Meeting minutes
Terms used in these pages
<Daniel> Terms Used in These Pages
Daniel: This part of the support material and tries to explain the terminology and audiences to be addressed. We are addressing those how want to create courses or train courses
… the first section deals with terminology...
… my first question is if this is the terminology that we should be using?
… is there something missing or that should be removed?
Sarah: Competences for me are applied knowledge
Shadi: How about including also skills?
Sarah: We also use previous knowledge, or pre-requisites
Daniel: We have to adjust this
Shadi: In the module we called skills.
Daniel: We could change the title of this section and change it into previous knowledge
Shadi: Maybe previous skills
Gerhard: Or needed knowledge or necessary knowledge
Daniel: We had discussions about this. In some scenarios we may require knowledge and in other scenarios it might not be possible.
Sarah: I think that if knowledge isn't used elsewhere maybe it could be included here.
Daniel: Anybody against that?
Carlos: The question is regarding the word competences or how is defined?
Shadi: Sarah raised the question on the definition on competences and may agree to use skills. Then Gerhard also asked about the possibility to change the word competences.
Shadi: Gerhard why do you think that we should change the word competences?
Gerhard: No problem with the word but maybe add needed competences.
Carlos: Maybe we could use another easier word for competences. For me it would be more previous knowledge and skills.
… the word knowledge is very used in the modules.
Gerhard: What about background knowledge?
Shadi: Sarah's point is that knowledge is fairly plain and static and competences is more applied. Maybe skills and knowledge.
Daniel: In fact developers that have to know how to apply.
… I will be putting skills upfront. Any other issues regarding this definition or others?
Implementation examples
<Daniel> Implementation Examples
Daniel: I tried to put some scenarios. First, I have tried to put timings. We decided not to include specific timings.
… in the first example we put several roles and we focused on roles and primary and secondary modules.
… do you think that this section is helpful? Are there many scenarios?
Shadi: It is a very dense section. At the bottom are examples of courses and duration. To me it is difficult to understand the different options...
… the hypothetical courses and the way of presenting them is different...
… I guess this section is how to use the curriculum in different scenarios. Maybe using an expand and collapse may help to understand better this section.
Carlos: I want to add that I am not sure if it is understandable about the difference between a MOOC and a university course because the content is the same. I would maybe use the role...
… the role of the audience
… maybe it would help to differentiate if it is an introductory course or a more advance course and not focus on the type of course...
Daniel: The difference between the first table and the second is that the first focus on roles and the second provides examples of specific courses.
Shadi: There are three axes one is the role "type of course" and which modules will you teach, one other question is "what is the duration", you could teach an introduction in a semester or in a three days course....
… the third axes is "delivery" if it is on-line, face to face or blended. Are these the three things that we want to explain?
Howard: The first section for me is the more useful, "role based". For me the MOOC I think it can be left out.
Daniel: Should we try to build the three axes around the first section?
… should we focus on the roles?
Shadi: What is exactly what we want to provide. Usually we get questions regarding the duration. What impact does the timing has and the same for the delivery.
Gerhard: I think that the mode of delivery does not affect duration. But guidance on duration it might help.
Shadi: In the matrix that we have on the top we might have a suggested duration.
Sarah: May we suggest minimum duration?
Gerhard: Depending on the roles timing is very difficult to manage.
Carlos: If you only have half an hour for a topic we could suggest some topics. But this requires us to another level.
Shadi: In the developer curricula we refer to specific topics. Going on a topic level might make sense.
Donal: If you don't provide this you will be asked...
… Shadi you mentioned topics in specific modules and roles, a designer and developer might know some topics at a beginners levels and others at a more deeper level...
… perhaps what you have at primary and secondary level is sufficient, in terms of duration is very difficult...
… the indications are examples not prescriptions...
… overall these are very different types of courses, some will allow to teach something in detail but others not...
… do we go to duration or do we go to the level of question and detail?
… it might be sufficient to give an approx duration, maybe another column saying 3 hours in module xxx, but do we want to go in that detail?
Daniel: I see the difficulties that people takes this as prescriptive. We could put some minimum duration.
Shadi: Those that are new to the accessibility and those that are more used how are going to deal with this?
Daniel: We need to come up with some solution regarding the duration.
… I will update this specific section. Any other last comment or suggestion?
suggestion
… I will update you during the week.