Instructions for Participants of the e-Course Developing Digital Teaching Content

1. Instructions for Participants

The e-course Developing Digital Teaching Content is designed for higher education teachers who wish to enhance their competencies in planning, designing, creating, and sharing high-quality digital teaching content. Through its thematic units, participants will gain knowledge on defining learning outcomes, selecting and applying digital tools for creating and assessing content, designing educational messages, and ethically and legally sharing teaching materials.

The course places strong emphasis on the applicability of the created content in real teaching contexts, as well as on an approach based on constructive alignment—ensuring coherence between learning outcomes, teaching and learning activities, and assessment methods. It promotes thoughtful and pedagogically grounded use of technology, with particular focus on multimedia and interactive elements, as well as the role of artificial intelligence in content creation.

Number of ECTS credits: 3

Target audience: higher education teachers (from various disciplines and with different levels of experience)

Learning outcomes:

• Define learning outcomes for a teaching topic, unit, or module within a course.
• Align learning outcomes with teaching and learning activities and select appropriate tools for content delivery and assessment.
• Critically evaluate tools for creating digital content, including tools for knowledge assessment.
• Create digital teaching content using appropriate digital tools.
• Apply relevant regulations and standards, including licensing, when publishing digital teaching content.
• Publish digital content in a selected learning management system and/or a digital content repository.

2. Working mode

The e-course consists of six thematic units that follow a logical sequence—from planning instruction based on learning outcomes, through designing and creating content, to publishing and evaluating it. Each unit includes theoretical materials, examples of good practice, video lessons, discussions, and practical tasks.

Most activities in the e-course can be completed independently, but some tasks rely on peer assessment, which requires interaction with other participants. Active participation is encouraged through forums, workshops, and reflective activities.

Practical activities include:

• analysing existing digital teaching content

• planning and designing teaching units and educational messages

• creating new digital teaching content using selected tools

• publishing the content in an LMS and reflecting on the user experience

Each task is supported by a template or structure that facilitates its completion. Assessment is conducted automatically, by the instructor, or by peers—depending on the type of task. The instructor is available for support and regularly provides additional materials and comments through discussion forums.

3. Structure of the e-course

The e-course consists of six thematic units. Table 1 shows the percentage contribution of each unit to the achievement of individual learning outcomes.

Table 1: Contribution of Course Units to Learning Outcome Achievement

4. Topic: Planning and Designing Teaching Units and Content

Course Unit Overview and Structure

This unit introduces participants to the fundamental principles of planning and designing digital teaching content. It focuses on understanding the pedagogical, design, and technological foundations required for creating effective, relevant, and accessible materials that promote learning and engagement. Particular emphasis is placed on defining clear and measurable learning outcomes, and structuring teaching content in accordance with the needs of the target users. The unit also covers the concept of constructive alignment, highlighting the importance of consistency between learning outcomes, teaching activities, and assessment methods.

Unit 1: Teaching Units and Learning Outcomes

Theoretical Component
In this section, participants become familiar with the core concepts and principles of planning teaching units and defining learning outcomes. Emphasis is placed on understanding the structure of the teaching process—from topics and units to activities—and the importance of linking these levels clearly and purposefully to ensure effective instructional planning and delivery. The distinction between learning objectives and learning outcomes is explained in detail, with a particular focus on formulating measurable, clear, and achievable outcomes based on the revised Bloom’s taxonomy. The concept of constructive alignment is also introduced, ensuring consistency between outcomes, activities, and assessment, thereby increasing the relevance and quality of the teaching process.

Practical Component
In the practical part, participants apply the acquired knowledge by creating a plan for an online e-course with a clearly defined structure of teaching units and corresponding learning outcomes. Using a template, participants organise the sequence of topics and units, define outcomes for each instructional segment, and ensure their alignment with the planned learning activities and assessment methods. The completed document is submitted through the LMS and serves as the foundation for further development of digital teaching content in the course.

Unit 2: Fundamentals of Digital Teaching Content

Theoretical Component
In this unit, participants are introduced to fundamental concepts related to digital teaching content—its definition, purpose, and structure. The difference between teaching content (what is learned) and teaching materials (with what/through what learning occurs) is explained, helping participants more clearly plan and design instructional resources. Emphasis is placed on aligning content with learning outcomes (constructive alignment) and balancing pedagogical requirements with technical implementation. Participants also analyse criteria for evaluating digital content quality, including clarity, interactivity, accessibility, and adaptability.

Practical Component
In the practical part, participants apply theoretical knowledge through activities that promote reflection, analysis, and evaluation of digital teaching content. The unit begins with a discussion in which participants exchange experiences and debate what constitutes high-quality digital content from the learner’s perspective. This is followed by an analysis of specific content (either their own or externally sourced), where participants assess the alignment with learning outcomes, propose suitable assessment methods and improvements, and document their findings for submission via the LMS. Participants then conduct a self-assessment of their own work and and peer assessment of their colleagues’ work based on predefined criteria. The unit concludes with a short knowledge test covering key concepts—including types of content, pedagogical foundations, learning outcomes, and constructive alignment.

Unit 3: Developing an Educational Message

Theoretical Component
In this section, participants are introduced to the concept of the educational message as a crucial communication bridge between the teacher and the student. A well-designed message not only conveys information but also guides attention, encourages engagement, and supports deeper understanding. Principles of creating effective educational messages are explored, including clarity and conciseness, adapting language and tone to the target audience, structural organisation, readability, authenticity, and pedagogical relevance. Supported by cognitive load theory and principles of visual hierarchy, participants learn how to formulate messages that are outcome-oriented, motivating, and grounded in real educational goals. The unit concludes with specific guidelines and examples that help distinguish well-constructed from poorly designed educational messages in digital contexts.

Practical Component
The practical part develops the participants’ ability to design effective educational messages through a sequence of interconnected activities. First, participants engage in a discussion reflecting on successes and challenges in communicating with students, identifying factors that influence message comprehension. Next, they analyse two examples of educational messages—one effective and one less effective—applying theoretical criteria such as clarity, structure, tone, and alignment with learning outcomes. Participants then create their own educational message for a segment of their digital teaching content, paying careful attention to clarity, audience adaptation, and the message’s purpose within the content. The unit concludes with peer evaluation, where participants review and assess one another’s messages based on defined criteria, including clarity, outcome alignment, pedagogical value, and linguistic accuracy.

5. Digital Tools and Learning Management Systems

This topic focuses on familiarising participants with and critically evaluating digital tools and platforms that support the creation, distribution, assessment, and evaluation of teaching content. Participants will explore a wide range of technologies—from tools for creating teaching materials (presentations, quizzes, interactive lessons), to learning management systems (LMS), digital repositories, multimedia applications, and collaboration tools. Special emphasis is placed on tools for knowledge assessment—including quizzes, surveys, self-assessment tools, automated and peer evaluation—that enable monitoring student progress and providing timely feedback.

The focus is on selecting tools that are pedagogically meaningful, aligned with the needs of the target audience, and consistent with the learning outcomes. This topic encourages thoughtful decision-making when integrating technology into the teaching process, with the aim of enhancing learning effectiveness and quality.

Unit 1: Tools for Creating and Designing Teaching Content and Assessing Learning

Theoretical Component
In the theoretical part of this unit, participants become familiar with a variety of digital tools that support the creation, presentation, and assessment of teaching content. The focus is on the pedagogically grounded integration of tools that can increase student engagement, foster interaction, and enable personalised learning. The criteria for selecting tools are examined, including pedagogical purpose, level of interactivity, accessibility, security, integration with the LMS, and institutional support. Tools for creating teaching materials (e.g., Canva, Genially, H5P, ThingLink), for assessment and feedback (e.g., Google Forms, Kahoot!, Edpuzzle), and tools that incorporate artificial intelligence (e.g., ChatGPT, Curipod, Eduaide.ai) are presented.

Practical Component
In the practical part, participants explore, compare, and apply digital tools for creating teaching content and assessing knowledge. The first activity requires them to analyse at least two tools for content creation and two tools for assessment, comparing them according to clearly defined criteria such as functionality, accessibility, ease of use, and applicability in their own teaching practice. Their reflections are documented and submitted via the LMS. In the discussion on the role of artificial intelligence, participants share their experiences and reflect on the opportunities and challenges of using AI tools in digital content creation. In the final phase, participants select at least three tools and create specific teaching materials for their own course. The activities conclude with peer evaluation, where participants review their colleagues’ work and provide constructive feedback, fostering professional exchange and reflection on the quality of digital teaching content.

Unit 2: Learning Management Systems and Digital Repositories

Theoretical Component
In the theoretical part of this unit, participants become familiar with the key functions of Learning Management Systems (LMS) and digital repositories—two fundamental categories of tools in digital education. LMS platforms such as Moodle enable the structuring of courses, distribution of content, organisation of activities, communication, and monitoring student progress—all within a single environment. Digital repositories (e.g., Edutorij, MERLOT, Europeana) primarily serve for storing, searching, and sharing educational materials, often with a focus on openness and Creative Commons licensing. Participants learn criteria for using these tools and integrating them into their own practice, with the aim of improving teaching quality, facilitating knowledge sharing, and adhering to copyright regulations.

Practical Component
In the practical part of this unit, participants gain hands-on experience working with Moodle and digital repositories through a series of concrete tasks. They begin by exploring LMS functionalities, experimenting with adding different types of resources and activities (e.g., files, pages, forums, quizzes), thus developing basic technical and pedagogical skills necessary for digital course management. They then examine publicly available digital repositories of open educational resources (OER) and become familiar with various types of content and options for adaptation. In the final activity, participants integrate at least five selected educational resources into their own Moodle course, designing their purposeful use in alignment with learning outcomes, characteristics of the target audience, and the logic of the teaching process.

6. Visual Design and Content Personalization

In this topic, participants will become acquainted with key principles of visual design and the personalization of digital teaching content. It focuses on the selection of colours, fonts, layout, and graphic elements to ensure clarity, aesthetic consistency, and accessibility for all users. At the same time, it addresses the adaptation of content for different student profiles—based on their knowledge levels, learning styles, and needs—in order to ensure greater engagement and deeper understanding.

Unit 1: Visual Principles in Creating Digital Teaching Content

Theoretical Component
In this section, participants are introduced to the fundamental principles of visual design in the context of digital teaching content. Key visual rules are explored, including simplicity, hierarchy, contrast, consistency, typography, and the use of colours and graphic elements. Emphasis is placed on the importance of visual clarity and aesthetic coherence as factors that enhance content comprehensibility, reduce cognitive load, and increase student motivation. Special attention is devoted to accessibility and user-friendly design that accommodates all learners.

Practical Component
In the practical part, participants develop competencies for critically evaluating and applying visual principles in the design of teaching materials. Through discussion, they exchange experiences and viewpoints on what constitutes good visual design in digital teaching content. This is followed by an analysis of two examples—one well designed and one with shortcomings—in which they apply theoretical principles to identify visual strengths and weaknesses. Participants then redesign one segment of their own teaching materials (e.g., a presentation or an LMS page) using the principles of simplicity, contrast, typography, and accessibility learned in the theoretical segment. The unit concludes with peer evaluation, where participants review and comment on their colleagues’ work, providing constructive suggestions for improving the visual design of teaching materials.

Unit 2: Adapting Digital Content for Different User Profiles

Theoretical Component
In this section, participants become familiar with principles for adapting digital teaching content to meet diverse student needs. Strategies for individualisation based on prior knowledge, learning pace, and previous experience are explored, as well as recognition of different learning styles (visual, auditory, tactile). Particular emphasis is placed on combining different content formats (text, images, video, interactive quizzes) to increase engagement and comprehension. The unit introduces accessibility practices aligned with the WCAG guidelines, including appropriate contrast, captions, alternative text, and keyboard navigation. It also covers personalization possibilities within LMS environments, such as student grouping, conditional content release, and completion tracking. The unit promotes a design approach in which digital content is inclusive, flexible, and oriented toward enabling all students to participate actively and successfully in the learning process.

Practical Component
In the practical part, participants analyse, create, and evaluate digital teaching content from the perspective of adapting it to different student profiles. Activities begin with an analysis of existing content, where participants assess how well the materials accommodate different entry levels, learning styles, and learning pace, applying principles of accessibility and inclusivity. Through discussion, they share personal experiences, challenges, and strategies related to content personalisation. In the central activity, participants create their own adapted digital content designed for a specific target group (e.g., students with lower prior knowledge, learners from different linguistic contexts, or students with specific needs). The unit concludes with peer evaluation, during which participants assess their colleagues' work using predefined criteria that include pedagogical relevance, degree of adaptation, accessibility, and technical execution quality.

7. Multimedia and Interactivity

This topic examines the role of multimedia and interactive elements in designing high-quality digital teaching content. Through this topic, participants explore how the purposeful use of visual and interactive elements can enhance the learning process, taking into account learning outcomes and the possibilities offered by digital tools.

Unit 1: Multimedia Elements in Education

Theoretical Component
In this part of the unit, participants are introduced to the fundamentals of multimedia learning and the application of multimedia in teaching. At the core is Mayer’s Cognitive Theory of Multimedia Learning, which emphasizes dual-channel information processing (visual and auditory), the limited capacity of working memory, and the importance of active processing by the learner. Key principles of effective multimedia design are addressed, including redundancy, segmentation, pace control, cognitive load reduction, and the appropriate use of modality.

Practical Component
In the practical part, participants explore and apply multimedia in an instructional context through a series of structured activities. The introductory discussion focuses on experiences with different forms of multimedia (video, images, audio, infographics) and their impact on learning, with attention to balancing engagement and potential cognitive overload. The next activity involves researching and comparing at least three digital tools for creating multimedia teaching content, evaluating them according to functionality, ease of use, applicability, and educational value. Participants then create their own short multimedia teaching resource tailored to a specific learning objective and target group, applying the multimedia learning principles acquired earlier. The unit concludes with peer evaluation, where participants analyse and comment on each other's work according to clearly defined criteria.

Unit 2: Interactive Modules

Theoretical Component
In this part of the unit, participants become familiar with types and pedagogical value of interactive modules in digital education. Interactive content transforms passive content consumption into an active learning process, encouraging engagement, deeper understanding, and greater learner satisfaction. Four levels of interactivity are distinguished—passive, limited, complex, and collaborative—each offering a different depth of cognitive involvement and knowledge application. Participants explore examples and the pedagogical implications of each level, as well as tools used to create interactive modules.

Practical Component
The practical part of this unit focuses on developing, analysing, and reflecting on the use of interactive teaching modules in a digital environment. In the introductory discussion, participants share examples and reflect on the role of interactivity in achieving learning outcomes, its impact on student engagement, and the pedagogical reasons for integrating interactive elements in instruction. This is followed by exploration and comparison of tools for creating interactive content, where participants evaluate at least two tools based on technical and pedagogical criteria (functionality, level of interactivity, accessibility, applicability in their own context). In the central activity, participants create their own interactive teaching module by applying the principles of effective design. The unit ends with peer evaluation, where participants analyse a colleague’s work according to predetermined criteria and provide constructive feedback.

8. Rights and Responsibilities in Digital Education

In this topic, participants are introduced to the legal and ethical aspects of creating and using digital teaching materials. It covers copyright, open educational resources (OER), and Creative Commons licences. The topic promotes responsible behaviour when using digital content, with an emphasis on proper source attribution, respect for copyright and legal frameworks, and ethical sharing of materials for educational purposes.

Unit 1: Copyright and Open Licences in Digital Education

Theoretical Component
In this unit, participants become acquainted with the fundamental legal and ethical principles related to using and sharing digital teaching materials. Emphasis is placed on understanding copyright as part of intellectual property, which protects original works and grants the author the right to determine how their content is used. Participants learn about legally permitted uses (e.g., citation for educational purposes) and the limitations arising from the rights of other authors.

Special attention is devoted to Creative Commons (CC) licences—standardised permissions that enable simple and transparent content sharing. The meanings of the licence elements (BY, NC, SA, and ND) and the six main licence types are explained. The unit also includes instructions for using the CC License Chooser tool, which helps teachers correctly license their own work. Additionally, the importance of source attribution, verifying the reliability of materials, and avoiding content without clear usage conditions is addressed. Through this unit, participants develop awareness of responsible, lawful, and ethical conduct in digital educational environments.

Practical Component
The practical part of this unit focuses on developing skills for analysing, creating, and ethically sharing digital teaching materials. In the first activity, participants analyse a selected teaching resource (video, image, presentation, infographic, article, etc.) from the perspective of copyright and open licensing, identifying the type of licence, permitted uses, and source attribution requirements. Next, participants create their own digital teaching content, ensuring its usefulness, applicability, and shareability in accordance with open education principles. During the peer assessment phase, participants exchange feedback and comment on their colleagues’ open educational resources using predefined criteria. The unit concludes with an online quiz testing understanding of key legal and ethical concepts, licences, and rules for using digital content in education.

Unit 2: Ethical and Responsible Use of Digital Teaching Content

Theoretical Component
This unit focuses on developing awareness of teachers’ ethical responsibility when using and sharing digital teaching content. Participants explore core values such as honesty, transparency, respect for authorship, and academic integrity—values that extend beyond legal obligations and form the basis of professional conduct. The importance of proper source attribution, understanding usage conditions and open licences, and the educator’s role as a model of ethical behaviour is emphasised.

Types of plagiarism are addressed—including direct plagiarism, paraphrased plagiarism, and content generated through automated tools (e.g., AI)—with an emphasis on clearly identifying sources and tools used. Special attention is given to the responsible use of materials from digital sources, including the protection of students’ personal data and the avoidance of unethical practices.

Practical Component
The practical part of this unit engages participants in addressing contemporary ethical challenges related to using and sharing digital teaching content. An introductory discussion on artificial intelligence and copyright encourages participants to consider dilemmas arising from the use of AI tools for generating teaching materials—including issues of authorship, credibility, and accountability.

Participants then explore and test plagiarism detection tools, analysing their effectiveness, limitations, and role in promoting academic integrity. The core activity involves creating a practical tool—a guide, handbook, or checklist for the ethical use and sharing of digital teaching content. Developed in pairs or groups, these outputs are based on previously acquired knowledge of copyright, open licences, and ethical practice, and aim to offer concrete guidelines for responsible educational practice. Finally, in peer evaluation, participants analyse their colleagues’ work according to predefined criteria, provide feedback, and exchange suggestions for improving both the tools and the practice they support.

9. Integration into Learning and Teaching Activities and User Interface Evaluation

This topic focuses on the effective integration of digital teaching content into specific learning and teaching activities, and the evaluation of user interface quality. Participants explore how to structure and schedule content within an LMS and how to analyse its usability and user experience from the student’s perspective.

Unit 1: Planning and Integrating Digital Teaching Content into Learning and Teaching Activities

Theoretical Component
In this unit, participants become familiar with a pedagogically grounded approach to integrating digital content into the teaching process. It is emphasised that high-quality instruction does not depend merely on the presence of digital tools, but on their purposeful use to support learning outcomes, enhance engagement, and accommodate student needs.

A key instrument in this process is Balanced Design Planning (BDP), which enables teachers to connect learning outcomes, activities, instructional modalities, and technology. BDP structures instructional design according to clearly defined criteria, including the type of activity, mode of work, level of instructor presence, delivery modality, student workload, assessment methods, and feedback mechanisms. Participants learn how to plan when, where, and how digital content should be used (before, during, or after class; online, face-to-face, or hybrid; individually or collaboratively) and how to implement these plans within an LMS such as Moodle. The theoretical component also highlights the importance of constructive alignment and the transition from learning design to actual implementation through specific resources and activities in the virtual environment.

Practical Component
The practical part of this unit focuses on designing and planning the implementation of digital teaching content in the teaching process. In the introductory discussion, participants exchange experiences regarding when, how, and for what purpose they use digital content (before, during, or after instruction) and discuss its effectiveness in relation to learning outcomes, student level, and teaching context. The central activity involves planning a teaching topic from their own course using the Balanced Design Planning tool. The final step includes exporting the designed topic from BDP into Moodle, enabling the practical implementation of the planned design in the digital environment.

Unit 2: User Interface Evaluation

Theoretical Component
In this unit, participants are introduced to the fundamentals of User Interface (UI) and User Experience (UX) design as key components of successful digital education. The key elements of evaluation are presented, including content structure and organisation, visual design, navigation, accessibility, clarity of communication, interactivity level, and technical performance. Participants learn various methods for evaluating UI and UX and reflect on the importance of continuously gathering feedback as a tool for improving content quality.

Practical Component
The practical part of this unit focuses on analysing and enhancing the user experience of digital teaching content. Activities begin with a discussion in which participants exchange experiences related to design, clarity, navigation, and organisation of digital teaching materials, reflecting on their impact on student engagement and comprehension. This is followed by a self-evaluation of their own digital content (e.g., lesson, quiz, video), in which participants apply UI/UX criteria to identify strengths and areas for improvement. In the final activity, participants prepare a plan for evaluating the student user experience with the digital topic created in the previous unit. The plan includes selecting and designing methods for gathering feedback and implementing them in the LMS.

Technical Information About the System Used for the e-Course

This e-course is implemented in Loomen, a platform based on the open-source Moodle system. The course homepage is organised in accordance with the course structure, with links leading to activities and resources aligned with the course design.

The e-course can be accessed from a desktop computer connected to the internet, a smartphone, or a tablet.

The course opens correctly in all major web browsers (Firefox, Opera, Chrome, Edge, etc.). It is also accessible through a mobile app, although the app does not always function optimally.

Navigation through the course is facilitated by the left-side menu, while the right-side panel provides access to upcoming activities, highlighted announcements, and progress tracking.

Loomen is intuitive to use, and in case of difficulties, participants should contact the instructor.

Minimum Technical Requirements for Attending the e-Course

Types of content in the e-course:

• Educational multimedia (primarily text-based) materials such as lessons and pages are available directly within Loomen and can be opened in a web browser. All materials can also be downloaded in PDF format. For this reason, users need a PDF reader, unless using browsers like Firefox or Chrome, which can open PDF files natively.

• Video lessons are hosted on CARNET’s Meduza multimedia portal and integrated into Loomen pages, allowing viewing without leaving the system. A minimum internet connection of 2 Mbit/s is required, along with speakers or headphones.

• Assessment activities in the e-course are supported by Loomen’s built-in functionalities. No additional technical requirements are needed. Quizzes open entirely in the web browser and require no extra software.

10. Participants obligations

It is recommended that participants take part in as many activities as possible. Below is an overview of the activity by topic, the mandatory completion of the e-course, and points.

11. Contact information

Contact Information

For all questions related to course content and participation in the e-course, please contact your instructor.

For technical inquiries, please contact us at x@carnet.hr or by phone at 01 xxxxxxx.

12. Code of Conduct in the Course

To ensure high-quality collaboration, we have defined several rules of behaviour for this course.

Respect other participants as if they were in the same room with you.
Communicate in a way that fosters mutual respect and constructive dialogue. Remember that behind every username is a real person—kindness and empathy are key to creating a positive learning environment.

Use professional and clear language.
Aim for grammatically correct writing. Avoid using ALL CAPS (which may be interpreted as shouting), and strive to express your ideas clearly. Inappropriate or offensive messages are not acceptable.

Stay on topic and be concise.
Your comments, responses, and messages should relate to the subject matter and be structured in a way that others can easily understand. By communicating clearly and purposefully, you help both yourself and your colleagues.

Participate actively and on time.
Your engagement contributes to the quality of collective learning. Check notifications regularly, complete tasks within deadlines, and participate in discussions.

Protect privacy and confidentiality.
Do not share personal information about other participants without their explicit consent. Be cautious when sharing your own personal data in public course spaces.

Do not post promotional or unsolicited content.
The course is not a place for advertising, chain messages, or political statements. The focus should remain on course content and mutual learning.

Express disagreement constructively.
Direct your critique toward the content or idea, not the person. If you disagree, explain your opinion respectfully and support it with arguments.

Use appropriate communication channels.
For technical and organisational questions, use the designated forums or contact course mentors via official channels. Informal communication is welcome in the appropriate spaces, provided that basic standards of courtesy are maintained.

Prepare for participation in virtual meetings.
If the course includes video sessions, it is recommended—where possible—to use a camera, be in a quiet environment, and speak only when you have a comment or a question. Respect others’ time and do not interrupt the flow of the session.

Act in accordance with ethical and legal norms.
Respect copyright, institutional policies, and applicable laws. Unauthorised use of content, plagiarism, or sharing confidential information is not permitted.

This e-course is provided under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence.

When using this work, we recommend attributing it as follows:

Vondra, P. (2025). Developing Digital Teaching Content. 1st edition of the CARNET e-course. Retrieved from [link].

Why these rules?

To ensure a high-quality, inclusive, and professional learning environment in which everyone feels welcome.

What if the rules are violated?

If rules are not followed, course facilitators may issue a warning, and in more serious cases take further action in accordance with institutional regulations.

Who is responsible?

All course participants share responsibility for maintaining a positive and professional atmosphere.

Literature

Each topic contains a list of references used in preparing the course materials. Depending on your interests, you may consult the literature accompanying the topic of your choice.