work. Tip Create an intuitive logical organisation of all learning materials. Tip The goal is for other people to easily reuse a single item (plan, activity, unit, assessment, ...). Tip Use a hierarchical structure to combine learning units into larger compositions. Upon completing the structure, each learning unit needs to be designed using a modeling technique such as the Hunter's model. The design stage should also take into account the need for development of a facilitation guide that explains in details how to prepare and put the training into practice, as well as a feedback form that should be used to gather feedback after the learning process has finished Produce When the design is complete, it is time to move to the produce stage and choose the tools and file formats necessary to develop all of the content. Care must be taken that the chosen file formats are open so that reusability is supported, and it is recommended that a collaborative, versioning system is used to keep track of all contributions and changes. It is important to consider both the editable files that can be reused by trainers and the final file formats intended for learners. Collaborative environment for team work Choose an environment for producing the learning material that will enable multiple people to work on the same material at one. Two examples are workplace or GitHub (find out more here ). Replicate the folder tree in the environment and start using the provided templates to generate the content. Granular versioning for easy rollback Versioning helps you maintain control over your changes. If the collaborative environment does not provide versioning and history retention then keep a history of the files by adopting a naming convention such as combining the file name with an increasing version number. Open file formats to foster reuse For other people to reuse your materials they should be made available using open file formats (docx, pptx, pdf, md, html, etc.). If you use close file formats then you MUST clearly state the tools that have been used for development in your README file. Multimodal content to reach all audience Don't forget to include different types of multimedia to provide support for different learning modalities: read/write, auditory, visual, kinesthetic. Two file sets: editable + final Always work with and keep a history of your editable files. These are what matters for you and other instructors. The second set of final files should be obtained from the editable when needed (before distributing them to the learners). The final files should be kept on the learning platform only. In this way you don't need to worry about keeping the versions in sync. Don't forget to support co-creation Truly FAIR learning materials should enable co-creation with external parties. If you don't use a collaborative environment that supports this from the start (such as GitHub), then think how are you going to enable this in the future and how are you going to deal with versioning then. One of the most important aspects of the produce stage is accessibility of the developed learning materials . Accessibility standards should be followed so as to maximize the audience for the learning materials. During this stage the designers must not forget to add the human-readable and machine-readable metadata in the developed content as well as to develop the content of all facilitation documents such as the guide, activities description, lesson plans, etc. The final step in the produce stage is to perform an internal Quality Assessment that will check that all elements are present and that the content is adequate. Publish A satisfactory completion of the internal QA leads to the publication steps. Before the actual publication, very important final touches need to be done including activities such as the definition of the content of accompanying files : license, readme, citation, code of conduct and alike. Accompanying files Define the overall license, provide description, instructions on how to cite your materials, define the code of conduct for a co-creation environment, etc. Put into repository Publish the editable package in an appropriate FAIR repository. This record is primarily intended for reuse by other designers and trainers. Provide to learners Provide the final non-editable versions to the learners on a learning platform of your choice. Some additional guidelines on FAIR repositories are available at Find a FAIR repository . One of the available options is to use fairsharing.org to search for a suitable FAIR repository. fair-checker to check the FAIRness of a given repository. It is important to also consider adding a reference to the repo in a corresponding catalogue such as the SSH Open Marketplace if this is not done by automatic harvesting of the chosen repository. Verify The final steps in the methodology is to perform another QA round, this time focusing on external QA . At this stage the overall level of FAIRness of the learning materials needs to be checked and external experts should be used to provide unbiased feedback regarding the quality of the produced materials. A fresh set of eyes Have someone who has not participated in the development of the learning materials review the final work. This will guarantee a review free of cognitive bias. Don't forget to QA the Learning Management System (LMS) The reviewer should play the role of a new learner in the LMS and check everything from the learner perspective. Go through the QA checklists In Skills4EOSC T2.4 has developed a number of QA checklists that you and your external reviewer need to go through so that you can ensure high-quality learning materials (see S\u00e1nchez et al. 2023 ). This stage also focuses on setting up different mechanism for gathering feedback so that the learning materials can be further improved. In this way it fosters the co-creation process that empowers learners and other designers and trainers to actively participate in the development. Continuous Improvement The gathered internal and external feedback should be used as input for the development of a new version of the learning materials. Upon the identification of potential improvements that should be implemented, the development process circles back to the first stage aiming to publish a new improved version of the learning materials. Gather Gather feedback from all available internal & external sources. Analyse Analyse the gathered information in a structured way. Create a list of potential improvements with impact level (high, moderate, low). Improve Select items from the list that will be part of a new version. Choose items that make sense to be in the same new release. Repeat Start a new cycle of the FAIR-by-Design methodology that will implement the selected items. After the Verify stage, you will reenter continuous improvement with newly gathered information.... Summary The FAIR-by-Design methodology proposes six stages that aim to ensure that the end result will be FAIR Learning Materials that are: Findable : Learning materials are indexed in a way that makes them easily discoverable by both humans and machines. This typically involves assigning persistent identifiers, such as DOIs, and providing rich metadata that includes detailed descriptions, keywords, and other information that facilitates search and discovery. Accessible : The materials are available to users under clear conditions, often through open access platforms. This means ensuring that the resources can be accessed by anyone with the appropriate permissions or licenses, without unnecessary barriers like paywalls or restrictive access conditions. Interoperable : Learning materials are designed to be compatible with various systems and tools. This involves using standardized formats, protocols, and vocabularies that enable the integration and use of the materials across different platforms, enhancing the ability to mix, match, and repurpose content. Reusable : The resources are created with reuse in mind, allowing others to easily adapt or repurpose them for different contexts. This requires clear licensing, proper documentation, and a modular design that facilitates modification and customization. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development FAIR-by-Design Learning Materials Methodology Training of Trainers on Zenodo FAIR-by-Design Learning Materials Methodology Training of Trainers on LMS FAIR-by-Design Learning Materials Methodology Training of Trainers on GitHub FAIR-by-Design Learning Materials Methodology Training of Trainers GitBook FAIR-by-Design Learning Materials Methodology Templates Repository","title":"FAIR-by-Design Methodology"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#fair-by-design-methodology-for-learning-materials","text":"","title":"FAIR-by-Design Methodology for Learning Materials"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#learning-objectives","text":"Upon completing this module the learner should be able to: identify the goals of the FAIR-by-Design methodology describe the stages of the FAIR-by-Design methodology","title":"Learning objectives"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#introduction","text":"The FAIR-by-Design methodology for learning materials refers to an approach where educational resources are created and managed in a way that aligns with the FAIR principles: Findable, Accessible, Interoperable, and Reusable. This methodology ensures that learning materials, such as course content, training modules, and educational resources, are not only well-structured and high-quality but also meet specific criteria that make them easier to discover, use, and adapt within the Open Science ecosystem. In this way the methodology guarantees that the produced materials will be FAIR not just from the point of view of the learners, but also other designers and trainers that would like to reuse and adapt the materials for their own purposes.","title":"Introduction"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#fair-by-design-methodology-stages","text":"The FAIR-by-Design Methodology is created around the popular backward instructional design process that is used to develop high-quality learner-centric materials. We have taken the steps of the backward instruction design process and added additional considerations to ensure that the process will be aimed towards the design of FAIR learning content from both the perspective of the learners and the perspective of the instructional designers and trainers. The methodology is broken down into a number of stages that are connected in a feedback loop thus enabling continuous improvement:","title":"FAIR-by-Design Methodology Stages"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#prepare","text":"In the Prepare stage the instructional designers need to expand their skillset so that they can practically implement the FAIR principles . This means that in addition to the traditional instructional design skills, they should also be able to work with PIDs, repositories and catalogues, use a corresponding metadata schema, choose a license, and know how to acknowledge reused work with attribution. One of the important tasks in this stage is to familiarize with the RDA minimal metadata schema for learning resources as this is the basis for the description of the FAIR learning materials. This is when the backward learning process begins: Step 1 : What are your desired effects, i.e. learning outcomes? Step 2 : How are you going to assess the learners' achievements? Step 3 : How should you structure the material to reach them? This is the initial stage of the learning materials development process and thus it is important that in this stage the designer clearly defines the purpose of the learning materials, the target audience and the learning objectives while taking into consideration any prerequisites. Purpose When and how the learning materials can be used and for what purposes? Target Audience Is there anything specific that needs to be taken into account, such as cultural context? Prerequisites What does the target audience need to know or understand before starting the learning process? Scope Is it going to be a single learning unit, or a group such as a course? Learning Objectives What competences will be gained after successful completing of the learning process? Objectives should be S pecific, M easurable, A ttainable, R elevant and T ime-bound. Use Blooms Taxonomy: Formulate the objectives as actionable verb + observable knowledge, skill, attitude, behavior or ability.","title":"Prepare"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#discover","text":"Once the vision of what needs to be created is clear, the next step is to discover any existing learning materials that can be reused or simply serve as inspiration. For these purposes the designer needs to search different types of repositories that might host similar learning materials including OER repositories, learning platforms, general repositories and catalogues, as well as multimedia repositories that can provide sources of audio/visual props that are essential in multi-modal learning. SSH Training Materials CLARIN Learning Hub UPSKILLS Learning Content SSH Open Marketplace DARIAH Campus OER DOAB MERLOT OASIS OER Commons OERTX CORA GALILEO FORRT EOSC_ EOSC Training catalogue on the EOSC Marketplace Most EOSC projects have their own training catalogues and/or platforms... General Creative Commons Search - content provided under a CC license Zenodo - a multi-disciplinary open repository OSF - a free, open research platform","title":"Discover"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#design","text":"At this stage the designer has a clear idea of what is needed and what already exists. The next step is to sketch a conceptual map of the learning materials that will help crystalize the ideas and prepare the syllabus for the learning materials. The syllabus is then used as a high-level blueprint for the development of the learning materials. In the design stage the overall structure of the learning materials is defined identifying all modules and learning units necessary together with the information on what can be reused and what needs to be designed from scratch. Careful attention should be put on license compatibility during this work. Tip Create an intuitive logical organisation of all learning materials. Tip The goal is for other people to easily reuse a single item (plan, activity, unit, assessment, ...). Tip Use a hierarchical structure to combine learning units into larger compositions. Upon completing the structure, each learning unit needs to be designed using a modeling technique such as the Hunter's model. The design stage should also take into account the need for development of a facilitation guide that explains in details how to prepare and put the training into practice, as well as a feedback form that should be used to gather feedback after the learning process has finished","title":"Design"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#produce","text":"When the design is complete, it is time to move to the produce stage and choose the tools and file formats necessary to develop all of the content. Care must be taken that the chosen file formats are open so that reusability is supported, and it is recommended that a collaborative, versioning system is used to keep track of all contributions and changes. It is important to consider both the editable files that can be reused by trainers and the final file formats intended for learners. Collaborative environment for team work Choose an environment for producing the learning material that will enable multiple people to work on the same material at one. Two examples are workplace or GitHub (find out more here ). Replicate the folder tree in the environment and start using the provided templates to generate the content. Granular versioning for easy rollback Versioning helps you maintain control over your changes. If the collaborative environment does not provide versioning and history retention then keep a history of the files by adopting a naming convention such as combining the file name with an increasing version number. Open file formats to foster reuse For other people to reuse your materials they should be made available using open file formats (docx, pptx, pdf, md, html, etc.). If you use close file formats then you MUST clearly state the tools that have been used for development in your README file. Multimodal content to reach all audience Don't forget to include different types of multimedia to provide support for different learning modalities: read/write, auditory, visual, kinesthetic. Two file sets: editable + final Always work with and keep a history of your editable files. These are what matters for you and other instructors. The second set of final files should be obtained from the editable when needed (before distributing them to the learners). The final files should be kept on the learning platform only. In this way you don't need to worry about keeping the versions in sync. Don't forget to support co-creation Truly FAIR learning materials should enable co-creation with external parties. If you don't use a collaborative environment that supports this from the start (such as GitHub), then think how are you going to enable this in the future and how are you going to deal with versioning then. One of the most important aspects of the produce stage is accessibility of the developed learning materials . Accessibility standards should be followed so as to maximize the audience for the learning materials. During this stage the designers must not forget to add the human-readable and machine-readable metadata in the developed content as well as to develop the content of all facilitation documents such as the guide, activities description, lesson plans, etc. The final step in the produce stage is to perform an internal Quality Assessment that will check that all elements are present and that the content is adequate.","title":"Produce"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#publish","text":"A satisfactory completion of the internal QA leads to the publication steps. Before the actual publication, very important final touches need to be done including activities such as the definition of the content of accompanying files : license, readme, citation, code of conduct and alike. Accompanying files Define the overall license, provide description, instructions on how to cite your materials, define the code of conduct for a co-creation environment, etc. Put into repository Publish the editable package in an appropriate FAIR repository. This record is primarily intended for reuse by other designers and trainers. Provide to learners Provide the final non-editable versions to the learners on a learning platform of your choice. Some additional guidelines on FAIR repositories are available at Find a FAIR repository . One of the available options is to use fairsharing.org to search for a suitable FAIR repository. fair-checker to check the FAIRness of a given repository. It is important to also consider adding a reference to the repo in a corresponding catalogue such as the SSH Open Marketplace if this is not done by automatic harvesting of the chosen repository.","title":"Publish"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#verify","text":"The final steps in the methodology is to perform another QA round, this time focusing on external QA . At this stage the overall level of FAIRness of the learning materials needs to be checked and external experts should be used to provide unbiased feedback regarding the quality of the produced materials. A fresh set of eyes Have someone who has not participated in the development of the learning materials review the final work. This will guarantee a review free of cognitive bias. Don't forget to QA the Learning Management System (LMS) The reviewer should play the role of a new learner in the LMS and check everything from the learner perspective. Go through the QA checklists In Skills4EOSC T2.4 has developed a number of QA checklists that you and your external reviewer need to go through so that you can ensure high-quality learning materials (see S\u00e1nchez et al. 2023 ). This stage also focuses on setting up different mechanism for gathering feedback so that the learning materials can be further improved. In this way it fosters the co-creation process that empowers learners and other designers and trainers to actively participate in the development.","title":"Verify"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#continuous-improvement","text":"The gathered internal and external feedback should be used as input for the development of a new version of the learning materials. Upon the identification of potential improvements that should be implemented, the development process circles back to the first stage aiming to publish a new improved version of the learning materials. Gather Gather feedback from all available internal & external sources. Analyse Analyse the gathered information in a structured way. Create a list of potential improvements with impact level (high, moderate, low). Improve Select items from the list that will be part of a new version. Choose items that make sense to be in the same new release. Repeat Start a new cycle of the FAIR-by-Design methodology that will implement the selected items. After the Verify stage, you will reenter continuous improvement with newly gathered information....","title":"Continuous Improvement"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#summary","text":"The FAIR-by-Design methodology proposes six stages that aim to ensure that the end result will be FAIR Learning Materials that are: Findable : Learning materials are indexed in a way that makes them easily discoverable by both humans and machines. This typically involves assigning persistent identifiers, such as DOIs, and providing rich metadata that includes detailed descriptions, keywords, and other information that facilitates search and discovery. Accessible : The materials are available to users under clear conditions, often through open access platforms. This means ensuring that the resources can be accessed by anyone with the appropriate permissions or licenses, without unnecessary barriers like paywalls or restrictive access conditions. Interoperable : Learning materials are designed to be compatible with various systems and tools. This involves using standardized formats, protocols, and vocabularies that enable the integration and use of the materials across different platforms, enhancing the ability to mix, match, and repurpose content. Reusable : The resources are created with reuse in mind, allowing others to easily adapt or repurpose them for different contexts. This requires clear licensing, proper documentation, and a modular design that facilitates modification and customization.","title":"Summary"},{"location":"1st%20Session/03%20FAIR-by-Design%20Methodology/FAIR-by-Design_content/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development FAIR-by-Design Learning Materials Methodology Training of Trainers on Zenodo FAIR-by-Design Learning Materials Methodology Training of Trainers on LMS FAIR-by-Design Learning Materials Methodology Training of Trainers on GitHub FAIR-by-Design Learning Materials Methodology Training of Trainers GitBook FAIR-by-Design Learning Materials Methodology Templates Repository","title":"Suggested Reading"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/","tags":["Metadata","Controlled Vocabularies","Syllabus"],"text":"Metadata and Controlled Vocabularies Slides Download the slides here Learning objectives Upon completing this module the learner should be able to: apply the RDA metadata schema for learning resources use controlled vocabularies define the syllabus and the learning objective of a learning unit Metadata and Metadata Schema Metadata is one of the key ingredients to making learning resources findable, accessible, and reusable. In essence, metadata consists of structured information that describes, explains and locates a resource. The main purpose of the (meta)data about the learning resource is to enable cataloguing and discovery by providing a standard means to report on: WHO created the resource WHAT is the content of the resource WHEN was the resource created WHERE is the location of the resource WHY the data was resource Example metadata for a language dataset Using this information a learner or instructor should be able to: Search and retrieve the information about a learning resource Determine if the learning resource meets certain learning requirements Discover how to acquire and use the learning resource RDA Minimal Metadata for Learning Resources The RDA Education And Training On Handling Of Research Data Interest Group has defined a minimal metadata set for learning resources that has become a de facto standard for describing FAIR learning materials. The following table describes the minimal metadata set elements and their definitions: Element Name Definition Title The human readable name of the resource. Abstract / Description A brief synopsis about or description of the learning resource Author(s) Name of entity(ies) authoring the resource Primary Language Language in which the resource was originally published or made available Keyword(s) Keywords or tags used to describe the resource License A license document that applies to this content, typically indicated by URL Version Date Version date for the most recently published or broadcast resource URL to Resource URL that resolves to the learning resource or to a \"landing page\" for the resource that contains important contextual information including the direct resolvable link to the resource, if applicable. Resource URL Type Designation of the identifier scheme used for the resource URL, e.g., DOI, ARK, Handle Target Group (Audience) Principal users(s) for which the resource was designed Learning Resource Type The predominant type or kind that characterizes the learning resource Learning Outcome Descriptions of what knowledge, skills or abilities a learner should acquire on completion of the resource Access Cost Choice stating whether or not there is a fee for use of the resource (yes, no, maybe) Expertise (Skill) Level Target skill level in the topic being taught; example values include beginner, intermediate, advanced This table is taken from RDA Minimal Metadata for Learning Resources by Hoebelheinrich, Nancy J; Biernacka, Katarzyna; Brazas, Michelle; Castro, Leyla Jael; Fiore, Nicola; Hellstr\u00f6m, Margareta; Lazzeri, Emma; Leenarts, Ellen; Martinez Lavanchy, Paula Maria; Newbold, Elizabeth; Nurnberger, Amy; Plomp, Esther; Vaira, Lucia; van Gelder, Celia W G; Whyte, Angus licensed under the CC BY 4.0 license . These elements need to be standardized so that they are useful when used in practice. This is done by defining a metadata schema that describes the structure of the metadata elements. The metadata schema defines the standards for describing the metadata elements. The metadata schema for learning resources that also defines the type of each element, the allowed values, and constraints is available on the RDA website: RDA Minimal Metadata for Learning Resources Professional and Informal Education Examples Controlled Vocabularies Some of the fields in the proposed RDA metadata schema are based on fixed or suggested controlled vocabularies (CV). The use of controlled vocabularies is to help humans and machines categorize the information while helping to reduce duplication and errors. In essence, controlled vocabularies should be used for any metadata elements with predefined value(s), where in the vocabulary is presented as a list of prescribed items. Such examples are Access Cost with possible values of Y, N and Maybe Primary Language that can be a two letter code from the ISO 639-1:2002 codeset Examples of relevant control vocabularies for the CLARIN community, available at SSH Vocabulary Commons SKOSMOS instance include: SSH Training Discovery Toolkit Formats of training resources Intended audience Status of training resources SSHOC SSHOC Multilingual Data Stewardship Terminology SSHOC Multilingual Metadata CLARIN Service Description CLARIN taxonomy for Linguistic subjects CLARIN taxonomy for tools and services tasks In the Skills4EOSC project, a specific example of using controlled vocabularies are different lists of OS Skills Terms t4FS: 223 'data stewardship activity' terms CSCCE Glossary: 45 terms listed according to 5 dimensions, selecting those included in 'skills wheel' for scientific community managers ResearchComp Note that in many cases controlled vocabularies are suggested, but at this stage they are not strictly defined. Syllabus Once you have identified your learning concepts, the next step is to sequence them into an instructional sequence (agenda). This instructional sequence will become your blueprint for the organisation of the learning materials and the definition of the syllabus. In essence the blueprint takes the input from the creative concept map and organizes it into a more formal outline. Formally, we call this learning materials outline syllabus. Each syllabus should provide information regarding a number of elements (including the ones defined in the step 1 of the backward instructional design): clear, descriptive title description of the purpose or goal target audience prerequisites duration learning objectives agenda (instructional sequence) resources and materials certification information Remember that: The syllabus can present a higher level sequence outline, that can be later broken down into smaller subtopics if necessary. The topics sequence should be defined so that the concepts introduced early help with the ones encountered later. The defined agenda should not be very rigid thus preventing changing the sequence of topics or adding or deleting topics at a later stage. The syllabus is sent to the learners and should provide them with all necessary information to help them decide if they want to follow the training related to the learning materials. Syllabus Elements Within this training we recommend the development of a training syllabus that consists of two groups of information: typical syllabus information additional information related to the RDA minimal metadata schema The following is a list of all required syllabus fields : Clear descriptive Title of the training Type (Course/Workshop/Webinar) Date/Time: when it will be offered (available from date if it is self-paced) Location - where it will be available physical location URL link to resources (and virtual room if online) should lead to the learning platform Training Description - what is the main goal/purpose of this training Target audience: target audience description Expertise Level / Skill Level: Beginner / Intermediate / Advanced Primary Language: English Access Cost: N Prerequisites - if any Duration - total training duration Training objectives - list of specific training objectives Keywords - Keywords or tags used to describe the training Agenda: Training Schedule - Training Structure (time, topic) Resources and Materials - list with locations of available/required resources for the training Certification Information - if any Author(s) - Comma separated List of people involved in preparing the training (Name Surname) Trainer(s) - Comma separated list of people involved in delivering the training (Name Surname ORCID logo link) Contact information - how to reach out to training organizers License PID Accessibility Mission As syllabus is one of the required documents for the FAIR-by-Design learning materials, you must ensure that your syllabus contains all elements provided in this section. Only in this way you will ensure that your learning materials contain all necessary metadata information together with the traditional syllabus information that is provided. Defining learning objectives Learning objectives should describe what new knowledge and skills will be obtained in a specific, measurable, attainable, relevant and time-bound (SMART) way. The learning objectives are used to organize specific topics or individual learning activities so that the learner can most effectively achieve the overall learning outcome. To ensure standardization and wide understanding of the learning objective, it is best practice to define the learning objectives using a well-known taxonomy such as the Bloom\u2019s taxonomy . The Bloom's Taxonomy is a classification of the different objectives and skills that educators set for their students (learning outcomes). The cognitive domain categorizes the human learning process into 6 hierarchical levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. \" Bloom's Revised Taxonomy \" by Vanderbilt University Center for Teaching licensed under the terms of the CC-BY-2.0 . When defining learning objectives using the Bloom's taxonomy, correct verbs should be used for each objective based on the level the learners needs to achieve. For these purposes the example verbs provided in the image can be used. Bloom's taxonomy by Fractus Learning . (2023, July 10). In Wikipedia licensed under the terms of CC BY-SA 4.0 . This approach will significantly improve the findability of the produced resources, as well as the potential reuse of individual learning objects in different aggregations. The number of learning objectives depends on the aggregation level of the learning resource that is being developed. Summary Using metadata has crucial importance when producing learning resources that need to be findable and reusable. Skills4EOSC supports the usage of RDA Minimal Metadata for Learning Resources. In addition the usage of controlled vocabularies helps in standardizing terms for consistency. A syllabus organizes learning concepts into a structured instructional sequence, and learning objectives should be defined clearly using frameworks like Bloom's Taxonomy to ensure they are specific and measurable. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Microlearning Stage 1 Skills4EOSC FAIR-by-Design Methodology Describing learning materials Skills4EOSC FAIR-by-Design Methodology Design stage","title":"Metadata and Controlled Vocabularies"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#metadata-and-controlled-vocabularies","text":"","title":"Metadata and Controlled Vocabularies"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#learning-objectives","text":"Upon completing this module the learner should be able to: apply the RDA metadata schema for learning resources use controlled vocabularies define the syllabus and the learning objective of a learning unit","title":"Learning objectives"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#metadata-and-metadata-schema","text":"Metadata is one of the key ingredients to making learning resources findable, accessible, and reusable. In essence, metadata consists of structured information that describes, explains and locates a resource. The main purpose of the (meta)data about the learning resource is to enable cataloguing and discovery by providing a standard means to report on: WHO created the resource WHAT is the content of the resource WHEN was the resource created WHERE is the location of the resource WHY the data was resource Example metadata for a language dataset Using this information a learner or instructor should be able to: Search and retrieve the information about a learning resource Determine if the learning resource meets certain learning requirements Discover how to acquire and use the learning resource","title":"Metadata and Metadata Schema"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#rda-minimal-metadata-for-learning-resources","text":"The RDA Education And Training On Handling Of Research Data Interest Group has defined a minimal metadata set for learning resources that has become a de facto standard for describing FAIR learning materials. The following table describes the minimal metadata set elements and their definitions: Element Name Definition Title The human readable name of the resource. Abstract / Description A brief synopsis about or description of the learning resource Author(s) Name of entity(ies) authoring the resource Primary Language Language in which the resource was originally published or made available Keyword(s) Keywords or tags used to describe the resource License A license document that applies to this content, typically indicated by URL Version Date Version date for the most recently published or broadcast resource URL to Resource URL that resolves to the learning resource or to a \"landing page\" for the resource that contains important contextual information including the direct resolvable link to the resource, if applicable. Resource URL Type Designation of the identifier scheme used for the resource URL, e.g., DOI, ARK, Handle Target Group (Audience) Principal users(s) for which the resource was designed Learning Resource Type The predominant type or kind that characterizes the learning resource Learning Outcome Descriptions of what knowledge, skills or abilities a learner should acquire on completion of the resource Access Cost Choice stating whether or not there is a fee for use of the resource (yes, no, maybe) Expertise (Skill) Level Target skill level in the topic being taught; example values include beginner, intermediate, advanced This table is taken from RDA Minimal Metadata for Learning Resources by Hoebelheinrich, Nancy J; Biernacka, Katarzyna; Brazas, Michelle; Castro, Leyla Jael; Fiore, Nicola; Hellstr\u00f6m, Margareta; Lazzeri, Emma; Leenarts, Ellen; Martinez Lavanchy, Paula Maria; Newbold, Elizabeth; Nurnberger, Amy; Plomp, Esther; Vaira, Lucia; van Gelder, Celia W G; Whyte, Angus licensed under the CC BY 4.0 license . These elements need to be standardized so that they are useful when used in practice. This is done by defining a metadata schema that describes the structure of the metadata elements. The metadata schema defines the standards for describing the metadata elements. The metadata schema for learning resources that also defines the type of each element, the allowed values, and constraints is available on the RDA website: RDA Minimal Metadata for Learning Resources Professional and Informal Education Examples","title":"RDA Minimal Metadata for Learning Resources"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#controlled-vocabularies","text":"Some of the fields in the proposed RDA metadata schema are based on fixed or suggested controlled vocabularies (CV). The use of controlled vocabularies is to help humans and machines categorize the information while helping to reduce duplication and errors. In essence, controlled vocabularies should be used for any metadata elements with predefined value(s), where in the vocabulary is presented as a list of prescribed items. Such examples are Access Cost with possible values of Y, N and Maybe Primary Language that can be a two letter code from the ISO 639-1:2002 codeset Examples of relevant control vocabularies for the CLARIN community, available at SSH Vocabulary Commons SKOSMOS instance include: SSH Training Discovery Toolkit Formats of training resources Intended audience Status of training resources SSHOC SSHOC Multilingual Data Stewardship Terminology SSHOC Multilingual Metadata CLARIN Service Description CLARIN taxonomy for Linguistic subjects CLARIN taxonomy for tools and services tasks In the Skills4EOSC project, a specific example of using controlled vocabularies are different lists of OS Skills Terms t4FS: 223 'data stewardship activity' terms CSCCE Glossary: 45 terms listed according to 5 dimensions, selecting those included in 'skills wheel' for scientific community managers ResearchComp Note that in many cases controlled vocabularies are suggested, but at this stage they are not strictly defined.","title":"Controlled Vocabularies"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#syllabus","text":"Once you have identified your learning concepts, the next step is to sequence them into an instructional sequence (agenda). This instructional sequence will become your blueprint for the organisation of the learning materials and the definition of the syllabus. In essence the blueprint takes the input from the creative concept map and organizes it into a more formal outline. Formally, we call this learning materials outline syllabus. Each syllabus should provide information regarding a number of elements (including the ones defined in the step 1 of the backward instructional design): clear, descriptive title description of the purpose or goal target audience prerequisites duration learning objectives agenda (instructional sequence) resources and materials certification information Remember that: The syllabus can present a higher level sequence outline, that can be later broken down into smaller subtopics if necessary. The topics sequence should be defined so that the concepts introduced early help with the ones encountered later. The defined agenda should not be very rigid thus preventing changing the sequence of topics or adding or deleting topics at a later stage. The syllabus is sent to the learners and should provide them with all necessary information to help them decide if they want to follow the training related to the learning materials.","title":"Syllabus"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#syllabus-elements","text":"Within this training we recommend the development of a training syllabus that consists of two groups of information: typical syllabus information additional information related to the RDA minimal metadata schema The following is a list of all required syllabus fields : Clear descriptive Title of the training Type (Course/Workshop/Webinar) Date/Time: when it will be offered (available from date if it is self-paced) Location - where it will be available physical location URL link to resources (and virtual room if online) should lead to the learning platform Training Description - what is the main goal/purpose of this training Target audience: target audience description Expertise Level / Skill Level: Beginner / Intermediate / Advanced Primary Language: English Access Cost: N Prerequisites - if any Duration - total training duration Training objectives - list of specific training objectives Keywords - Keywords or tags used to describe the training Agenda: Training Schedule - Training Structure (time, topic) Resources and Materials - list with locations of available/required resources for the training Certification Information - if any Author(s) - Comma separated List of people involved in preparing the training (Name Surname) Trainer(s) - Comma separated list of people involved in delivering the training (Name Surname ORCID logo link) Contact information - how to reach out to training organizers License PID Accessibility Mission As syllabus is one of the required documents for the FAIR-by-Design learning materials, you must ensure that your syllabus contains all elements provided in this section. Only in this way you will ensure that your learning materials contain all necessary metadata information together with the traditional syllabus information that is provided.","title":"Syllabus Elements"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#defining-learning-objectives","text":"Learning objectives should describe what new knowledge and skills will be obtained in a specific, measurable, attainable, relevant and time-bound (SMART) way. The learning objectives are used to organize specific topics or individual learning activities so that the learner can most effectively achieve the overall learning outcome. To ensure standardization and wide understanding of the learning objective, it is best practice to define the learning objectives using a well-known taxonomy such as the Bloom\u2019s taxonomy . The Bloom's Taxonomy is a classification of the different objectives and skills that educators set for their students (learning outcomes). The cognitive domain categorizes the human learning process into 6 hierarchical levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. \" Bloom's Revised Taxonomy \" by Vanderbilt University Center for Teaching licensed under the terms of the CC-BY-2.0 . When defining learning objectives using the Bloom's taxonomy, correct verbs should be used for each objective based on the level the learners needs to achieve. For these purposes the example verbs provided in the image can be used. Bloom's taxonomy by Fractus Learning . (2023, July 10). In Wikipedia licensed under the terms of CC BY-SA 4.0 . This approach will significantly improve the findability of the produced resources, as well as the potential reuse of individual learning objects in different aggregations. The number of learning objectives depends on the aggregation level of the learning resource that is being developed.","title":"Defining learning objectives"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#summary","text":"Using metadata has crucial importance when producing learning resources that need to be findable and reusable. Skills4EOSC supports the usage of RDA Minimal Metadata for Learning Resources. In addition the usage of controlled vocabularies helps in standardizing terms for consistency. A syllabus organizes learning concepts into a structured instructional sequence, and learning objectives should be defined clearly using frameworks like Bloom's Taxonomy to ensure they are specific and measurable.","title":"Summary"},{"location":"1st%20Session/04%20Metadata/Metadata%20and%20Controled%20Vocabularies/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Microlearning Stage 1 Skills4EOSC FAIR-by-Design Methodology Describing learning materials Skills4EOSC FAIR-by-Design Methodology Design stage","title":"Suggested Reading"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/","tags":["Facilitator kit"],"text":"Facilitator Kit Slides Download the slides here Learning objectives Upon completing this module the learner should be able to: define the elements of the learning unit plan develop the instructors kit The Instructor Kit Syllabus is ready You should by now have the first draft of your syllabus . It contains all the fields from the RDA min metadata set plus the high level topics covered by the learning material. The main goal of the instructor kit is to support the trainers and instructors in the delivery of the learning materials. It is also essential for high quality reusability of the learning materials by other trainers and/or instructional designers. The complete instructor kit consists of learning materials that are developed and used to support the learning process, but are not directly visible by learners. These include the following items: learning unit plan activity details quiz question banks quiz strategies facilitation guide feedback questions Structure is everything Create an intuitive logical organisation of all learning materials. The goal is for other people to easily reuse a single item (plan, activity, unit, assessment, ...). Use a hierarchical structure to combine learning units into larger compositions. How to organise the files The diagram shows how to organise all files in folders and subfolders. Click on the links to discover and use pre-prepared templates. To download the file from Github, use the \"Download raw file\" button at the upper right corner graph LR r[root] --> res; r --> rm[<a href='https://www.makeareadme.com/'>README</a>]; r --> l[<a href='https://creativecommons.org/licenses/by/4.0/legalcode.txt'>LICENSE</a>]; r --> c[<a href='https://citation-file-format.github.io/'>CITATION.cff</a>]; r --> misc[opt miscellaneous files]; res[resources] --> att[attachments]; att --> mf[multimedia files]; res --> f[Feedback]; f --> fq[<b>Survey</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Feedback/training_feedback_template.md'>Git MD Format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/feedback/Training%20Evaluation%20Form.docx'>Office format</a>]; res --> s1[opt 01 Section Name]; res --> s[<b>Syllabus</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/syllabus.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/syllabus.docx'>Office format</a>]; res --> fg[<b>Facilitator Guide</b> <br> <a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/template_facilitator_guide.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/Training%20Facilitator%20Guide.docx'>Office format</a>]; s1 --> m1[opt 01 Module Name]; m1 --> lu1[01 Learning Unit Name]; m1 --> lux[...]; m1 --> luN[N Learning Unit Name]; lu1 --> act[Activities]; lu1 --> ass[Assessment]; lu1 --> at[attachments]; at --> mff[multimedia files]; lu1 --> lc[<b>Learning Content</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/template_content.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/Module%20Name_notes.docx'>Office format</a>]; lu1 --> sd[<a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Learning_unit_content.pptx'>Slide Deck</a>]; lu1 --> lp[<b>Learning Unit Plan</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/template_unit_lesson_plan.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/Module%20Plan.docx'>Office format</a>]; act --> a1[<b>01 activity desc</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Activities/activity_details_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/activities/Activity%20Name_description.docx'>Office format</a>]; act --> ax[...]; act --> aK[<b>K activity desc</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Activities/activity_details_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/activities/Activity%20Name_description.docx'>Office format</a>]; ass --> qb[<b>Questions</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Assessment/assessment_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/assessment/quiz_gift_template.txt'>Office format</a>]; ass --> st[<a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Assessment/assessment_template.md'>opt strategy</a>]; Don't worry, we got you covered with templates All templates are readily available for use in the specialised templates repository . See the detailed training on how to use it step by step. Learning Unit Plan To ensure rich learning experience it is imperative to develop a learning unit plan. This document incorporates all aspects that should lead to a high quality learning experience as it defines the plan on how to use teaching methods and the learning content together with activities to achieve the defined learning objectives. Note that an effective lesson plan for online trainees may not be the same to the one for traditional workshop settings. Formally, a unit plan refers to a detailed step-by-step guide for a trainer to understand what materials to give to students and how to provide them so students would accomplish their learning goals. There may be different detail levels of the learning unit plan: Detailed: a detailed plan that includes what will be the trainer step-by-step plan and learning activities. Semi-detailed: a semi-detailed plan is less complex and offers a general game plan of what will be covered in the unit. It is recommended that you follow the Hunter's model for developing a learning unit plan: Set Learning Objectives ... what is the goal Identify Needs ... how to get there Plan ... share the agenda Hook ... why is the content important Instruct ... watch how I do it Practise ... you help me do it, I'll watch you do it Wrap-Up ... foster retention and reinforcement Evaluate ... monitor progress Reflect ... how did it go? Read more about the Hunter Model Learning Unit Plan Development In a nutshell, the required information that you need to provide in your learning plan is: Unit Name Purpose of the unit Location Duration Number of attendees Learning objectives Plan including topic, duration, key points, teaching methods, activities and resources Assessment Certification Reflection Remember that although some parts of this information may seem repetitive with the overall syllabus, the plan is much more detailed and the repetition provides the much needed context for reuse. Learning Content Once you have a plan, it is time to start developing the learning content. Remember to design the content so that it appeals learners with different modalities (verbal, audio, read/write, kinesthetic) including different multimedia. The learners notebook is the main learning content that you are aiming to introduce the learners to. The content of each learning unit notebook should include: brief introduction learning objectives target audience duration prerequisites learning tools content summary suggested reading Again, although some items may seem repetitive compared to the syllabus, bear in mind that this is done in order to improve reusability. In this way the learning unit can be reused as a stand alone package. Remember to add different types of media to the content, supporting an integrated multi-modal approach. For pure self-based learning the complete notebook should be enough to present all of the learning content in one place. Slides For trainer led environments, usually a slide deck is also necessary so that the trainer can lead the trainees across the learning content and work with them through the activities. The slide deck should follow the stages of the HUNTER model. What about instructor notes? Need to be detailed enough so that anyone can reuse the slides properly. Don't put them in the slide deck. This is what the learning content file is for. Activity description All activities that are planned to be performed with or by the learners as part of the learning unit plan should be described in enough details so that they can be executed by any trainer or facilitator no matter if they are part of the original instructional design team or not. They could be only tasked with training implementation, or they could be simply reusing the learning material. In addition, this additional documentation related to activity description can serve as a personal reminder long after the training has been completed and it allows for keeping notes on how the activity was implemented as well as any external community feedback. Based on the best practices, each activity should be described in a separate document that contains: activity name short description duration number of people it can be performed with goal materials instructions tips and tricks related sources comments This example of an activity description document related to one of the activities offered in this training can help you visualise the type of information that needs to be included for each activity. A set of well described and reusable activities can be found at the Session lab website . Another source of activities is 25 activities for making lecture-based training active . Assessment Thinking about how you can assess the learners obtained knowledge is part of step 2 of the backward instructional design process. Traditionally, there are many different types of assessments that can be performed, but the most typically used in professional training and certification is the quiz form. In general, quizzes can be used in a large variety of settings, providing opportunities for reflection, knowledge improvement with feedback or assessment. Although they can be setup as formative (after each learning unit) or summative (one exam quiz at the end), from the FAIR-by-design perspective, it is recommended that at least the questions that form the quiz are setup in a formative way, meaning each learning unit comes with a set of questions that are related to that particular learning unit. In this way, it is up to the instructor to setup the assessment: is it going to be multiple quizzes throughout or is it going to be one in the end. When designing the quiz questions one should go back to the Bloom's taxonomy introduced . This time however, you are interested in what type of quiz question can be used to assess the knowledge of a different level of the cognitive domain. This is presented in the table below. T/F MC MS LA SA FIB MAT ORD Create X Evaluate X X X X Analyze X X X Apply X X X X X Understand X X X X Remember X X X X X where T/F - True/False MC - multiple choice MS - multi-select LA - long answer SA - short answer FIB - fill in the blank MAT - Matching ORD - Ordering Assessment Strategy Once you have defined your quiz questions, the next step is to define the quiz strategy. This strategy can be defined separately for each quiz as a common strategy for all formative quizzes, or can be one strategy for the summative final exam In the first case, a separate strategy document needs to be developed for each learning unit, while for the later two options (recommended) the quiz strategy can be described in the main facilitation guide document (see next learning unit for more details). If each learning unit has its own quiz strategy then it should be provided together with the learning unit. Learning Unit Structure To summarise, a complete learning unit consists of several parts: learning unit plan learning unit content optional slide deck or similar type of instructional material activities description assessment quiz and strategy Facilitation Guide As the syllabus represents the learner's view of the learning materials, the facilitation guide is a document that represents the trainers view and aims to enable a smooth and efficient training. Thus the guide aims to help with the general activities regarding the organisation of the training, what needs to be done before, during and after the training, how to setup the training environment, prepare any props and materials, etc. A well-defined facilitation guide should include the following elements: what to do before during after the training where are all of the materials that should be used during the training digital materials location physical resources and equipment needed e.g. projector e.g. activity resources such as card decks etc. how to prepare the materials beforehand e.g. something needs to be written on flip charts how to prepare the learning environment room layout and any other specifics (e.g. name tags, sign-in sheet, etc.) in case of an online training this includes preparation of the virtual room, providing access, sending out or publishing reading materials, etc. In the case of a summative or common quiz strategy it can contain this information as well. For best visibility, the guide should also contain shortcuts to all activities planned. However, any specific details and notes should be available in the learning unit plan. Available facilitation guide kit The facilitation guide should help prepare for the actual training. If you don't want to develop your own, use something that is already available such as the TRIPLE project TRAINING TOOLKIT . Feedback At the end of the learning process you should gather feedback from the learners so that they can provide feedback on what worked well and what should be improved in the training and learning materials. For these purposes a set of feedback questions should be drafted. The feedback can be gathered by enabling the learners to answer the questions using different modalities: physically by filling out a feedback sheet digitally using a feedback form created on the learning platform or using some other survey system Available feedback form The feedback form template is ready to be used as is. All you need to do is change the name of the training. It should be shared with training participants after the training, to gather quantitative and qualitative feedback. Summary Creating an effective learning experience begins with clearly defined learning objectives, which serve as a roadmap for what students should achieve by the end of the course. To support instructors, an Instructor Kit provides all necessary resources and tools to guide the teaching process. However, at the heart of any course, structure is critical\u2014ensuring that learning flows logically and builds on prior knowledge. Central to this is the Learning Unit Plan, a detailed outline of each module, specifying content, activities, and assessments. The process of Learning Unit Plan Development involves designing units that align with the learning objectives, creating a seamless progression from one concept to the next. These units contain curated learning content, which may range from lectures and readings to videos or interactive materials. Equally important are the activity details, where learners engage with the material through discussions, exercises, or hands-on tasks that deepen their understanding. The course\u2019s assessment mechanisms, including both formative and summative strategies, help measure progress and reinforce learning. An effective assessment strategy ensures that learners are evaluated fairly and that the results align with the course\u2019s objectives. Lastly, a facilitation guide is essential for instructors, offering clear guidelines on how to manage the learning environment, deliver content, and support students. Feedback questions provide an opportunity to gather insights from learners, ensuring continuous improvement in both content and delivery. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Microlearning Stage 1 Prepare Skills4EOSC FAIR-by-Design Methodology Stage 2 Design","title":"Facilitator kit"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#facilitator-kit","text":"","title":"Facilitator Kit"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-objectives","text":"Upon completing this module the learner should be able to: define the elements of the learning unit plan develop the instructors kit","title":"Learning objectives"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#the-instructor-kit","text":"Syllabus is ready You should by now have the first draft of your syllabus . It contains all the fields from the RDA min metadata set plus the high level topics covered by the learning material. The main goal of the instructor kit is to support the trainers and instructors in the delivery of the learning materials. It is also essential for high quality reusability of the learning materials by other trainers and/or instructional designers. The complete instructor kit consists of learning materials that are developed and used to support the learning process, but are not directly visible by learners. These include the following items: learning unit plan activity details quiz question banks quiz strategies facilitation guide feedback questions","title":"The Instructor Kit"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#structure-is-everything","text":"Create an intuitive logical organisation of all learning materials. The goal is for other people to easily reuse a single item (plan, activity, unit, assessment, ...). Use a hierarchical structure to combine learning units into larger compositions. How to organise the files The diagram shows how to organise all files in folders and subfolders. Click on the links to discover and use pre-prepared templates. To download the file from Github, use the \"Download raw file\" button at the upper right corner graph LR r[root] --> res; r --> rm[<a href='https://www.makeareadme.com/'>README</a>]; r --> l[<a href='https://creativecommons.org/licenses/by/4.0/legalcode.txt'>LICENSE</a>]; r --> c[<a href='https://citation-file-format.github.io/'>CITATION.cff</a>]; r --> misc[opt miscellaneous files]; res[resources] --> att[attachments]; att --> mf[multimedia files]; res --> f[Feedback]; f --> fq[<b>Survey</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Feedback/training_feedback_template.md'>Git MD Format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/feedback/Training%20Evaluation%20Form.docx'>Office format</a>]; res --> s1[opt 01 Section Name]; res --> s[<b>Syllabus</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/syllabus.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/syllabus.docx'>Office format</a>]; res --> fg[<b>Facilitator Guide</b> <br> <a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/template_facilitator_guide.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/Training%20Facilitator%20Guide.docx'>Office format</a>]; s1 --> m1[opt 01 Module Name]; m1 --> lu1[01 Learning Unit Name]; m1 --> lux[...]; m1 --> luN[N Learning Unit Name]; lu1 --> act[Activities]; lu1 --> ass[Assessment]; lu1 --> at[attachments]; at --> mff[multimedia files]; lu1 --> lc[<b>Learning Content</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/template_content.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/Module%20Name_notes.docx'>Office format</a>]; lu1 --> sd[<a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Learning_unit_content.pptx'>Slide Deck</a>]; lu1 --> lp[<b>Learning Unit Plan</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/template_unit_lesson_plan.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/Module%20Plan.docx'>Office format</a>]; act --> a1[<b>01 activity desc</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Activities/activity_details_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/activities/Activity%20Name_description.docx'>Office format</a>]; act --> ax[...]; act --> aK[<b>K activity desc</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Activities/activity_details_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/activities/Activity%20Name_description.docx'>Office format</a>]; ass --> qb[<b>Questions</b><br><a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Assessment/assessment_template.md'>Git MD format</a><br><a href='https://github.com/FAIR-by-Design-Methodology/microlearning/blob/main/resources/attachments/Root/XX%20module%20name/assessment/quiz_gift_template.txt'>Office format</a>]; ass --> st[<a href='https://github.com/FAIR-by-Design-Methodology/templates/blob/main/resources/Learning%20Unit/Assessment/assessment_template.md'>opt strategy</a>]; Don't worry, we got you covered with templates All templates are readily available for use in the specialised templates repository . See the detailed training on how to use it step by step.","title":"Structure is everything"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-unit-plan","text":"To ensure rich learning experience it is imperative to develop a learning unit plan. This document incorporates all aspects that should lead to a high quality learning experience as it defines the plan on how to use teaching methods and the learning content together with activities to achieve the defined learning objectives. Note that an effective lesson plan for online trainees may not be the same to the one for traditional workshop settings. Formally, a unit plan refers to a detailed step-by-step guide for a trainer to understand what materials to give to students and how to provide them so students would accomplish their learning goals. There may be different detail levels of the learning unit plan: Detailed: a detailed plan that includes what will be the trainer step-by-step plan and learning activities. Semi-detailed: a semi-detailed plan is less complex and offers a general game plan of what will be covered in the unit. It is recommended that you follow the Hunter's model for developing a learning unit plan: Set Learning Objectives ... what is the goal Identify Needs ... how to get there Plan ... share the agenda Hook ... why is the content important Instruct ... watch how I do it Practise ... you help me do it, I'll watch you do it Wrap-Up ... foster retention and reinforcement Evaluate ... monitor progress Reflect ... how did it go? Read more about the Hunter Model","title":"Learning Unit Plan"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-unit-plan-development","text":"In a nutshell, the required information that you need to provide in your learning plan is: Unit Name Purpose of the unit Location Duration Number of attendees Learning objectives Plan including topic, duration, key points, teaching methods, activities and resources Assessment Certification Reflection Remember that although some parts of this information may seem repetitive with the overall syllabus, the plan is much more detailed and the repetition provides the much needed context for reuse.","title":"Learning Unit Plan Development"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-content","text":"Once you have a plan, it is time to start developing the learning content. Remember to design the content so that it appeals learners with different modalities (verbal, audio, read/write, kinesthetic) including different multimedia. The learners notebook is the main learning content that you are aiming to introduce the learners to. The content of each learning unit notebook should include: brief introduction learning objectives target audience duration prerequisites learning tools content summary suggested reading Again, although some items may seem repetitive compared to the syllabus, bear in mind that this is done in order to improve reusability. In this way the learning unit can be reused as a stand alone package. Remember to add different types of media to the content, supporting an integrated multi-modal approach. For pure self-based learning the complete notebook should be enough to present all of the learning content in one place. Slides For trainer led environments, usually a slide deck is also necessary so that the trainer can lead the trainees across the learning content and work with them through the activities. The slide deck should follow the stages of the HUNTER model. What about instructor notes? Need to be detailed enough so that anyone can reuse the slides properly. Don't put them in the slide deck. This is what the learning content file is for.","title":"Learning Content"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#activity-description","text":"All activities that are planned to be performed with or by the learners as part of the learning unit plan should be described in enough details so that they can be executed by any trainer or facilitator no matter if they are part of the original instructional design team or not. They could be only tasked with training implementation, or they could be simply reusing the learning material. In addition, this additional documentation related to activity description can serve as a personal reminder long after the training has been completed and it allows for keeping notes on how the activity was implemented as well as any external community feedback. Based on the best practices, each activity should be described in a separate document that contains: activity name short description duration number of people it can be performed with goal materials instructions tips and tricks related sources comments This example of an activity description document related to one of the activities offered in this training can help you visualise the type of information that needs to be included for each activity. A set of well described and reusable activities can be found at the Session lab website . Another source of activities is 25 activities for making lecture-based training active .","title":"Activity description"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#assessment","text":"Thinking about how you can assess the learners obtained knowledge is part of step 2 of the backward instructional design process. Traditionally, there are many different types of assessments that can be performed, but the most typically used in professional training and certification is the quiz form. In general, quizzes can be used in a large variety of settings, providing opportunities for reflection, knowledge improvement with feedback or assessment. Although they can be setup as formative (after each learning unit) or summative (one exam quiz at the end), from the FAIR-by-design perspective, it is recommended that at least the questions that form the quiz are setup in a formative way, meaning each learning unit comes with a set of questions that are related to that particular learning unit. In this way, it is up to the instructor to setup the assessment: is it going to be multiple quizzes throughout or is it going to be one in the end. When designing the quiz questions one should go back to the Bloom's taxonomy introduced . This time however, you are interested in what type of quiz question can be used to assess the knowledge of a different level of the cognitive domain. This is presented in the table below. T/F MC MS LA SA FIB MAT ORD Create X Evaluate X X X X Analyze X X X Apply X X X X X Understand X X X X Remember X X X X X where T/F - True/False MC - multiple choice MS - multi-select LA - long answer SA - short answer FIB - fill in the blank MAT - Matching ORD - Ordering","title":"Assessment"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#assessment-strategy","text":"Once you have defined your quiz questions, the next step is to define the quiz strategy. This strategy can be defined separately for each quiz as a common strategy for all formative quizzes, or can be one strategy for the summative final exam In the first case, a separate strategy document needs to be developed for each learning unit, while for the later two options (recommended) the quiz strategy can be described in the main facilitation guide document (see next learning unit for more details). If each learning unit has its own quiz strategy then it should be provided together with the learning unit.","title":"Assessment Strategy"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#learning-unit-structure","text":"To summarise, a complete learning unit consists of several parts: learning unit plan learning unit content optional slide deck or similar type of instructional material activities description assessment quiz and strategy","title":"Learning Unit Structure"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#facilitation-guide","text":"As the syllabus represents the learner's view of the learning materials, the facilitation guide is a document that represents the trainers view and aims to enable a smooth and efficient training. Thus the guide aims to help with the general activities regarding the organisation of the training, what needs to be done before, during and after the training, how to setup the training environment, prepare any props and materials, etc. A well-defined facilitation guide should include the following elements: what to do before during after the training where are all of the materials that should be used during the training digital materials location physical resources and equipment needed e.g. projector e.g. activity resources such as card decks etc. how to prepare the materials beforehand e.g. something needs to be written on flip charts how to prepare the learning environment room layout and any other specifics (e.g. name tags, sign-in sheet, etc.) in case of an online training this includes preparation of the virtual room, providing access, sending out or publishing reading materials, etc. In the case of a summative or common quiz strategy it can contain this information as well. For best visibility, the guide should also contain shortcuts to all activities planned. However, any specific details and notes should be available in the learning unit plan. Available facilitation guide kit The facilitation guide should help prepare for the actual training. If you don't want to develop your own, use something that is already available such as the TRIPLE project TRAINING TOOLKIT .","title":"Facilitation Guide"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#feedback","text":"At the end of the learning process you should gather feedback from the learners so that they can provide feedback on what worked well and what should be improved in the training and learning materials. For these purposes a set of feedback questions should be drafted. The feedback can be gathered by enabling the learners to answer the questions using different modalities: physically by filling out a feedback sheet digitally using a feedback form created on the learning platform or using some other survey system Available feedback form The feedback form template is ready to be used as is. All you need to do is change the name of the training. It should be shared with training participants after the training, to gather quantitative and qualitative feedback.","title":"Feedback"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#summary","text":"Creating an effective learning experience begins with clearly defined learning objectives, which serve as a roadmap for what students should achieve by the end of the course. To support instructors, an Instructor Kit provides all necessary resources and tools to guide the teaching process. However, at the heart of any course, structure is critical\u2014ensuring that learning flows logically and builds on prior knowledge. Central to this is the Learning Unit Plan, a detailed outline of each module, specifying content, activities, and assessments. The process of Learning Unit Plan Development involves designing units that align with the learning objectives, creating a seamless progression from one concept to the next. These units contain curated learning content, which may range from lectures and readings to videos or interactive materials. Equally important are the activity details, where learners engage with the material through discussions, exercises, or hands-on tasks that deepen their understanding. The course\u2019s assessment mechanisms, including both formative and summative strategies, help measure progress and reinforce learning. An effective assessment strategy ensures that learners are evaluated fairly and that the results align with the course\u2019s objectives. Lastly, a facilitation guide is essential for instructors, offering clear guidelines on how to manage the learning environment, deliver content, and support students. Feedback questions provide an opportunity to gather insights from learners, ensuring continuous improvement in both content and delivery.","title":"Summary"},{"location":"1st%20Session/05%20Facilitator%20kit/Facilitator%20kit/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Microlearning Stage 1 Prepare Skills4EOSC FAIR-by-Design Methodology Stage 2 Design","title":"Suggested Reading"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/","tags":["Multimedia","Learning modality","Accessibility"],"text":"Rich learning experience Slides Download the slides here Learning objectives Upon completing this module the learner should be able to: identify different learning modalities design multimedia rich content develop accessible learning content Learning modalities Effective learning experience is crucial for application of the obtained knowledge and skills in real world context. To achieve this, not only the learning objectives, but all content, activities, assignments and assessments must be learner-centered. Learners perform best when they are engaged in authentic activities, collaborate with peers to share and deepen their understanding, and apply their existing skills to different contexts and new problems. Rich learning experiences can be supported by inquiry-based learning structures, such as projects and performance tasks thoughtfully interwoven direct instruction opportunities to practice and apply learning It is important that learners are given meaningful tasks that build on their prior knowledge together with a safe positive environment in which they can receive timely and helpful feedback. Units should be well structured so as to reduce the unnecessary cognitive load, and based on multiple modalities and tools for accessing information and expressing learning to support different types of learners. Learning modalities refer to the different ways individuals process and retain information. These modalities highlight the diverse preferences and strengths people have when it comes to learning. The most commonly recognized learning modalities include: Visual Learners who prefer visual modalities understand and remember information better when it is presented in a visual format, such as diagrams, charts, graphs, and images. They benefit from seeing concepts and ideas. Auditory Auditory learners process information most effectively when it is heard. They learn well through lectures, discussions, podcasts, and verbal instructions. Reading/Writing These learners prefer interacting with text-based information. They excel in reading and writing tasks, such as taking notes, reading books, and writing essays or reports. Kinesthetic Kinesthetic learners are hands-on learners who grasp concepts best through physical activity and movement. They benefit from experiments, role-playing, and using objects or tools. Some theories and frameworks expand on learning modalities, recognizing that people often use a combination of these modalities rather than relying on a single one. Understanding and catering to different learning modalities can enhance teaching strategies and improve learning outcomes by providing varied methods of instruction that align with learners\u2019 preferences. Adding multimedia to the learning content Incorporating multimedia into learning content is directly related to learning modalities because it allows educators to address and engage different types of learners more effectively. Multimedia aligns with various learning modalities: Visual Learners: Multimedia can include videos, infographics, animations, and diagrams that visually represent concepts. This appeals to visual learners by providing clear and engaging ways to understand and remember information. Auditory Learners: By adding audio elements such as narrations, podcasts, or sound effects, multimedia caters to auditory learners who benefit from hearing information. This can include explanations, discussions, or even background music that reinforces the learning material. Reading/Writing Learners: Multimedia can integrate text-based elements, such as subtitles, captions, or interactive reading materials, which appeal to learners who prefer to read and write. Hyperlinks to additional reading, digital flashcards, or interactive eBooks also support this modality. Kinesthetic Learners: Interactive multimedia, such as simulations, virtual labs, or drag-and-drop activities, allows kinesthetic learners to engage with the content through physical interaction. This hands-on approach helps them better grasp and retain the material. By integrating multimedia, educators can create a richer, more inclusive learning environment that accommodates different learning preferences. It also helps to reinforce concepts through multiple channels, increasing the likelihood that learners will understand and retain the material. Adding multimedia to MD content While Markdown itself is quite simple, it can be enhanced with multimedia by incorporating various elements such as images, videos, audio, and interactive content. Different types of multimedia can be added to Markdown content by: Images To add images, use the following syntax: ![Alt text](image-url) such as ![A beautiful sunset](https://example.com/sunset.jpg) or if it is a local file ![Alt text](./path/to/image.jpg) Images in MD One of the most important things to remember is that the \"alt text\" is alternative text for the image that is used for accessibility purposes. It will be read by a screen reader that helps learners with visual impairments. Icons add visual interest and can help convey meaning quickly. While Markdown itself doesn\u2019t support icons natively, you can use HTML or rely on Markdown extensions or themes that support icons. Example <i class=\"fas fa-info-circle\"></i> This is an informational icon. Videos While Markdown doesn\u2019t natively support embedding videos, you can use HTML to embed videos from platforms like YouTube or use a link to direct users to the video. Using HTML (embedded video): <iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/dQw4w9WgXcQ\" frameborder=\"0\" allowfullscreen></iframe> Using a link (linked video): [Watch this video](https://www.youtube.com/watch?v=dQw4w9WgXcQ) Videos in MD As in the examples, it is best practice to put the video on a video streaming provider and then link or embed it. This helps keep the repo lean as video files are quite big, plus it allows you to use some advanced features such as auto captioning, chapters, playlists, etc. GIFs Another option is to use embedded GIFs as short videos. In this case it is as if you are adding an image ![Funny cat](https://example.com/funny-cat.gif) Audio To include audio, you can also use HTML: <audio controls> <source src=\"audio-file-url.mp3\" type=\"audio/mpeg\"> Your browser does not support the audio element. </audio> for an example Your browser does not support the audio element. Accessible multimedia Provide transcripts and captions for audio and video content to make them accessible to all users. Interactive elements For more complex interactive elements, one might use HTML or specialized tools that support enhanced Markdown (like Jupyter notebooks or MkDocs): Interactive Maps, Charts, or Widgets: You can embed these by using <iframe> or specific Markdown extensions supported by your platform. Example (Embedded Map using HTML) <iframe src=\"https://www.google.com/maps/embed?pb=!1m18...\" width=\"600\" height=\"450\" style=\"border:0;\" allowfullscreen=\"\" loading=\"lazy\"></iframe> Slideshows If you need to add a slideshow, you might use Markdown libraries such as Reveal.js that convert Markdown into presentation slides. Slides to narrated video To turn your slides into a video with text-to-speech narration using AI empowered tools, follow these steps: Prepare Your Slides Ensure your slides are in the correct sequence and format. Export your slides as images or PDFs if your chosen video editor requires it. Create a Script for Narration Write down the text you want to be narrated for each slide. Ensure the script matches the flow and content of your slides. Generate Text-to-Speech Narration Use a free text-to-speech tool like Google Text-to-Speech, Balabolka, or Natural Reader (free versions available): Google Text-to-Speech : If you have a Google account, you can use Google Cloud\u2019s Text-to-Speech API for free (up to certain limits). Balabolka : software that allows you to convert text files to speech and save them as audio files. Natural Reader : Offers an online version that can read text aloud and download the audio. Convert your script into audio files, one for each slide or section. Combine Slides and Audio into a Video Use a free video editor like OpenShot, Shotcut, or iMovie (if on macOS): OpenShot : A free, open-source video editor that supports adding images, text, audio, and transitions. Shotcut : Another free, open-source video editor with more advanced features. iMovie : Free for macOS users, simple and intuitive for basic video editing. Import your slides and audio files into the video editor. Arrange the slides in sequence, and sync each slide with the corresponding audio. Add transitions, background music, or any other effects you desire. Export Your Video Once your video is complete, export it in your preferred format (e.g., MP4, MOV). Ensure the settings match your desired resolution and quality. Review and Finalize Watch the video to check for any syncing issues or mistakes. Make any necessary adjustments before finalizing your video. Bonus use the slides and narration content to build MD content around the generated video. Linking to Files For documents, PDFs, or other files: [Download the PDF](https://example.com/document.pdf) Markdown Extensions Some Markdown processors support extended syntax for including multimedia, such as MathJax for equations or Mermaid for diagrams. See the example in the previous module where the structure is presented using Mermaid. Admonitions are special call-out boxes that highlight important information or warnings. They help users quickly identify key points or notes. Use Admonitions to Highlight Key Information. Code blocks can also be used to provide source code examples to learners. Integrating Jupyter Notebooks with MkDocs can provide a powerful way to combine interactive code, data analysis, and documentation. This is particularly useful for projects that involve both technical explanations and live code examples. To mix MD with Jupyter Notebooks you can: Convert Jupyter Notebooks to Markdown or HTML Jupyter Notebooks can be converted to Markdown or HTML, which can then be included in your MkDocs site. Use nbviewer or GitHub Gists for Live Notebooks services like nbviewer or GitHub Gists to embed live notebooks, such as [View Jupyter Notebook](https://nbviewer.jupyter.org/github/username/repository/blob/main/notebook.ipynb) Use jupyter-book for a Comprehensive Solution consider using jupyter-book, which is designed to work with Jupyter Notebooks and Markdown to create interactive books. also, the jupyter-mkdocs plugin enables you to run Jupyter Notebooks directly within MkDocs. Final Tips Maintain a Consistent Style : Use consistent image sizes, captions, and positioning throughout your content. Test Compatibility : Ensure that the multimedia elements work in the Markdown processor or platform you\u2019re using. Responsive Design : Ensure that your multimedia content is responsive, especially when using HTML, so that it looks good on different screen sizes. Provide Download Links for Media : Some users might prefer or need to download media files instead of viewing them directly in the browser. Documentation : Ensure that you provide clear documentation and context for users interacting with the Jupyter notebooks. DON'T Don\u2019t Overload Pages with Too Much Multimedia Why: Excessive multimedia can overwhelm users, slow down page loading, and distract from the core content. Tip: Use multimedia sparingly and only when it adds value to the content. Don\u2019t Use Low-Quality Media Why: Poor-quality images, videos, or audio can reduce the credibility and professionalism of your content. Tip: Always use high-resolution images and clear audio/video files. Don\u2019t Forget to Test Media Content Why: Media might not display or function as expected across different browsers or devices. Tip: Always test embedded media on multiple platforms before publishing. Don\u2019t Ignore Accessibility Why: Multimedia content should be accessible to all users, including those with disabilities. Tip: Use alt text, provide transcripts for videos, and ensure that interactive elements are keyboard-navigable. Don\u2019t Link to Unreliable External Sources Why: Linking to external media that may be removed or blocked can result in broken links or missing content. Tip: Host essential media content yourself or ensure that external links are stable. Don\u2019t Use Auto-Playing Media Why: Auto-playing videos or audio can be intrusive and may disrupt the user\u2019s experience. Tip: Always allow users to control when media plays. Don\u2019t Neglect to Credit Sources Why: Failing to attribute media to its original creator can lead to copyright issues and diminish the trustworthiness of your content. Tip: Always include proper citations or credits when using third-party media. Don\u2019t Rely Solely on Multimedia Why: Some users may prefer or require text-based content, so always include a textual explanation or description of your multimedia. Tip: Pair videos with summaries, and images with descriptive captions. This approach helps create rich, multimedia-enhanced learning content that can cater to different learning modalities, making your materials more engaging and effective. Accessibility All developed learning content should be accessible to a wide range of learners with different needs from a variety of backgrounds, abilities and learning styles. To ensure this the developed content needs to be checked so that access is optimised and all unnecessary barriers are removed making it inclusive and easier to engage with by all learners including people with disabilities. Accessible educational materials (AEM) are defined as educational materials that are designed or later enhanced in such a way that it makes them usable across the widest range of learner variability. For digital learning materials and technologies this means that they are accessible if they can be easily used by anyone, including people with disabilities. Accessible digital learning materials need to be designed so that they can be directly used without assistive technology or made usable with assistive technology. These are just a few examples that illustrate the need for accessible materials: simple text structure helps learners with a variety of learning needs, including learners for whom the language used is not their native language simple navigation through the materials should help access the content from mobile devices, as well as learners with low vision adding captions to videos helps learners with hearing impairment as well as learners that have low prior knowledge on the subject and key terminology. General guidelines for development of accessible materials Most of the techniques used for development of accessible learning materials are based on the Universal Design for Learning (UDL) that focuses on the design of learning materials that are aimed to be inclusive of as many learners as possible. This approach, combined with the assistive and accessible technologies, can ensure that every learner has access to the same materials. UDL is based on three fundamental principles: Multiple means of representation learning content should be presented in different ways and formats Multiple means of action and expression several options for action and expression should support the demonstration of acquired knowledge Multiple means of engagement learners differ in what engages and motivates them so multiple options should be provided The following are some general tips and guidelines that should help develop accessible learning content: Present the information in multiple ways and formats This helps support various learning styles and provides alternatives for different impairments. Use simple language The materials should be accessible for the learners' varying levels of access, background, and ability. An option is to provide additional resources to support learners that have comprehension difficulties. Use headings Assistive technologies differentiate the structural elements in the text (body text and different levels of headings). These help screen readers process the text correctly. Use table of content Helps learners navigate to the required information easily. Provide alternative text for images The alternative text is read by the screen reader instead of the image. Decorative images should be marked as decorative so that the screen reader can skip them. Use equation editors for math expressions This format helps screen readers understand the content. Use a high contrast color palette High contrast supports learners with vision impairments. Don't use color as the only way to convey information Provide other alternative means for color blind learners. Use descriptive links Links to other documents should explain where the link is taking the learner. Use tables only when required If a table is truly the best way to convey the information and not just a layout trick, then use column and row headers to describe the content. Provide closed captions and transcripts Helps make the information in the video accessible to the vision impaired. Alternative text tips and tricks For tip on how to write alternative text for images study the Alternative text guide by WebAIM . The key takeaways in the guide include: alternative text should be accurate and equivalent in representing content and function alternative text should be succinct alternative text should not be redundant alternative text should not include phrases such as \"image of ...\" or \"graphic of ...\" Decorative images should have blank alternative text. A decorative image is an image that does not present important content is used for layout or non-informative purposes does not have a function (e.g. is not a link) Use accessibility evaluation tools! Accessibility evaluation tools are not perfect. Even if they say that all is ok, it does not mean that your content is truly accessible. But they are a very good starting point. Slides Use the integrated accessibility checker in Power Point: Open an existing presentation in PowerPoint and review the content. Select the Review tab. Select Check Accessibility. An Accessibility Checker pane will appear on the right with 'Inspection Results' displayed. Web content Choose from the Web Accessibility Evaluation Tools List developed by W3C. PDF document Check accessibility in Adobe Acrobat Pro. Open the PDF and then from the All tools menu on the left, select View more and then select Prepare for accessibility. Summary To create an engaging and inclusive learning experience, it\u2019s essential to understand and integrate various learning modalities, incorporate multimedia effectively, and ensure accessibility. Learning modalities include visual, auditory, kinesthetic, and read/write styles, each catering to different ways individuals process information. By incorporating multimedia elements such as images, videos, audio, and interactive content, educators can address diverse learning preferences and enrich the educational experience. This not only helps in accommodating various learning styles but also makes the content more engaging and dynamic. Ensuring accessibility is crucial in making learning resources usable for all individuals, including those with disabilities. This involves using descriptive alt text for images, providing transcripts and captions for audio and video content, and ensuring high color contrast and responsive design. Additionally, interactive elements should be navigable via keyboard, and semantic HTML should be employed to aid screen readers in interpreting content. By following these best practices, educational content becomes more inclusive, allowing all learners to access and benefit from the material effectively. Suggested Reading Advanced editing in MD with multimedia More about accessibility and standards for accessibility","title":"Rich learning experience"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#rich-learning-experience","text":"","title":"Rich learning experience"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#learning-objectives","text":"Upon completing this module the learner should be able to: identify different learning modalities design multimedia rich content develop accessible learning content","title":"Learning objectives"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#learning-modalities","text":"Effective learning experience is crucial for application of the obtained knowledge and skills in real world context. To achieve this, not only the learning objectives, but all content, activities, assignments and assessments must be learner-centered. Learners perform best when they are engaged in authentic activities, collaborate with peers to share and deepen their understanding, and apply their existing skills to different contexts and new problems. Rich learning experiences can be supported by inquiry-based learning structures, such as projects and performance tasks thoughtfully interwoven direct instruction opportunities to practice and apply learning It is important that learners are given meaningful tasks that build on their prior knowledge together with a safe positive environment in which they can receive timely and helpful feedback. Units should be well structured so as to reduce the unnecessary cognitive load, and based on multiple modalities and tools for accessing information and expressing learning to support different types of learners. Learning modalities refer to the different ways individuals process and retain information. These modalities highlight the diverse preferences and strengths people have when it comes to learning. The most commonly recognized learning modalities include: Visual Learners who prefer visual modalities understand and remember information better when it is presented in a visual format, such as diagrams, charts, graphs, and images. They benefit from seeing concepts and ideas. Auditory Auditory learners process information most effectively when it is heard. They learn well through lectures, discussions, podcasts, and verbal instructions. Reading/Writing These learners prefer interacting with text-based information. They excel in reading and writing tasks, such as taking notes, reading books, and writing essays or reports. Kinesthetic Kinesthetic learners are hands-on learners who grasp concepts best through physical activity and movement. They benefit from experiments, role-playing, and using objects or tools. Some theories and frameworks expand on learning modalities, recognizing that people often use a combination of these modalities rather than relying on a single one. Understanding and catering to different learning modalities can enhance teaching strategies and improve learning outcomes by providing varied methods of instruction that align with learners\u2019 preferences.","title":"Learning modalities"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#adding-multimedia-to-the-learning-content","text":"Incorporating multimedia into learning content is directly related to learning modalities because it allows educators to address and engage different types of learners more effectively. Multimedia aligns with various learning modalities: Visual Learners: Multimedia can include videos, infographics, animations, and diagrams that visually represent concepts. This appeals to visual learners by providing clear and engaging ways to understand and remember information. Auditory Learners: By adding audio elements such as narrations, podcasts, or sound effects, multimedia caters to auditory learners who benefit from hearing information. This can include explanations, discussions, or even background music that reinforces the learning material. Reading/Writing Learners: Multimedia can integrate text-based elements, such as subtitles, captions, or interactive reading materials, which appeal to learners who prefer to read and write. Hyperlinks to additional reading, digital flashcards, or interactive eBooks also support this modality. Kinesthetic Learners: Interactive multimedia, such as simulations, virtual labs, or drag-and-drop activities, allows kinesthetic learners to engage with the content through physical interaction. This hands-on approach helps them better grasp and retain the material. By integrating multimedia, educators can create a richer, more inclusive learning environment that accommodates different learning preferences. It also helps to reinforce concepts through multiple channels, increasing the likelihood that learners will understand and retain the material.","title":"Adding multimedia to the learning content"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#adding-multimedia-to-md-content","text":"While Markdown itself is quite simple, it can be enhanced with multimedia by incorporating various elements such as images, videos, audio, and interactive content. Different types of multimedia can be added to Markdown content by:","title":"Adding multimedia to MD content"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#images","text":"To add images, use the following syntax: ![Alt text](image-url) such as ![A beautiful sunset](https://example.com/sunset.jpg) or if it is a local file ![Alt text](./path/to/image.jpg) Images in MD One of the most important things to remember is that the \"alt text\" is alternative text for the image that is used for accessibility purposes. It will be read by a screen reader that helps learners with visual impairments. Icons add visual interest and can help convey meaning quickly. While Markdown itself doesn\u2019t support icons natively, you can use HTML or rely on Markdown extensions or themes that support icons. Example <i class=\"fas fa-info-circle\"></i> This is an informational icon.","title":"Images"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#videos","text":"While Markdown doesn\u2019t natively support embedding videos, you can use HTML to embed videos from platforms like YouTube or use a link to direct users to the video. Using HTML (embedded video): <iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/dQw4w9WgXcQ\" frameborder=\"0\" allowfullscreen></iframe> Using a link (linked video): [Watch this video](https://www.youtube.com/watch?v=dQw4w9WgXcQ) Videos in MD As in the examples, it is best practice to put the video on a video streaming provider and then link or embed it. This helps keep the repo lean as video files are quite big, plus it allows you to use some advanced features such as auto captioning, chapters, playlists, etc.","title":"Videos"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#gifs","text":"Another option is to use embedded GIFs as short videos. In this case it is as if you are adding an image ![Funny cat](https://example.com/funny-cat.gif)","title":"GIFs"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#audio","text":"To include audio, you can also use HTML: <audio controls> <source src=\"audio-file-url.mp3\" type=\"audio/mpeg\"> Your browser does not support the audio element. </audio> for an example Your browser does not support the audio element. Accessible multimedia Provide transcripts and captions for audio and video content to make them accessible to all users.","title":"Audio"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#interactive-elements","text":"For more complex interactive elements, one might use HTML or specialized tools that support enhanced Markdown (like Jupyter notebooks or MkDocs): Interactive Maps, Charts, or Widgets: You can embed these by using <iframe> or specific Markdown extensions supported by your platform. Example (Embedded Map using HTML) <iframe src=\"https://www.google.com/maps/embed?pb=!1m18...\" width=\"600\" height=\"450\" style=\"border:0;\" allowfullscreen=\"\" loading=\"lazy\"></iframe>","title":"Interactive elements"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#slideshows","text":"If you need to add a slideshow, you might use Markdown libraries such as Reveal.js that convert Markdown into presentation slides.","title":"Slideshows"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#slides-to-narrated-video","text":"To turn your slides into a video with text-to-speech narration using AI empowered tools, follow these steps: Prepare Your Slides Ensure your slides are in the correct sequence and format. Export your slides as images or PDFs if your chosen video editor requires it. Create a Script for Narration Write down the text you want to be narrated for each slide. Ensure the script matches the flow and content of your slides. Generate Text-to-Speech Narration Use a free text-to-speech tool like Google Text-to-Speech, Balabolka, or Natural Reader (free versions available): Google Text-to-Speech : If you have a Google account, you can use Google Cloud\u2019s Text-to-Speech API for free (up to certain limits). Balabolka : software that allows you to convert text files to speech and save them as audio files. Natural Reader : Offers an online version that can read text aloud and download the audio. Convert your script into audio files, one for each slide or section. Combine Slides and Audio into a Video Use a free video editor like OpenShot, Shotcut, or iMovie (if on macOS): OpenShot : A free, open-source video editor that supports adding images, text, audio, and transitions. Shotcut : Another free, open-source video editor with more advanced features. iMovie : Free for macOS users, simple and intuitive for basic video editing. Import your slides and audio files into the video editor. Arrange the slides in sequence, and sync each slide with the corresponding audio. Add transitions, background music, or any other effects you desire. Export Your Video Once your video is complete, export it in your preferred format (e.g., MP4, MOV). Ensure the settings match your desired resolution and quality. Review and Finalize Watch the video to check for any syncing issues or mistakes. Make any necessary adjustments before finalizing your video. Bonus use the slides and narration content to build MD content around the generated video.","title":"Slides to narrated video"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#linking-to-files","text":"For documents, PDFs, or other files: [Download the PDF](https://example.com/document.pdf)","title":"Linking to Files"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#markdown-extensions","text":"Some Markdown processors support extended syntax for including multimedia, such as MathJax for equations or Mermaid for diagrams. See the example in the previous module where the structure is presented using Mermaid. Admonitions are special call-out boxes that highlight important information or warnings. They help users quickly identify key points or notes. Use Admonitions to Highlight Key Information. Code blocks can also be used to provide source code examples to learners. Integrating Jupyter Notebooks with MkDocs can provide a powerful way to combine interactive code, data analysis, and documentation. This is particularly useful for projects that involve both technical explanations and live code examples. To mix MD with Jupyter Notebooks you can: Convert Jupyter Notebooks to Markdown or HTML Jupyter Notebooks can be converted to Markdown or HTML, which can then be included in your MkDocs site. Use nbviewer or GitHub Gists for Live Notebooks services like nbviewer or GitHub Gists to embed live notebooks, such as [View Jupyter Notebook](https://nbviewer.jupyter.org/github/username/repository/blob/main/notebook.ipynb) Use jupyter-book for a Comprehensive Solution consider using jupyter-book, which is designed to work with Jupyter Notebooks and Markdown to create interactive books. also, the jupyter-mkdocs plugin enables you to run Jupyter Notebooks directly within MkDocs. Final Tips Maintain a Consistent Style : Use consistent image sizes, captions, and positioning throughout your content. Test Compatibility : Ensure that the multimedia elements work in the Markdown processor or platform you\u2019re using. Responsive Design : Ensure that your multimedia content is responsive, especially when using HTML, so that it looks good on different screen sizes. Provide Download Links for Media : Some users might prefer or need to download media files instead of viewing them directly in the browser. Documentation : Ensure that you provide clear documentation and context for users interacting with the Jupyter notebooks.","title":"Markdown Extensions"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#dont","text":"Don\u2019t Overload Pages with Too Much Multimedia Why: Excessive multimedia can overwhelm users, slow down page loading, and distract from the core content. Tip: Use multimedia sparingly and only when it adds value to the content. Don\u2019t Use Low-Quality Media Why: Poor-quality images, videos, or audio can reduce the credibility and professionalism of your content. Tip: Always use high-resolution images and clear audio/video files. Don\u2019t Forget to Test Media Content Why: Media might not display or function as expected across different browsers or devices. Tip: Always test embedded media on multiple platforms before publishing. Don\u2019t Ignore Accessibility Why: Multimedia content should be accessible to all users, including those with disabilities. Tip: Use alt text, provide transcripts for videos, and ensure that interactive elements are keyboard-navigable. Don\u2019t Link to Unreliable External Sources Why: Linking to external media that may be removed or blocked can result in broken links or missing content. Tip: Host essential media content yourself or ensure that external links are stable. Don\u2019t Use Auto-Playing Media Why: Auto-playing videos or audio can be intrusive and may disrupt the user\u2019s experience. Tip: Always allow users to control when media plays. Don\u2019t Neglect to Credit Sources Why: Failing to attribute media to its original creator can lead to copyright issues and diminish the trustworthiness of your content. Tip: Always include proper citations or credits when using third-party media. Don\u2019t Rely Solely on Multimedia Why: Some users may prefer or require text-based content, so always include a textual explanation or description of your multimedia. Tip: Pair videos with summaries, and images with descriptive captions. This approach helps create rich, multimedia-enhanced learning content that can cater to different learning modalities, making your materials more engaging and effective.","title":"DON'T"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#accessibility","text":"All developed learning content should be accessible to a wide range of learners with different needs from a variety of backgrounds, abilities and learning styles. To ensure this the developed content needs to be checked so that access is optimised and all unnecessary barriers are removed making it inclusive and easier to engage with by all learners including people with disabilities. Accessible educational materials (AEM) are defined as educational materials that are designed or later enhanced in such a way that it makes them usable across the widest range of learner variability. For digital learning materials and technologies this means that they are accessible if they can be easily used by anyone, including people with disabilities. Accessible digital learning materials need to be designed so that they can be directly used without assistive technology or made usable with assistive technology. These are just a few examples that illustrate the need for accessible materials: simple text structure helps learners with a variety of learning needs, including learners for whom the language used is not their native language simple navigation through the materials should help access the content from mobile devices, as well as learners with low vision adding captions to videos helps learners with hearing impairment as well as learners that have low prior knowledge on the subject and key terminology.","title":"Accessibility"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#general-guidelines-for-development-of-accessible-materials","text":"Most of the techniques used for development of accessible learning materials are based on the Universal Design for Learning (UDL) that focuses on the design of learning materials that are aimed to be inclusive of as many learners as possible. This approach, combined with the assistive and accessible technologies, can ensure that every learner has access to the same materials. UDL is based on three fundamental principles: Multiple means of representation learning content should be presented in different ways and formats Multiple means of action and expression several options for action and expression should support the demonstration of acquired knowledge Multiple means of engagement learners differ in what engages and motivates them so multiple options should be provided The following are some general tips and guidelines that should help develop accessible learning content: Present the information in multiple ways and formats This helps support various learning styles and provides alternatives for different impairments. Use simple language The materials should be accessible for the learners' varying levels of access, background, and ability. An option is to provide additional resources to support learners that have comprehension difficulties. Use headings Assistive technologies differentiate the structural elements in the text (body text and different levels of headings). These help screen readers process the text correctly. Use table of content Helps learners navigate to the required information easily. Provide alternative text for images The alternative text is read by the screen reader instead of the image. Decorative images should be marked as decorative so that the screen reader can skip them. Use equation editors for math expressions This format helps screen readers understand the content. Use a high contrast color palette High contrast supports learners with vision impairments. Don't use color as the only way to convey information Provide other alternative means for color blind learners. Use descriptive links Links to other documents should explain where the link is taking the learner. Use tables only when required If a table is truly the best way to convey the information and not just a layout trick, then use column and row headers to describe the content. Provide closed captions and transcripts Helps make the information in the video accessible to the vision impaired.","title":"General guidelines for development of accessible materials"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#alternative-text-tips-and-tricks","text":"For tip on how to write alternative text for images study the Alternative text guide by WebAIM . The key takeaways in the guide include: alternative text should be accurate and equivalent in representing content and function alternative text should be succinct alternative text should not be redundant alternative text should not include phrases such as \"image of ...\" or \"graphic of ...\" Decorative images should have blank alternative text. A decorative image is an image that does not present important content is used for layout or non-informative purposes does not have a function (e.g. is not a link) Use accessibility evaluation tools! Accessibility evaluation tools are not perfect. Even if they say that all is ok, it does not mean that your content is truly accessible. But they are a very good starting point. Slides Use the integrated accessibility checker in Power Point: Open an existing presentation in PowerPoint and review the content. Select the Review tab. Select Check Accessibility. An Accessibility Checker pane will appear on the right with 'Inspection Results' displayed. Web content Choose from the Web Accessibility Evaluation Tools List developed by W3C. PDF document Check accessibility in Adobe Acrobat Pro. Open the PDF and then from the All tools menu on the left, select View more and then select Prepare for accessibility.","title":"Alternative text tips and tricks"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#summary","text":"To create an engaging and inclusive learning experience, it\u2019s essential to understand and integrate various learning modalities, incorporate multimedia effectively, and ensure accessibility. Learning modalities include visual, auditory, kinesthetic, and read/write styles, each catering to different ways individuals process information. By incorporating multimedia elements such as images, videos, audio, and interactive content, educators can address diverse learning preferences and enrich the educational experience. This not only helps in accommodating various learning styles but also makes the content more engaging and dynamic. Ensuring accessibility is crucial in making learning resources usable for all individuals, including those with disabilities. This involves using descriptive alt text for images, providing transcripts and captions for audio and video content, and ensuring high color contrast and responsive design. Additionally, interactive elements should be navigable via keyboard, and semantic HTML should be employed to aid screen readers in interpreting content. By following these best practices, educational content becomes more inclusive, allowing all learners to access and benefit from the material effectively.","title":"Summary"},{"location":"1st%20Session/06%20Rich%20learning%20exp/Rich%20learning%20experience/#suggested-reading","text":"Advanced editing in MD with multimedia More about accessibility and standards for accessibility","title":"Suggested Reading"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/","tags":["Citing","Attribution"],"text":"Citing and Attribution Slides Download the slides here Learning Objectives Upon completing this module the learner should be able to: Identify permissible licenses Provide attribution for reused content Define how others should cite your work Intellectual Property Rights (IPR) Intellectual property refers to the creation of intellectual activity. Intellectual Property Rights (IPR) protects the interests of the creators and owners by providing them with rights over their creation. For the purposes of creation of learning materials, the copyright and related rights main branches of IPR are used. They are defined to protect literary and artistic creations, performances, phonograms by defining the authors\u2019, owners\u2019, performers\u2019, producers\u2019 and broadcasters\u2019 rights. In some cases additional IPR branches might be involved. Copyright Original work can be protected by copyright law that grants the owner exclusive right to control certain rights such as reproduction. The copyright is owned jointly by all authors, or it may be owned by the employing institution. Any work that you create by default makes you or your institution/employer the copyright holder of it. Use of copyright protected work requires permission from the owner . Permission may not be required in the case of works licensed in the public domain and uses covered by Copyright Exceptions. Only the copyright holder is allowed to distribute whatever is created. If you want to transfer this right to other people as well, you can do that via a license. In absence of exceptions or limitations, one can reuse an existing work if it is licensed to the user or it is licensed to the public using a public license such as the Creative Commons (CC) licenses or Free-Libre / Open Source Software (FLOSS) licenses . Licensing The content in this section contains material taken from: CC FAQ website licensed under the CC BY 4.0 license Creative Commons license Wikipage (2023, June 21) in Wikipedia licensed under the Creative Commons Attribution-ShareAlike License 4.0 A license allows you to define rights and obligations regarding the use of your work. One of the best sources of information for licensing reusable learning materials is Creative Commons . There are many available CC License options which are based on the four baseline rights. It is recommended that the least restrictive CC BY 4.0 license , requiring only that credit is given to the creator when reusing, is used when creating new learning materials. The ND right falls into the opposite extreme and is not recommended for FAIR learning materials licensing as it severely limits their reusability in adaptations. Public domain licensing (CC0) is also not recommended as different rules apply in different countries. The CC License Chooser tool helps authors share their work in a standardised way providing copyright licenses that enable sharing and reuse of the creative work under the chosen conditions. To apply a license all you have to do is indicate which CC license you are applying to your work. You should then check the terms of the chosen license and comply with the requirements therein. For an example, it is strongly recommended to include a link to the relevant CC license deed (e.g., https://creativecommons.org/licenses/by/4.0). Example is provided below: Except where otherwise noted, content on this site is licensed under a Commons Attribution 4.0 International License Respect the licenses, to be respected!\u200b Materials with non-permissable licenses can be used for inspiration only. Materials with permissable licenses should be reused based on the license rules. Attribution and Citing The right to attribution is a moral right of the authors that protects the personal relationship between the author and the created work even if the creator does not own the copyright. For work created by others that you are incorporating into your own work you want to make it easy for others to know who created what parts of the work. In other words, acknowledgement of the reused materials through attribution is always needed (even if it is not a requirement of the license, such as the public domain licenses). One condition that is required for all CC licenses is attribution. The ideal attribution follows the TASL approach: T itle - what is the name of the work A uthor - who allows you to use the work (name and link) S ource - where can the work be found (link added to title) L icense - how can the work be used (name and link to the license) If your work is a modification or adaptation of another work, indicate this and provide attribution to the creator of the original work. You should also include a link to the work you modified and indicate what license applies to that work. Citing A citation allows authors to provide the source of any quotations, ideas, and information that they include in their own work based on the copyrighted works of other authors. However, in the case of using direct quotations with citing, it is essential that the amount of information referenced is very limited. In addition, it is recommended to quote works that were already made available to the public in a lawful way and, when possible, to provide the original source and the author's name. Depending on the country, the reproduction and communication of a protected work may be carried out for the sole purpose of illustration for teaching or scientific research, as long as the source, including the author's name, is indicated, unless this turns out to be impossible and to the extent justified by the non-commercial purpose to be achieved. Plan to reuse existing material? Check the license The existing material is available under a CC license, but it is different than the one you plan to use for your materials... I want to reuse it as a whole I want to reuse a small part of it You can't use something that is licensed with ND (no derivatives). In this case you must follow the rules on combining and adapting CC material. Read more... No problem, you can reuse any existing CC licensed material in your learning materials as long as the reused portion is used as a showcase or to make a specific point and it is not the core of your work. If the work is licensed with ND, do not modify it while reusing. Go to CC licensing FAQ Attribute All CC licenses require that you attribute the author, and this rule is recommended even if the license is public domain CC-0. If the work you are reusing has a copyright notice (\"\u00a9 some text\") you need to reproduce it while you credit the work. You should also be able to remove attribution upon request. Use the authors recommended attribution Use TASL Examples If the original author has provided a cite-as information, use it to attribute the work. Provide the Title, Author, Source and License of the work that you are reusing. Source is the URL to the original work. If there is a URL to the author personal pages, provide it together with the name. Provide the name of the license and a URL to the license. Examples are taken from Best Practices for Creative Commons attributions - how to attribute works you reuse under a Creative Commons license submitted by New Media Rights available under a CC BY-NC 3.0 US DEED Webpage/Blog - Title (with link to original work), author (or username) (with link to author's website), and license (with link). Undercover Vampire Policeman by Chris Zabriskie , available under a Creative Commons Attribution 4.0 License Book \u2013 Title, author, license written somewhere near the title and author if it\u2019s a hard copy or if it\u2019s an online book you should include a link to the licensed terms. From Dust to Digital: Ten Years of the Endangered Archives Programme by Maja Kominko under a Creative Commons Attribution Non-commercial Non-Derivative 4.0 International license (CC BY-NC-ND 4.0) Online Video - Title, author, license written into credits at end of video. Ideally make the text clickable to the original work. Put links to the original work and the license terms in the information section for the particular work (i.e. on the right in YouTube). http://www.youtube.com/watch?v=fDbbdeIXO0w#t=3m0s Podcast/Audio - Title, author, license read at the end of the entire work. > \u201cJe Suis Rick Springfield\u201d from the album Artificial Heart , by Jonathan Coulton, used under a Creative Commons Attribution-Noncommercial 3.0 Unported License Photo/Drawing/Illustration \u2013 Title, author, license (with link online) or in close proximity to the tangible work (either in the border or directly on the work, if applicable). \u201c Comcast protest \u201d by Flikr user Steve Rhodes used under Creative Commons Attribution 2.0 license How to handle attribution? Defining How to cite Citation files are plain text files with human- and machine-readable citation information that tells others how to cite or attribute your work. There is a an open source project that defines the Citation File Format (CFF) in a CITATION.cff file so that there is a structured, uniform way of decribing how others should cite your work. CITATION.cff is written in a YAML format and has controlled vocabularies for most of the supported fields. The purpose of this file is to provide information on how the materials (Git repository) should be cited. Its content, among other things, also controls the text shown when the Cite this repository button is clicked on the right hand side of a GitHub repository's homepage. Create your own citation file The citation file is a specific file wherein you need to provide the correct information so that it can be correctly processed. The following steps outline the procedure when using the FAIR-by-Design templates repository. In the templates GitHub repository navigate to the citation file Copy the whole content of the file In another browser tab, navigate to https://citation-file-format.github.io/ the site provides an online tool that helps you develop citation files in the cff file format Click on Create CFF file in the upper right corner Click on the cffinit website blue button Choose Update Paste the content of the copied citation file from the templates repo Click parse there are two warnings as doi and license are not defined as basic fields, but the bottom message should say parsed CFF successfully Click start editing note that this tool makes you choose between type of work software or dataset. As the learning materials are neither we recommend that the type field is not used in the file. Follow the workflow and define the content of citation.cff Ensure the file is valid Download the file Put the file in the root of your learning materials repo Summary Intellectual Property Rights (IPR) protect creators by granting them exclusive rights over their work, with copyright being particularly relevant to the creation of learning materials. Copyright automatically applies to original works, requiring permission for reuse unless the work is in the public domain or covered by specific exceptions. Licensing, especially through Creative Commons (CC), provides a way for creators to define how others can use their work. Attribution and citation are crucial for recognizing and respecting the original creators. All CC licenses mandate attribution, which can be effectively managed using the TASL approach\u2014Title, Author, Source, and License. Proper citation ensures legal compliance and honors the intellectual contributions of others. The use of CITATION.cff files is also encouraged, as they provide a standardized format for describing how a work should be cited, which is particularly useful in open-source projects and for maintaining consistent citation practices across platforms. Suggested Reading Creative Commons Certificate for Educators, Academic Librarians and GLAM How Intellectual Property Rights (IPR) protect the interests of the creators and owners by providing them with rights over their creation? Attribution and Citing","title":"Citing and attribution"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#citing-and-attribution","text":"","title":"Citing and Attribution"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#slides","text":"Download the slides here","title":"Slides"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#learning-objectives","text":"Upon completing this module the learner should be able to: Identify permissible licenses Provide attribution for reused content Define how others should cite your work","title":"Learning Objectives"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#intellectual-property-rights-ipr","text":"Intellectual property refers to the creation of intellectual activity. Intellectual Property Rights (IPR) protects the interests of the creators and owners by providing them with rights over their creation. For the purposes of creation of learning materials, the copyright and related rights main branches of IPR are used. They are defined to protect literary and artistic creations, performances, phonograms by defining the authors\u2019, owners\u2019, performers\u2019, producers\u2019 and broadcasters\u2019 rights. In some cases additional IPR branches might be involved.","title":"Intellectual Property Rights (IPR)"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#copyright","text":"Original work can be protected by copyright law that grants the owner exclusive right to control certain rights such as reproduction. The copyright is owned jointly by all authors, or it may be owned by the employing institution. Any work that you create by default makes you or your institution/employer the copyright holder of it. Use of copyright protected work requires permission from the owner . Permission may not be required in the case of works licensed in the public domain and uses covered by Copyright Exceptions. Only the copyright holder is allowed to distribute whatever is created. If you want to transfer this right to other people as well, you can do that via a license. In absence of exceptions or limitations, one can reuse an existing work if it is licensed to the user or it is licensed to the public using a public license such as the Creative Commons (CC) licenses or Free-Libre / Open Source Software (FLOSS) licenses .","title":"Copyright"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#licensing","text":"The content in this section contains material taken from: CC FAQ website licensed under the CC BY 4.0 license Creative Commons license Wikipage (2023, June 21) in Wikipedia licensed under the Creative Commons Attribution-ShareAlike License 4.0 A license allows you to define rights and obligations regarding the use of your work. One of the best sources of information for licensing reusable learning materials is Creative Commons . There are many available CC License options which are based on the four baseline rights. It is recommended that the least restrictive CC BY 4.0 license , requiring only that credit is given to the creator when reusing, is used when creating new learning materials. The ND right falls into the opposite extreme and is not recommended for FAIR learning materials licensing as it severely limits their reusability in adaptations. Public domain licensing (CC0) is also not recommended as different rules apply in different countries. The CC License Chooser tool helps authors share their work in a standardised way providing copyright licenses that enable sharing and reuse of the creative work under the chosen conditions. To apply a license all you have to do is indicate which CC license you are applying to your work. You should then check the terms of the chosen license and comply with the requirements therein. For an example, it is strongly recommended to include a link to the relevant CC license deed (e.g., https://creativecommons.org/licenses/by/4.0). Example is provided below: Except where otherwise noted, content on this site is licensed under a Commons Attribution 4.0 International License Respect the licenses, to be respected!\u200b Materials with non-permissable licenses can be used for inspiration only. Materials with permissable licenses should be reused based on the license rules.","title":"Licensing"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#attribution-and-citing","text":"The right to attribution is a moral right of the authors that protects the personal relationship between the author and the created work even if the creator does not own the copyright. For work created by others that you are incorporating into your own work you want to make it easy for others to know who created what parts of the work. In other words, acknowledgement of the reused materials through attribution is always needed (even if it is not a requirement of the license, such as the public domain licenses). One condition that is required for all CC licenses is attribution. The ideal attribution follows the TASL approach: T itle - what is the name of the work A uthor - who allows you to use the work (name and link) S ource - where can the work be found (link added to title) L icense - how can the work be used (name and link to the license) If your work is a modification or adaptation of another work, indicate this and provide attribution to the creator of the original work. You should also include a link to the work you modified and indicate what license applies to that work.","title":"Attribution and Citing"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#citing","text":"A citation allows authors to provide the source of any quotations, ideas, and information that they include in their own work based on the copyrighted works of other authors. However, in the case of using direct quotations with citing, it is essential that the amount of information referenced is very limited. In addition, it is recommended to quote works that were already made available to the public in a lawful way and, when possible, to provide the original source and the author's name. Depending on the country, the reproduction and communication of a protected work may be carried out for the sole purpose of illustration for teaching or scientific research, as long as the source, including the author's name, is indicated, unless this turns out to be impossible and to the extent justified by the non-commercial purpose to be achieved.","title":"Citing"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#plan-to-reuse-existing-material","text":"Check the license The existing material is available under a CC license, but it is different than the one you plan to use for your materials... I want to reuse it as a whole I want to reuse a small part of it You can't use something that is licensed with ND (no derivatives). In this case you must follow the rules on combining and adapting CC material. Read more... No problem, you can reuse any existing CC licensed material in your learning materials as long as the reused portion is used as a showcase or to make a specific point and it is not the core of your work. If the work is licensed with ND, do not modify it while reusing. Go to CC licensing FAQ Attribute All CC licenses require that you attribute the author, and this rule is recommended even if the license is public domain CC-0. If the work you are reusing has a copyright notice (\"\u00a9 some text\") you need to reproduce it while you credit the work. You should also be able to remove attribution upon request. Use the authors recommended attribution Use TASL Examples If the original author has provided a cite-as information, use it to attribute the work. Provide the Title, Author, Source and License of the work that you are reusing. Source is the URL to the original work. If there is a URL to the author personal pages, provide it together with the name. Provide the name of the license and a URL to the license. Examples are taken from Best Practices for Creative Commons attributions - how to attribute works you reuse under a Creative Commons license submitted by New Media Rights available under a CC BY-NC 3.0 US DEED Webpage/Blog - Title (with link to original work), author (or username) (with link to author's website), and license (with link). Undercover Vampire Policeman by Chris Zabriskie , available under a Creative Commons Attribution 4.0 License Book \u2013 Title, author, license written somewhere near the title and author if it\u2019s a hard copy or if it\u2019s an online book you should include a link to the licensed terms. From Dust to Digital: Ten Years of the Endangered Archives Programme by Maja Kominko under a Creative Commons Attribution Non-commercial Non-Derivative 4.0 International license (CC BY-NC-ND 4.0) Online Video - Title, author, license written into credits at end of video. Ideally make the text clickable to the original work. Put links to the original work and the license terms in the information section for the particular work (i.e. on the right in YouTube). http://www.youtube.com/watch?v=fDbbdeIXO0w#t=3m0s Podcast/Audio - Title, author, license read at the end of the entire work. > \u201cJe Suis Rick Springfield\u201d from the album Artificial Heart , by Jonathan Coulton, used under a Creative Commons Attribution-Noncommercial 3.0 Unported License Photo/Drawing/Illustration \u2013 Title, author, license (with link online) or in close proximity to the tangible work (either in the border or directly on the work, if applicable). \u201c Comcast protest \u201d by Flikr user Steve Rhodes used under Creative Commons Attribution 2.0 license How to handle attribution?","title":"Plan to reuse existing material?"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#defining-how-to-cite","text":"Citation files are plain text files with human- and machine-readable citation information that tells others how to cite or attribute your work. There is a an open source project that defines the Citation File Format (CFF) in a CITATION.cff file so that there is a structured, uniform way of decribing how others should cite your work. CITATION.cff is written in a YAML format and has controlled vocabularies for most of the supported fields. The purpose of this file is to provide information on how the materials (Git repository) should be cited. Its content, among other things, also controls the text shown when the Cite this repository button is clicked on the right hand side of a GitHub repository's homepage.","title":"Defining How to cite"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#create-your-own-citation-file","text":"The citation file is a specific file wherein you need to provide the correct information so that it can be correctly processed. The following steps outline the procedure when using the FAIR-by-Design templates repository. In the templates GitHub repository navigate to the citation file Copy the whole content of the file In another browser tab, navigate to https://citation-file-format.github.io/ the site provides an online tool that helps you develop citation files in the cff file format Click on Create CFF file in the upper right corner Click on the cffinit website blue button Choose Update Paste the content of the copied citation file from the templates repo Click parse there are two warnings as doi and license are not defined as basic fields, but the bottom message should say parsed CFF successfully Click start editing note that this tool makes you choose between type of work software or dataset. As the learning materials are neither we recommend that the type field is not used in the file. Follow the workflow and define the content of citation.cff Ensure the file is valid Download the file Put the file in the root of your learning materials repo","title":"Create your own citation file"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#summary","text":"Intellectual Property Rights (IPR) protect creators by granting them exclusive rights over their work, with copyright being particularly relevant to the creation of learning materials. Copyright automatically applies to original works, requiring permission for reuse unless the work is in the public domain or covered by specific exceptions. Licensing, especially through Creative Commons (CC), provides a way for creators to define how others can use their work. Attribution and citation are crucial for recognizing and respecting the original creators. All CC licenses mandate attribution, which can be effectively managed using the TASL approach\u2014Title, Author, Source, and License. Proper citation ensures legal compliance and honors the intellectual contributions of others. The use of CITATION.cff files is also encouraged, as they provide a standardized format for describing how a work should be cited, which is particularly useful in open-source projects and for maintaining consistent citation practices across platforms.","title":"Summary"},{"location":"1st%20Session/07%20Citing%20and%20attribution/Citing%20and%20attribution/#suggested-reading","text":"Creative Commons Certificate for Educators, Academic Librarians and GLAM How Intellectual Property Rights (IPR) protect the interests of the creators and owners by providing them with rights over their creation? Attribution and Citing","title":"Suggested Reading"},{"location":"1st%20Session/08%20Hands-on/hands-on/","tags":["practice","hands-on","instructional design","FAIR-by-Design"],"text":"Hands-on Activity Learning Objectives develop a test micro learning unit based on templates Introduction It is time to test drive some of the things that we have been talking about. Your mission, if you choose to accept it, is to create a micro learning unit on Introduction to Open Science based on a FAIR-by-Design template. In other words, you need to try to put some meat on the bones provided by us while following the FAIR-by-Design methodology. As we are not sure that all of you have sufficient experience with GitHub and MD, the template we prepared for you is on Google drive and you can edit it online in your browser. Step-by-Step Guide Go to the CLARIN Training Session 1 Hands-on folder on Google drive You will find a folder with your name on it, this is your playground Inside there are several files that make up a template unit content - the main learning content accessible to learners plan - guide for trainers assessment - test questions activity - description of an exercise Your task is to provide minimum information in each of these files content add min 1 learning objective using the Blooms taxonomy reuse min 1 image or video with attribution example source: The Open Science Training Handbook example source: OS Training Video add min 1 paragraph of text (with attribution if reused) assessment add min 1 multi choice question activity describe an ice breaker activity you can adapt Take a picture of your shoes or do something else if you wish plan fill out the template given that your unit will have max duration of 20 mins and will be held online the unit structure follows the Hunter Model there is summative assessment at the end of the unit participant may receive an \"OS explorer\" badge if they pass assessment with score above 90% 5 mins before the end of the hands-on you will be asked to answer a few questions about your experience Have fun and remember you can always ask for help! Summary We hope that by engaging in this task, you have not only deepen your understanding of the FAIR-by-Design principles but also gained practical experience in crafting educational content that embodies these guidelines. This activity was envisioned as an opportunity to bring theory into practice. We encourage you to experiment, collaborate, and make the most of the tools provided as you work through your daily challenges. Good luck in your instructional design efforts! And remember that the FAIR-by-Design Methodology team is here to support you with whatever you might need on your FAIR journey!","title":"Activity"},{"location":"1st%20Session/08%20Hands-on/hands-on/#hands-on-activity","text":"","title":"Hands-on Activity"},{"location":"1st%20Session/08%20Hands-on/hands-on/#learning-objectives","text":"develop a test micro learning unit based on templates","title":"Learning Objectives"},{"location":"1st%20Session/08%20Hands-on/hands-on/#introduction","text":"It is time to test drive some of the things that we have been talking about. Your mission, if you choose to accept it, is to create a micro learning unit on Introduction to Open Science based on a FAIR-by-Design template. In other words, you need to try to put some meat on the bones provided by us while following the FAIR-by-Design methodology. As we are not sure that all of you have sufficient experience with GitHub and MD, the template we prepared for you is on Google drive and you can edit it online in your browser.","title":"Introduction"},{"location":"1st%20Session/08%20Hands-on/hands-on/#step-by-step-guide","text":"Go to the CLARIN Training Session 1 Hands-on folder on Google drive You will find a folder with your name on it, this is your playground Inside there are several files that make up a template unit content - the main learning content accessible to learners plan - guide for trainers assessment - test questions activity - description of an exercise Your task is to provide minimum information in each of these files content add min 1 learning objective using the Blooms taxonomy reuse min 1 image or video with attribution example source: The Open Science Training Handbook example source: OS Training Video add min 1 paragraph of text (with attribution if reused) assessment add min 1 multi choice question activity describe an ice breaker activity you can adapt Take a picture of your shoes or do something else if you wish plan fill out the template given that your unit will have max duration of 20 mins and will be held online the unit structure follows the Hunter Model there is summative assessment at the end of the unit participant may receive an \"OS explorer\" badge if they pass assessment with score above 90% 5 mins before the end of the hands-on you will be asked to answer a few questions about your experience Have fun and remember you can always ask for help!","title":"Step-by-Step Guide"},{"location":"1st%20Session/08%20Hands-on/hands-on/#summary","text":"We hope that by engaging in this task, you have not only deepen your understanding of the FAIR-by-Design principles but also gained practical experience in crafting educational content that embodies these guidelines. This activity was envisioned as an opportunity to bring theory into practice. We encourage you to experiment, collaborate, and make the most of the tools provided as you work through your daily challenges. Good luck in your instructional design efforts! And remember that the FAIR-by-Design Methodology team is here to support you with whatever you might need on your FAIR journey!","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/01%20Recap/recap/","tags":["FAIR-by-Design learning materials","Recap"],"text":"Recap Slides Download the slides here Review key module from Session 1 If you did not follow the Session 1 from the training, please take a look at the FAIR-by-Design Methodology module to get acquainted with the main goals and activities related to the FAIR-by-Design methodology. The FAIR-by-Design methodology augments the backward instructional design process with activities focused on implementing the FAIR principles by defining a workflow of developing FAIR-by-Design materials in several stages: Plan : This stage involves setting clear objectives for the educational materials, identifying the target audience, and defining the content\u2019s scope. It\u2019s essential to consider the FAIR principles (Findable, Accessible, Interoperable, Reusable) from the outset to ensure that the materials will meet these standards. Planning also includes determining the resources, tools, and collaborators needed for the project. Discover : During the discovery stage, existing resources and gaps in available materials are identified. This involves researching existing content, tools, and technologies that can be reused or adapted. The goal is to avoid duplicating efforts by leveraging available resources and ensuring that the new materials fill an identified need in the community. Design : The design stage focuses on structuring the educational materials in a way that aligns with FAIR principles. This includes organizing content to be easily searchable (Findable), ensuring it can be accessed by a wide range of users (Accessible), using standardized formats and protocols for compatibility with various systems (Interoperable), and creating modular content that can be repurposed (Reusable). Metadata and documentation play crucial roles in this stage, helping to maintain the integrity and usability of the materials. Produce : In the production stage, the actual creation of the educational materials takes place. This involves developing the content according to the design specifications, using the selected tools and formats. Ensuring that the materials adhere to the planned structure and meet the FAIR principles is key during this phase. Collaboration and feedback from team members or stakeholders may also be integrated into the production process. Publish : Once the materials are created, they are published on appropriate platforms that support accessibility and interoperability. This stage also includes attaching the necessary metadata, licenses, and documentation to ensure that the content is Findable and Reusable by others. Publishing on open-access platforms or repositories is encouraged to maximize the reach and impact of the materials. Verify : After publication, the materials are assessed for their adherence to FAIR principles. This verification process may involve peer reviews, user testing, and gathering feedback from the intended audience. The goal is to ensure that the materials are effective, accessible, and meet the needs of the community. Any issues identified during this stage can be addressed before widespread dissemination. Continuous Improvement : The final stage emphasizes the ongoing nature of maintaining and improving the educational materials. Based on feedback, new developments, and changes in technology or standards, the materials are regularly updated. This continuous improvement ensures that the resources remain relevant, effective, and aligned with the evolving needs of the Open Science community. Community involvement is crucial in this stage, as it provides valuable insights and contributions to the refinement of the materials. By following these stages, educators and developers can create high-quality, FAIR-aligned educational materials that are not only effective in their immediate context but also valuable and usable across a wide range of platforms and disciplines. In session 2 we are going to focus on activities related to the stages Publish, Verify and Continuous Improvement.","title":"Reminder"},{"location":"2nd%20Session%20-%20Under%20Development/01%20Recap/recap/#recap","text":"","title":"Recap"},{"location":"2nd%20Session%20-%20Under%20Development/01%20Recap/recap/#slides","text":"Download the slides here","title":"Slides"},{"location":"2nd%20Session%20-%20Under%20Development/01%20Recap/recap/#review-key-module-from-session-1","text":"If you did not follow the Session 1 from the training, please take a look at the FAIR-by-Design Methodology module to get acquainted with the main goals and activities related to the FAIR-by-Design methodology. The FAIR-by-Design methodology augments the backward instructional design process with activities focused on implementing the FAIR principles by defining a workflow of developing FAIR-by-Design materials in several stages: Plan : This stage involves setting clear objectives for the educational materials, identifying the target audience, and defining the content\u2019s scope. It\u2019s essential to consider the FAIR principles (Findable, Accessible, Interoperable, Reusable) from the outset to ensure that the materials will meet these standards. Planning also includes determining the resources, tools, and collaborators needed for the project. Discover : During the discovery stage, existing resources and gaps in available materials are identified. This involves researching existing content, tools, and technologies that can be reused or adapted. The goal is to avoid duplicating efforts by leveraging available resources and ensuring that the new materials fill an identified need in the community. Design : The design stage focuses on structuring the educational materials in a way that aligns with FAIR principles. This includes organizing content to be easily searchable (Findable), ensuring it can be accessed by a wide range of users (Accessible), using standardized formats and protocols for compatibility with various systems (Interoperable), and creating modular content that can be repurposed (Reusable). Metadata and documentation play crucial roles in this stage, helping to maintain the integrity and usability of the materials. Produce : In the production stage, the actual creation of the educational materials takes place. This involves developing the content according to the design specifications, using the selected tools and formats. Ensuring that the materials adhere to the planned structure and meet the FAIR principles is key during this phase. Collaboration and feedback from team members or stakeholders may also be integrated into the production process. Publish : Once the materials are created, they are published on appropriate platforms that support accessibility and interoperability. This stage also includes attaching the necessary metadata, licenses, and documentation to ensure that the content is Findable and Reusable by others. Publishing on open-access platforms or repositories is encouraged to maximize the reach and impact of the materials. Verify : After publication, the materials are assessed for their adherence to FAIR principles. This verification process may involve peer reviews, user testing, and gathering feedback from the intended audience. The goal is to ensure that the materials are effective, accessible, and meet the needs of the community. Any issues identified during this stage can be addressed before widespread dissemination. Continuous Improvement : The final stage emphasizes the ongoing nature of maintaining and improving the educational materials. Based on feedback, new developments, and changes in technology or standards, the materials are regularly updated. This continuous improvement ensures that the resources remain relevant, effective, and aligned with the evolving needs of the Open Science community. Community involvement is crucial in this stage, as it provides valuable insights and contributions to the refinement of the materials. By following these stages, educators and developers can create high-quality, FAIR-aligned educational materials that are not only effective in their immediate context but also valuable and usable across a wide range of platforms and disciplines. In session 2 we are going to focus on activities related to the stages Publish, Verify and Continuous Improvement.","title":"Review key module from Session 1"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/","tags":["Version control"],"text":"Version control Learning objectives Upon completing this module the learner should be able to: utilise the versioning management system for the learning materials develop the structure of the RELEASE_NOTES.md file Slides (new) Download the slides regarding here TBD Introduction Training materials should always be considered as a living and constantly changing object. It is very important to keep them updating and improving. But doing so, creates other challenges such as version management. The FAIR-by-Design Methodology uses Git as a versioning system, providing industry standard version management. Each new Git release is considered a new version of the learning materials. When doing so, it is very important to keep track of the changes made, as well as to have consistent version numbering system. Version Management Git is the most popular version management system in use today. It is available for all popular platforms either as a first-party command line utility or through third-party graphical user interface (GUI) clients. Git uses the concept of repositories which can granularly manage the versions of all objects placed within it. File changes are committed to a repository and each commit is automatically associated a unique and random identifier. In addition to this identifier, each commit is also described by its author, commit title and commit description. A single Git repository can be used by multiple users, each contributing and committing their changes. To produce a new training material, one should fork the template repository, or the repository of any other ready made training material. It is important to note that each commit to the repository, triggers the actions needed to update the associated Gitbook. Each new Github release produces a new version of the learning material. By default, the Gitbook shows the latest version (visible also in the URL as /latest). The dropdown list on the top of every Gitbook page enables quick access to all previous versions. Tip Git commit \u2013 a granular change of a single or multiple files in the repository, identified by a random unique identifier, the committer's name, email address, short commit title and an optional longer commit description. A commit can contain file additions, modifications, removal, or relocation to a different directory. Tip Git clone \u2013 an action to download locally an existing Git repository. A repository hosted on a public Git hosting service such as GitHub can be cloned by anyone (assuming it is public) on their local machines. Once downloaded, users can explore the repository and optionally send their contributed changes upstream, if they have been assigned the necessary permissions. Tip Git fork \u2013 a 1:1 copy of an existing Git repository. A fork of an existing repository results with the creation of a brand new repository which will have a shared history with the original one up until the fork was made. The owner of the forked repository will be the user who initiated the fork. The original owner of the repository does not have any right in the forked repository by default. Tip Git release - easch git release creates a new observable version of the Gitpages, as well as a new record (for the first release), or an updated record in Zenodo. Release Notes The release notes for each new version are intended to help the users of these materials to better understand the changes brought by each version. They can be useful both for the learners and for the instructors using the materials. Using the release notes enables tracking of all the versions of a learning material. They are written in a special Markdown file called RELEASE_NOTES.md . The content of this file is embedded as is on the Git book homepage (the syllabus) in a collapsible block. Ideally, the RELEASE_NOTES.md file should list the various versions in a descending order, sorted by the release date. Example of a RELEASE_NOTES.md content . New iteration The work on a new iteration starts once the list of identified improvements that will be incorporated into the new version is finalised. The next step is to organise the work regarding the required changes to the learning materials. Depending on the identified improvements, the changes may bring you back to the Produce stage implementing changes in learning units, or even to Design if restructuring of the learning material is needed. The version number is one of the things that you will need to provide when activating a new release. The recommendation based on best practices is to keep the versioning in the Major.Minor.Patch version number sequence. You will increment the minor number if the incremental improvement does not change the overall structure of the learning materials. You will increment the major number if the changes include change in the overall structure of the learning materials. Increment the Patch number in case of only technical fixes. The image below depicts the best practices of semantic versioning. Semantic Versioning by Surjit Bains on Wikimedia Commons licensed under the Creative Commons Attribution-Share Alike 4.0 International license. Note that the provided automated workflow will not create a new independent record on Zenodo, but will add a new version to the already existing Zenodo record . Summary Using version management, as well as clearly documented changes between the versions help both learners and instructors using a specific learning material. Producing a new version might include changes from quite small to quite significant ones. These should be reflected in the proper version numbering, and clearly explained in the accompanied files. The automated workflows that are part of the Methodology enable consistency between the Git repositories and the published releases on the Zenodo platform. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Methodology Continuous Impovement","title":"Version control"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#version-control","text":"","title":"Version control"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#learning-objectives","text":"Upon completing this module the learner should be able to: utilise the versioning management system for the learning materials develop the structure of the RELEASE_NOTES.md file","title":"Learning objectives"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#slides-new","text":"Download the slides regarding here TBD","title":"Slides (new)"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#introduction","text":"Training materials should always be considered as a living and constantly changing object. It is very important to keep them updating and improving. But doing so, creates other challenges such as version management. The FAIR-by-Design Methodology uses Git as a versioning system, providing industry standard version management. Each new Git release is considered a new version of the learning materials. When doing so, it is very important to keep track of the changes made, as well as to have consistent version numbering system.","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#version-management","text":"Git is the most popular version management system in use today. It is available for all popular platforms either as a first-party command line utility or through third-party graphical user interface (GUI) clients. Git uses the concept of repositories which can granularly manage the versions of all objects placed within it. File changes are committed to a repository and each commit is automatically associated a unique and random identifier. In addition to this identifier, each commit is also described by its author, commit title and commit description. A single Git repository can be used by multiple users, each contributing and committing their changes. To produce a new training material, one should fork the template repository, or the repository of any other ready made training material. It is important to note that each commit to the repository, triggers the actions needed to update the associated Gitbook. Each new Github release produces a new version of the learning material. By default, the Gitbook shows the latest version (visible also in the URL as /latest). The dropdown list on the top of every Gitbook page enables quick access to all previous versions. Tip Git commit \u2013 a granular change of a single or multiple files in the repository, identified by a random unique identifier, the committer's name, email address, short commit title and an optional longer commit description. A commit can contain file additions, modifications, removal, or relocation to a different directory. Tip Git clone \u2013 an action to download locally an existing Git repository. A repository hosted on a public Git hosting service such as GitHub can be cloned by anyone (assuming it is public) on their local machines. Once downloaded, users can explore the repository and optionally send their contributed changes upstream, if they have been assigned the necessary permissions. Tip Git fork \u2013 a 1:1 copy of an existing Git repository. A fork of an existing repository results with the creation of a brand new repository which will have a shared history with the original one up until the fork was made. The owner of the forked repository will be the user who initiated the fork. The original owner of the repository does not have any right in the forked repository by default. Tip Git release - easch git release creates a new observable version of the Gitpages, as well as a new record (for the first release), or an updated record in Zenodo.","title":"Version Management"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#release-notes","text":"The release notes for each new version are intended to help the users of these materials to better understand the changes brought by each version. They can be useful both for the learners and for the instructors using the materials. Using the release notes enables tracking of all the versions of a learning material. They are written in a special Markdown file called RELEASE_NOTES.md . The content of this file is embedded as is on the Git book homepage (the syllabus) in a collapsible block. Ideally, the RELEASE_NOTES.md file should list the various versions in a descending order, sorted by the release date. Example of a RELEASE_NOTES.md content .","title":"Release Notes"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#new-iteration","text":"The work on a new iteration starts once the list of identified improvements that will be incorporated into the new version is finalised. The next step is to organise the work regarding the required changes to the learning materials. Depending on the identified improvements, the changes may bring you back to the Produce stage implementing changes in learning units, or even to Design if restructuring of the learning material is needed. The version number is one of the things that you will need to provide when activating a new release. The recommendation based on best practices is to keep the versioning in the Major.Minor.Patch version number sequence. You will increment the minor number if the incremental improvement does not change the overall structure of the learning materials. You will increment the major number if the changes include change in the overall structure of the learning materials. Increment the Patch number in case of only technical fixes. The image below depicts the best practices of semantic versioning. Semantic Versioning by Surjit Bains on Wikimedia Commons licensed under the Creative Commons Attribution-Share Alike 4.0 International license. Note that the provided automated workflow will not create a new independent record on Zenodo, but will add a new version to the already existing Zenodo record .","title":"New iteration"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#summary","text":"Using version management, as well as clearly documented changes between the versions help both learners and instructors using a specific learning material. Producing a new version might include changes from quite small to quite significant ones. These should be reflected in the proper version numbering, and clearly explained in the accompanied files. The automated workflows that are part of the Methodology enable consistency between the Git repositories and the published releases on the Zenodo platform.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/02%20Version%20control/Version%20control/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Methodology Continuous Impovement","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/","tags":["FAIR-by-Design learning materials","Assessment","Recognition","Open badges","Digital credentials"],"text":"Skills4EOSC Recognition Framework Slides Download the slides here Recognising the newly obtained skills is of great importance in the life long learning process. It is essential that there are mechanisms in place that can help learners obtain digital credentials reflecting their current skillsets. Learning Objectives discuss criteria for issuing digital credentials identify options for digital credentials Introduction The Skills4EOSC Recognition Framework is designed to support the professional development and recognition of skills within the Open Science ecosystem. As Open Science becomes increasingly integral to research and data management across Europe, there is a growing need for a consistent and reliable way to certify the skills and competencies of professionals involved in this field. The framework addresses this need by providing a standardized approach to the use of digital credentials. Key Aspects of the Skills4EOSC Recognition Framework: Digital Credentials: The framework leverages digital credentials, such as badges and certificates, to provide tangible, verifiable proof of skills. These credentials are awarded based on specific achievements, such as completing training programs, passing assessments, or demonstrating particular competencies. Digital credentials are designed to be easily shareable, allowing professionals to include them in their CVs, LinkedIn profiles, or other online portfolios. This enhances the visibility and recognition of their skills across the European research community and beyond. Supporting Open Science Professionals: The framework is tailored to meet the needs of various stakeholders in the Open Science ecosystem, including researchers, data stewards, librarians, and other research support staff. It recognizes both formal and informal learning, offering flexibility in how skills are acquired and validated. This is particularly important in a rapidly evolving field like Open Science, where new tools, methods, and practices are constantly emerging. For Instructors and Learners: Instructors: The framework provides instructors with a way to certify the competencies they impart to their learners, helping to establish their credibility and expertise in Open Science. Learners: For learners, the framework offers a clear pathway to gaining and demonstrating the skills necessary for working effectively in Open Science. The credentials serve as proof of their proficiency, whether they are early-career researchers or experienced professionals expanding their skill set. Employer Recognition Across Europe: One of the core goals of the framework is to ensure that these digital credentials are recognized by employers across Europe. By establishing a common standard, the framework makes it easier for employers to assess and validate the skills of potential hires, regardless of their location or the specific training programs they have completed. This cross-border recognition is crucial for fostering mobility and collaboration within the European Research Area (ERA), enabling professionals to move between countries and institutions while maintaining the value of their credentials. Integration with Existing Initiatives: The Skills4EOSC Recognition Framework is designed to align with other European initiatives, such as the European Open Science Cloud (EOSC), the European Skills, Competences, Qualifications, and Occupations (ESCO) framework, and the European Digital Credentials for Learning (EDCL) system. This integration helps ensure that the credentials are interoperable and widely accepted. Promoting Lifelong Learning: The framework encourages lifelong learning by recognizing continuous professional development. Professionals can earn credentials as they acquire new skills over time, helping them stay current with the latest developments in Open Science and related fields. Contributing to a Sustainable Open Science Ecosystem: By promoting the recognition of skills and competencies, the Skills4EOSC Recognition Framework contributes to the sustainability of the Open Science ecosystem. It supports the development of a skilled workforce that can drive the adoption and implementation of Open Science practices across Europe. The current version of the Recognition Framework is still in its draft phase and is available on Zenodo together with a link that asks for your feedback . Criteria for issuing digital credentials Providing digital credentials, such as badges or certificates, can recognize both attendance at training and the successful completion of assessments. However, each approach has its own pros and cons. Digital Credentials for Attendance Only Pros: Encourages Participation : Offering credentials for attendance can motivate more individuals to participate in training sessions, as they receive recognition simply for being present. Inclusivity : It allows all participants, regardless of their performance in assessments, to receive a credential, promoting inclusivity and reducing the pressure of assessment. Easy to Administer : These credentials are straightforward to issue, as they do not require the evaluation of participant performance, reducing administrative overhead. Building a Learning Culture : Recognizing attendance can contribute to a culture of continuous learning, encouraging individuals to engage in more training opportunities. Cons: Limited Value : Credentials for attendance may carry less weight since they do not necessarily indicate that the recipient has gained or demonstrated any specific skills or knowledge. Potentially Misleading : These credentials could be misleading if interpreted as a sign of competency when they only signify participation. Lack of Differentiation : There is no distinction between those who merely attend and those who actively engage and master the material, potentially diminishing the credential\u2019s perceived value. Digital Credentials for Successful Completion of Assessment Pros: Demonstrates Competency : These credentials indicate that the recipient has not only attended the training but also successfully demonstrated understanding and application of the material, making them more meaningful and valuable. Higher Recognition : Credentials based on assessment are often more respected by employers and peers, as they provide evidence of skills and knowledge. Motivates Learning : Knowing that they must pass an assessment to receive a credential can motivate participants to engage more deeply with the training content. Differentiates Skill Levels : This approach differentiates between those who have mastered the material and those who have not, which can be important in professional or academic settings. Cons: Excludes Some Participants : Those who struggle with assessments may not receive a credential, which could discourage participation and be seen as less inclusive. Increased Pressure : Participants may feel more stressed or anxious about assessments, which could negatively impact their learning experience. More Complex Administration : Administering assessments and issuing credentials based on performance requires more resources, including time, effort, and sometimes technology, to ensure fair and accurate evaluation. Risk of Credential Inflation : If not carefully designed, assessments could lead to credential inflation, where the credential becomes less valuable due to inconsistent or low standards. The choice between awarding digital credentials for attendance versus successful completion of assessments depends on the goals of the training program and the value you want to convey through the credentials. If the aim is to encourage broad participation and foster a learning culture, attendance-based credentials might be more suitable. However, if the goal is to ensure that participants acquire and demonstrate specific skills or knowledge, credentials tied to assessment performance are more appropriate. Digital Credentials The two viable options proposed by the Recognition Framework are the Open Digital Badges and the European Digital Credentials. One can choose one of these types or even implement both of them as they are complementary in some aspects. Open Digital Badges Open Digital Badges are digital representations of achievements, skills, or knowledge that an individual has earned. These badges are often issued by educational institutions, employers, or professional organizations and can be shared across various platforms, such as social media, digital resumes, or professional networks. Each Open Digital Badge contains metadata that includes information about the issuing organization, the criteria for earning the badge, the date of issue, and sometimes evidence of the achievement (such as a project or assessment). Badges are issued through a digital credentialing platform and can be verified by anyone viewing the badge, ensuring authenticity and credibility. Open Badge content by 1EdTech , licensed under CC-BY-4.0 Pros: Portability : Easily shared and displayed across multiple platforms. Transparency : Contains detailed metadata that verifies the achievement. Motivational : Encourages learners by providing tangible recognition of their accomplishments. Flexibility : Can represent a wide range of achievements, from formal education to micro-credentials. Cons: Varied Standards : Different issuers may have different criteria for awarding badges, leading to inconsistencies. Recognition : Not all employers or institutions may recognize or value badges equally. Overwhelming : The proliferation of badges can make it difficult for employers to assess their true value. European Digital Credentials European Digital Credentials (EDCs) are a standardized form of digital certification recognized across the European Union. These credentials can represent educational qualifications, skills, or professional achievements and are designed to be interoperable across borders and institutions within the EU. EDCs are issued by accredited institutions and include standardized metadata, ensuring consistency and interoperability across the EU. The credentials are verified through a secure digital infrastructure supported by the European Commission, making them trustworthy and easily portable between EU countries. Image taken from https://europa.eu/europass/en/stakeholders/european-digital-credentials Pros: Standardization : Provides a consistent framework for recognizing qualifications across Europe. Trustworthy : Issued and verified by accredited institutions, ensuring high credibility. Interoperability : Recognized across all EU member states, facilitating mobility and cross-border employment. Integration : Can be integrated into national and EU-level qualifications frameworks. Cons: Limited Scope : Primarily focused on formal qualifications and may not cover informal or micro-credentials as effectively as badges. Bureaucracy : The process of issuing and verifying EDCs can be more complex and time-consuming. Flexibility : Less flexible compared to open digital badges, particularly for informal learning achievements. Comparison Recognition and Scope : EDCs are more standardized and recognized across the EU, especially for formal qualifications, while Open Digital Badges are more flexible and can represent a broader range of achievements, including informal learning. Flexibility : Open Digital Badges are more adaptable to various types of learning and achievements, whereas EDCs are more rigid but offer higher standardization. Portability : Both are portable, but EDCs have an edge in cross-border recognition within the EU due to their standardized framework. Credibility : EDCs generally have higher credibility due to their issuance by accredited institutions and standardized verification process, while Open Digital Badges\u2019 credibility can vary depending on the issuer. Open Digital Badges and European Digital Credentials both serve as digital representations of skills and achievements but cater to different needs. Open Digital Badges are versatile, allowing for recognition of a wide array of learning experiences, but they may suffer from inconsistency and varying levels of recognition. European Digital Credentials, on the other hand, provide a highly standardized and credible form of certification recognized across the EU, making them ideal for formal qualifications but less adaptable to informal or micro-credentials. The choice between the two depends on the specific needs for recognition, portability, and the type of learning being credentialed. Summary The Skills4EOSC Recognition Framework aims to standardize the use of digital credentials to provide Open Science professionals, both instructors and learners, with verifiable proof of their skills. This framework also enables employers across Europe to recognize and validate these competencies, ensuring consistent standards and fostering professional development in the field of Open Science. Do not forget that the final version of the Recognition Framework is due to be out in March 2025. Suggested Reading Weisteen Bjerde, K., Green, D., Bj\u00f8nnes, L., van Leersum, N., Filiposka, S., Kjorveziroski, V., Janik, J., Hadrossek, C., Bernier, M., Sowinski, C., Torres-Ramos, G., Antoine, D., Mendez Rodriguez, E. M., Lavitrano, M., Whyte, A., Di Giorgio, S., & Lazzeri, E. (2023). D2.4 Skills4EOSC Recognition Framework first iteration . Zenodo. https://doi.org/10.5281/zenodo.10447619 Open Badges Home EDC for learning","title":"Recognition framework"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#skills4eosc-recognition-framework","text":"","title":"Skills4EOSC Recognition Framework"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#slides","text":"Download the slides here Recognising the newly obtained skills is of great importance in the life long learning process. It is essential that there are mechanisms in place that can help learners obtain digital credentials reflecting their current skillsets.","title":"Slides"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#learning-objectives","text":"discuss criteria for issuing digital credentials identify options for digital credentials","title":"Learning Objectives"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#introduction","text":"The Skills4EOSC Recognition Framework is designed to support the professional development and recognition of skills within the Open Science ecosystem. As Open Science becomes increasingly integral to research and data management across Europe, there is a growing need for a consistent and reliable way to certify the skills and competencies of professionals involved in this field. The framework addresses this need by providing a standardized approach to the use of digital credentials. Key Aspects of the Skills4EOSC Recognition Framework: Digital Credentials: The framework leverages digital credentials, such as badges and certificates, to provide tangible, verifiable proof of skills. These credentials are awarded based on specific achievements, such as completing training programs, passing assessments, or demonstrating particular competencies. Digital credentials are designed to be easily shareable, allowing professionals to include them in their CVs, LinkedIn profiles, or other online portfolios. This enhances the visibility and recognition of their skills across the European research community and beyond. Supporting Open Science Professionals: The framework is tailored to meet the needs of various stakeholders in the Open Science ecosystem, including researchers, data stewards, librarians, and other research support staff. It recognizes both formal and informal learning, offering flexibility in how skills are acquired and validated. This is particularly important in a rapidly evolving field like Open Science, where new tools, methods, and practices are constantly emerging. For Instructors and Learners: Instructors: The framework provides instructors with a way to certify the competencies they impart to their learners, helping to establish their credibility and expertise in Open Science. Learners: For learners, the framework offers a clear pathway to gaining and demonstrating the skills necessary for working effectively in Open Science. The credentials serve as proof of their proficiency, whether they are early-career researchers or experienced professionals expanding their skill set. Employer Recognition Across Europe: One of the core goals of the framework is to ensure that these digital credentials are recognized by employers across Europe. By establishing a common standard, the framework makes it easier for employers to assess and validate the skills of potential hires, regardless of their location or the specific training programs they have completed. This cross-border recognition is crucial for fostering mobility and collaboration within the European Research Area (ERA), enabling professionals to move between countries and institutions while maintaining the value of their credentials. Integration with Existing Initiatives: The Skills4EOSC Recognition Framework is designed to align with other European initiatives, such as the European Open Science Cloud (EOSC), the European Skills, Competences, Qualifications, and Occupations (ESCO) framework, and the European Digital Credentials for Learning (EDCL) system. This integration helps ensure that the credentials are interoperable and widely accepted. Promoting Lifelong Learning: The framework encourages lifelong learning by recognizing continuous professional development. Professionals can earn credentials as they acquire new skills over time, helping them stay current with the latest developments in Open Science and related fields. Contributing to a Sustainable Open Science Ecosystem: By promoting the recognition of skills and competencies, the Skills4EOSC Recognition Framework contributes to the sustainability of the Open Science ecosystem. It supports the development of a skilled workforce that can drive the adoption and implementation of Open Science practices across Europe. The current version of the Recognition Framework is still in its draft phase and is available on Zenodo together with a link that asks for your feedback .","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#criteria-for-issuing-digital-credentials","text":"Providing digital credentials, such as badges or certificates, can recognize both attendance at training and the successful completion of assessments. However, each approach has its own pros and cons.","title":"Criteria for issuing digital credentials"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#digital-credentials-for-attendance-only","text":"Pros: Encourages Participation : Offering credentials for attendance can motivate more individuals to participate in training sessions, as they receive recognition simply for being present. Inclusivity : It allows all participants, regardless of their performance in assessments, to receive a credential, promoting inclusivity and reducing the pressure of assessment. Easy to Administer : These credentials are straightforward to issue, as they do not require the evaluation of participant performance, reducing administrative overhead. Building a Learning Culture : Recognizing attendance can contribute to a culture of continuous learning, encouraging individuals to engage in more training opportunities. Cons: Limited Value : Credentials for attendance may carry less weight since they do not necessarily indicate that the recipient has gained or demonstrated any specific skills or knowledge. Potentially Misleading : These credentials could be misleading if interpreted as a sign of competency when they only signify participation. Lack of Differentiation : There is no distinction between those who merely attend and those who actively engage and master the material, potentially diminishing the credential\u2019s perceived value.","title":"Digital Credentials for Attendance Only"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#digital-credentials-for-successful-completion-of-assessment","text":"Pros: Demonstrates Competency : These credentials indicate that the recipient has not only attended the training but also successfully demonstrated understanding and application of the material, making them more meaningful and valuable. Higher Recognition : Credentials based on assessment are often more respected by employers and peers, as they provide evidence of skills and knowledge. Motivates Learning : Knowing that they must pass an assessment to receive a credential can motivate participants to engage more deeply with the training content. Differentiates Skill Levels : This approach differentiates between those who have mastered the material and those who have not, which can be important in professional or academic settings. Cons: Excludes Some Participants : Those who struggle with assessments may not receive a credential, which could discourage participation and be seen as less inclusive. Increased Pressure : Participants may feel more stressed or anxious about assessments, which could negatively impact their learning experience. More Complex Administration : Administering assessments and issuing credentials based on performance requires more resources, including time, effort, and sometimes technology, to ensure fair and accurate evaluation. Risk of Credential Inflation : If not carefully designed, assessments could lead to credential inflation, where the credential becomes less valuable due to inconsistent or low standards. The choice between awarding digital credentials for attendance versus successful completion of assessments depends on the goals of the training program and the value you want to convey through the credentials. If the aim is to encourage broad participation and foster a learning culture, attendance-based credentials might be more suitable. However, if the goal is to ensure that participants acquire and demonstrate specific skills or knowledge, credentials tied to assessment performance are more appropriate.","title":"Digital Credentials for Successful Completion of Assessment"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#digital-credentials","text":"The two viable options proposed by the Recognition Framework are the Open Digital Badges and the European Digital Credentials. One can choose one of these types or even implement both of them as they are complementary in some aspects.","title":"Digital Credentials"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#open-digital-badges","text":"Open Digital Badges are digital representations of achievements, skills, or knowledge that an individual has earned. These badges are often issued by educational institutions, employers, or professional organizations and can be shared across various platforms, such as social media, digital resumes, or professional networks. Each Open Digital Badge contains metadata that includes information about the issuing organization, the criteria for earning the badge, the date of issue, and sometimes evidence of the achievement (such as a project or assessment). Badges are issued through a digital credentialing platform and can be verified by anyone viewing the badge, ensuring authenticity and credibility. Open Badge content by 1EdTech , licensed under CC-BY-4.0 Pros: Portability : Easily shared and displayed across multiple platforms. Transparency : Contains detailed metadata that verifies the achievement. Motivational : Encourages learners by providing tangible recognition of their accomplishments. Flexibility : Can represent a wide range of achievements, from formal education to micro-credentials. Cons: Varied Standards : Different issuers may have different criteria for awarding badges, leading to inconsistencies. Recognition : Not all employers or institutions may recognize or value badges equally. Overwhelming : The proliferation of badges can make it difficult for employers to assess their true value.","title":"Open Digital Badges"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#european-digital-credentials","text":"European Digital Credentials (EDCs) are a standardized form of digital certification recognized across the European Union. These credentials can represent educational qualifications, skills, or professional achievements and are designed to be interoperable across borders and institutions within the EU. EDCs are issued by accredited institutions and include standardized metadata, ensuring consistency and interoperability across the EU. The credentials are verified through a secure digital infrastructure supported by the European Commission, making them trustworthy and easily portable between EU countries. Image taken from https://europa.eu/europass/en/stakeholders/european-digital-credentials Pros: Standardization : Provides a consistent framework for recognizing qualifications across Europe. Trustworthy : Issued and verified by accredited institutions, ensuring high credibility. Interoperability : Recognized across all EU member states, facilitating mobility and cross-border employment. Integration : Can be integrated into national and EU-level qualifications frameworks. Cons: Limited Scope : Primarily focused on formal qualifications and may not cover informal or micro-credentials as effectively as badges. Bureaucracy : The process of issuing and verifying EDCs can be more complex and time-consuming. Flexibility : Less flexible compared to open digital badges, particularly for informal learning achievements.","title":"European Digital Credentials"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#comparison","text":"Recognition and Scope : EDCs are more standardized and recognized across the EU, especially for formal qualifications, while Open Digital Badges are more flexible and can represent a broader range of achievements, including informal learning. Flexibility : Open Digital Badges are more adaptable to various types of learning and achievements, whereas EDCs are more rigid but offer higher standardization. Portability : Both are portable, but EDCs have an edge in cross-border recognition within the EU due to their standardized framework. Credibility : EDCs generally have higher credibility due to their issuance by accredited institutions and standardized verification process, while Open Digital Badges\u2019 credibility can vary depending on the issuer. Open Digital Badges and European Digital Credentials both serve as digital representations of skills and achievements but cater to different needs. Open Digital Badges are versatile, allowing for recognition of a wide array of learning experiences, but they may suffer from inconsistency and varying levels of recognition. European Digital Credentials, on the other hand, provide a highly standardized and credible form of certification recognized across the EU, making them ideal for formal qualifications but less adaptable to informal or micro-credentials. The choice between the two depends on the specific needs for recognition, portability, and the type of learning being credentialed.","title":"Comparison"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#summary","text":"The Skills4EOSC Recognition Framework aims to standardize the use of digital credentials to provide Open Science professionals, both instructors and learners, with verifiable proof of their skills. This framework also enables employers across Europe to recognize and validate these competencies, ensuring consistent standards and fostering professional development in the field of Open Science. Do not forget that the final version of the Recognition Framework is due to be out in March 2025.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/03%20Recognition/recognition/#suggested-reading","text":"Weisteen Bjerde, K., Green, D., Bj\u00f8nnes, L., van Leersum, N., Filiposka, S., Kjorveziroski, V., Janik, J., Hadrossek, C., Bernier, M., Sowinski, C., Torres-Ramos, G., Antoine, D., Mendez Rodriguez, E. M., Lavitrano, M., Whyte, A., Di Giorgio, S., & Lazzeri, E. (2023). D2.4 Skills4EOSC Recognition Framework first iteration . Zenodo. https://doi.org/10.5281/zenodo.10447619 Open Badges Home EDC for learning","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/","tags":["Publishing"],"text":"Slides (new) Download the slides regarding the FAIR-by-Design Methodology here Learning objectives Upon completing this module the learner should be able to: examine the content of the accompanying files for publishing define the publishing steps from the Skills4EOSC FAIR by Design Methodology use the FAIR signposting to include metadata in the resulting html pages Introduction The Skills4EOSC FAIR-by-design Methodology defines a set of steps to make sure that the produced learning materials are published respecting the FAIR principles. To prepare for this, a set of files needs to be manually edited, making sure all the necessary information needed to accompany the materials is present. The methodology also uses the FAIR signposting, enabling metadata to be present in the resulting html files. Files Description The FAIR-by-Design templates repository contains the accompanying files which we will need to alter: README.md CODE_OF_CONDUCT.md Licence.txt Contributors These files can be altered in any order desired, as long as making sure that they have all been covered. README.md is a Markdown file which should briefly describe the repository, so that first time visitors can get an initial idea what it is about. The README.md file's content is shown immediately below the directory browser on the repository's homepage. The CODE_OF_CONDUCT.md , as its name suggests, describes the contributors' code of conduct which needs to be adhered to. It defines standards for how to engage in a community. It can also contain steps for resoling issues between members of the community. GitHub also shows a direct link to a repository's code of conduct (if available) above the citation information. The Licence.txt file contains the description of the license under which the training material is released. If you have been creating your own repo from scratch or cloned the templates repo, most probably the current license you have in your repo at the moment is CC0. If you have decided that you will use another license (compatible with the reused material, derived using the adapter's license rules, etc.) then you need to replace the LICENSE file in your repository with the correct one. The contente of the license file can be downloaded from the Plaintext versions of Creative Commons 4.0 licenses Contributors..... FAIR Signposting Signposting , presents a lightweight, but powerful approach to increase the FAIRness of learning materials. Landing pages of learning materials support humans interaction with learning materials on the web, by providing descriptive metadata and links to content. Signposting helps machine agents by providing this information, and more, in a standards-based way. It contributes to FAIR's Findable, Accessible, and Reusable by uniformly conveying to machines what the persistent identifier of a scholarly object is, where its landing page is, where and what its content is, where metadata that describes it is, and what the persistent identifier of its author is. It conveys this by means of meaningful links that have web locations (HTTP URIs) as their target. There are two levels of compliance to FAIR Signposting. Level 1 provide a minimal set of typed links with the landing page as the link origin. Level 2 elevates the compliance by providing a comprehensive set of typed links for landing pages, content, and metadata resources. The publishing workflow of the Methodology described in the next chapter provides an easy way of implementing Signposting for the developed content. As a result of running the Signposting workflow a linkset.json file is placed in the root of the repository. Automated publishing workflow The templates repository of the FAIR-by-design Methodology includes a set of Git actions that implement the publishing workflow. The workflow is triggered with each new Github release. When triggered they automate the complete Zenodo publishing process. The steps performed by these actions include validation of the information provided in the accompanying files, implementation of the signposting, draft entry creation in Zenodo, updating the DOI in all files that reference it, including slides and syllabus, rebuilding and releasing a new version of the Git book. Important to note is that any other fields also present in the CITATION.cff file such as: version , doi , date-released should not be manually edited . They will be updated automatically when publishing the repository to Zenodo. Summary FAIR-by-Design Methodology pays special attention to the publishing of the learning materials, making sure that they conform to the FAIR principles. Several accompanying files are needed to ensure that the required elements are present. Using the Signposting technique, the published html version of the training materials are made understandable not only to humans, but also to the machines - crawlers that process web learning resources. The methodology provides a specific workflow that enables each new release to be clearly visible and added to the Zenodo repository as a new version of the learning materials. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development FAIR Signposting Skills4EOSC FAIR-by-Design Methodology Publishing Preparations Skills4EOSC FAIR-by-Design Methodology Zenodo Publishing","title":"Publishing consideration"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#slides-new","text":"Download the slides regarding the FAIR-by-Design Methodology here","title":"Slides (new)"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#learning-objectives","text":"Upon completing this module the learner should be able to: examine the content of the accompanying files for publishing define the publishing steps from the Skills4EOSC FAIR by Design Methodology use the FAIR signposting to include metadata in the resulting html pages","title":"Learning objectives"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#introduction","text":"The Skills4EOSC FAIR-by-design Methodology defines a set of steps to make sure that the produced learning materials are published respecting the FAIR principles. To prepare for this, a set of files needs to be manually edited, making sure all the necessary information needed to accompany the materials is present. The methodology also uses the FAIR signposting, enabling metadata to be present in the resulting html files.","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#files-description","text":"The FAIR-by-Design templates repository contains the accompanying files which we will need to alter: README.md CODE_OF_CONDUCT.md Licence.txt Contributors These files can be altered in any order desired, as long as making sure that they have all been covered. README.md is a Markdown file which should briefly describe the repository, so that first time visitors can get an initial idea what it is about. The README.md file's content is shown immediately below the directory browser on the repository's homepage. The CODE_OF_CONDUCT.md , as its name suggests, describes the contributors' code of conduct which needs to be adhered to. It defines standards for how to engage in a community. It can also contain steps for resoling issues between members of the community. GitHub also shows a direct link to a repository's code of conduct (if available) above the citation information. The Licence.txt file contains the description of the license under which the training material is released. If you have been creating your own repo from scratch or cloned the templates repo, most probably the current license you have in your repo at the moment is CC0. If you have decided that you will use another license (compatible with the reused material, derived using the adapter's license rules, etc.) then you need to replace the LICENSE file in your repository with the correct one. The contente of the license file can be downloaded from the Plaintext versions of Creative Commons 4.0 licenses Contributors.....","title":"Files Description"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#fair-signposting","text":"Signposting , presents a lightweight, but powerful approach to increase the FAIRness of learning materials. Landing pages of learning materials support humans interaction with learning materials on the web, by providing descriptive metadata and links to content. Signposting helps machine agents by providing this information, and more, in a standards-based way. It contributes to FAIR's Findable, Accessible, and Reusable by uniformly conveying to machines what the persistent identifier of a scholarly object is, where its landing page is, where and what its content is, where metadata that describes it is, and what the persistent identifier of its author is. It conveys this by means of meaningful links that have web locations (HTTP URIs) as their target. There are two levels of compliance to FAIR Signposting. Level 1 provide a minimal set of typed links with the landing page as the link origin. Level 2 elevates the compliance by providing a comprehensive set of typed links for landing pages, content, and metadata resources. The publishing workflow of the Methodology described in the next chapter provides an easy way of implementing Signposting for the developed content. As a result of running the Signposting workflow a linkset.json file is placed in the root of the repository.","title":"FAIR Signposting"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#automated-publishing-workflow","text":"The templates repository of the FAIR-by-design Methodology includes a set of Git actions that implement the publishing workflow. The workflow is triggered with each new Github release. When triggered they automate the complete Zenodo publishing process. The steps performed by these actions include validation of the information provided in the accompanying files, implementation of the signposting, draft entry creation in Zenodo, updating the DOI in all files that reference it, including slides and syllabus, rebuilding and releasing a new version of the Git book. Important to note is that any other fields also present in the CITATION.cff file such as: version , doi , date-released should not be manually edited . They will be updated automatically when publishing the repository to Zenodo.","title":"Automated publishing workflow"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#summary","text":"FAIR-by-Design Methodology pays special attention to the publishing of the learning materials, making sure that they conform to the FAIR principles. Several accompanying files are needed to ensure that the required elements are present. Using the Signposting technique, the published html version of the training materials are made understandable not only to humans, but also to the machines - crawlers that process web learning resources. The methodology provides a specific workflow that enables each new release to be clearly visible and added to the Zenodo repository as a new version of the learning materials.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/04%20Publishing/Publishing%20considerations/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development FAIR Signposting Skills4EOSC FAIR-by-Design Methodology Publishing Preparations Skills4EOSC FAIR-by-Design Methodology Zenodo Publishing","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/","text":"--- title: \"Co-creation\" author: \"Skills4EOSC\" tags: - Co-creation - Feedback analysis Slides (new) Download the slides regarding the FAIR-by-Design Methodology here Introduction Incremental improvements Continuous improvement is a crucial element of the FAIR-by-Design Methodology. There is always room for improvement and many times need and requirement to keep up to date with the development and changes in the field of subject of the learning materials. Therefore a regular analysis of all QA aspects is necessary to identify potential elements for improvement. Based on the outcomes of the feedback analysis, the authors of the learning materials should make a plan for the development of a new version of the learning materials. Feedback analysis There are multiple sources that can serve for feedback gathering and Quality Assurance. Some sources provide feedback from the learners, some from the fellow instructors that use the training materials. Both are equally important for the further improvements of the learning materials. Most frequently used feedback channel for learners is the feedback form. The form is presented to them just after the training to gather their impressions. In addition to this, learners might opt for direct email contact, as well as discussions and feedback related to more general events like workshops, trainings etc. External Quality Assurance (QA) can provide very valuable input from peers with expertise in the area covered in the training materials. Externals contributors might also use GitHub issues or discussion forums to provide their view on the materials. Equally important is the own experience of the trainer when delivering the training based on these materials, called self reflection, containing the lessons learned while delivering the training. (write a paragraph per each bullet point) (learners vs instructors channels) feedback form external QA recommendations self-reflection after training GitHub issues and discussions gathered comments from external contributors direct mail contact any other means of communication (e.g. feedback from workshops, discussions, team meetings, etc.) The input from all of these sources should be gathered and analysed. The results of the analysis should be a list of potential improvements, each marked with an impact level (high, moderate, low). Continuous improvement The next step is to decide which of the improvements will be addressed in the next version and how will this be achieved. Note that depending on the number of identified improvements, you might need to go through the improvement cycle multiple times. It is recommended that the changes are done in an incremental fashion and that changes done in one version are logically related. This help both developers and users to better understand the differences between the versions. Summary Keeping the training materials live and constantly updating them gives them added value. Changes in the material should be the result of the co-creation process, based on the various forms of feedback gathered both from the learners, but also from the fellow teachers and other users of the materials. The continuous improvement process, done incrementally and in steps that are logically related guarantees that the developed materials will have even more impact and be usable by wider audience. Suggested Reading Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Methodology Continuous Improvement","title":"Co creation"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#slides-new","text":"Download the slides regarding the FAIR-by-Design Methodology here","title":"Slides (new)"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#introduction","text":"","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#incremental-improvements","text":"Continuous improvement is a crucial element of the FAIR-by-Design Methodology. There is always room for improvement and many times need and requirement to keep up to date with the development and changes in the field of subject of the learning materials. Therefore a regular analysis of all QA aspects is necessary to identify potential elements for improvement. Based on the outcomes of the feedback analysis, the authors of the learning materials should make a plan for the development of a new version of the learning materials.","title":"Incremental improvements"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#feedback-analysis","text":"There are multiple sources that can serve for feedback gathering and Quality Assurance. Some sources provide feedback from the learners, some from the fellow instructors that use the training materials. Both are equally important for the further improvements of the learning materials. Most frequently used feedback channel for learners is the feedback form. The form is presented to them just after the training to gather their impressions. In addition to this, learners might opt for direct email contact, as well as discussions and feedback related to more general events like workshops, trainings etc. External Quality Assurance (QA) can provide very valuable input from peers with expertise in the area covered in the training materials. Externals contributors might also use GitHub issues or discussion forums to provide their view on the materials. Equally important is the own experience of the trainer when delivering the training based on these materials, called self reflection, containing the lessons learned while delivering the training. (write a paragraph per each bullet point) (learners vs instructors channels) feedback form external QA recommendations self-reflection after training GitHub issues and discussions gathered comments from external contributors direct mail contact any other means of communication (e.g. feedback from workshops, discussions, team meetings, etc.) The input from all of these sources should be gathered and analysed. The results of the analysis should be a list of potential improvements, each marked with an impact level (high, moderate, low).","title":"Feedback analysis"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#continuous-improvement","text":"The next step is to decide which of the improvements will be addressed in the next version and how will this be achieved. Note that depending on the number of identified improvements, you might need to go through the improvement cycle multiple times. It is recommended that the changes are done in an incremental fashion and that changes done in one version are logically related. This help both developers and users to better understand the differences between the versions.","title":"Continuous improvement"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#summary","text":"Keeping the training materials live and constantly updating them gives them added value. Changes in the material should be the result of the co-creation process, based on the various forms of feedback gathered both from the learners, but also from the fellow teachers and other users of the materials. The continuous improvement process, done incrementally and in steps that are logically related guarantees that the developed materials will have even more impact and be usable by wider audience.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/05%20Co-creation/Co-creation/#suggested-reading","text":"Skills4EOSC FAIR-by-Design Methodology for Learning Materials Development Skills4EOSC FAIR-by-Design Methodology Continuous Improvement","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/","tags":["FAIR Learning Objects","Quality Assurance","Measure Fairness","Framework"],"text":"Quality Assurance Framework Slides Download the slides here Once the learning materials are made available for both the learners' and instructors' communities it is prudent to verify that all is as it should be including the FAIR aspects of the learning materials. This is a good moment when an external quality assurance (QA) can be engaged to assess the produced learning materials from both the learners' and instructors' perspective. For these purposes you can use the QA guidelines and checklists developed by Skills4EOSC T2.4 . Learning Objectives Upon completing this module the learner should be able to: perform a QA assessment of learning materials rate FAIRness of learning materials Self-check QA Go through the QA checklists In Skills4EOSC T2.4 has developed a number of QA checklists that you and your external reviewer need to go through so that you can ensure high-quality learning materials. The final goal of the FAIR-by-Design instructional design process is to create FAIR learning materials for both learners and instructors. Therefore, it is imperative that you first go through a self-check phase to ensure everything is as intended. For these purposes you can use the QA guidelines and checklists developed by Skills4EOSC . Image by Shahid Abdullah from Pixabay Skills4EOSC has developed a number of QA checklists that should be used for this process, two of which are presented in this text. For the full list of checklists and their use please refer to D2.3 . The three QA checklists that are listed here as part of the verification process are: the general QA checklist that focuses on the learning materials content and analyses it from a learners' perspective the FAIR-by-Design QA checklist that focuses on the FAIR aspects of the learning materials and requirements imposed with the use of the methodology the ELSI checklist that focuses on the ethical, legal and societal issues related to the development of the learning materials General QA The general QA checklist developed by Skills4EOSC addresses the main aspects of the developed learning materials that are related to their quality as perceived by the learners. In the following table these aspects are related to the steps or fields from the FAIR-by-Design methodology to help you understand where, or at which point, this aspect is being addressed by the methodology. Checklist question FAIR-by-Design element Does the learning material title clearly describe what it offers? syllabus (metadata) Does the learning material include its goal? syllabus (metadata) Does the learning material clearly state its target audience? syllabus (metadata) Does the learning material state the level of expertise it is required from its audience? syllabus (metadata) Are the learning objectives/outcomes specific, well-defined, and measurable? syllabus (metadata) Does the learning material clearly describe its program / outline? syllabus (metadata) Does the learning material cover different learning styles? learning content Does the learning material states its delivery method? (live sessions, self-learning, hybrid, face-to-face...) syllabus (metadata) Does the learning material state the date when it was published and/or the date of the newest version? syllabus (metadata) If needed, does the learning material state the dates the training takes place? syllabus Does the learning material states the expected duration of the training? syllabus Does the learning material specify the developer/author of the learning material? syllabus Does the learning material specify the trainer/s of the learning material? syllabus If applicable, does the learning material explain the required tools/software/infrastructure as well as acceptable assignment submission types? syllabus + learning unit Does the learning material include any assignment? Are assessment strategies consistent with learning material objectives and are clearly stated? activities Is grading policy provided in a manner that clearly defines expectations for the learning material and respective assignments? quiz strategy Is the learning material comprised of micro-credentials that can be aligned to create a larger milestone credential? certification information in syllabus and learning units Does the learning material end with an activity that allows for feedback? feedback form Does the learning material include relevant keywords related to the content and structure? syllabus (metadata) Does the learning material include information regarding whether the access to it implies costs? syllabus (metadata) Does the learning material state the language used? syllabus (metadata) FAIR-by-Design Methodology QA checklist With the FAIR-by-Design methodology QA checklist you can check if you have followed the most important aspects of the methodology and managed to produce FAIR learning materials. The questions marked as essential are related to the major FAIR aspects of the obtained learning material. These elements must be present so that the learning materials are achieving bare minimum FAIRness . By complying with the rest of the items you are increasing the FAIRness and quality of the learning materials. Essential Topic Stage FAIR aspect Goal CHECKLIST QUESTION Instructional design process Prepare / Learner-centric learning resources Did you follow the stages of the backward instructional design process while developing the learning resource? YES Schema Prepare Interoperable Choose a metadata schema to describe the material, such as the RDA minimal metadata schema Is the RDA minimal (or domain specific) metadata schema used for the learning material description? Vocabularies Prepare Interoperable Define controlled vocabularies for certain fields such as main keywords; learning objectives, audience, microcredentials.. using the controlled vocabularies related to the schema Are controlled vocabularies (CVs) used for describing the resource characteristics aligned with the chosen metadata schema? YES License Design Reusable Reuse of licensed materials with attribution If applicable, is there clear attribution for all reused resources with compatible licenses? YES License Design Reusable permissable license allowing reuse and adaptations Has the learning resource been made available for use by defining a permissable license or policy information that allows derivations? Structure Design Reusable Decide the level of aggregation on which FAIR will be implemented. The more granular the better reuse Does the learning resource represent a complete learning object or aggregation consisting of content, tools and implementation resources defined around minimum one learning objective? Facilitator kit Design Reusable Develop an instructor kit (how to, tips & tricks...) that should help facilitate the proces of others reusing the learning material Does the resource incorporate an instructor kit that aids in facilitating the process of others reusing learning material by offering helpful how-to guides? YES Tools & Formats Produce Interoperable Use interoperable tools that will enable you to save the intermediate (editable) and final content in open file formats Is your resource available in open file formats which are tool agnostic and compatible with a wide variety of existing software? YES Metadata Produce Findable Describe the material (all FAIR objects) using the rules provided in the chosen schema Is metadata for the resource provided in both human- and machine-readable format (e.g JSON, XMLor YAML? YES Accessibility Produce Accessible Ensure accessibility of the material by people with different learning styles and/or with disabilities. Has an accessibility checker tool been utilised to improve the accessibility of all learning resource files (PDF, HTML, video, etc.)? Versioning Publish Reusable Use a versioning system to implement document version control. New versions are released with a new DOI. Have you employed a versioning system to track and control changes in your materials? YES Repositories Publish Findable Publish the new version of the learning materials & metadata Is the complete learning resource (including instructors info) registered or indexed in at least one searchable repository? Is it in a FAIR repository? Access rules Publish Accessible Ensure all material is widely accessible by defining open access rules for learning and reuse Are the resource access rules (how to access, e.g. registration procedure) explicitly communicated to learners? YES Access rules Publish Accessible Ensure all material is widely accessible by defining open access rules for learning and reuse Are access rules (authentication & authorisation) implemented for the learning resource? Catalogue Publish Findable Improve findability by creating an entry in a selected training catalogue(s) (thematic, project, regional, general, etc.) Is the learning resource searchable in at least one relevant catalogue? Is it FAIR (can be searched based on metadata)? Cocreation Verify Accessible Enable the possibility to gather feedback and comments from users and peers Does the course include the possibility to provide feedback or comments from users and-or trainers/designers? If so, do you regurarly gather and analyse that feedback? Cocreation Verify Reusable community building Does the resource adopt an open community approach regarding its quality and reachability? QA Verify / external QA Has the learning resource been checked by a third party regarding its learning experience quality? FAIR FAIR Results Does the resource align with the FAIR-by-design methodology principles? ELSI QA checklist The ELSI sub-framework defines the specific features that the Open Science learning resource should include related to Ethical, Legal, and Social issues. To guarantee the quality of the learning resource, it's important to score at least 1 in all the essential indicators. This shows that the resource meets the minimum ELSI quality standards. If the resource does not meet this threshold, more steps are needed to make sure it follows the necessary ELSI requirements. Essential Topic CHECKLIST QUESTION YES Terms of Service Does the resource provide or refer to Terms of Service (ToS)? If so, is the ToS versioned? NO Terms of Service If needed, does the resource provide ToS authentications/registration sections? NO Terms of Service If needed, does the resource provide ToS information about charging and quotas? NO Intellectual Property Rights Are the types of Intellectual Property (IP) and other types of rights subsisting in a resource identified? YES Intellectual Property Rights Is the IP owner identified? Is the identity of the author / inventor or other IP originator identified? NO Intellectual Property Rights Is provenance or other type of IP acquisition related information provided? NO Intellectual Property Rights If applicable, is the licence of the resource Public Domain equivalent? NO IPR \u2013 Restrictions Are there any Trade Secrets contained in the resource? NO IPR \u2013 Restrictions If there any restrictions from cultural heritage law (e.g. in the use of pictures), personality rights and/or other rights that may require additional licence/authorization, are they provided? YES IPR - licensing out Does the resource provide the standard licences used? YES IPR - licensing out Does the resource provide a machine and human readable version of the licence? NO IPR - licensing out If applicable, is there an available URL location of the licence or policy of the material/s? NO IPR - licensing out Is the licence of the resource versioned? NO IPR - Open Licences Is the licence compliant with Free Cultural Work or the Free Software Foundation (FsF) definition? NO IPR - Open Licences Is the licence Open Permissive? NO IPR - Open Licences Is the licence Open Protective (Copyleft)? YES IPR - Open Licences Are the licences used interoperable with each other? NO Personal Data If applicable, are conditions for further processing (if allowed) provided? NO Personal Data If applicable, are the data subjects rights provided? Are communication addresses (e.g. email) provided? NO Ethics Are there any ethical rules provided? NO Ethics Are there any Codes of Conduct (CoC) provided? YES Ethics Is there attribution to the data source? YES Ethics Is data provenance provided? NO Public Sector Is this resource identified as research data under the Open Data Directive? NO Public Sector Is this resource identified as a High-Value Dataset? External QA A fresh set of eyes Have someone who has not participated in the development of the learning materials review the final work. This will guarantee a review free of cognitive bias. To truly view the produced learning materials through the lenses of learners and other instructors, you need to perform a QA check with the help of an external party. Image by OpenClipart-Vectors from Pixabay To further support this effort the chosen QA reviewer should be an expert that is very well versed in the requirements for engaging learning content and learning styles, as well as the FAIR principles. It is their job as an external QA reviewer to evaluate the learning materials performance, quality, and suggest improvements using an objective and independent perspective. The external QA reviewer can use the Skills4EOSC QA guidelines and checklists as a starting point for the QA, but should be encouraged to go more in-depth with the review process. The high impact recommendations in the QA review report should be resolved as soon as possible. The lower level improvement recommendations can be taken into account as relevant input for the continuous improvement step. Learners experience QA In addition to the checklists the QA review should also ensure that the course available for learners. For instructor-led trainings and courses this must be done before the scheduled training takes place. For these purposes the QA reviewer should assume the role of a learner and try to: access the course information register or self-enrol in the course go through all of the resources available on the course including playing multimedia, quizzes, feedback form and any other type of interaction Any identified problems should be resolved as soon as possible. Summary Performing a QA self-check after publication is an essential step that aims to ensure that all stages of the FAIR-by-Design methodology have been implemented successfully and the learning materials are accessible and presented as planned. The QA guidelines and checklists developed by Skills4EOSC can be extremely helpful when it comes to QA. By engaging an external QA reviewer you are demonstrating your commitment to producing high-quality learning materials and provide accountability to your learners, the instructors community and the public in general. Suggested Reading S\u00e1nchez, M., M\u00e9ndez, E., Whyte, A., Weisteen Bjerde, K., Mart\u00ednez, S., Bueno, G., & Ucar, I. (2023). D2.3 Community-endorsed quality assurance and certification framework for professional training and qualifications (1.3). Zenodo. https://doi.org/10.5281/zenodo.8305482 Training Check. The TrainingCheck Approach TrainingCheck. NHS Shared Learning. Quality Assurance Checklists for Evaluating Learning Objects and Online Courses. 2009. zipBoard. eLearning Quality Assurance Checklist with use cases and examples. August 2020. FAIR Training Handbook. New chapter on assessing FAIRness","title":"QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#quality-assurance-framework","text":"","title":"Quality Assurance Framework"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#slides","text":"Download the slides here Once the learning materials are made available for both the learners' and instructors' communities it is prudent to verify that all is as it should be including the FAIR aspects of the learning materials. This is a good moment when an external quality assurance (QA) can be engaged to assess the produced learning materials from both the learners' and instructors' perspective. For these purposes you can use the QA guidelines and checklists developed by Skills4EOSC T2.4 .","title":"Slides"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#learning-objectives","text":"Upon completing this module the learner should be able to: perform a QA assessment of learning materials rate FAIRness of learning materials","title":"Learning Objectives"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#self-check-qa","text":"Go through the QA checklists In Skills4EOSC T2.4 has developed a number of QA checklists that you and your external reviewer need to go through so that you can ensure high-quality learning materials. The final goal of the FAIR-by-Design instructional design process is to create FAIR learning materials for both learners and instructors. Therefore, it is imperative that you first go through a self-check phase to ensure everything is as intended. For these purposes you can use the QA guidelines and checklists developed by Skills4EOSC . Image by Shahid Abdullah from Pixabay Skills4EOSC has developed a number of QA checklists that should be used for this process, two of which are presented in this text. For the full list of checklists and their use please refer to D2.3 . The three QA checklists that are listed here as part of the verification process are: the general QA checklist that focuses on the learning materials content and analyses it from a learners' perspective the FAIR-by-Design QA checklist that focuses on the FAIR aspects of the learning materials and requirements imposed with the use of the methodology the ELSI checklist that focuses on the ethical, legal and societal issues related to the development of the learning materials","title":"Self-check QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#general-qa","text":"The general QA checklist developed by Skills4EOSC addresses the main aspects of the developed learning materials that are related to their quality as perceived by the learners. In the following table these aspects are related to the steps or fields from the FAIR-by-Design methodology to help you understand where, or at which point, this aspect is being addressed by the methodology. Checklist question FAIR-by-Design element Does the learning material title clearly describe what it offers? syllabus (metadata) Does the learning material include its goal? syllabus (metadata) Does the learning material clearly state its target audience? syllabus (metadata) Does the learning material state the level of expertise it is required from its audience? syllabus (metadata) Are the learning objectives/outcomes specific, well-defined, and measurable? syllabus (metadata) Does the learning material clearly describe its program / outline? syllabus (metadata) Does the learning material cover different learning styles? learning content Does the learning material states its delivery method? (live sessions, self-learning, hybrid, face-to-face...) syllabus (metadata) Does the learning material state the date when it was published and/or the date of the newest version? syllabus (metadata) If needed, does the learning material state the dates the training takes place? syllabus Does the learning material states the expected duration of the training? syllabus Does the learning material specify the developer/author of the learning material? syllabus Does the learning material specify the trainer/s of the learning material? syllabus If applicable, does the learning material explain the required tools/software/infrastructure as well as acceptable assignment submission types? syllabus + learning unit Does the learning material include any assignment? Are assessment strategies consistent with learning material objectives and are clearly stated? activities Is grading policy provided in a manner that clearly defines expectations for the learning material and respective assignments? quiz strategy Is the learning material comprised of micro-credentials that can be aligned to create a larger milestone credential? certification information in syllabus and learning units Does the learning material end with an activity that allows for feedback? feedback form Does the learning material include relevant keywords related to the content and structure? syllabus (metadata) Does the learning material include information regarding whether the access to it implies costs? syllabus (metadata) Does the learning material state the language used? syllabus (metadata)","title":"General QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#fair-by-design-methodology-qa-checklist","text":"With the FAIR-by-Design methodology QA checklist you can check if you have followed the most important aspects of the methodology and managed to produce FAIR learning materials. The questions marked as essential are related to the major FAIR aspects of the obtained learning material. These elements must be present so that the learning materials are achieving bare minimum FAIRness . By complying with the rest of the items you are increasing the FAIRness and quality of the learning materials. Essential Topic Stage FAIR aspect Goal CHECKLIST QUESTION Instructional design process Prepare / Learner-centric learning resources Did you follow the stages of the backward instructional design process while developing the learning resource? YES Schema Prepare Interoperable Choose a metadata schema to describe the material, such as the RDA minimal metadata schema Is the RDA minimal (or domain specific) metadata schema used for the learning material description? Vocabularies Prepare Interoperable Define controlled vocabularies for certain fields such as main keywords; learning objectives, audience, microcredentials.. using the controlled vocabularies related to the schema Are controlled vocabularies (CVs) used for describing the resource characteristics aligned with the chosen metadata schema? YES License Design Reusable Reuse of licensed materials with attribution If applicable, is there clear attribution for all reused resources with compatible licenses? YES License Design Reusable permissable license allowing reuse and adaptations Has the learning resource been made available for use by defining a permissable license or policy information that allows derivations? Structure Design Reusable Decide the level of aggregation on which FAIR will be implemented. The more granular the better reuse Does the learning resource represent a complete learning object or aggregation consisting of content, tools and implementation resources defined around minimum one learning objective? Facilitator kit Design Reusable Develop an instructor kit (how to, tips & tricks...) that should help facilitate the proces of others reusing the learning material Does the resource incorporate an instructor kit that aids in facilitating the process of others reusing learning material by offering helpful how-to guides? YES Tools & Formats Produce Interoperable Use interoperable tools that will enable you to save the intermediate (editable) and final content in open file formats Is your resource available in open file formats which are tool agnostic and compatible with a wide variety of existing software? YES Metadata Produce Findable Describe the material (all FAIR objects) using the rules provided in the chosen schema Is metadata for the resource provided in both human- and machine-readable format (e.g JSON, XMLor YAML? YES Accessibility Produce Accessible Ensure accessibility of the material by people with different learning styles and/or with disabilities. Has an accessibility checker tool been utilised to improve the accessibility of all learning resource files (PDF, HTML, video, etc.)? Versioning Publish Reusable Use a versioning system to implement document version control. New versions are released with a new DOI. Have you employed a versioning system to track and control changes in your materials? YES Repositories Publish Findable Publish the new version of the learning materials & metadata Is the complete learning resource (including instructors info) registered or indexed in at least one searchable repository? Is it in a FAIR repository? Access rules Publish Accessible Ensure all material is widely accessible by defining open access rules for learning and reuse Are the resource access rules (how to access, e.g. registration procedure) explicitly communicated to learners? YES Access rules Publish Accessible Ensure all material is widely accessible by defining open access rules for learning and reuse Are access rules (authentication & authorisation) implemented for the learning resource? Catalogue Publish Findable Improve findability by creating an entry in a selected training catalogue(s) (thematic, project, regional, general, etc.) Is the learning resource searchable in at least one relevant catalogue? Is it FAIR (can be searched based on metadata)? Cocreation Verify Accessible Enable the possibility to gather feedback and comments from users and peers Does the course include the possibility to provide feedback or comments from users and-or trainers/designers? If so, do you regurarly gather and analyse that feedback? Cocreation Verify Reusable community building Does the resource adopt an open community approach regarding its quality and reachability? QA Verify / external QA Has the learning resource been checked by a third party regarding its learning experience quality? FAIR FAIR Results Does the resource align with the FAIR-by-design methodology principles?","title":"FAIR-by-Design Methodology QA checklist"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#elsi-qa-checklist","text":"The ELSI sub-framework defines the specific features that the Open Science learning resource should include related to Ethical, Legal, and Social issues. To guarantee the quality of the learning resource, it's important to score at least 1 in all the essential indicators. This shows that the resource meets the minimum ELSI quality standards. If the resource does not meet this threshold, more steps are needed to make sure it follows the necessary ELSI requirements. Essential Topic CHECKLIST QUESTION YES Terms of Service Does the resource provide or refer to Terms of Service (ToS)? If so, is the ToS versioned? NO Terms of Service If needed, does the resource provide ToS authentications/registration sections? NO Terms of Service If needed, does the resource provide ToS information about charging and quotas? NO Intellectual Property Rights Are the types of Intellectual Property (IP) and other types of rights subsisting in a resource identified? YES Intellectual Property Rights Is the IP owner identified? Is the identity of the author / inventor or other IP originator identified? NO Intellectual Property Rights Is provenance or other type of IP acquisition related information provided? NO Intellectual Property Rights If applicable, is the licence of the resource Public Domain equivalent? NO IPR \u2013 Restrictions Are there any Trade Secrets contained in the resource? NO IPR \u2013 Restrictions If there any restrictions from cultural heritage law (e.g. in the use of pictures), personality rights and/or other rights that may require additional licence/authorization, are they provided? YES IPR - licensing out Does the resource provide the standard licences used? YES IPR - licensing out Does the resource provide a machine and human readable version of the licence? NO IPR - licensing out If applicable, is there an available URL location of the licence or policy of the material/s? NO IPR - licensing out Is the licence of the resource versioned? NO IPR - Open Licences Is the licence compliant with Free Cultural Work or the Free Software Foundation (FsF) definition? NO IPR - Open Licences Is the licence Open Permissive? NO IPR - Open Licences Is the licence Open Protective (Copyleft)? YES IPR - Open Licences Are the licences used interoperable with each other? NO Personal Data If applicable, are conditions for further processing (if allowed) provided? NO Personal Data If applicable, are the data subjects rights provided? Are communication addresses (e.g. email) provided? NO Ethics Are there any ethical rules provided? NO Ethics Are there any Codes of Conduct (CoC) provided? YES Ethics Is there attribution to the data source? YES Ethics Is data provenance provided? NO Public Sector Is this resource identified as research data under the Open Data Directive? NO Public Sector Is this resource identified as a High-Value Dataset?","title":"ELSI QA checklist"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#external-qa","text":"A fresh set of eyes Have someone who has not participated in the development of the learning materials review the final work. This will guarantee a review free of cognitive bias. To truly view the produced learning materials through the lenses of learners and other instructors, you need to perform a QA check with the help of an external party. Image by OpenClipart-Vectors from Pixabay To further support this effort the chosen QA reviewer should be an expert that is very well versed in the requirements for engaging learning content and learning styles, as well as the FAIR principles. It is their job as an external QA reviewer to evaluate the learning materials performance, quality, and suggest improvements using an objective and independent perspective. The external QA reviewer can use the Skills4EOSC QA guidelines and checklists as a starting point for the QA, but should be encouraged to go more in-depth with the review process. The high impact recommendations in the QA review report should be resolved as soon as possible. The lower level improvement recommendations can be taken into account as relevant input for the continuous improvement step.","title":"External QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#learners-experience-qa","text":"In addition to the checklists the QA review should also ensure that the course available for learners. For instructor-led trainings and courses this must be done before the scheduled training takes place. For these purposes the QA reviewer should assume the role of a learner and try to: access the course information register or self-enrol in the course go through all of the resources available on the course including playing multimedia, quizzes, feedback form and any other type of interaction Any identified problems should be resolved as soon as possible.","title":"Learners experience QA"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#summary","text":"Performing a QA self-check after publication is an essential step that aims to ensure that all stages of the FAIR-by-Design methodology have been implemented successfully and the learning materials are accessible and presented as planned. The QA guidelines and checklists developed by Skills4EOSC can be extremely helpful when it comes to QA. By engaging an external QA reviewer you are demonstrating your commitment to producing high-quality learning materials and provide accountability to your learners, the instructors community and the public in general.","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/06%20Quallity%20assurance/quality_assurance/#suggested-reading","text":"S\u00e1nchez, M., M\u00e9ndez, E., Whyte, A., Weisteen Bjerde, K., Mart\u00ednez, S., Bueno, G., & Ucar, I. (2023). D2.3 Community-endorsed quality assurance and certification framework for professional training and qualifications (1.3). Zenodo. https://doi.org/10.5281/zenodo.8305482 Training Check. The TrainingCheck Approach TrainingCheck. NHS Shared Learning. Quality Assurance Checklists for Evaluating Learning Objects and Online Courses. 2009. zipBoard. eLearning Quality Assurance Checklist with use cases and examples. August 2020. FAIR Training Handbook. New chapter on assessing FAIRness","title":"Suggested Reading"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/","tags":["practice","hands-on","QA checklists","measure FAIRness"],"text":"Hands-on Activity Learning Objectives use the QA checklists measure FAIRness of learning objects Introduction It is time to tune your practical QA skills. Your mission, if you choose to accept it, is to check the level of quality of two existing learning materials. In other words, you need to try use the provided QA checklists to see what pieces might be missing in the already developed learning materials, are they minimum FAIR and what can be done to improve their FAIRness. As we are not sure that all of you have sufficient experience with GitHub and MD, the template we prepared for you is on Google drive and you can edit it online in your browser. Step-by-Step Guide The learning materials which you will analyse in this session are CLARIN Tools and Resources for Lexicographic Work by Francesca Frontini, Andrea Bellandi, Valeria Quochi, Monica Monachini, Karlheinz M\u00f6rth, Susanne Zhanial, Matej \u010eur\u010do and Anna Woldrich (2022). CLARIN Tools and Resources for Lexicographic Work. Version 1.0.0. DARIAH-Campus. Applied Language Technology by Tuomo Hiippala; Faculty of Arts, University of Helsinki, Finland Go to the CLARIN Training Session 2 Hands-on folder on Google drive You will find a folder with your name on it, this is your playground Inside there are two google sheets documents that you can use to keep track of your checklists progress each document has three sheets that refer to the three QA frameworks that we discussed Your task is to answer the questions in the frameworks by choosing the possible answers from the dropdown lists reviewing the final score obtained 5 mins before the end of the hands-on you will be asked to answer a few questions about your experience Have fun and remember you can always ask for help! Summary We hope that by engaging in this task, you have not only deepen your understanding of the different quality and FAIRness aspects of learning materials but also gained practical experience in performing QA. This activity was envisioned as an opportunity to bring theory into practice. We encourage you to discuss, collaborate, and make the most of the tools provided as you work through your daily QA challenges. Good luck in your publication and verification efforts! And remember that the FAIR-by-Design Methodology team is here to support you with whatever you might need on your FAIR journey!","title":"Activity"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#hands-on-activity","text":"","title":"Hands-on Activity"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#learning-objectives","text":"use the QA checklists measure FAIRness of learning objects","title":"Learning Objectives"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#introduction","text":"It is time to tune your practical QA skills. Your mission, if you choose to accept it, is to check the level of quality of two existing learning materials. In other words, you need to try use the provided QA checklists to see what pieces might be missing in the already developed learning materials, are they minimum FAIR and what can be done to improve their FAIRness. As we are not sure that all of you have sufficient experience with GitHub and MD, the template we prepared for you is on Google drive and you can edit it online in your browser.","title":"Introduction"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#step-by-step-guide","text":"The learning materials which you will analyse in this session are CLARIN Tools and Resources for Lexicographic Work by Francesca Frontini, Andrea Bellandi, Valeria Quochi, Monica Monachini, Karlheinz M\u00f6rth, Susanne Zhanial, Matej \u010eur\u010do and Anna Woldrich (2022). CLARIN Tools and Resources for Lexicographic Work. Version 1.0.0. DARIAH-Campus. Applied Language Technology by Tuomo Hiippala; Faculty of Arts, University of Helsinki, Finland Go to the CLARIN Training Session 2 Hands-on folder on Google drive You will find a folder with your name on it, this is your playground Inside there are two google sheets documents that you can use to keep track of your checklists progress each document has three sheets that refer to the three QA frameworks that we discussed Your task is to answer the questions in the frameworks by choosing the possible answers from the dropdown lists reviewing the final score obtained 5 mins before the end of the hands-on you will be asked to answer a few questions about your experience Have fun and remember you can always ask for help!","title":"Step-by-Step Guide"},{"location":"2nd%20Session%20-%20Under%20Development/07%20Hands-on/hands-on/#summary","text":"We hope that by engaging in this task, you have not only deepen your understanding of the different quality and FAIRness aspects of learning materials but also gained practical experience in performing QA. This activity was envisioned as an opportunity to bring theory into practice. We encourage you to discuss, collaborate, and make the most of the tools provided as you work through your daily QA challenges. Good luck in your publication and verification efforts! And remember that the FAIR-by-Design Methodology team is here to support you with whatever you might need on your FAIR journey!","title":"Summary"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/","tags":["FAIR-by-Design learning materials","Recap","Takeaways","Co-creation"],"text":"Conclusion Slides Download the slides here Takeaways To create FAIR-by-Design learning materials, consider the following: Ensure Findability : Structure content with clear metadata, tags, and descriptions to make it easily searchable. Use consistent terminology across materials. Get a PID for your materials. Promote Accessibility : Design materials to be accessible to all users, including those with disabilities. Use open licenses and ensure content is available in multiple formats (e.g., PDFs, HTML). Foster Interoperability : Use standard open formats and frameworks that allow materials to be easily integrated into different systems. Ensure compatibility with various platforms. Encourage Reusability : Design modular content that can be repurposed for different contexts. Provide clear documentation and guidelines for reuse, ensuring that others can adapt the materials without losing the original intent. this includes plans, assessment details, activities description and facilitation guide Engage the Community : Involve users in the development and refinement of materials. Use feedback loops, such as surveys and discussions, to continually improve the resources. Use Open Tools : Leverage open-source tools for content creation and dissemination to align with FAIR principles and ensure that materials can be widely shared and adapted. Document Your Process : Keep thorough documentation of the creation process, including decisions made regarding content structure, licensing, and technical implementation. This transparency helps others understand and build upon your work. provide information in files such as README, CITATION, CODE_OF_CONDUCT, LICENSE, CONTRIBUTORS, RELEASE_NOTES, etc. Version Control : Use version control systems like GitHub to manage updates and track changes, ensuring that the most current and relevant materials are always accessible. Let us co-create The FAIR-by-Design methodology is a living document, continuously evolving as we refine and enhance it based on new insights and feedback from our community. We\u2019re committed to ensuring that it remains relevant, effective, and aligned with the latest developments in instructional design. We Need Your Input! We deeply value your thoughts and ideas. Your feedback is crucial in shaping the future of the FAIR-by-Design methodology. Let\u2019s collaborate to co-create an even better version of these materials. How You Can Contribute : EC Survey Form : Your voice matters, and the EC Survey form is always open for your input. Share your thoughts anytime. GitHub Issues : Have an idea for a new feature or notice something that needs fixing? Create a GitHub Issue to bring it to our attention. GitHub Discussions : Engage with the community by asking questions, sharing comments, or starting a discussion on GitHub. Every perspective helps us grow. Pull Requests : If you have specific suggestions for improvement, why not take it a step further and submit a pull request? Your contribution can directly shape the next version. Feedback Form : Tell us what you think about this training by filling out the Feedback form. Your insights will help us improve the experience for everyone. Post-Mortem Document : Have you applied the methodology in your work? We\u2019d love to hear about your experience. Share your impressions and outcomes in the Post-Mortem document to help us learn from real-world applications.","title":"Takeaways"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/#conclusion","text":"","title":"Conclusion"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/#slides","text":"Download the slides here","title":"Slides"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/#takeaways","text":"To create FAIR-by-Design learning materials, consider the following: Ensure Findability : Structure content with clear metadata, tags, and descriptions to make it easily searchable. Use consistent terminology across materials. Get a PID for your materials. Promote Accessibility : Design materials to be accessible to all users, including those with disabilities. Use open licenses and ensure content is available in multiple formats (e.g., PDFs, HTML). Foster Interoperability : Use standard open formats and frameworks that allow materials to be easily integrated into different systems. Ensure compatibility with various platforms. Encourage Reusability : Design modular content that can be repurposed for different contexts. Provide clear documentation and guidelines for reuse, ensuring that others can adapt the materials without losing the original intent. this includes plans, assessment details, activities description and facilitation guide Engage the Community : Involve users in the development and refinement of materials. Use feedback loops, such as surveys and discussions, to continually improve the resources. Use Open Tools : Leverage open-source tools for content creation and dissemination to align with FAIR principles and ensure that materials can be widely shared and adapted. Document Your Process : Keep thorough documentation of the creation process, including decisions made regarding content structure, licensing, and technical implementation. This transparency helps others understand and build upon your work. provide information in files such as README, CITATION, CODE_OF_CONDUCT, LICENSE, CONTRIBUTORS, RELEASE_NOTES, etc. Version Control : Use version control systems like GitHub to manage updates and track changes, ensuring that the most current and relevant materials are always accessible.","title":"Takeaways"},{"location":"2nd%20Session%20-%20Under%20Development/08%20Wrap-up/wrap-up/#let-us-co-create","text":"The FAIR-by-Design methodology is a living document, continuously evolving as we refine and enhance it based on new insights and feedback from our community. We\u2019re committed to ensuring that it remains relevant, effective, and aligned with the latest developments in instructional design. We Need Your Input! We deeply value your thoughts and ideas. Your feedback is crucial in shaping the future of the FAIR-by-Design methodology. Let\u2019s collaborate to co-create an even better version of these materials. How You Can Contribute : EC Survey Form : Your voice matters, and the EC Survey form is always open for your input. Share your thoughts anytime. GitHub Issues : Have an idea for a new feature or notice something that needs fixing? Create a GitHub Issue to bring it to our attention. GitHub Discussions : Engage with the community by asking questions, sharing comments, or starting a discussion on GitHub. Every perspective helps us grow. Pull Requests : If you have specific suggestions for improvement, why not take it a step further and submit a pull request? Your contribution can directly shape the next version. Feedback Form : Tell us what you think about this training by filling out the Feedback form. Your insights will help us improve the experience for everyone. Post-Mortem Document : Have you applied the methodology in your work? We\u2019d love to hear about your experience. Share your impressions and outcomes in the Post-Mortem document to help us learn from real-world applications.","title":"Let us co-create"}]}
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