Learning design for (mobile) internet and web apps courses to be offered under a unique brand (COMO) by IT and ICT training centres and institutions, based on a franchising model (for nationwide outreach)

1. Learning Design Blueprints
Michael Paskevicius & Christian Zeininger
November 2011
Introduction
A new brand, and “Made in Mozambique”
COMO feeds into an important national market niche as there is no single brand provider for training
and education on mobile internet and web applications in Mozambique. Computer training
businesses still provide today basically hard and software courses, like MS Windows-based ICDL-type
courses that address internet and online applications only marginally (2 out of 8 modules), often
hampered by poor internet connectivity in their training facilities and of little practical use.
Located in Beira, con.moz’s primary focus is on course development based on new technologies and
internet based applications, like mobile internet access (3G), cloud services and social networking
platforms. The research centre takes advantage of open platforms, open educational resources and
the collaborative web, while adopting an approach of local research involving students and
academics to assure high relevancy in real-life contexts.
A second key issue is to make internet and web application based courses available to the majority of
people becoming exposed on a daily basis to new technologies. Access at nationwide scale will be
provided by local “classical” computer education businesses, whereas the COMO brand stands for
quality, relevance and a sustainable business support model.
Franchising: Innovation and quality for outreach and business development
The franchising business model links education with business, combining a maximum outreach with
the local presence and experience of private “classical” computer training businesses and public ICT
training centers all over Mozambique. The registered con.moz brand is advertised nationwide and
stands for quality & innovation, creating new business impulses, sustained income opportunities, and
increased competitiveness for franchising partners.
The following eight course structure blueprints serve as orientation for target group tailored course
design, to be used by local computer training businesses offering innovative courses by transferring
web-based knowledge in standardised form and quality. In this respect, COMO courses are designed
with the intention that people from a wide range of communities and social backgrounds will benefit
in their real-life context from learning about internet based applications.
Blueprints for eight target group tailored course offerings
INDIVIDUALS BUSINESSES EDUCATION
SERIES (web tools) PROJECTS Entrepreneurs Educators
Beginners Beginners
SERIES (web tools) PROJECTS Employees/Staff Students
Advanced Level Advanced Level
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 1/35

2. To support a flexible, but tailored approach, COMO courses are structured in two types. Course
durations are either 4-6 hours for short courses, and 10-20 hours for more comprehensive courses.
Course curriculum is packaged into two hours chunks which can be delivered as the franchising
partner deems appropriate for the local market.
Each course is designed for an intended market segment; individuals, professionals and the
education sector. It is intended that course instructors approach each segment uniquely (supported
by the respective course manual), knowing specifically their role in the learning process. Working
with individuals may require a more leading role, while working with eductors and professionals may
involve a more supportive role.
Blueprint # Name Duration Type
01 Technical course for beginner aimed at individuals 10-20 hours Series
02 Technical course for advanced aimed at individuals 4-6 hours Series
03 Problem based course for beginner aimed at individuals 4-6 hours Project
04 Problem based course for advanced aimed at individuals 10-20 hours Project
05 Business course aimed at entrepreneurs 10-20 hours Series
06 Business course aimed at staff 4-6 hours Series
07 Educational ICT courses for students 10-20 hours Series
08 Educational ICT courses for educators 10-20 hours Series
The following blueprints provide an overview of the structure for the eight initial course offerings.
The blueprints provide the course designer with the course strategy and audience and will be used to
form the curriculum. Each blueprint contains a section on:
• An introduction to the course
• A discussion of why these courses are needed?
• Target audience
• Tutor’s role
• Prerequisite knowledge
• The COMO theoretical base for each course
• A discussion of the COMO theory of learning
• Goal of courses / course objectives
• Visual flowchart of activity
• Assessment strategy
• Suggested resources
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 2/35

3. Blueprint #01
Technical courses for beginners aimed at individuals
Course duration: 5 day courses (2 hours per day)
Introduction
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
In the Mozambican context, through there is wide coverage of internet, many do not use and benefit
from it as in other countries. So the issue is not an issue of access, but an issue of social practices
and the knowledge required to harness new technologies. This course aims to educate course
participants on how to use ICT´s without previous experience and how to approach using new
technologies to address specific needs in their real lives. This series of courses will explore how
individuals can use Facebook, access information and take advantage of Google services.
Why are these courses needed?
This course group intends to equip individuals with ICT knowledge already at their fingertips.
Increasing bandwidth both mobile and fixed in addition to the range of new devices available exceed
the capacity for the majority of society to use and benefit from ICT. Traditional IT training courses
focus on computer skills training. COMO courses offer training and practice working with newly
available cloud services, application and social networks.
Using Facebook Accessing information Google Services
Introduction and setting up Different types of search Gmail
Setting up profile Finding specific information Google search
Finding your friend Using Wikipedia Google maps
Pages and groups Searching for images and video Google documents
Security and privacy
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 3/35

4. Target audience
Course participants should be familiar with the use of a cell phone, but may not yet have had
personal experience using mobile internet and web applications. They are interested and motivated
to use ICT’s to expand the range of options available and to come to better decisions for their
personal benefit.
Tutor role
Tutor takes a leading role and provides guided instruction to participants.
Prerequisite knowledge
Course participants must be at minimum literate in basic Portuguese.
Localised theoretical base
All COMO courses take into account the social, technical, financial and legal aspects of using new
technologies. We briefly discuss how each of these is addressed in the text below.
Social: Participants are introduced to new technologies to expand and enhance their social practices.
A common theme in this course is the use of new technologies in innovative ways; to connect to new
people, access and asses quality information on demand, and take advantage of web services offered
by Google. Participants recognise their opportunity to play a more active role in society and more
specifically the local context by embracing new technologies.
Technical: Participants are exposed to and guided through using new technologies in order to reduce
perceived technical barriers. The focus will be on exposing course participant to a range of
applications for accessing information and applying this information in social context. Participants
learn about accessing and using information and web services and not using specific technical
devices, thereby developing their technical literacy.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 4/35

5. Financial: Participants will explore the cost/benefit implications of using these new technologies.
Courses will create awareness of the different data package offerings in Mozambique as well the
costs of doing specific activities using ICT. For instance, participants will be exposed to the costs of
doing specific online activities, such as adding a photo to their Facebook account or downloading a
document. Participants will be equipped with the knowledge required to handle different data types
and their file sizes for specific purposes.
Legal: Participants are made aware of online copyright, privacy and the legal implications of
transacting online. For this specific beginners group the various courses focus only on awareness of
these issues.
Socio-cultural theory of learning
Effective teaching requires that scientific concepts be linked back to a student’s everyday empirical
knowledge in creative ways. The idea being is that the introduction of a scientific concept results in
cognitive change which enables the student to better understand and make sense of the world
around them. Therefore, in order for a scientific concept to be useful to a student, it should have
some relevance in their everyday life.
Activity settings are those actions and discussions which a teacher/instructor coordinates or
facilitates in order to lead to a group of students learning. COMO courses use joint productive
activity in which all members of a learning activity engage in conversation, for it is through dialogue
and interaction that learning can occur. By engaging in an “instructional conversation”, the
teacher/instructor gives the learner an opportunity to express what they know and provide
responsive adjustments in the form of assisted performance. The design and application of activity
settings which employ the instructional conversation aim to narrow the power distance between
learner and teacher/instructor as the course participant is given a voice and opportunity to express
themselves freely. The participant’s active voice is a requirement for the instructional conversation
to exist.
Goal of courses / course objectives
The following course group objectives are derived from the social, technical, financial and legal
framework unique for each COMO course. Course objectives shall be further localized for each
theme in this category in the individual curriculum documents.
The participants have:
• Created and personalized their online identity and understand the implications of
maintaining such an identify;
• Learned to access, asses, combine and make use of online information and realize the value
of contextually relevant information;
• Explored a selection of Google services and have a sense of how they may apply the tools in
their real life;
• Improved their technical literacy and experienced a range of applications;
• Understood the cost/benefit implications of using new technologies for resolving their issues;
• Been exposed to the legal implications of maintaining an online social presence and accessing
information online.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 5/35

6. Flowchart of activity
The following flowchart was designed using Compendium Learning Design toolkit developed at the
Open University in the UK. The learning design toolkit is used to in order to make use of existing
learning design specifications and visually define the flow of this course module.
Assessment strategy
Although the focus of this course group is on solving real world problems assessments may be
conducted using self assessment during the course and through engagement with the con.moz
website.
Suggested resources
All resources used in COMO courses are available as open educational resources (OER) shared under
open licenses such as Creative Commons (CC).
Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarter
Publishing, January 2011. Available online under a Creative Commons BY-NC license.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 6/35

7. Blueprint #02
Technical courses for advanced aimed at individuals
Course duration: 2 day courses (4-6 hours)
Introduction
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
In the Mozambican context, through there is wide coverage of internet, many do not use and benefit
from it as in other countries. So the issue is not an issue of access, but an issue of social practices
and the knowledge required to harness new technologies. This series of courses will cover how
individuals can explore some of Facebook’s more advanced features, aspects of personal branding
and how to approach selecting the right 3G device.
Why are these courses needed?
This course group intends to equip individuals who already have some ICT experienced with more
advanced knowledge. Increasing bandwidth both mobile and fixed in addition to the range of new
devices available exceed the capacity for the majority of society to use and benefit from ICT.
Traditional IT training courses focus on computer skills training. COMO courses offer training and
practice working with newly available cloud services, application and social networks. This course
provides a theoretical base with which participants can further their existing use.
Facebook advanced Personal branding Selecting the right 3G device
Enhancing your profile Introduction to the social web History of computing
(Facebook, Linkedin, Google+)
Joining groups Understanding personal Smartphones
websites
Creating or joining events Connecting your web presence Pads
Facebook messaging system Social communications Mobile PC’s
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 7/35

8. Target audience
Course participants should be quite familiar with the use of a cell phone and have personal
experience using mobile internet and web applications. They are interested and motivated to use
ICT’s to expand the range of options available and to develop a more sophisticated use of
technology.
Tutor role
Tutor takes a leading role and provides guided instruction to participants.
Prerequisite knowledge
Course participants must be at minimum literate in basic Portuguese. It would be advantageous for
students to have previously taken some kind of computer course and have used the internet
previously. Participants who have previously taken the COMO beginners technical course will be
readily equipped for this course.
Localised theoretical base
All COMO courses take into account the social, technical, financial and legal aspects of using new
technologies. We briefly discuss how each of these are addressed in the text below.
Social: Participants are introduced to new technologies to expand and enhance their social practices.
Participants will be given the knowledge to be visible and active producers of content using new
media. The advanced course assists participants in creating and managing their digital identity online
which is self promoting and contributes to the knowledge economy.
Technical: Participants are equipped with the knowledge to asses the theoretical connections
between various technologies. Thereby they can make more explicit decisions around which
technologies they chose to use and how they use them. They are introduced to the fast growing
market of web applications and are in a position to select and harness useful applications in their
context.
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9. Financial: Participants will explore the cost/benefit implications of using these new technologies.
The course will create awareness of the different data package offerings in Mozambique as well the
costs of doing specific activities using ICT. As the course participants are expected to be internet
super-users, a discussion of selecting a proper data package will accompany each course.
Legal: Participants are made aware of online copyright, privacy and the legal implications of
transacting online. Participants will also be introduced to alternative copyright mechanisms such as
Creative Commons (CC), Open Source Software (OSS) and Open Access (OA) research.
Socio-cultural theory of learning
Effective teaching requires that scientific concepts be linked back to a student’s everyday empirical
knowledge in creative ways. The idea being that the introduction of a scientific concept results in
cognitive change which enables the student to better understand and make sense of the world
around them. Therefore, in order for a scientific concept to be useful to a student it should have
some relevance in their everyday life.
Activity settings are those actions and discussions which a teacher coordinates or facilitates in order
to lead to a group of students learning. COMO courses use joint productive activity in which all
members of a learning activity engage in conversation, for it is through dialogue and interaction that
learning can occur. By engaging in an “instructional conversation”, the teacher gives the learner an
opportunity to express what they know and provide responsive adjustments in the form of assisted
performance. The design and application of activity settings which employ the instructional
conversation aim to narrow the power distance between student and teacher as the student is given
a voice and opportunity to express themselves freely. The student’s active voice is a requirement for
the instructional conversation to exist.
Goal of courses / course objectives
The following course group objectives are derived from the social, technical, financial and legal
framework unique for each COMO course. Course objectives shall be further localized for each
theme in this category in the individual curriculum documents.
The participants have:
• Understood the potential value of Facebook and social networks and have control over their
online social presence;
• Understood personal branding as a means for self promotion to increase social capital and
visibility;
• Explored various mobile technologies and applications, understand the similarities and
differences between them, and are in a more informed position to personally use and benefit
from them;
• Understood the advanced cost/benefit implications of using new technologies for resolving
their issues;
• Been exposed to the legal implications of maintaining an online social presence, accessing
information online and alternative copyright models.
Flowchart of activity
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 9/35

10. The following flowchart was designed using Compendium Learning Design toolkit developed at the
Open University in the UK. The learning design toolkit is used to in order to make use of existing
learning design specifications and visually define the flow of this course module.
Assessment strategy
Although the focus of this course group is on solving real world problems assessments may be
conducted using self assessment during the course and through engagement with the con.moz
website.
Suggested resources
All resources used in COMO courses are available as open educational resources (OER) shared under
open licenses such as Creative Commons (CC).
Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarter
Publishing, January 2011. Available online under a Creative Commons BY-NC license.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 10/35

11. Blueprint #03
Problem based courses for beginners aimed at individuals
Course duration: 1 – 2 day courses (4-6 hours)
Introduction
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
In the Mozambican context, through there is wide coverage of internet, many do not use and benefit
from it as in other countries. So the issue is not an issue of access, but an issue of social practices
and the knowledge required to harness new technologies. This course aims to educate course
participants on using ICT´s without previous experience. Participants are exposed to techniques for
approaching new technologies to address specific issues and needs in their lives. This course group
will explore how ICT can be used in practical social situations, such as taking a trip, looking for study
options, organizing an event using social media or creating their own blog.
Why are these courses needed?
At a beginners level this course group aims to enable participants to reflect on how they might make
use of ICT to solve practical real life issues. In contrast to COMO’s other course offering, the problem
based approach starts with real issues, for example travelling to a new city, or exploring options for
higher education. The problem based approach attempts to broaden participants’ horizon and
expand the possibilities available to them. Best practice is shared through case studies and examples
on how ICT may be applied to these practical everyday problems.
Target audience
Course participants should be familiar with the use of a cell phone, but may not yet have had
personal experience using mobile internet and web applications. They are interested and motivated
to use ICT’s to expand the range of options available and to come to better decisions for their
personal benefit.
Tutor role
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 11/35

12. Tutor must prepare and foster activity settings based on real world problems which engage and
excite participants. The tutor must be knowledgeable and enthusiastic about the problem to be
discussed in the course. The tutor applies takes on the role of presenter or story teller, engaging the
participants as the problem is discussed.
Prerequisite knowledge
Course participants must be at minimum literate in basic Portuguese.
Localised theoretical base
All COMO courses take into account the social, technical, financial and legal aspects of using new
technologies. We briefly discuss how each of these is addressed in the text below.
Social: This course explores new ways of solving existing problems using ICT’s. Participants are
trained on how to access information on demand to increase their knowledge base hopefully leading
to more informed social practices (innovation and change for social inclusion)
Technical: Participants are exposed to new technologies in order to reduce perceived barriers of a
digital world. The focus will be on exposing course participant to a range of devices for accessing
information and applying this information in social context. Participants learn about accessing
information and not using specific technical devices, thereby increasing their technical literacy.
Financial: Participants will explore the cost/benefit implications of using new technologies. The
courses will create awareness of the different data package offering in Mozambique as well the cost
of doing specific activities using ICT. The knowledge and application of new technologies will help
reduce traditional transaction costs; for instance, physically gathering information from economic
centres as opposed to using ICT’s to access e-resources and e-services.
Legal: Participants are made aware of online copyright, privacy and the legal implications of
transacting online. For this specific beginners group the various courses focus only on awareness of
these issues.
Socio-cultural theory of learning
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 12/35

13. Effective teaching requires that scientific concepts be linked back to a student’s everyday empirical
knowledge in creative ways. The idea being that the introduction of a scientific concept results in
cognitive change which enables the student to better understand and make sense of the world
around them. Therefore, in order for a scientific concept to be useful to a student it should have
some relevance in their everyday life.
Activity settings are those actions and discussions which a teacher coordinates or facilitates in order
to lead to a group of students learning. COMO courses use joint productive activity in which all
members of a learning activity engage in conversation, for it is through dialogue and interaction that
learning can occur. By engaging in an “instructional conversation”, the teacher gives the learner an
opportunity to express what they know and provide responsive adjustments in the form of assisted
performance. The design and application of activity settings which employ the instructional
conversation aim to narrow the power distance between student and teacher as the student is given
a voice and opportunity to express themselves freely. The student’s active voice is a requirement for
the instructional conversation to exist.
Goal of courses / course objectives
The following course group objectives are derived from the social, technical, financial and legal
framework unique for each COMO course. Course objectives shall be further localized for each
theme in this category in the individual curriculum documents.
The participants have:
• Explored some practical examples of approaching everyday problems using ICT’s;
• Improved their technical literacy and are experienced and aware of the range of devices;
• Understood the cost benefit implications of using new technologies for resolving their issues;
• Reflected on making appropriate decisions and understand their engagement with society for
sustained benefits;
• Been made aware of the legal implications of transacting and staying safe online.
Flowchart of activity
The following flowchart was designed using Compendium Learning Design toolkit developed at the
Open University in the UK. The learning design toolkit is used to in order to make use of existing
learning design specifications and visually define the flow of this course module.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 13/35

14. Assessment strategy
Although the focus of this course group is on solving real world problems assessments may be
conducted using self and peer assessment during the course and through engagement with the
conmoz website.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 14/35

15. Blueprint #04
Problem based courses for advanced aimed at individuals
Course duration: 5 day courses (2 hours per day)
Introduction
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
In the Mozambican context, through there is wide coverage of internet, many do not use and benefit
from it as in other countries. So the issue is not an issue of access, but an issue of social practices
and the knowledge required to harness new technologies. This course group aims to educate course
participants on how to use and apply ICT´s to address specific needs in their real lives. Whereas the
beginners course provides a first contact and overview of these issues, the advanced course provides
more sophisticated hands on techniques in approaching practical social situations, such as taking a
trip, looking for study options, market research, organizing an event using social media or creating
their own blog.
Why are these courses needed?
At an advanced level this course group aims to support participants as they practice using ICT to
solve real life issues. In contrast to COMO’s other course offering, the problem based approach
starts with real issues, for example travelling to a new city, or exploring options for higher education.
The problem based approach attempts to broaden participants’ horizon and expand the possibilities
available to them. Participants leave with the capability of thinking and applying ICT in innovative
ways on a day to day basis and the technical ability to begin applying ICT in their daily lives.
Target audience
Course participants should be familiar with computers and mobile devices. They should be
interested and motivated to use ICT’s to expand the range of options available and to come to better
more informed decisions for their personal benefit.
Tutor role
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 15/35

16. Tutor must prepare and foster activity settings based on real world problems which engage and
excite participants. The tutor must be knowledgeable and enthusiastic about the problem to be
discussed in the course. The tutor guides the course of activity and acts as moderator.
Prerequisite knowledge
Participants who have taken a beginners course in computing would be at an advantage.
Localised theoretical base
All COMO courses take into account the social, technical, financial and legal aspects of using new
technologies. We briefly discuss how each of these is addressed in the text below.
Social: Participants expand their knowledge and explore creative ways of applying ICT’s to solve
problems in their everyday lives. These courses give participants an opportunity to practice in depth
the application of ICT’s in relation to real world problems.
Technical: Participants are exposed to new ways of employing technologies and become familiar
with trends in ICT. A focus on the processes involved with using technologies is made explicit and
participants gain an advanced level of technical literacy on a range of devices.
Financial: Participants will explore the cost benefit implications of using new technologies. The
courses will create awareness of the different data package offerings in Mozambique as well the
costs of doing specific activities using ICT. The knowledge and application of new technologies will
help reduce traditional transaction costs; for instance, physically gathering information from
economic centres as opposed to using ICT’s to access e-resources and e-services.
Legal: Participants are made aware of online copyright, privacy and the legal implications of
transacting online. Participants will also be introduced to alternative copyright mechanisms such as
Creative Commons, Open Source Software and Open Access research.
Socio-cultural theory of learning
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 16/35

17. Effective teaching requires that scientific concepts be linked back to a student’s everyday empirical
knowledge in creative ways. The idea being that the introduction of a scientific concept results in
cognitive change which enables the student to better understand and make sense of the world
around them. Therefore, in order for a scientific concept to be useful to a student it should have
some relevance in their everyday life.
Activity settings are those actions and discussions which a teacher coordinates or facilitates in order
to lead to a group of students learning. COMO courses use joint productive activity in which all
members of a learning activity engage in conversation, for it is through dialogue and interaction that
learning can occur. By engaging in an “instructional conversation”, the teacher gives the learner an
opportunity to express what they know and provide responsive adjustments in the form of assisted
performance. The design and application of activity settings which employ the instructional
conversation aim to narrow the power distance between student and teacher as the student is given
a voice and opportunity to express themselves freely. The student’s active voice is a requirement for
the instructional conversation to exist.
Goal of courses / course objectives
The following course group objectives are derived from the social, technical, financial and legal
framework unique for each COMO course. Course objectives shall be further localized for each
theme in this category in the individual curriculum documents.
The participants have:
• Explored and practiced in depth some applications of using ICT in addressing their issues;
• Developed a culture of digital literacy and can apply ICT’s in innovative ways;
• Accessed and assessed market research and are able to use it to their advantage in their
context;
• Become capable of sharing and promoting their personal issues, culture and ideas using new
technologies to a wider audience;
• Understood the cost benefit implications of using new technologies for resolving their issues;
• Been exposed to the legal implications of maintaining an online social presence and accessing
information online and explored alternative copyright models.
Flowchart of activity
The following flowchart was designed using Compendium Learning Design toolkit developed at the
Open University in the UK. The learning design toolkit is used to in order to make use of existing
learning design specifications and visually define the flow of this course module.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 17/35

18. Assessment strategy
Although the focus of this course group is on solving real world problems assessments may be
conducted using self and peer assessment during the course and through engagement with the
conmoz website.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 18/35

19. Blueprint #05
Business courses aimed at entrepreneurs
Course duration: 5 day courses (2 hours per day)
Introduction
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
In the Mozambican context, through there is wide coverage of internet, many do not use and benefit
from it as in other countries. So the issue is not an issue of access, but an issue of social practices
and the knowledge required to harness new technologies. This series of courses will introduce
professionals to using smart phones for business, managing their individual web presence and e-
marketing.
Why are these courses needed?
Entrepreneur and management staff can benefit tremendously from the effective use of ICT. Be it on
the road, in the office, at a meeting, or overseas; technologies exist with which to help us stay
connected, informed and in control of our business. This course group gives participants tools to
take up their stake in industry, as well as increase productivity and competitiveness.
Using smart phones in your
business Managing your web presence Introduction to e-Marketing
Using your personal organiser Introduction to Facebook Introduction to e-Marketing
Mobile business communication Introduction to LinkedIn Online advertising
Mobile information access Understanding websites Web analytics
Web apps for business Connecting your web presence Mobile marketing
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 19/35

20. Target audience
Course participants should be formal or informal entrepreneurs or managers in small cooperative,
public and private enterprises. Participants should be familiar with new technologies and be
interested and motivated to use ICT’s to expand the range of options available and to come to better
decisions for their personal and organisational benefit. Participants should have experience using
mobile phones in their business.
Tutor role
The tutor is aware and respects the entrepreneurial experiences of participants. The tutor provides
the technical expertise which may be applied to the participants’ contextually sensitive issues.
Throughout the course the tutor actively maintains individuals’ progress to ensure each participant is
getting the technical support needed.
Prerequisite knowledge
There are no formal perquisites, however participants should have entrepreneurial or leadership
experience.
Localised theoretical base
All COMO courses take into account the social, technical, financial and legal aspects of using new
technologies. We briefly discuss how each of these is addressed in the text below.
Social: Managers and entrepreneurs can now reach a much wider audience using the social web.
This course group explores how to maintain a digital presence for individuals and businesses. These
tools put participants in a position to enhance internal communication, transparency, and knowledge
management in their professional lives.
Technical: Participants are exposed to new business technologies in order to increase opportunities
operating within a digitalized and globalised world. Participants are exposed to the skills and
knowledge required for using new technologies and their applications in a more globalised
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 20/35

21. environment, all the while keeping in mind the local Mozambican context. These technologies can
be applied on both a personal and organisational level.
Financial: The specific focus of this course will be on productivity and competitiveness through the
range of technological solutions.
Legal: Participants are made aware of the legal and intellectual implications of transacting and
presenting themselves online. Additionally they are presented with the range of e-resources now
available for use by entrepreneurs and organizations to enhance their success.
Socio-cultural theory of learning
Effective teaching requires that scientific concepts be linked back to a student’s everyday empirical
knowledge in creative ways. The idea being that the introduction of a scientific concept results in
cognitive change which enables the student to better understand and make sense of the world
around them. Therefore, in order for a scientific concept to be useful to a student it should have
some relevance in their everyday life.
Activity settings are those actions and discussions which a teacher coordinates or facilitates in order
to lead to a group of students learning. COMO courses use joint productive activity in which all
members of a learning activity engage in conversation, for it is through dialogue and interaction that
learning can occur. By engaging in an “instructional conversation”, the teacher gives the learner an
opportunity to express what they know and provide responsive adjustments in the form of assisted
performance. The design and application of activity settings which employ the instructional
conversation aim to narrow the power distance between student and teacher as the student is given
a voice and opportunity to express themselves freely. The student’s active voice is a requirement for
the instructional conversation to exist.
Goal of courses / course objectives
The following course group objectives are derived from the social, technical, financial and legal
framework unique for each COMO course. Course objectives shall be further localized for each
theme in this category in the individual curriculum documents.
The participants have:
• Realized the potential of new technologies as a gateway to the information economy and
how this may be used in their business context;
• Improved their online communication skills and understood how to effectively communicate
using new technologies;
• Explored best practices in e-marketing and online customer engagement;
• Improved their technical literacy and are aware of the range of devices available for business
communication;
• Reflected on the financial implications in using new technologies for productivity and
competitiveness;
• Become aware of online intellectual property rights, privacy as well as the opportunities
afforded by the open internet in sharing information and knowledge.
Flowchart of activity
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 21/35

22. The following flowchart was designed using Compendium Learning Design toolkit developed at the
Open University in the UK. The learning design toolkit is used to in order to make use of existing
learning design specifications and visually define the flow of this course module.
Assessment strategy
This course is intended to inspire continual learning in line with rapid technological developments for
leadership and competiveness of individuals.
Suggested resources
All resources used in COMO courses are available as open educational resources shared under open
licenses such as Creative Commons.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 22/35

23. Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarter
Publishing, January 2011. Available online under a Creative Commons BY-NC license.
Stokes, R. (2008) eMarketing: The essential guide to online marketing. Quirk eMarketing. Available
online under a Creative Commons BY-NC-ND license.
Trengove Jones, A., Malczyk, A. & Beneke, J. (2011) Internet Marketing. GetSmarter Publishing.
Available online under a Creative Commons BY-NC license.
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 23/35

24. Blueprint #06
Business courses aimed at staff
Course duration: 2 day courses (4-6 hours)
Introduction
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
In the Mozambican context, through there is wide coverage of internet, many do not use and benefit
from it as in other countries. So the issue is not an issue of access, but an issue of social practices
and the knowledge required to harness new technologies. This series of courses will explore
methods in effective communication, cloud computing and an introduction to e-marketing.
Why are these courses needed?
Staff at all levels can benefit tremendously from the effective use of ICT. With increased regional
integration service delivery and customer relations management becomes crucial for successful
businesses. This course group gives participants the tools with which to effectively use ICT in
industry. With organizations expanding and relocating domestically, corporate communications
becomes central to competitiveness. The focus of this series of courses is on communication,
collaboration and customer relations management.
Effective communication Cloud computing Introduction to e-Marketing
Introduction to social media Introduction to Google Docs Introduction to e-Marketing
Email Cloud storage Online advertising
Social analytics Real time collaboration Web analytics
Best practices for online Mobile marketing
communication
Efficiency in customer service
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 24/35

25. Target audience
Course participants are residentially employed in small and medium sized public and private
enterprises or may be travelling salespeople and service staff. Participants should be familiar with
new technologies and be interested and motivated to use ICT’s to expand the range of options
available and to come to better decisions for organisational benefit. Participants should have
experience using computers and/or mobile phones in their business.
Tutor role
Tutor must be informed of the participants’ organizational background and business focus and
provides technical expertise.
Prerequisite knowledge
Participants should have completed grade 10 and be employed in industry.
Localised theoretical base
All COMO courses take into account the social, technical, financial and legal aspects of using new
technologies. We briefly discuss how each of these is addressed in the text below.
Social: This course group will equip people working in the service industry with the latest technical
skill and the associated knowledge required to put ICT to use in their professional context. Through
the applied use of these technologies it is intended that staff become better motivated to be
effective communicators in their workplace setting. Both internal and external relations
management are covered and explored, the latter seeks to address travelling sales and service staff.
Participants gain competitive advantage as individuals with innovative techniques to improve
communication, work collaboratively, and use innovative sales and marketing strategies.
Technical: Participants are exposed to new business technologies in order to increase opportunities
operating within a digitalized and globalised world. Participants are informed of the skills and
knowledge regarding new technologies, all the while keeping in mind the company’s success within
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 25/35

26. the local Mozambican context. These technologies can be applied on both a personalised and
organisational level.
Financial: The specific focus of this course will be on cost effectiveness through the efficient use of
new technologies.
Legal: Participants are made aware of the legal and intellectual implications of transacting and
presenting themselves online. Additionally they are presented with the range of e-resources now
available for use by organizations to enhance their success.
Socio-cultural theory of learning
Effective teaching requires that scientific concepts be linked back to a student’s everyday empirical
knowledge in creative ways. The idea being that the introduction of a scientific concept results in
cognitive change which enables the student to better understand and make sense of the world
around them. Therefore, in order for a scientific concept to be useful to a student it should have
some relevance in their everyday life.
Activity settings are those actions and discussions which a teacher coordinates or facilitates in order
to lead to a group of students learning. COMO courses use joint productive activity in which all
members of a learning activity engage in conversation, for it is through dialogue and interaction that
learning can occur. By engaging in an “instructional conversation”, the teacher gives the learner an
opportunity to express what they know and provide responsive adjustments in the form of assisted
performance. The design and application of activity settings which employ the instructional
conversation aim to narrow the power distance between student and teacher as the student is given
a voice and opportunity to express themselves freely. The student’s active voice is a requirement for
the instructional conversation to exist.
Goal of courses / course objectives
The following course group objectives are derived from the social, technical, financial and legal
framework unique for each COMO course. Course objectives shall be further localized for each
theme in this category in the individual curriculum documents.
The participants have:
• Improved their online communication skills and understand how new technology relates to
effective communication;
• Realized the potential of cloud computing and working with real-time collaborative
documents and have reflected on how this may be used in their business context;
• Understood best practice in the use of e-marketing for online and mobile customer
engagement;
• Improved their technical literacy and are aware of the range of devices available for business
communication;
• Reflected on the implications in using new technologies for effectiveness and efficiency;
• Become aware of online intellectual property rights, privacy as well as the opportunities
afforded by the open internet in sharing information and knowledge.
Flowchart of activity
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 26/35

27. The following flowchart was designed using Compendium Learning Design toolkit developed at the
Open University in the UK. The learning design toolkit is used to in order to make use of existing
learning design specifications and visually define the flow of this course module.
Assessment strategy
This course group is intended to inspire continual learning in line with rapid technological
developments for leadership and competitiveness of individuals.
Suggested resources
All resources used in COMO courses are available as open educational resources shared under open
licenses such as Creative Commons.
Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarter
Publishing, January 2011. Available online under a Creative Commons BY-NC license.
Stokes, R. (2008) eMarketing: The essential guide to online marketing. Quirk eMarketing. Available
online under a Creative Commons BY-NC-ND license.
Trengove Jones, A., Malczyk, A. & Beneke, J. (2011) Internet Marketing. GetSmarter Publishing.
Available online under a Creative Commons BY-NC license.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 27/35

28. Blueprint #07
Educational ICT courses for students
Course duration: 5 day courses (2 hours per day)
Introduction
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
In the Mozambican context, through there is wide coverage of internet, many do not use and benefit
from it as in other countries. So the issue is not an issue of access, but an issue of social practices
and the knowledge required to harness new technologies. This series of courses will explore how
individuals can conduct online research, use online cloud storage for media and use Facebook in
education.
Why are these courses needed?
Taking the current demographic trends into consideration, the academic success of young people in
secondary and higher education represents a key issue for socioeconomic development. Courses
enable participants to access global knowledge as well as make their own contribution to knowledge.
Participants gain new experiences and competencies, helping them on their path to become a
professional. The COMO courses seek to compliment the theory oriented knowledge taught in
general education.
Conduct online research Cloud storage Facebook in education
Finding scholarly material Introduction to the cloud Introduction to Facebook in
online education
Google Scholar Google Docs/Office 365 Academic groups
Wikipedia Sharing pictures online Connecting globally –
international study groups
Assessing quality of online Interacting in the cloud
resources
Bookmarking and saving your
research online
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 28/35

29. Target audience
Course participants should be enrolled in secondary or higher education and have experience
working with computers or mobile devices on a regular basis.
Tutor role
Tutor takes a leading role and provides guided instruction to participants.
Prerequisite knowledge
It would be advantageous for students to have previously taken some kind of computer course and
have used the internet. It is not necessary to be an IT student, as this course group is relevant for all
academic disciplines.
Localised theoretical base
All COMO courses take into account the social, technical, financial and legal aspects of using new
technologies. We briefly discuss how each of these is addressed in the text below.
Social: This course group focuses on using ICT for academic activities to achieve better results.
Participants are equipped with techniques for improving their knowledge base and research skills.
Participants will become more confident in their ability to find scholarly information and are
prepared to apply it in their context.
Technical: Participants are exposed to best practices in conducting research in an ICT enabled world.
They are equipped with the knowledge to asses the theoretical connections between various
technologies and sources of information.
Financial: Participants will explore the cost/benefit implications of using these new technologies.
The knowledge and application of new technologies will help reduce traditional transaction costs in
conducting research. Participants will explore techniques for making use of cloud computing without
actually owning a personal computer.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 29/35

30. Legal: Participants are made aware of online copyright, privacy and the legal implications of
transacting online. Participants will also be introduced to alternative copyright mechanisms such as
Creative Commons, Open Source Software and Open Access research.
Socio-cultural theory of learning
Effective teaching requires that scientific concepts be linked back to a student’s everyday empirical
knowledge in creative ways. The idea being that the introduction of a scientific concept results in
cognitive change which enables the student to better understand and make sense of the world
around them. Therefore, in order for a scientific concept to be useful to a student it should have
some relevance in their everyday life.
Activity settings are those actions and discussions which a teacher coordinates or facilitates in order
to lead to a group of students learning. COMO courses use joint productive activity in which all
members of a learning activity engage in conversation, for it is through dialogue and interaction that
learning can occur. By engaging in an “instructional conversation”, the teacher gives the learner an
opportunity to express what they know and provide responsive adjustments in the form of assisted
performance. The design and application of activity settings which employ the instructional
conversation aim to narrow the power distance between student and teacher as the student is given
a voice and opportunity to express themselves freely. The student’s active voice is a requirement for
the instructional conversation to exist.
Goal of courses / course objectives
The following course group objectives are derived from the social, technical, financial and legal
framework unique for each COMO course. Course objectives shall be further localized for each
theme in this category in the individual curriculum documents.
The participants have:
• Explored new techniques for conducting research, assessing the quality of online content and
bookmarking resources for access at any time;
• Explored various cloud computing services, understand the similarities and difference
between them, and are in a more informed position for personal use and benefit;
• Reflected on ways of using Facebook academically and to improve their educational
experiences;
• Developed a technology identify in terms of their beliefs of their own skills and have
motivation to learn more about technology;
• Applied and realised the importance of new technologies in their academic success;
• Understood the advanced cost benefit implications of using new technologies for resolving
their issues;
• Been exposed to the legal implications of maintaining an online social presence and accessing
information online and explored alternative copyright models.
Flowchart of activity
The following flowchart was designed using Compendium Learning Design toolkit developed at the
Open University in the UK. The learning design toolkit is used to in order to make use of existing
learning design specifications and visually define the flow of this course module.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 30/35

31. Assessment strategy
Although the focus of this course group is on solving real world problems assessments may be
conducted using self assessment during the course and through engagement with the con.moz
website.
Suggested resources
All resources used in COMO courses are available as open educational resources shared under open
licenses such as Creative Commons.
Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook.GetSmarter
Publishing, January 2011. Available online under a Creative Commons BY-NC license.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 31/35

32. Blueprint #08
Educational ICT courses for educators
Course duration: 5 day courses (2 hours per day)
Introduction
To benefit from the advances in technology, it is not enough to assume that creating enabling
conditions will automatically change actions. In addition, the issue is not about “computer literacy”
itself – though courses provided by almost all computer education businesses throughout the
country focus primarily on technology based definitions, concepts, and skills. It is crucially, how this
learning fits into the wider social contexts of people’s everyday lives.
Therefore, internet and web applications education and training has to be relevant for the specific
social contexts and particular needs. What matters is what helps one in a particular situation. Special
attention is given to practically resolve a problem and benefit from its gains, linking existing internet-
based services and web applications with the user’s situated context and needs. This in mind, the
learning experience should be dynamic and multi-faceted: resolving a problem, while working with a
variety of latest devices, systems and applications that fit best to achieve a goal. Users focus on their
selected topic (short-term courses), using various devices (Desktop PC, Laptop PC, Netbook, Pad,
Smartphone, etc.), internet browsers, search engines, as well as operating systems (iOS, Windows
Phone 7, Android, etc.) only as a means to achieve their goal. This is supported through tutoring by
an experienced person, focus on a specific topic, and learning in small groups.
In the Mozambican context, through there is a wide coverage of internet, many do not use and
benefit from it as in other countries. So the issue is not an issue of access, but an issue of social
practices and the knowledge required to harness new technologies. This series of courses will
explore how educators can make use of open educational resources (OER), use Google Docs and
explore ways to innovatively use Facebook in education.
Why are these courses needed?
Educators play an incredibly important role in society, and thus must lead by example in the
exemplary use of ICT’s. This course group explores leading trends in ICT enabled education and
exposes educators to best practices with a contextually sensitive approach. Educators are able to
communicate with one another as well as the global community of educators wanting to help one
another. Specifically within Mozambique this course seeks to enable educators to use ICT to reach
out and connect at a national level for continued capacity building.
Open Educational Resources Google Docs Facebook in education
Introduction open educational Introduction to documents in Introduction to Facebook in
resources the cloud education
Using OER in your class Google Docs/Office 365 Academic groups
Improving the relevance of Docs, spreadsheets and Connecting globally –
your lessons presentations international study groups
Saving time with OER Collaborative documents
Contributing to OER
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 32/35

33. Target audience
This course is aimed at educators employed in secondary or higher education. However it could also
be useful for educators and trainers in general for their own efficiency and effectiveness. Educators
from all academic disciplines are welcome.
Tutor role
The tutor must provide space for educators to reflect on how ICT’S can be used in their practice and
provide technical expertise where required.
Prerequisite knowledge
It would be advantageous for participants to have previously taken some kind of computer course
and used the internet.
Localised theoretical base
All COMO courses take into account the social, technical, financial and legal aspects of using new
technologies. We briefly discuss how each of these is addressed in the text below.
Social: This course group focuses on using ICT’s for academic activities to provide better educational
experiences. Educators in society are considered thought leaders and experts and thus should be
skilled in the latest ICT applications. Participants are equipped with techniques for improving their
knowledge base and research skills. Participants will become more confident in their ability to find
teaching materials and scholarly information and are prepared to apply it in educational context.
Participants are also presented with novel techniques for engaging students using popular social
networks.
Technical: Participants are exposed to best practices in using ICT in education. They are equipped
with the knowledge to asses the theoretical connections between various technologies and sources
of information. The focus will be on exposing participants to the range of available technology and
are prepared to be flexible in applying this in their local context.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 33/35

34. Financial: Participants will explore the cost/benefit implications of using these new technologies.
The knowledge and application of new technologies will help reduce traditional transaction costs in
conducting research.
Legal: Participants are made aware of online copyright, privacy and the legal implications of
transacting online. Participants will also be introduced to alternative copyright mechanisms such as
Creative Commons, Open Source Software and Open Access research.
Socio-cultural theory of learning
Effective teaching requires that scientific concepts be linked back to a student’s everyday empirical
knowledge in creative ways. The idea being that the introduction of a scientific concept results in
cognitive change which enables the student to better understand and make sense of the world
around them. Therefore, in order for a scientific concept to be useful to a student it should have
some relevance in their everyday life.
Activity settings are those actions and discussions which a teacher coordinates or facilitates in order
to lead to a group of students learning. COMO courses use joint productive activity in which all
members of a learning activity engage in conversation, for it is through dialogue and interaction that
learning can occur. By engaging in an “instructional conversation”, the teacher gives the learner an
opportunity to express what they know and provide responsive adjustments in the form of assisted
performance. The design and application of activity settings which employ the instructional
conversation aim to narrow the power distance between student and teacher as the student is given
a voice and opportunity to express themselves freely. The student’s active voice is a requirement for
the instructional conversation to exist.
Goal of courses / course objectives
The following course objectives are derived from the social, technical, financial and legal framework
unique for each COMO course. Course objectives shall be further localized for each theme in this
category in the individual curriculum documents.
The participants have:
• Accessed the range of OER available and understand how they might be applied in their own
teaching context;
• Explored various cloud computing services, understand the similarities and difference
between them, and are in a more informed position for personal use and benefit;
• Reflected on ways of using Facebook academically to engage and improve educational
experiences for their students;
• Applied and realised the importance of new technologies in their academic and scientific
careers;
• Understood the advanced cost/benefit implications of using new technologies for resolving
their issues;
• Been exposed to the legal implications of maintaining an online social presence and accessing
information online and explored alternative copyright models.
Flowchart of activity
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 34/35

35. The following flowchart was designed using Compendium Learning Design toolkit developed at the
Open University in the UK. The learning design toolkit is used to in order to make use of existing
learning design specifications and visually define the flow of this course module.
Assessment strategy
Although the focus of this course group is on solving real life situations in classroom environment,
assessments may be conducted using self assessment during the course and through engagement
with the con.moz website.
Suggested resources
All resources used in COMO courses are available as open educational resources (OER) shared under
open licenses such as Creative Commons (CC).
Du Toit, M., Malczyk, A. & Van Belle, JP. (2011) The Internet Super-User Textbook. GetSmarter
Publishing, January 2011. Available online under a Creative Commons BY-NC license.
Iiyoshi, T & Kumar, MSV (Eds) (2008) Opening Up Education: The collective advancement of
Education through Open Technology, Open Content, and Open Knowledge. Cambridge,
Massachusetts: The MIT Press. Available online under a Creative Commons BY-SA license.
COMO Learning Design Blueprints – Paskevicius & Zeininger, 2011 Page 35/35