What can be done when online hate speeches spreads into the physical world? The course is designed for educators who want to teach about Media and Information Literacy. It will focus on the spreading of prejudice and stereotypes online and their physical consequences offline. The course will explain the role played by the Internet and the mechanisms of its diffusion on social networks (trends and patterns of online extremism). This course will allow the participants to experiment hands-on the functioning of the Internet, define their own posture, and will give them the tools and recommendations to teach about it and prevent hate speech In particular, students who want to apply for this course should complete the prerequisite course “Critical Media Literacy” in advance. Module No Title 1 The Challenges of Privacy Online 2 Consequences of Fake News and Conspiracy Theories 3 Online Discrimination and Hate Speech by Extremist Groups 4 The Role of Education  

This course provides a comprehensive foundation in curriculum design for Global Citizenship Education (GCED), emphasizing transformative learning, peacebuilding, and critical pedagogy. It analyses various theoretical perspectives on education’s societal role and examines innovative teaching methods suited for both formal and non-formal contexts. Alternative perspectives on "21st-century" educational challenges, including AI, digital pedagogy, and "global competencies" will also be explored to propose strategies that yield inclusive and transformative curricula integrating values, principles, and practices of GCED.   Finally, participants will integrate GCED concepts and values relevant to their own work, whether as an independent subject/course/workshop or integrated into an existing curriculum. While this course has been designed with a significant emphasis on the "educational" dimensions of GCED, the course will be equally useful to non-teachers and non- professional educators.   The course will consist of four “classroom” weeks. The course will open with a lecture or PowerPoint presentation or video clips followed by Forum discussions. Participants are expected to check the course site at the beginning of every course week to be aware of the requirements for the week.

This course will introduce you to feminist activist approaches to eliminating discrimination against women. While efforts to combat discrimination often begin at the local level, global mechanisms are in place to support governments in fulfilling their commitments to women. You will learn about key United Nations mechanisms, including: • CEDAW (The UN Convention on the Elimination of All Forms of Discrimination Against Women),  • Special Procedures, • The Universal Periodic Review, and • The Sustainable Development Goals (SDGs). A core focus of the course will be on Violence Against Women (VAW), which is both a cause and a consequence of gender inequality.  • Violence against women, particularly intimate partner violence and sexual violence, is a significant public health crisis and a grave violation of women’s human rights. • According to estimates from the WHO, approximately 1 in 3 women (30%) globally have experienced physical and/or sexual intimate partner violence or non-partner sexual violence in their lifetime. We will examine the various forms and types of VAW and explore two critical topics in greater depth: Women’s Reproductive Rights and Women in Media. *Attending the live sessions is mandatory for the course completion. Please take a look at the following dates for the Zoom live sessions during the course:  

Welcome to From Trainer to Designer: An Introduction to Learning Experience Design. This Learning Experience Design course was specially made for GCED trainers and advocates like you. At the end of the four modules, you will transform your lesson plans, training activities, and materials into rich learning experiences driven by purpose and empathy. Before we begin, here are some things you'll need to know about the course:    This course is self-paced.  You are welcome to engage in a way and at a schedule that is convenient for you. To help you pace yourself, we have indicated the estimated number of hours it will take to finish each module. There will also be self-check prompts that will help you assess your own outputs.   This course has a project.  Throughout the modules, we will guide you through the process of designing your own GCED Learning Experience. By the end of the course, you will have designed a learning experience using Habi's MISMO Framework of LX Design.    This course offers options. We learn in different ways and have different levels of access and comfort with technology. We have videos, but we also have articles for those who prefer to read, or who might need low-bandwidth options. Don't forget to disable your pop-ups! Links will open in a new window.   This course can be collaborative.  As members of a global community, we each have our own perspectives and experiences to share with each other. We’ve created opportunities for you to exchange ideas and collaborate with your fellow learners. The forums are open and we invite you to share ideas from your contexts. You can also give each other feedback on your projects. Don't forget to follow our forum norms! 

  For the last 5-10 years the holistic Danish approach to teaching, learning and forming democratic minded and responsible citizens has generated significant international interest. This is due the fact that there is a rising worldwide realization that education in the 21st Century should focus on more than just preparing students to be part of the work-force, it also needs to facilitate the formation of responsible and reflecting members of society. The Danish understanding of education is guided by the concept of "almendannelse" . A concept that entails that the purpose of teaching is to form "whole" human beings, who are willing and able to become active, reflecting and responsible members of society, and has formed an approach to teaching  that focuses on academic competencies such as independent and critical thinking, "soft" social skills such as empathy and "understanding of the other,  and also strives to make sure that  learning is driven by inner student motivation.   In this course, the instructors will concentrate on the best features of the Danish approach to transformative learning, focusing on:      - Teaching independent and critical thinking      - Teaching democratic dialogue - including respect for fellow students      - Teaching students´ ability to reflect on their own identity as citizens      - Teaching working with inner motivation     During the modules the attendees will presented to pedagogical assignments/approaches to teaching, which they can try to implement in their own classes - on assignment approach related to each of the modules.

The use of digital media and platforms has become a seamless extension of everyday life for many people across the world, and, in response to the global pandemic, this has become even more deeply entrenched. While vast inequalities exist, digital platform use is steadily increasing across the globe. Safe navigation of these digital spaces is a critical issue.Whereas many digital safety programmes are focused on digital security, a term which mostly takes into account the protection of digital assets and information, it is vitally important that young people are given tools to maximise their digital safety, a more holistic approach that covers all aspects of potential dangers and harms might encounter in the digital space. There is no point in encouraging young people to limit their digital engagement, as traditional safety programmes have tended to do. This course will be a practical resource that takes into account the realities of our digital world.