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

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.