More about the Catalogue
The online Catalogue of initiatives aggregates different types of FDL for migrants and refugees. It represents a state of play as of November 2017 and is not exhaustive, but provides a cross-section of such initiatives. Though FDL initiatives listed in this Catalogue vary quite a bit in nature and magnitude (some are larger scale projects which piloted FDL resources while some are individual Apps and online courses), attempts have been made to categorise them according to ‘purpose’, the type of resource or technology they use, whether they are ‘blended’ approaches or only online/digital, and the extent to which they are ongoing, completed projects or forthcoming (awaiting launch).
Purpose: Initiatives have been sorted according to their intended purposes, namely:
- primary/secondary education
- language learning
- social inclusion
- higher education (formal, with the intention to obtain a degree or credits)
- teacher training
- support personnel
Most of these categories have been inspired by the indicators for measuring integration that have been agreed by the European Union in the Zaragoza Declaration (see page 16). These indicators are social inclusion, education and employment.
For the sake of classifying FDL initiatives, all initiatives contributing towards a formal education degree have been put under ‘formal higher education’ or ‘primary/secondary education’. Initiatives (often in the form of Apps and online courses) that aim at provide instruction on civic integration, such as vocabulary for navigating health or social security systems, or courses related to democratic values, fall under ‘social inclusion’. FDL explicitly for language learning has been separated into the ‘language learning’ category, though this can also overlap with ‘social inclusion’. FDL initiatives that aim at teaching employability related skills fall under ‘employment’. A separate category has been created for ‘teacher training’ since there are a handful of initiatives that aim to train teachers that work with migrants/refugees, via FDL. Also, another category that was added during the second study was ‘Infrastructure’ to document those initiatives that provide technical support and access to infrastructure. While updating the catalogue, we identified the need to add the new category “support personnel” with which we tag initiatives focusing on preparing personnel working with refugees and migrants (e.g. volunteers, lawyers, social workers, psychologists etc.).
- Type of resource/technology used: This is generally described according to the following categories:
- Online course
- Digital resources
- Electronic handbook
Some initiatives use various types of technology and resources. Specifications regarding the technology and/or pedagogy used can be found in the description of the initiative.
- ‘Blended’ versus ‘Online (OL)’: This categorisation has been added so that users will be able to search for initiatives that may have a ‘blended’ approach, namely those that combine online/digital learning with some sort of face-to-face learning and support. Other FDL offers are purely online/digital. Some of the projects mentioned in the Catalogue piloted the online resource at hand through a blended approach (teaching users how to user it through workshops, for example), but now that the project is completed the FDL offer remains an online resource only.
This categorisation is better visualized through ‘tagging’ on the MOOCs4inclusion website. In some instances, initiatives are double and triple tagged with they fall into several categories. This enhances the search functionality.