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The aim of this assignment is to develop a learning design plan for the new online course on hate speech to be hosted by the e-learning platform www.facingfactsonline.eu. The course is to be developed as part of the broader activity work-plan of the Facing Facts Network which aims to improve understanding of and responses to hate crime and hate speech in Europe and beyond

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Here you can find the link to the document which illustrates the learning experience design plan for the new online course on 'Understanding and Responding to Hate Speech' for the Facing Facts Network. The document outlines the WHO, WHY, WHAT and HOW of the course. Preliminary Design reflections are shared in the document as well as considerations about the target learners. Further reflection on my experience of developing this part of the assignment are reported in part 3 of this padlet's section.

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Facing Facts Network online course on

Understanding and Responding to Hate Speech

Melissa Sonnino, DLI Project Assignment

This presentation map out the learning experience design Plan for the Facing Facts Network new online course on Hate Speech
The WHY The HOW
This section outlines four learning personas for the course. Our target learners are individuals who are committed to understanding and addressing hate speech. They come from public authorities and civil society organisations background. This programme aims to bring together different stakeholders and change agents across boundaries of identity, institutions and geography. They come from different perspectives and their interest in attending the course vary from professional development to network opportunities. Click on the image to discover their stories.

Click on the icon on the picture to access the learner personas

These Learner personas are based on a number of data sources, including evaluation and feedback from previous Facing Facts courses on hate speech, our regular reflective blog, Facing Facts Network members survey. The use of AI enriched the representation of our personas, as well as their drivers and technological barriers. We have published a Mapping Report which provides indications on who should be the target learning groups for hate speech capacity building activities and the most significant challenges they face.

We have identified four categories of learners from both Public Authorities and Civil Society Organisations from different geographic areas. They come from different perspectives, experiences and motivations. The majority of them want to apply the learning from the course to their context. It is fair to assume that the majority of them would be willing to engage with other participants in the course. Learners expect multistakeholder participation, in an online environment where facilitated discussion is allowed. Other categories can be potentially included such as IT companies and Law Enforcement authorities.

Good understanding of English will be required for this course, however attention will need to be paid to avoid overcomplicated language. The majority of learners is likely to access the course from a computer with a large screen. It is expected the use of smartphone and tablets from the youngest participants. Specific technical support will be needed for those learners who are accessing the content from Government/Public authorities connection as they might be prevented to access video/interactive/collaborative content.
Data Sources
Learners Categories

Accessibility considerations

Commentary on learner personas - I

(Reference: DLI course, inspiration from other participants' projects, Joanna Perry DLI assignment )

The majority of our learner personas have had positive experience with online learning. Those more skeptical are however curious to give a try with our course. Content delivery will need to take into account participants limited time resources. Activities should be set for easy and quick completion. It is likely to have different paces within the cohort group which should be accommodated. Space for further reflection and reading should also be provided.

All target learners are motivated to learn about the European legislative framework. The majority of them expects to receive insights on the implications of the European policy developments in their national context. Some learners have interest in networking and social learning opportunities while others do not see the online course the place for this to happen. Therefore we can anticipate a partial participation in live synchronous sessions.

There is a common perception across target learners that the course will offer a safe and respectful space to learn and discuss about the topic of hate speech.
Digital Learning Perception and Risk of Drop Out
Goals and Expectations

Commentary on learner personas - II

(Reference: DLI course, inspiration from other participants' projects, Joanna Perry DLI assignment )

click on the icon for preliminary learning design considerations

The Facing Facts Network aims to improve understanding of and responses to hate crime and hate speech in Europe. The Network consists of now 31 members in 15 countries who act as change makers to make the impact of hate visible. In 2022 the Network published a report on current activities and gaps in hate speech responses where it is recognised that lack of conherent and consistent capacity building on the topic of hate speech.

About Facing Facts Network
Learning Gap

PROGRAMMATIC

LEARNING GAP

Bloom's taxonomy classification

LO.1 Define the hate speech concept and its main categorisations

LO.2 Provide an overview of international frameworks on addressing hate speech (key legal, policy and 'soft' standards)

LO3.Demonstrate an understanding of the impact of hate speech on individuals and communities by quoting relevant reports and statistics

LO4. Apply international policy frameworks to their contexts.

LO.5 Analyse the impact and implications of international obligations on their work and those of their national stakeholders

LO.6 Map out the key actors of their national hate speech response systems

LO.7 Assess with/among relevant stakeholders and identify strategies for more effective multi-stakeholder collaboration

LO.8 Elaborate a measurable action plan for their hate speech work

This section sets out the modular framework and topics that will be covered in the learning. This course consists of 4 modules. The Map suggest the preferred sequence of topics. The course is structured to be offered in the context of a 6 week cohort. However we imagine some of the topics to be offered also as standalone activities.

The course will be delivered as a 6 week cohort of about 50 learners. The mode of delivery will be blended (mix of synchronous learning such as live tutorials and webinars, and asynchronous, self paced learning such as discussion forums, readings, instructional videos and case studies). The course has a social learning component. Starting from the second half, learners will start a project that will apply what they have learned to their own context.

The calendar of live tutorial sessions will be communicated beforehand to allow participants'planning. Social learning will be encouraged also through collaborative activities on paddlet and Google Docs.

The core and spoke model seems most suited to our needs, however, we also have elements of network learning because we are developing a community of practice and we want our learners and members to take ownership of their learning.

Modules for this section are

Introduction to Hate Speech

International Standards on Hate Speech

Hate Speech at the National Level

Hate Speech Response Systems

For the purpose of this assignment I will focus on Module 1: Introduction to Hate Speech

Learning Experience

(Reference: DLI course, inspiration from Joanna Perry DLI assignment )

Modules 1 will cover

Mapping Format Categories

Mapping Format Categories

go back to my padlet

With the new EU Digital Services Act entering into force, many stakeholders will need to get familiar with a new set of regulations and understand implications and challenges associated with it. There is a need to identify all actors that have a role in addressing hate speech, with the aim of understanding which actors are engaged and which actors are left out and yet should play a role. There is still work to do to better understand how to facilitate and effective multistakeholder approach to addressing hate speech.

This course is designed in the framework of the Facing Facts Network's work-plan and aims to support a variety of stakeholders that in their context have a role to play in addressing hate speech at the national level.

The field of hate speech is a very complex area that is evolving fast, with social media companies, national governments, European Institutions and many other actors taking a more active role. There is a need to get to a common understanding of the distinguish elements of hate speech, the impact of it on targeted communities and society as a whole as well as of the international framework for addressing it. The sustained increase of hate speech on the internet and the ever growing complexity of actors online has led to the adoption of policy frameworks specifically focusing on the responsibilities of public authorities and private actors with regard to addressing hate speech online.

Project name: Understand and Respond to Hate Speech

Mapping the actors in a 'hate speech' response system

At the end of the course participants will be able to:

Define the hate speech concept and its main categorisations (online/offline, illegal, criminal, harmful)

Demonstrate an understanding of the impact of hate speech on individuals and communities by quoting relevant reports and statistics;

Provide an overview of international frameworks on addressing hate speech, including key legal, policy and 'soft' standards with specific focus on the Digital Services Act.

Apply international policy framework to their contexts.

Analyse the impact and implications of international obligations on their work and those of their national stakeholders

Map out the key actors of their national hate speech response systems

Assess the relationships among/with relevant stakeholders and identify strategies for more effective multi-stakeholder collaboration

Elaborate a measurable action plan for their hate speech work

Mode of delivery: Synchronous and asynchronous

Synchronous activities will be offered in the context of cohorts, while some parts of asynchronous content will be always accessible upon self-enrolment.

Social Learning will happen through zoom live sessions, as well as discussion forum and collaborative documents with strong tutors support. Social learning will be crucial to address HOTS for this course.

Accessibility: Learners will use Facing Facts LMS which allows access from PCs, tablets and phones. Some course content will be accessed through PC/laptops.

Initial Design Considerations

There is a demand for facilitated digital learning spaces for constructive dialogue and informed discussion on the topic of hate speech

At Facing Facts we recognise that stakeholders and practitioners should take a victim-centred approach in their work with the ultimate goal of reducing hate manifestations and increase access to justice, safety and security for victims.

We support this common goal by designing multi-stakeholder, collaborative online learning which aims to increase knowledge and to support dialogue and connection across different actors.

There is a need to fill a knowledge gap about the most recent policy developments and their impact and implications at the national level.

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HATE SPEECH COURSE - LEARNING ANALYSIS 2023

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Here you can find the link to the document which illustrates the learning experience design plan for the new online course on hate speech for the Facing Facts Network.

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3. Commentary on my experience of developing part 1 of the assignment

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3. Commentary on my experience of developing part 1 of the assignment

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I really enjoyed working on this part of the assignment. Attending the live sessions has been a great support for getting better oriented into the task. Here a few reflections:
1) I found challenging to mitigate my own biases during the development of the learning personas. I have been working on the subject of hate speech for many years now and I tutored several courses on the topic. This has reinforced some convictions about our target learners which I tried to objectify by:
- Share the learner personas exercise with my colleagues;
- Use AI - Chat GPT to generate personas and integrated some insights into the exercise;
- I used a AI drawing app to generate the profile pictures of my personas.
2) Developing meaningful learning outcomes was the toughest part of the assignment. Again, being influenced by my previous experience in developing content on hate speech, made the task more challenging. The Bloom's taxonomy reference was incredibly helpful to develop the LOs and have a fresh start with this course.
3) Next steps and applications: the macro design plan will be incredibly useful to inform the content development process with SMEs and the Facing Facts team.
Once the modular framework and topics are agreed with the team and SMEs fully identifies, we will proceed with a review of the smart analysis and organisation of content development work.

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This section contains a scoping document for the first module of the online course on 'Understanding and responding to Hate Speech'

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DLI Assignment PART II - Scoping Document

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Facing Facts Network online course on Understanding and Responding to Hate Speech Melissa Sonnino, DLI Project Assignment - Part II This presentation map out the learning experience design Plan for the Facing Facts Network new online course on Hate Speech The WHY The HOW Our target learners are individuals who are committed to understanding and addressing hate speech.

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Here is the wireframe for the hate speech course with specific focus on Module 1. Differently from the template suggestion,  I believe that for our target audience would be more catchy to have the so called "activation" right after the hook video in the beginning. This will hopefully trigger motivation/will to learn new things in the course.

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Here you can find the screen plan for the first section of Module 1 "Introduction to Hate Speech".

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This is the storyboard I developed for the first module of the online course on Understanding and responding to hate speech. It was necessary for me to comeback several times to the screenplan and wireframe as, only by developing the Storyboard I realised there were some inconsistencies and I could spot opportunities for improving the flow of the content.

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I decided to develop the prototype for my activity with Rise360. It was the first experience with this authoring tool for me and I found it intuitive and easy. As my role is the one of project manager/Instructional designer, I can imagine to use this tool to share activities draft/ideas with our Learning Developer

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Not sure the Rise link will last after the trial period, therefore I recorded the screen to showcase the activity.

I decided to develop the prototype for my activity with Rise360. It was the first experience with this authoring tool for me and I found it intuitive and easy. As my role is the one of project manager/Instructional designer, I can imagine to use this tool to share activities draft/ideas with our Learning Developer.

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Facing Facts is a member of Vimeo, the home for high quality videos and the people who love them.

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I found the second part of the project more challenging from a technical point of view. Until now, I have had experience in the scoping and development of learning objectives. Developing screenplan and storyboard, was a totally new task to me. Even though the process is quite linear, I found my self going back and forth from the wire frame several times as I was developing the screen plan and the story board. Adjustments to the wireframe were necessary also when I started working on the prototype. In general I can picture how to use the knowledge gained in this course and specifically with this assignment in my work with SMEs and Learning Developer.

Overall, I found that one authoring tool only is not sufficient to meet all design/graphic needs of our courses. Integration of articulate/genially with Canva and/or similar graphic design tools are necessary to design effective activities.

By working on the prototype I spotted several design inconsistencies (which brought me back to the storyboard). I guess that sticking to CRAP principles throughout the process is one of the main challenges.

I experimented with the use of AI for this project. In the first part I used chat GPT to get not-biased/new insights in the development of the learner personas. In the second part I used AI generated video presentation (introduction module 1). While the tool is amazing, I still find it too robotic and not a good fit for our target learners usually expect an evident human face/presence in our courses.