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Course Description This course consists of five Assets Based Collaborative Open Educational Resources (COERs) that have been developed through a research and design process to share innovative practice and further develop assets based approaches for interprofessional working across international community contexts. The course will provide you with the opportunity to further explore these community assets based interprofessional working resources and how they can be applied to your own working contexts. Identity and Interprofessional Working COER (Scotland) The COER Identity and Interprofessional Working was developed, in partnership with Centrestage Communities with the aim of developing interprofessional educational resources for the professional development of community workers and practitioners, to facilitate thinking about identity in relation to personal, family and community identity and how different aspects of identity relate to professional identity and professional practice. This COER is designed to share and promote innovative interprofessional practice and to support assets based approaches to working with communities by drawing on the experience and expertise of assets based organisations in Scotland i.e. Renfrewshire Social Services and Glasgow Wheatley group. Moreover, extracts drawn from case studies are considered about how community youth workers’ identity impacts on their practice in different European contexts through the use of critical questions designed to prompt ‘reflection on action’ and ‘reflection in action’ on identity and how that impacts on practice. The resource also provides space to consider how identity is multifaceted and how different socio-cultural processes shape identity and professional practice. The topics covered in the COER are: Reflective Thinking; Empowerment and Self-regulating Efficacy; Exploring Identity as a Strength through Art; Asset Based Approaches A-B-As; Motivational Interviewing; Critical Reflection and Dialogue; and Reflective Models. Leadership and Management COER (Slovenia) The COER Leadership and Management is designed to provide a brief familiarisation with the basic leadership and management topics, as well as the relationships among them. The main topics include group dynamics, multi-professional teams and motivation. The COER draws on the know-how that was generated through case studies involving the application of the assets based approach in Slovenia. Therefore, the COER is designed more practically and has a narrower focus when compared with more general courses on Leadership and Management. It also provides space for self-reflection on the topics and issues that one encounters when performing tasks falling under the Leadership and Management domain. These self-reflections can be compared to the answers of stakeholders included in the Slovenian case studies in order to provide participants with some guidelines and ideas to be used in their daily work. Partnership and Networking COER (Denmark) The COER Partnership and Networking was created as part of a larger international collaborative project aiming at developing interprofessional educational resources for training public sector practitioners. The topic Partnership and networking was identified as a common challenge in the cross-national and stakeholder-driven gap-analysis, which prompted the effort to develop a resource that addressed these topics. The resource has been developed in collaboration with the Danish project Building Bridges, which aims at harvesting the asset-based synergies promoted by mixing inside students (incarcerated people) with outside students (law students from University of Southern Denmark). Building Bridges works as the initial case that will encourage the learner to reflect in depth about partnership and networking in their own context. Furthermore, it involves an international perspective based on inputs from a Slovenian context. The theoretical foundation of the resource is based on literature concerning social network analysis and the promotion of human and social capital. The resource involves different practical and reflective activities that will provide you with the ability to reflect upon important aspects of partnership and networking in your organisation as well in general. This will help you identify existing strengths and challenges in your organisation and point to new beneficial partnerships and resources that can promote sustainable partnerships and community development. Abstract: Theory and Praxis COER (Finland) The COER Theory and Praxis is best described as an umbrella of contexts. The COER’s theoretical groundings are in appreciative Inquiry (AI), assets-based approaches (A-B-A), community work and shared experience. Appreciative inquiry is a method useful for community development. This course will walk the learner through the first steps towards understanding AI and how to apply it to assets based approaches and experience. AI shares its roots with solution-focused approaches. Common to both is a focus of vision, aiming towards the future and towards successful situations and outcomes (Hirvihuhta & Litovaara 2003). Word tool is a practical tool to help recognise the assets young people possess. It is useful for example in the beginning of an appreciative inquiry process as it defines assets and helps to form more concrete goals to community development processes. Categories of assets are mapped to internal as positive values, commitment to learning, social competencies, positive identity and to external as support, empowerment, boundaries and expectations. We also utilised different images with the students and young asylum seekers. Images are a useful tool when practitioners need to activate or empower clients to interact. Images can be used to capture the ineffable – what is difficult to put into words. Artistic images can help to access aspects of knowledge that would otherwise stay hidden. They provide us with a new perspective and help us to view things from a fresh perspective. The interaction with the help of images is more holistic. They help us to incorporate multiple layers and to evoke stories and questions (Weber, 2008). Abstract: Understanding Context COER (Italy) The COER Understanding Context was developed to support learners to address a key challenge in the work with adolescents, that is obtaining a comprehensive understanding of how aspects of the different contexts in which adolescents are embedded constrain or support their development, health and well-being, so as to offer them knowledge and skills to implement a process of learning in context based on an assets based approach. This COER, based on a theoretical background in community psychology, has been developed with the support of two Italian stakeholders, “Acchiappasogni” (Dreamcatcher) project and Come out project, identified as good practices in community based health promotion interventions with youth. Moreover, it includes an international perspective based on the input from the Scottish context. Learners will be presented with resources (e.g. “Mapping the Context” tool) that have been developed starting from the concrete experience of health workers in the analysis of their local contexts (and the opportunities and resources they offer) and jointly constructed with them to make them usable and transferable to other types of context, at an international level.
This course is designed to provide a helping hand to anyone who intends to submit an application to the OAD Call for Proposals. It provides a brief introduction to Astronomy for Development and introduces the participant to the OAD project cycle, from needs analysis to monitoring and evaluation.
Information and practice tests to prepare you for the Australian citizenship test
This free course, built around the findings of a DFID-ESRC funded project led by The Open University, considers the impact of the rise of China on Africa’s development through the lens of oil production.
Mae'r cwrs hwn yn ystyried sut y gall ymgymryd â gwaith gwirfoddol wella eich cyfleoedd cyflogaeth.
#defyhatenow Identify & Report Hate Speech OnlineThe #defyhatenow Social Media Hate Speech Mitigation course on How to Identify & Report Hate Speech Online is aimed at people who want to have a positive impact on their communities through developing social media skills to become a positive influencer. The #defyhatenow course series supports those working as individuals or in collaboration with youth, civil society, peace-builder and media organizations, international agencies, churches and schools. The course offers practical hands-on information to understand, identify, counter and report hate speech and dangerous speech online.The Field Guide focuses on the following areas to build awareness & skills through the responsible use of social media: Identify & Report Hate Speech Online (Current Course)Social Media Fact Checking StrategiesResponsible Use of Social Media and Positive CampaignsHow to Counter Dangerous SpeechGender Equality: Safety of Women & Girls and mitigation of gender-based violence
#defyhatenow Social Media Hate Speech Mitigation Field Guide offers resources and strategies for peacebuilding to education, civil society, NGO and community organisations raising awareness of dangerous speech online and mitigating incitement to violence. The Field Guide uses self-paced learning with grassroots tools that can be used by anyone wishing to mitigate and combat hate speech and the incitement to violence, online and offline. The Social Media Fact Checking Strategies course enables learners to build awareness & skills through the responsible use of social media. Gain understanding of the differences between fake news, rumour, misinformation and propaganda, along with tools to verify images and stories, how to report false stories and misinformation, and further resources.#defyhatenow Social Media Mitigation Field Guide is a long term product of the #defyhatenow initiative for combating hate speech. The guide contains an overview of selected grassroots projects, initiatives and strategies designed for use in the field with training materials, workshops resources and toolkits for raising awareness, developing counter narratives and mitigating violence related to online hate speech.Course Activities Required for Successful CompletionRead through the articles, guidelines and definitionsWatch all video content Contribute to the online discussion with fellow studentsRead closely and in detail all the lesson informationFinish and submit all exercises, quizzes and testsTo complete the course successfully, plan to spend around 2 hours on each lessonPrerequisite Knowledge & SkillsComputer LiteracyBasic knowledge of Social MediaCommunity engagement, leadership and capacity to moderate discussions#defyhatenowdefyhatenowhttps://www.facebook.com/defyhatenow/https://twitter.com/defyhatenow
This is an undergraduate level 2 course from the Faculty of Social Sciences presented between 1992 and 2001. The materials accessible here were recorded in 1999.
‘Dyslexia: Identification and Support’ is designed for Support for Learning Teachers/pupil support teachers and local authority education officers to deepen their knowledge and understanding of the identification process and appropriate supports for dyslexia. This course provides opportunities for practitioners to engage in reflective practice and develop their confidence when identifying and supporting dyslexia.
Gender Equality in STEM is designed for teachers of late primary and early secondary pupils. There is no requirement to have a background or role related to STEM. The course aims to reduce barriers for participation in STEM subjects by female students through challenging gender stereotyping and building STEM capital in the classroom, using an inquiry-based approach. This free online course is designed not only to deliver information but to contribute towards transformational change in schools.
What is death like around the world? How do we know what the causes and circumstances of death are globally? Are these changing, and if so, why? We will try to find the answers to these questions in this short module.
An introduction to Dyslexia and inclusive practice for teachers, community educators and anyone with an interest in these issues.
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