Digital Humanist curriculum design

IPS at UNWE

Digital Humanist

curriculum design

2018-1-IT02-KA203-048291

Partners’ meetingAthens, May 30-31, 2019

IPS at UNWE

Focus on

Intellectual Output 1

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INTELLECTUAL OUTPUT 1

Agenda

Methodology for training curriculum developmentCurriculum outlineLearning needs

Curriculum design• Target• Curriculum description• Exams• Content• Training methodology

• Assessment

AdoptionOutcomes

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Why do we have used Curriculum Design Model?

• This is a model to design different Curriculums with similarities

• Creation of similarities is based on core courses in the Curriculum Prototypeo Adopting textbooks and materialso Adopting dynamic industry needso Altering the courses according to

participants’ profile o Applying new tools and instructional

materials• Curriculum is a document that sets standards

and context for education, with implementation guidelines with expected knowledge and skills achievements

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Our definition for “good curriculum”

• With well defined objectives

• With identified Prerequisites

• Balanced – in the subject and covering the gaps

• Understandable – with well defined disciplines (courses)

• With Horizontally integrated content – links and sequence between the courses

• With Vertically integrated content – links and sequence between the modules in a course

• With Spiral based increasing of knowledge / skills

• Having Age / Generation Relevance

• With duration for achievement of knowledge and skills (lectures / labs, ECTS)

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We propose a methodology for designing

Model Training Curriculum (Curriculum model)

➢ The Methodology is based on 4 theoretical models:• Tyler model;• Taba model;• Oliva model;• Hunkins model.

integrated under common Principles.

Principles

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➢ Decision makers selecting a particular model are:• Industry

• Advisory boards• Training institution management• Lectures

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Principles applied in model training curriculum design

1. Coherence of a curriculum as a sequence of parts with different values 2. Multiple parallel optional courses in a part of a curriculum3. Curriculum should work as a system4. Elimination of overlapping5. Providing balance and coordination between curriculum parts6. Horizontal integration between curriculum parts and Vertical integration between course

modules7. Incorporation of identified Competence Gaps from the Focus groups and National reports 8. Incorporation of identified Digital humanist trends from the Research 9. Clear identification of competences required by entrepreneurs and managers 10. Focus on a core set of knowledge, skills and attitudes for Digital humanist professionals11. Incorporation of theoretical and practical competencies required to fulfill vocational and

generic tasks and the European and National frameworks for key competences 12. Integration of key tasks in digital cultural communication

13. Using the list of knowledge and skills required to fulfill the tasks 14. Incorporation of levels of responsibilities and autonomy for each task

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Tyler model is applied as technical-scientific model

• In 1949, Tyler published Basic Principles of Curriculum and Instruction

• Four key points of the model can be tuned for the purpose of the project:

• Objectives – the purposes of education through the curriculum,

• Instructional experience related to the purposes,

• Organization of the experience for the purpose of having maximum

curriculum effect (from education),

• Evaluation and assessment of the education purposes

• Objectives – what is to be the outcome of the students’ education

• Our approach for using Tyler model is to create curriculum course:

o Mapping of current Institutional curriculum with the research,

including from IO1, Task 1.1

o Applying methods of teaching and learning: Cognitive, Affective,

Psychomotor

o Implementing Learning through exploration and Learning via doing

o Organizing the experience - From simple to complex, From general to

specific, Experiences should build single unit – module, course

o Evaluation and Assessment of the results – through KPIs

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Taba model is used as “grass-roots” model

• Defined in “Curriculum development: Theory and Practice” (1962)

• Hilda Taba believed that those who teach the curriculum (the

teachers/lecturers), should participate in developing of the curriculum

• The curriculum should be designed by the teachers rather than handed

down by higher authority

• The teachers/lecturers should create specific teaching-learning units

(modules) for their students rather than creating a general curriculum

design - the grass-roots of the education

• Steps in the model:

• Diagnosis of needs

• Formulation of objectives

• Selection of content

• Organization of content

• Selection of learning experiences

• Organization of learning activities

• Evaluation and means of evaluation

Important for our project

• Our approach for using Taba model is:

o to create the course as a sequence of modules;

o some modules to have alternative ones.

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We have used the Oliva model optionally as a deductive model

• The Peter Oliva Model (2005) offers to faculties a possibility to make

complete development of a school’s curriculum.

• The basic principles that the students in a faculty have common abstracted

needs for education

• The model offers faculty-wide interdisciplinary programs making short path

across areas of faculty specialization

• The model supports the faculty to focus on common curricular components

• The model allows the faculty to concentrate on the instructional tools

• Our approach for using Oliva model is:

o to incorporate Faculty principles;

o to create Faculty inter-dependencies in the courses.

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We have used the Oliva model optionally as a deductive model

• Hunkins model (2004) addresses the concerns of conceptualists, of

putting stress on understanding the nature and power of curriculum .

• The model built on society’s (community’s) values and beliefs

• Complete front end analysis:

o ask philosophical questions

o debate purpose of schooling

o debate curriculum designs

o develop master curriculum plan

• The Francis Hunkins model has seven major stages:

• Curriculum conceptualization and legitimization,

• Diagnosis,

• Content selection,

• Experience selection,

• Implementation,

• Evaluation;

• Maintenance

Important for our project

• Our approach for using Hunkins model is:

o to conceptualize the courses in the curriculum;

o to check the achieved curriculum objectives.

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The developed Methodology has a Procedure in 5 steps

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Course description• The Digital humanist course develops digital cultural promotion and entrepreneurial skills, with

innovative and interactive teaching methodologies. It is designed to shape the professionalfigure of a typical humanist, specializing in areas such as literature, philosophy, history, religion,languages, art history, philology, semiotics and visual arts, with IT skills and competences.

• The aim of this new figure is to exploit theoretical methodologies typical of the humanisticworld, to be able to carry out scientific collaborations developing practices with the use ofresources and tools typical of the information technology field useful in all areas of the humansciences and with an emphasis on cultural heritage management and promotion.

• The most popular professional profiles, described in the National Classification of Occupationsand Positions are: travel agent, sales representative, marketing associate, economist,information broker, specialist in public administration, specialist on information management,coordinator of EU projects, etc.

• A figure of Digital Humanist finds employment in many sectors including web agencies,software companies, software localization companies, libraries and museums, and many fieldsin the arts of entertainment and culture.

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Professional profile

Different sources: literature review, focus group research, National standards of professional competences, job descriptions, professional associations recommendations

Integrated framework of profile design, characteristics of the further professional (competences, skills, know how, indicators, expected results) and curriculum design features (modules, courses, OER content)

Digital humanist capabilities, expected know how and related skills to be developed: some considered as prerequisites, others - developed within the curriculum, as learning objectives

Four blocks or layers of activities refer to the four competence areas of the Digital Humanist curriculum

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Professional profileCompetence area Skills Knowledge

PLANNING AND

ELABORATING A

CULTURAL HERITAGE

BUSINESS

DEVELOPMENT PLAN

Planning, organization, control, decision, result and customer orientation

Interpreting the needs for change in cultural communication models in relation to the specific

identities of the territories

Articulate the communication objectives with respect to the aims identified to valorise the

territorial cultural assets

Translate company directives into strategies appropriate to their area of responsibility /

competence / territory

Understanding of how heritage

assets can be used to stimulate

sustainable development of local

businesses and communities.

Strategy and business plan

Ethics

MANAGING CULTURAL

HERITAGE PROJECTS

Concept and development of a digital communication project

Design the digital communication of cultural assets

Manage the methods and tools according to a cross media and transmedia logic

Apply the tools to improve the experience of users of cultural contents

Designing narrative communication structures

Project management process and

functions

Project management Body of

knowledge

Developing a social media

marketing campaign

Narrative structures ANALYZE THE MARKET,

CULTURAL HERITAGE

ASSETS AND APPLY ICT

INSTRUMENTS

Apply context analysis techniques (market analysis, competitive analysis), cost-

benefit/opportunity/profitability analysis

Develop video products with Quick Response (QR) Code, Augmented Reality (AR), three

dimensional (3D) elements, Holograms, to increase experiential factors in real life

Market analysis

Cost-benefit analysis

Digital video products

CULTURAL

COMMUNICATION

AND PROMOTION

Foster interaction with others, interpersonal communication and effectiveness, group and

meeting management, public speaking, persuasion, negotiation, leadership

emotional stability and conflict management

Identify and apply tools for better narrative support

Manage the nonconventional narration on social networks generated in the field of digital

communication

Communication process Narrative

support

Conflict resolution Social media

and networks

Leadership styles

Storytelling

Narrative posts

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Learning Outcomes

• Domain-specific (cultural heritage management and promotion) and

• Digital competences.

• The students will get to know the principles, methods and techniques of linguistics, including its computational aspects, historical research, communication, text coding, document management, semi-structured content and data, technologies and services

related to the web, graphic and multimedia production, graphic interfaces and their usability.

Humanities competences

• Be able to process archival collections, curate exhibitions, transcribe and annotate historical documents;

• Be able to formulate research questions, collect data and apply research methods to find the information that you need;

• Be able to read critically, write effectively, analyze problems and solve them;

• Be able to apply visual and oral rhetoric, grammar and composition principles in order to improve the readability and aesthetic appeal of the presentation;

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• Be aware of the social, political and ethical issues related to the problem;

• Be aware with the principles of intellectual property and the fair use doctrine;

• Be aware of intellectual property issues as they apply to multimedia;

• Be able to apply the legislative principles;

• Be able to collaborate with peers by assigning and dividing different tasks;

• Be able to deal with conflicts;

• Be able to negotiate and to build strong social networks;

• Be able to manage, administer and budget projects;

• Be familiar with the media landscape, including traditional and social media.

Technical Competencies

• Create and study an electronic text;

• Create electronic music and compose on the computer;

• Design a typeface;

Learning Outcomes

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• Create bit-map and vector graphics;

• Create and manipulate digital photographs;

• Design the layout and composition of a publication;

• Create an animation;

• Create a virtual space;

• Create instructional materials;

• Create an electronic presentation.

• Build a sophisticated WWW site;

• Create an interactive CD-ROM;

• Create time-dependent media (audio and video);

• Set up and network a PC or Mac;

• Use a WWW server;

• Create interactive works;

• Develop databases;

Learning Outcomes

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• Conduct an electronic text analysis;

• Use data modelling to create digital resources;

• Use metadata to describe your content so that people can easily find it;

• Use transcription to create online contents;

• Apply Cascading Style Sheets (CSS) for simple data representation;

• Create annotation to add interactivity to your content;

• Use online collaboration tools (Google documents and wiki software) to stimulate;

• Engagement and knowledge sharing;

• Be able to scan, share and deliver access to digital materials;

• Apply the Guidelines of the Text Encoding Initiative (TEI) to encode texts;

• Develop mapping tools to point out locations;

• Use QR tags (3D bar codes), combined with iPhone apps to allow places and objects to tell their own stories;

• understand digital editing as a holistic process and to know typical phases in a digital editing project, methods and technologies applied and standards used in each phase;

• Know selected tools supporting the various phases in digital editing;

Learning Outcomes

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Target

Target groups: BACHELOR / MASTER students.

LLL / eg., heritage officers lacking digital skills

Open to students in the following areas:AnthropologyArt HistoryEnglish Language and LiteratureFilm StudiesGeographyTourismHistoryJournalismMarketingModern LanguagesMusic and CulturePhilosophyPolitical ScienceSociology

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Entry requirements

• Basic knowledge and skills in the field of Business Administration, Management

and Marketing

• Digital Humanist as a set of suggested courses, methodologies andexperiences that will indicate students the best combination to achieve

advanced knowledge and skills in the field of digital cultural communication

• This is coherent with the main Digital Humanist project aim, to design, pilot and

disseminate a new university-based advanced learning program, intended to

refine and fine-tune business and marketing of cultural heritage assets, to

create prepared, competent and experienced professionals

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Curriculum design

OER Individual Learning UNIT Suggested Courses

PLANNING AND

ELABORATING A

CULTURAL HERITAGE

BUSINESS DEVELOPMENT

PLAN

Digital humanities evolution: sources and methods

Cultural heritage management/marketing

Digital heritage: the past in a digital presentOpen access and digital ethics

Digital Methods for

Humanities

Strategic

Management

Innovation and

Entrepreneurship

Marketing

Business administration

Data analysis

Mobile and social media

Digital image processing

Leadership

Entertainment technology

software and virtual worlds

Data mining and data

warehousing

MANAGING CULTURAL

HERITAGE PROJECTS

Digital cultural heritage content

Social media marketing campaign

Animation and gamification: creative possibilities for digital

communication of cultural assets

Narrative communication structuresANALYZE THE MARKET,

CULTURAL HERITAGE

ASSETS AND APPLY ICT

INSTRUMENTS

Digital marketing research of cultural heritage assets

Digital audience and analytics

Digital tools for producing video products

CULTURAL

COMMUNICATION AND

PROMOTION

Digital and social media marketing of cultural heritage assetsDigital curation - digital libraries, museums and cultural institutionsWeb writing and digital storytelling

Mobile media in cultural communication

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Content

Block 1: n courses, 15 ECTSPartners choose existing courses as suggested learning features

Block 2: 1 course, 6 ECTSDigital Humanist course

Block 3: field experience, 3 ECTSBachelor – internshipMaster - workshop

Digital humanities evolution: sources and methods

Cultural heritage management/marketing

Digital heritage: the past in a digital present

Open access and digital ethicsDigital cultural heritage content

Social media marketing campaign

Animation and gamification: creative possibilities for

digital communication of cultural assets

Narrative communication structures

Digital marketing research of cultural heritage assets

Digital audience and analytics

Digital tools for producing video products

Digital and social media marketing of cultural heritage

assets

Digital curation - digital libraries, museums and cultural

institutionsWeb writing and digital storytelling

Mobile media in cultural communication

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Digital Humanist curriculum – 24 ECTS

4 OER

N suggested courses,

15 ECTS

1 course,

6 ECTS

Digital Humanist

1 field experience,

3 ECTS

Internship/ Workshop

Training methodology

OER & DIGIT

Classes Digitalstories

SMEs check-ups

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Training methodology

• Student-centered learning perspective, focus on active learning

• Curriculum, courses set and modules have a flexible structure• Web-based learning materials, open access to all modules, for reviewing some

parts for additional literature sources, examples etc.

• Students will be involved in the complete process of creating, publishing and

managing a digital edition.• The practical parts will allow students to apply techniques learned beforehand and

to use the tools, introduced to them by the instructors.

• SMEs check-ups allow putting into practice, foster professionality and facilitate

employment

Chosen media areo traditional teaching (lectures),

o web-based multimedia learning materials (OER and other DIGIT material)

o Digital stories

o Field experience (SMEs check-ups)

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Assessment

• Traditional learning - tests and examinations on the designed content

• Innovative learning - evaluated considering o Usage checking (OER, DIGIT. material) during classes and examination platform

accesses, percentage of attendanceo assessment tests (Digital stories and SMEs checkups)

• Converted to the ECTS the grading scale the grades are as it follows:

Excellent /6/ Very Good /5/ Good /4/ Average /3/ Poor /2/

A B C D E FX F

The corresponding number of ECTS credit points is being

allocated

No ECTS credit points

are being allocated

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SMEs Check-up project assessment

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Adoption

Bachelor Master LLL

Courses A = 6ECTS

B

C

Internship= 3ECTS

A1 –upgraded in

content and

different

competences,

B1

C1 = 6ECTS

Any of A,B,C or A1

offered

or

Special package for

the persons who

already work in this

filed

Competences Practical, know to use, etc.

Understanding, using in international context, etc.

Specific –knowledge & skills focused

Options: New programme or adapt/enrich existing programmes with this Digital Humanist curriculum

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Adoption: Digital Methods for the Humanities (MSc),

Athens University of Economics and BusinessTitle ECTS Period Digital Humanist Modules

Required Courses

Υ1 Programming elements with Python 6 A

Υ2Representation and organization of information & knowledge

6 A

Υ3Managing, editing and issuing digital resources

6 A

Υ4 Data Management 6 B Digital audience and analytics

Υ5Applications of Digital Methods in the Humanities

6 B

Optional Courses

Ε1 Language Technology 6 B

Ε2Digitization technologies, techniques and applications

6 B

……. …. …..

Ε7Special Topics in Digital Methods in Humanities

6 C Digital Humanist course

Ε8Legal issues of information management and digital media

6 C Open access and digital ethics

Total 60

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Q & ATHANK YOU

Partners’ meetingAthens, May 30-31, 2019

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E-mail: [email protected]

Web site: www.ips.bg

mailto:[email protected]

Digital Humanist curriculum design

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