facilitator guidesocialprotection.org/sites/default/files/publications...transform e-course...

TRANSFORM E-COURSE FACILITATOR GUIDE 1

FACILITATOR GUIDE


TABLE OF CONTENTS

1. WHY TRANSFORM E-COURSE? .................................................................................... 3

2. COURSE OVERVIEW .................................................................................................... 5

3. COURSE CONTEXT ....................................................................................................... 7

A. OVERVIEW OF THE MODULE STRUCTURE .................................................................... 7 B. LEARNING OBJECTIVES AND SEQUENCING ............................................................................... 10 C. METHODOLOGY ................................................................................................................. 11 D. CERTIFICATION .................................................................................................................. 12

5. SYNOPSIS OF THE COURSE MODULES ........................................................................ 14

6. LEARNING OUTCOMES - IMPACT OF THE E-LEARNING INTERVENTIONS ...................... 17

7. COURSE PLAN ........................................................................................................... 20

8. FACILITATOR PREPARATION...................................................................................... 25 A. ACTION BEFORE START THE COURSE ....................................................................................... 25 B. ACTIONS AFTER START EACH MODULE .................................................................................... 26 C. ACTIONS AFTER THE END OF THE COURSE ................................................................................ 28

9. MONITORING ........................................................................................................... 28

10. EVALUATION .......................................................................................................... 30

11. FACILITATOR STEP BY STEP - ACTIVITY GUIDE .......................................................... 31 A. INTRODUCTION MODULE..................................................................................................... 31 B. MODULE 1 – SELECTION & IDENTIFICATION ............................................................................ 37 C. MODULE 2 - LEGAL ............................................................................................................. 42 D. MODULE 3 - ADMINISTRATION ............................................................................................. 45 E. MODULE 4 - MONITORING AND EVALUATION ......................................................................... 51 F. MODULE 5 – MANAGEMENT INFORMATION SYSTEM ............................................................... 53 G. MODULE 6 - COORDINATION ............................................................................................... 58 H. MODULE 7 – GOVERNANCE ................................................................................................. 62 I. MODULE 7 - FINANCE .......................................................................................................... 67 J. FINAL MODULE ................................................................................................................... 71

12. TUTORIALS ............................................................................................................. 76


1. WHY TRANSFORM E-COURSE?

The “Leadership & Transformation Curriculum on Building and Managing Social

Protection Floors in Africa - TRANSFORM” is the product of a large-scale

collaboration between various institutions, conducted over several years.

TRANSFORM has been developed primarily by African experts, to speak more

directly to the specific challenges of building and managing social protection floors

in Africa. The initiative aims at constant joint development and updating of the

material, recognising the importance of growing regional expertise.

TRANSFORM is an inter-agency initiative of United Nations agencies supporting

the building of social protection floors in Africa. It is coordinated in Africa by the ILO,

UNICEF and UNDP. TRANSFORM has received support from Irish Aid and the

European-Union Social Protection Systems project funded by the European Union

and Finland.

This e-course is an adaption of the TRANSFORM training package and proposed

activities from the face-to-face training. The e-course is developed in a linear

curriculum, which integrates several content areas, elements and activities.

The TRANSFORM e-course is organised in a modular structure offering 10

modules:

• Introduction Module

• Module 1 - Selection and Identification

• Module 2 - Legal Framework

• Module 3 - Administration

• Module 4 - Monitoring and Evaluation (M&E)

• Module 5 - Management Information Systems (MIS)

• Module 6 - Coordination

• Module 7 - Governance

• Module 8 - Financing and Financial Management

• Final Module

https://virtualcampus.socialprotection.org/moodle/mod/page/view.php?id=392











This document presents the detailed methodology of the course, learning objectives,

content sequencing and the instructional, delivery and evaluation strategies of the

TRANSFORM e-learning version and a detailed instructions for the facilitator with a

sequence explaining what to do for each activity of the ten weeks of the course.


2. COURSE OVERVIEW

General course format: Asynchronous tutor-led Online Course.

Target audience: Senior technical-strategic level government officials from Africa.

Objective: Strengthen the technical capacity of the operational and administrative

process in the governance and administration of social protection policies and

programmes.

Workload: 5 hours per week.

Duration: 10 weeks.

Evaluation: Participants will also be asked to deliver a final essay.

General observations:

• Contents and activities are divided in three categories: “Intro”, “Must

know”, or “Good to know”, according to the prioritization of concepts

within each module. However, this vision might not be clear to the

participant.

• “Intro” resources and activities should ease the participants into the

week’s content in a quick and light manner.

• “Must know” resources and activities present the core concepts of each

module and this is where participants should spend most of their time.

This is where the content of the Summary of each module is going to

be presented.

• “Good to know” resources present extra material as well as the Base

document of each module.

• Group activities are guided interactions and discussions among groups

of 6 to eight participants

• All Interactive content or infographics are based on the face to face

training material PPTs, including extra videos and/or readings on the

summary document (they are indicating the page number of the specific

content that is being presented for further reading).

• The map of Africa will work as a resource to the participants with extra

information on the countries (videos, country cases, etc.).


• The journal will be a tool for participants to reflect on the modules based

on their own home country/institution/activity. For every module there

will be guiding questions presented in the journal area. This weekly

activity won’t be mandatory, but participants will need to deliver a final

paper, which can benefit from this prior guided reflection.


3. COURSE CONTEXT

A. Overview of the Module Structure

The learning contents and activities will be divided according to the following

sections:

INTRO MUST KNOW GOOD TO KNOW

Resources and activities presenting the week’s in a quick and light matter

Resources and activities presenting the core concepts of each module

Resources and activities presenting extra material

Intr

od

uc

tio

n M

od

ule

1. Welcome video: Why Transform? (Lucca Pellerano) 2. Module roadmap: Presentation of the course structure, permanent features and the presentation of the module structure + learning outcomes 3. Individual activity: Introducing their self through the General Forum

4. Webinar, including: a) Intro of

participants and facilitators

b) Structure of the course

c) SP basis PPT d) Jargon Busters

poll e) Opening the

group forums

5. Group activity: My country’s SP context (general forum divided by participants) 6. Video: mini-lecture on Leadership and Transformation (Daniel Halu)


Mo

du

le 1

S &

I

1. Video (Mwenya Kapasa) Intro to S & I Module Key concepts. 2. Module roadmap: module structure info + learning outcomes 3. Individual activity: Line-up – individual activity require the participant to vote with their imaginary feet.

I4. Interactive content - Interactive PPT 5. Group activity: Mini Simulation Roleplay activity 6. Individual activity: Line-up revisited - Individual activity

7. Quiz: short test to check the understanding regard the for-stage selection process. 8. Extra reading: Full document

Mo

du

le 2

LE

G

1. Video (Addis Uibzawork) 2. Module roadmap: module structure info + learning outcomes 3. Group activity: My country’s SP legislation – Focusing their own country’s legislation on SP– linking them to international standards + visual results in the padlet

4. Interactive content - Interactive PPT + LEG Summary 5. Individual activity: Scenario Read the scenario, think on the questions and write down on the journal 6. Quiz

7. Extra reading: Full document

Mo

du

le 3

AD

M

1. Video (Flora Myamba) 2. Module roadmap: module structure info + learning outcomes 3. Individual activity: SP Delivery systems - Infographic reflection

4. Interactive content - Voice over PPT 5. Group activity: Scenarios

a. Mini-groups b. Large group debrief

6. Quiz: test the understanding about ADM

7. Journal - Individual Journaling 8. Extra reading: Base document


Mo

du

le 4

M &

E

1. Video (Consolata Ntoburi) 2. Module roadmap: module structure info + learning outcomes 3. Individual activity: Infographic reflection of supply/demand

4. Interactive content - Interactive PPT 5. Quis : to see how much they have been learning about M& E systems 6. Journal L& T


Mo

du

le 5

MIS

1. Video (Samuel Ochieng)

2. Module roadmap: module structure info + learning outcomes 3. Individual activity: Jargon quiz

4. Interactive content - Voiceover PPT 5. Group activity: Myth busting activity 6. Journal L& T

7. Extra reading: Base document

Mo

du

le 6

CO

O

1. Video (Sarah Mshiu) 2. Module roadmap: module structure info + learning outcomes 3. Group activity: Stakeholder map

4. Interactive content - Interactive PPT 5. Quiz 6. Journal: how coordination can be improved in the country


Mo

du

le 7

GO

V

1. Video (Patience Matandiko) 2. Module roadmap: module structure info + learning outcomes 3. Individual activity: Read through the table

4. Interactive content - Interactive PPT 5. Group activity: Force field 6. Quiz: test the understanding 7. Journal: main capacity gaps in your country


https://virtualcampus.socialprotection.org/moodle/pluginfile.php/494/mod_page/content/12/Tabela%20-%20modulo%207%20%281%29.pdf


Mo

du

le 8

FIN

1. Video (Abidemi Coker)

2. Module roadmap: module structure info + learning outcomes 3. Group activity: Triple A mini game

4. Interactive content - Interactive PPT 5. Quiz 6. Journal L&T


Fin

al

Mo

du

le

2. Module roadmap: module structure info + learning outcomes 2. Final Group activity: Social Protection Web

3. Final Webinar: wrap up showing what the participants have done with comments + evaluation of course

4. Final Assignment 5. Survey

On this course learners will have deadlines to accomplish activities and

assignments, but they will be able to schedule their study sessions at their own

pace. The course will use a variety of tools, including discussion forums, glossaries,

webinars, video-clips, short e-lessons, and support material like infographics,

documents and guidelines.

B. LEARNING OBJECTIVES AND SEQUENCING

The modules will be organized into an asynchronous instructor-led online course

using a combination of learning materials and documents used in the face-to-face

training will be adapted for the content production and converted into online

materials to match the learning objectives.

The materials available in the virtual learning environment will be delivered in

different formats, using different types of media, communication and tools to be

attractive, interactive and informative.

By the end of this course, the participant should be able to:


• Have an overview and enough basic knowledge of Social Protection

Floors and drivers of change and leadership requirements to engage in

transformation towards national systems of social protection.

• Have an overview of the following main interconnected areas of Social

Protection Frameworks: Selection & Identification, Legal,

Administration, Monitoring & Evaluation, Management and Information

Systems, Coordination, Governance, and Financing and Financial

Information.

• Understand why and how a Social Protection Framework is beneficial

to your specific county context and can assist social and economic

development.

• Understand that a Social Protection Framework comprises different

parts – all of which interact with and affect each other.

• Understand the need to adapt and tailor social protection to each

specific country context. Every situation and time is so unique that it

requires the design of a new solution each time.

• Subject design choices to careful analysis of capacity considerations.

• Applying a rights based approach as a lens by which to develop social

protection systems and understand that these approaches go beyond a

country’s legal framework, by actually putting citizens at the center of

the development of managing and administering social protection

systems.

C. METHODOLOGY

The design of this e-course will involve a combination of the following

instructional methods:

• Expository methods - emphasizes the “absorption” of new

information. Expository methods include presentations, case studies,

worked examples and demonstrations.

• Application methods - emphasizes the active processes learners use

to perform procedural and principle-based tasks and build new

knowledge. Application methods include demonstration-practice


methods, job aids, case-based or scenario-based exercises, role-play,

simulations, guided research and project work.

• Collaborative methods - emphasizes the social dimension of

learning and engages learners to share knowledge and perform tasks

in a collaborative way. They include online guided discussions,

collaborative work and peer tutoring which emphasizes the social

dimension of learning.

This online course will be developed on the Moodle platform

https://virtualcampus.socialprotection.org where the main communication and

interactive tools of the virtual environment allows the development of different types

of activities.

The participants will be encouraged to be creative, to experiment and be receptive

to new ideas, seeking ways of interaction and learning. In addition to learning,

interaction and collaboration will be fundamental to the creation of strong social

connections between participants.

The structure and didactic-methodological organization of the course will enable

participants to interact with the content and with peers, problematizing the content,

reviewing and deepening concepts, creating strategies to solve the challenges

posed, while engaging in socializing practices.

The modules will be opened weekly to carry out the activities and will remain open

for review after the end of each module's specific period.

D. CERTIFICATION

The evaluation criteria include a set of diversified tools and procedures that will

support an accurate, impartial and transparent assessment of all the participants. At

the end of the course, participants will receive a certificate of completion if you score

70 points or above.

https://virtualcampus.socialprotection.org/


To obtain the final certificate you need to complete the weekly online assignments,

participate in the discussion forums, and perform group and individual activities. The

evaluation criteria are:

GENERAL DISCUSSION FORUM – 20 points

The participant does not write any messages in the module’s discussion forums.

0

The participant writes messages related to the proposed topic that contribute common sense value to the discussion.

5

The participant writes messages related to the proposed topic and brings original ideas that stimulate further discussion.

10

The participant writes messages related to the proposed topic, brings original ideas and/or questions that push the discussion further.

20

GROUP ACTIVITY– 20 points

The participant does not contribute to group activities in the discussion forum.

0

The participant writes messages in the forum that do not further the discussion because they are not related to the topic under discussion of their group.

5

The participant writes messages in the forum related to the topic proposed, but does not contribute in deepening the discussion of their group.

10

The participant writes messages related to the proposed topic contributing to the discussion of their group.

20

INDIVIDUAL ASSIGNMENT – 60 points

The participant does not submit the final assignment or submits an unrelated activity.

0

The participant submits the assignment activity describing the actual scenario of their home country without elaborating on the possibilities for change.

30

The participant submits the assignment activity describing the actual scenario of their home country, providing reflections and possibilities for change.

60


5. SYNOPSIS OF THE COURSE MODULES

Learning Objectives Main content In

tro

du

cti

on

Mo

du

le

• Have an overview and enough basic knowledge of Social Protection Floors.

• Understand the course structure and

functioning.

• Welcome to the

Introduction Module and

activities

Mo

du

le 1

S &

I

• Dialogue about the critical issues faced by all countries developing systems of social protection and how to select beneficiaries.

• Consider possibilities to effectively cover everyone in need of transfers during the early stages of developing their social protection systems.

• Improve the process and remove

barriers to access of eligible

households.

• Methodologies for identifying people living in poverty: advantages and disadvantages of each method, life cycle and intersectionality considerations.

• Description of the

registration process.

Mo

du

le 2

LE

G

• Deal with the steps involved in constructing a legal framework for social protection (social dialogue, consultation, etc.)

• Determine different elements that should be included in such a framework.

• Identify accountability mechanisms.

• Rights-based approach to social protection: rationale, international standards, constitutional protection and fiscal constraints; progressive realization of national SPFs.

• Protection of individual entitlements and against misuse of personal information in social assistance.

• Principles of accountability in national social assistance laws.

Mo

du

le 3

AD

M

• Know the key components of SP programmes administrative processes and how they relate to each other.

• Understand the constraints for successful programme implementation and potential pitfalls and bottlenecks.

• Know various system design options

and how to plan reform of

administrative systems which are

• Key steps for the design of a new social protection administrative system.

• Registration, eligibility determination, and enrolment: three main approaches to registering households.

• Exit & graduation.

• Case management, linkages & referral systems.


compatible with existing resources

and capacity.

• Conditionality setting, monitoring & enforcement.

Mo

du

le 4

MIS

• Increase their understanding of

national social protection actors regarding MIS.

• Support social protection actors in the preparation of roadmaps or the development of tools.

• Key components of a functional programme MIS.

• Two approaches: Integrated Beneficiary Registry and Social Registry.

• Key steps when setting up a programme MIS or an integrated system for information management.

Mo

du

le 5

GO

V

• An understanding and appreciation of the importance of policy framework for governance within social protection and ultimately successful programme delivery.

• An understanding of the range of stakeholders involved in social protection, their typical roles and responsibilities, and the opportunities and challenges.

• Centralized and decentralized organisational structures and outsourcing, pros and cons.

Mo

du

le 6

FIN

• Understand the critical aspects of financial governance and social budgeting with a focus on the financial administration of non-contributory social protection.

• Know a number of important issues of

financial governance and social

budgeting, ranging from aspects

around revenue mobilization, the

national budget process, concepts of

financial management to public

expenditure monitoring and

evaluation.

• Affordability and sustainability of social protection.

• Social protection financial governance indicators.

• Tools of financial governance (social budgeting and microsimulation models).

Mo

du

le 7

CO

O

• Know the implications - both positive and negative of different types of integration in social protection.

• Create coordinated systems through

the delegation of roles and

responsibilities and incentive

structures.

Horizontal

(programme/institutional and

administrative levels) and

vertical coordination, with a

PPT summarizing this

content.


Mo

du

le 8

M &

E

• Identify the various aspects of setting up and implementing an M&E system and how it can improve policy/programme management and planning as well as improve policy/programme accountability.

• The identification and collection of

indicators and data, how to strike a

balance between capacity of data

collection and demand for evidence

and accountability, the function of

Service Standards, staff involvement,

ethical guidelines and examples of

accountability mechanisms.

• Monitoring and Evaluation for Social Protection compared.

• Strengths and weaknesses of selected data sources for a Social Protection M&E system.

Fin

al

Mo

du

le • Understand the Social Protection

system and all elements are interrelated

• Evaluate the course and the way to develop the SP programme.


6. LEARNING OUTCOMES - Impact of the e-learning interventions

Intr

od

uc

tio

n

Mo

du

le

• Understand the course methodology and “Why Transform”.

• Understand the course structure and functioning.

• Have an overview and enough basic knowledge of Social Protection,

SP Floors, their theory of change, components and functions.

• Understand the role of Leadership & Transformation.

Mo

du

le 1

Se

lec

tio

n &

Ide

nti

fic

ati

on

• Understand the selection process as comprising four key stages: policy choices, fiscal choices, design choices, and implementation choices. Each of these create potential for exclusionary forces.

• Understand the relationship between policy and fiscal choices, and the strengths and weaknesses of economic (poverty-targeted) vs lifecycle approaches.

• Understand the range of design options for operationalizing policies to select beneficiaries, including the implications of these choices.

• Understand the challenges implementing those selection processes, leading to further exclusion.

Mo

du

le 2

Le

ga

l F

ram

ew

ork

• What a social protection legal framework is and its purposes/functions.

• The role of the main international and regional legal instruments for

national legal systems.

• The major aspects a social protection legal framework should cover.

• How to develop a social protection legal framework in a participatory

process.

• The different compliance and enforcement mechanisms for social

protection laws.

Mo

du

le 3

Ad

min

istr

ati

on

• Know the key components of SP programme administrative processes and how they relate to each other.

• Understand how payment modalities can be designed, implemented and evaluated.

• Differentiate between ‘programme exit’, ‘graduation’ and ‘developmental graduation’, and how to avoid detrimental outcomes.

• Understand what a Complaint and Appeal Mechanism is, why it is important and how to overcome the major challenges in establishing one.

• Understand what monitoring and enforcing explicit conditionality involves, as well as whether, why and when it might be appropriate.

• Understand how programme outreach and communications can facilitate public dialogue, participation and social awareness, besides enhancing programme implementation and performance.


Mo

du

le 4

Mo

nit

ori

ng

&

Ev

alu

ati

on

• Understand what an M&E framework is and its importance for effective

social protection programming.

• How to strike a balance between supply and demand for M&E: how to

ensure supply for M&E data by defining indicators, data sources and

institutional arrangements; how to ensure demand for M&E data.

• Understand the role of service standards and performance

management.

• Learn the role of an accountability system, including its main internal

and external measures.

Mo

du

le 5

Ma

na

ge

me

nt

Info

rmati

on

Sy

ste

ms • Key terminology, for example the difference between a database, a

registry, an MIS and an integrated system for information management.

• The objectives, core functions and key components of a programme MIS.

• The main approaches to developing an integrated system for information management in the social protection sector, including how the drivers of integration and country context affect design choices.

• The advantages and risks of data and information integration – including how these are affected by design choices

• The main steps involved in setting up an MIS or Integrated System for

Information Management, and the importance of a Needs Assessment

and a Feasibility Study

Mo

du

le 6

Co

ord

ina

tio

n

• How integration underpins the Social Protection Floor approach, offering numerous advantages but also some constraints.

• The barriers and challenges to effective social protection coordination and some initial insight to address them.

• How coordination within the Social Protection system, in order to be

truly effective, needs to take place at the policy level, programme level

and administration level; along with vertical coordination, required to

ensure the consistency between the policy and the operational levels.

• The tools available to social protection managers to further harmonize

social protection programme, including back and front office integration.

Mo

du

le 7

Go

ve

rna

nc

e • The multiplicity of options for institutional and organisational structures

for social protection, which very much depend on country peculiarities

and trajectories and offer advantages and disadvantages which need to

be managed.

• How to assess existing capacity of the system and how to plan reform of

administrative systems that are compatible with existing capacity.


Mo

du

le 8

Fin

an

cin

g &

Fin

an

cia

l

Ma

na

ge

me

nt

• Understand the affordability of social protection can be demonstrated by

economic evidence, and can be realized through adequate planning and

coalition building.

• Demonstrate that investing in social protection in the medium and long

term may lead to an enlarged fiscal envelope and an increased capacity

to meet different social needs.

• Evaluate the numerous ways to mobilize resources necessary to create

fiscal space for social protection.

• Understand more about budgeting and budget processes.

Fin

al

Mo

du

le

• Understand and develop the Social Protection programme.


7. COURSE PLAN

The course plan below will illustrate the relationships among tasks and contents.

This detailed course plan step by step to support the facilitator during the course:

COURSE PLAN TRANSFORM E-COURSE

Module and Lesson

Title

Description of activities

Introduction

Module

Participants will have an overview and enough basic knowledge of Social Protection floors and understand the course structure and functioning. It will focus on welcoming everyone to the course, familiarizing themselves with the course environment and programmes. They will also have an opportunity to consider their strengths and learning opportunities.

Module Roadmap Presentation of the course structure, permanent features and the presentation of the module structure + Learning outcomes.

Welcome video Participants will be introduced to the general structure of the course, the permanent features, the rationale of the content presentation and the evaluation format.

Individual Activity Introducing themselves in general forum

Webinar An introductory Webinar presenting the summarized content of the introductory module, course structure and functioning. Slides will present an overview of Social Protection Floors and participants will then be asked to interact in the Jargon Busters Activity as well as a general baseline evaluation through the webinar poll. This synchronous online meeting will be recorded and made available in the course environment to those who will not be able to attend in real time.

Group Activity This activity will be held within a tailored introduction module general forum where each ‘discussion topic’ will represent a different country.

Module 1

Selection &

Identification

Participants dialogue about the critical issues faced by all countries developing systems of social protection and how to select beneficiaries, consider possibilities to effectively cover everyone in need of transfers during the early stages of developing their social protection systems, improve the process and remove barriers to access of eligible households.

Module Roadmap Presentation of the module structure + Learning outcomes.

https://ecampus.itcilo.org/mod/page/view.php?id=18608


Video They will watch videos related to the proposed topic.

Individual Activity Line up activity in padlet.

Interactive Content It will cover the four stages and key challenges, directing to relevant reading.

Group Activity This mini simulation role-play will be carried out within mini forums.

Individual Activity Line up revisited in padlet.

Quiz Test aims to check their understanding regarding the four steps selection process.

Extra reading Full document of the Selection & Identification module.

Module 2

Legal Framework

Participants will understand the steps involved in constructing a legal framework for social protection (social dialogue, consultation, etc.), determine different elements that should be included in such a framework and identify accountability mechanisms.

Module roadmap Presentation of the module structure + Learning outcomes.


Group Activity They will be focusing on the topic of ‘legislation’ that they will have started learning about through Addis’ video.

Interactive Content It will guide them through core concepts in more depth and linking to key reading.

Individual Activity They will start to interact with the “imaginary” country scenario that will be given to them.

Quiz

A short questionnaire to check their understanding about the main concepts.

Extra reading Full document of the Legal module.

Module 3

Administration

Participants will learn the key components of SP programme administrative processes and how they relate to each other. They will garner an understanding the constraints for successful programme implementation and potential pitfalls and bottlenecks. In addition, they will learn about various system design options and how to plan the reform of administrative systems so that they are compatible with existing resources and capacity.

Module roadmap Presentation of the course structure, permanent features and the presentation of the module structure + Learning outcomes.


Individual Activity They will see a static infographic and think through how this may apply to a flagship programme in their country.

Interactive Content A voiceover PPT video outlining key aspects.


Group activity They will be applying some of the learning from the voiceover PPT and will work into their mini group on the same imaginary country: Opar, Bonande or Nambutu.

Quiz The participant will make the activity about the options for payment modality and different payments channel strengths and weaknesses in the form of memory cards.

Journal They will be thinking about social protection administration and that challenges of developing fair and transparent systems to get the right benefit to the right person at the right time.

Extra reading Full document of the Administration module.

Module 4

Monitoring &

Evaluation

Participants will identify the various aspects of setting up and implementing an M&E system and how it can improve policy/programme management and planning, as well as improve policy/programme accountability. The module also includes the identification and collection of indicators and data, how to strike a balance between capacity of data collection and demand for evidence and accountability, the function of Service Standards, staff involvement, ethical guidelines and examples of accountability mechanisms.



Individual Activity They will see a static infographic reflection of supply/demand and think through how this may apply to their country.

Interactive content A interactive PPT about M & E.

Quiz This quiz to see how much they have been learning about M&E systems for social protection

Journal Go back to L & T and reread their notes before the next set of question in their journal.

Extra reading Full document of the Administration module.

Module 5

Management

Information System

Participants will increase their understanding of national social protection actors regarding MIS and support social protection actors in the preparation of roadmaps or the development of tools.



Individual Activity Jargon busting activity.

Interactive Content A voiceover PPT video outlining key aspects.

Group Activity This activity aims to generate discussion on wide number of myths surrounding management information activities for social protection.

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/512/mod_page/content/9/Opar%20Scenario.pdf

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/512/mod_page/content/9/Bonande%20Scenario.pdf

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/512/mod_page/content/9/Nambutu%20Scenario.pdf


Journal They need to think about the things they'd personally need these social protection information systems to do to improve the job they do on a daily basis.

Extra reading Full document of the MIS module.

Module 6

Coordination

Participants will know the implications - both positive and negative - of different types of integration in social protection and the coordinated systems through the delegation of roles and responsibilities and incentive structures.



Group Activity A stakeholder map will be used to understand the complexity of SP coordination.


Quiz Quiz to identify the function of each of the key elements of coordination framework for social protection.

Journal They need to look at coordination and the roles of a wide variety of stakeholders. Time for self-reflection.

Extra reading Full document of the COO module.

Module 7

Governance

Participants will have an understanding and appreciation of the importance of the legal and policy framework for governance within social protection and ultimately successful programme delivery; and an understanding of the range of stakeholders involved in social protection, their typical roles and responsibilities, and the opportunities and challenges they present.



Individual Activity They need to read through the table and accompany sections 3.4 and 3.5 in the governance document.


Group Activity Force Field: participants need to think through the wide variety of capacity-related factors restraining the effective delivery of social protection.

Quiz Drag the words into the correct boxes.

Journal They need to write a couple of paragraphs on the main capacity gaps in their country, and what role they could play in stressing these and addressing them.

Extra reading Full document of the GOV module.

Module 8 Participants will understand the critical aspects of financial governance and social budgeting with a particular focus on the financial administration of non-contributory social



Financing and

Financial

Management

protection. They will get to know a number of important issues of financial governance and social budgeting, ranging from aspects around revenue mobilization, the national budget process, ranging from concepts of financial management to public expenditure monitoring and evaluation.


Video

They will watch videos related to the proposed topic.

Group Activity

Triple A Mini game: participants need to place a series of cards on a pre-designed picture of three interlocking circles in padlet.

Interactive content It will guide them through core concepts in more depth and linking to key reading.

Quiz A flash cards activity.

Journal Last set of leadership and transformation reflections.

Extra reading Base document of the FIN module.

Final Module

All the social protection elements are interrelated.

Module roadmap Presentation of the final module structure + Learning outcomes.

Group activity Social Protection Web: They will weave all their learning together into a big web using padlet tool.

Webinar Evaluation of the course.

Final Assignment They will produce a final task based on their journaling activities.

Survey They need to answer a final survey.


8. FACILITATOR PREPARATION

A. ACTION BEFORE START THE COURSE

• Browse through Moodle to knowledge the structure course and

environment.

• Reading of all materials, activities and resources published in each

module and facilitator's guide.

• Survey of possible questions that can be triggered in each thematic

forum to instigate the discussions.

• Check that all participants are enrolled in the course.

• Manage participants subscriptions.

• Access and answer to participants questions on the Technical Support

Forum.

• Before to initiate the course, facilitator must compose the working

groups and distribute the participants into groups. Here are reasons

why you may wish to divide them into smaller learning groups:

o Small groups provide an opportunity to share ‘air time’ to express

opinions, add ideas, ask questions amongst all participant

o Small groups cater for the less confident individuals who limit their

participation in larger groups

o Small groups allow individuals to receive feedback more quickly

o Small groups provide an opportunity to share "air time" to express

opinions, add ideas, ask questions amongst all participant

o Small groups allow participants to learn from each other- learning

becomes more dynamic and active in small groups

o Small groups encourage participants to know each other better,

breaking down barriers and creating a more positive learning

atmosphere. See tutorial - How to create groups


• Leave only the Introductory Module visible to students. To do this, in the

main page of the course, click on "Turn editing on". See tutorial – How

to leave the content visible.

• Check out if all links and activities are working.

• Publish a message about the groups in the announcements informing

the participants. Note: Only the tutor can post in the ‘Announcements’

forum. See tutorial - How to publish a message in the

Announcements.

• Post in the ‘Announcements’ a message informing to participants the

date/hour of the Webinar.

• Enter in the calendar the start and end date of each module, the date of

the webinar of the module introduction and final module. See tutorial -

How to add events to Calendar.

• Guide and advice participants in the understanding of course structure,

program schedule and activities.

• Publish a message in Virtual Coffee. See tutorial - How to publish in

Virtual coffee.

• Before starting the module it is necessary to set the visible status in

Moodle and turn it visible to the participants. See tutorial – How to

make the module visible.

B. ACTIONS AFTER START EACH MODULE

Online facilitators are responsible for ensuring that the learning process is

organized, stimulating and efficient therefore:

• Publish in the announcements a welcome message to the participants

inviting them and tell about the learning objectives and activities of the

module.

• Publish in the virtual coffee.

• Add new events to calendar and confirm the dates already published

events.


• Access the virtual technical support to check possible doubts.

• Give quick feedback to participants in their concerns and doubts.

• Access daily the group activities the general and mini groups,

stimulating the discussions, cooperation and instigating the

collaborative learning

• Guide the participants on the topic under discussion to align or direct

possible debates, analyzing the content and giving group inputs. See

tutorial - How to post in General Forum.

• Accompany individual participation in the forums (general and mini

group) during their tasks by checking workflow and results.

• Conduct the debrief after each group activity writing the conclusions

and making sure participants understood the lessons learned from that

activity. See tutorial - How to view posts from participants.

• Facilitate asynchronous/asynchronous online discussions.

• Follow the Journal and the assiduity of posting. See tutorial - How to

post in Journal.

• Answer questions concerning task, deadlines or use of tools.

• Motivate participants to produce, reflect and exchange idea.

• Encourage learning through questions/comments that trigger different

learning behaviours.

• Guide participants through the TRANSFORM curriculum.

• Assess and grade the forums. See tutorial - How to assign grade in

forums.

• Monitor participant’s access through the Moodle report. (See

monitoring item).

• Monitor the delivery of the activities, in order to assess whether it will be

necessary to extend the deadline, etc.

• Prepare the wrap up of each module and publish in the latest news.

Post a message in announcements telling you about the wrap up. See

tutorial – How to leave content visible and How to post the wrap up

in Moodle

• Develop strategies to increase participation, if necessary.


• Monitor the participants and evaluate the activities and forums. See

monitoring and evaluation item.

• Remember participants they can add words in Glossary.

C. ACTIONS AFTER THE END OF THE COURSE

• Verify and release the grader report to all participants.

• Release certificate for participants.

• Publish a message in the announcements thanking the participation

and informing about the certificate.

• Evaluate number of subscribers and dropouts.

• Prepare a report with the main challenges encountered in the course.

See tutorial – How to generate reports.

• Coordinate participants evaluation and certification.

9. MONITORING

It is very important that as facilitator you acknowledge the contributions of

participants and encourage them to contribute to the discussions:

• Monitor the forum discussion to assess whether participants are able to

engage with each other.

• Monitoring - It is so important to check which participants have not

logged in to the course environments. If after 3 days the participants

have not accessed the course or why they are not participating then

encourage them to join in the course and to get to know one another

sending a message. See tutorial - How to send a message to an

individual participant.

• The progress bar will be available in the environment course, so the

participants will see the activities that are developing through. It will

indicate in blue the activities that still need to be done and in green, the

ones that have already been completed. See tutorial. How to use

the Progress Bar in Moodle.


Moodle reports

As a tutor, you can generate:

• a log of activity in your Moodle course, for various periods

• a course activity report, showing the number of views for each activity and

resource (and any related blog entries)

• a participation report for a particular activity

• graphs and tables of user activity.

This page gives you basic instruction in generating reports. Instructors can also

enable access for participants to view their individual reports. You can generate

one of a selection of reports for the course. See tutorial – How to generate

reports.

Report Report contents Further info or action

Logs

Selected activity by selected users within selected items for a selected period, in a selected format

Live logs The past hour's activity within the course

Activity report

Number of views of each activity in the course, sorted by topic

Click through to the relevant activity.

Course participation

Selected actions by selected users for a selected period in relation to a selected activity.

Send all or selected users a message. For example, you might want to encourage users who have not posted to a forum to make some contribution.


Activity completion

Completion of all activities for all users in the course

Display by group, or sorted by first name or surname, or download the data in 2 different formats.

Statistics You select a Course, a Report type and a Time period. The statistics display in a graph and a table

Click through to the relevant course logs.

10. EVALUATION

The evaluation of learning in online education should consider the student's

rhythm and be compatible with the proposed objectives, considering the

development of students' skills and abilities.

According to the course certification criteria will be evaluated the:

• General Forum discussions (with a maximum rating of 20 points).

• Group Activity Forums (with a maximum rating of 20 points). See

tutorial. How to assign grade in forums.

• Final assignment (with a maximum rating of 60 points). See tutorial –

How to assign grade in final assignment.


11. FACILITATOR STEP BY STEP - ACTIVITY GUIDE

A. INTRODUCTION MODULE

Individual Activity – Welcome forum

Purpose: Give the opportunity to introduce themselves through the General

Forum.The idea is to get a sense of who you are and allow you to get to know fellow

participants better.

Process: They need access the general forum and fill us in on the following: name,

where they are from (country/city/local level/community), why they´re participating in

the course, what their current involvement is in social protection.

Debrief: Use the general forum introduce yourself and invite them to participate

Webinar

Purpose: Introduce themselves during the webinar.

It would also be interesting if all participants presented themselves during the

webinar to facilitate subsequent contacts.Use some questions such as: What´s your

name?, Where are you from? Why are you attending the course? What’s your

current involvement with SP? Show and explain about the permanent resources

available.


Preparation:

Technical Part

• Set cameras before (only on person speaking).

• Time gaps, noises in the background in meeting room

• Only one person speaking per time.

• The content on social protection could be condensed

on a video in the introductory module.

Pools

• Eliminate option to ask question so early on.

• Do them faster and talk through question as it is

happening?

Intro to course and functionating

• Needs clear distinction between overall explanation

(now) and detailed explanation of how they will be

organised (later) – never good to say ‘I will show you

later’ or people stop listening ‘now’.. explanation felt like

we went round in circles a bit.

• Rather than diving straight into platform it may be useful

to start with a slide showing all the ‘Tools’ they will have

access to… the Full (base) Docs as repository of all the

knowledge, the Summary Docs as a quick go-to source

of content, the videos as an extraction from that

explained by African Experts, etc etc… It could be just

one slide!

• Ideally we would invite to start looking through the

platform as we are explaining + invite them to ask

questions in chat bar if they have any practical doubts

• We said: ‘You will have to reproduce discussions here’

in the forum – better to say ‘you will have to make sure

the key points emerging from the discussions are

reflected in the forum tools”.

• Plus explain why it is important to take an active role in

discussions: especially… this is the way you learn.. it is

all about learning from peers, plus this is the way you

are being assessed!

Process: Show presentation explaining about the course structure, methodology

and invite them to the Jargon Busters activity. Invite them to do the activity during

the webinar, assessing knowledge, debunking misunderstandings, agreeing on

common language and acknowledging overlaps. The purpose of the SP jargon

busting is to understand participants’ knowledge of terminology and trigger curiosity

to better understand core terms and concepts.


Display Jargon buster slide and ask participants to discuss those words and define

them. Also ask them to think about how these different terms relate to each other

Debrief: Use the table here below to guide:

Social protection Social protection is the set of public actions that address both the absolute deprivation and vulnerabilities of the poor, and the needs of the currently non-poor for security in the face of shocks and lifecycle events. It encompasses a broad range of policy instruments (see Slide)

Social protection

floors

A nationally defined set of basic social security guarantees which secure protection aimed at preventing or alleviating poverty, vulnerability and social exclusion for all – especially those at risk (children, the ill, elderly, disabled & those unemployed). Embedded in ILO Recommendation 202

Social security ➢ Synonymous with social protection

Social safety net ➢ Synonymous with social assistance – used by World Bank primarily to refer to those programmes that ‘goal of protecting families from the impact of economic shocks, natural disasters, and other crises’

Social welfare ➢ Often used as synonym with social assistance

Contributory

social protection

Involve participants making regular payments to a scheme that will cover costs related to life-course events, for example, maternity, unemployment, old age or illness. Sometimes costs are matched or subsidised by the scheme provider. However… social insurance is strongly linked to the formal labour market, meaning coverage is often limited to formal workers.

➢ Synonymous with social insurance

Non-contributory

social protection

SP financed through tax revenues or through external aid in many low income countries. Includes social assistance and social care services. (see Slide)

Social assistance A form of non-contributory social protection, most commonly targeted at low income groups or vulnerable population categories, providing social transfers (cash transfers, in kind or vouchers), cash/food for work (public works) or fee waivers for health or education.

➢ Synonymous with social safety net

Social insurance ➢ Synonymous with contributory social protection


Social care

services

Sometimes classified entirely separately from social protection, social care helps address the interaction between social and economic vulnerability, through services such as home-based care and family support services

Labour market

interventions

Labour market interventions provide protection for poor people who are able to work, and aim to ensure basic standards and rights. Interventions can be active or passive: Active labour market policies aim to help the unemployed and the most vulnerable find jobs, through interventions such as job centres, training, and policies to promote small and medium sized enterprises. Passive interventions include maternity benefits, injury compensation, and sickness benefits for those already in work, financed by the employer. Passive interventions also include changes to legislation, for example establishing a minimum wage or safe working conditions.

Subsidies Subsidies can keep prices low for basic goods and services consumed by the poor. However, subsidies are often regressive, e.g. on fuel, favours the middle classes who own cars an travel more

Informal social

protection

Traditional community-based forms of social protection distribute risk within a community and fill some of the gaps left by formal interventions. We should always be asking how state interventions support or corrode such spontaneous systems!

Group activity – My country’s Social Protection context

Purpose: The participants need to embed the framework they have just learned and

apply it to their own context, while also starting to discover gaps in their own system.


Define common ground that will be useful throughout the curriculum: How is social

protection structured in country? What are the key programmes? How does

contributory vs non-contributory fare? The activity will also show there is knowledge

in the forum. It will be essential, however, to stress from the start we are hereby

mapping the status quo… which is not necessarily how we would want a system to

look like – let’s not get stuck in thinking only within existing boxes!

Process: based on what they have learnt and, on this infographic, they need to

brainstorm how social protection is organised in practice in their country and

discuss it in the General Forum.

• Does your system look very different from this?

• What are the key programmes falling under each category and pillar?

• How does contributory vs. non-contributory fare?

• Do you know the coverage of each of these programmes?

• Comprehensively, do they work together to address the life cycle risks

of your population?

There is no right or wrong answer. The aim of this exercise is learning from each

other – also, there are great resources you can use if you have any doubts. To

get started, have a look at socialprotection.org’s country profiles (filter your

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/359/mod_page/content/23/imagem%20forum.png

http://socialprotection.org/discover/programme/search


country on the right), the World Bank’s ASPIRE Atlas, and the Chronic Poverty

Research Centre’s Social Assistance in Developing Countries Database. These are

very useful tools in general!

What do they need to be doing in practice to complete this activity?

• Step 1: Access the infographic and the websites listed above.

• Step 2: Brainstorm and reflect on how social protection is organised in

practice in your country. You can use your journal to write down your

insights.

• Step 3: Share their findings with their colleagues. To do so, go to

the General Forum, click on this activity’s corresponding discussion

topic, and then click on “Reply”.

• Step 4: Check out the General Forum to read the findings of fellow

participants. Engage in the discussion by sharing their insights and

lessons learned.

Debrief: brainstorms are open and fast-paced, so it needs to have you encourage

them (by affirming their existing knowledge and experience), and to set some

excitement and hi-energy going into it (pace the forum, talk in a range of tones and

speeds but never softly and slowly, etc.). Following the group discussions, ask the

spokesperson from each group to briefly sketch the structure of the SP System in the

country.

Ask the groups what you should be putting under that:

• Do they have contributory programmes? Which? What are they

called? What type of coverage do they have?

• Do they have no contributory programmes? Which? What are they

called? What type of coverage do they have?

• What other programmes and policies do they have? How do these

fit in the picture? How do different programmes relate to each

other/coordinate?

http://datatopics.worldbank.org/aspire/

http://www.chronicpoverty.org/publications/details/social-assistance-in-developing-countries-database

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/359/mod_page/content/23/imagem%20forum.png

https://virtualcampus.socialprotection.org/moodle/mod/journal/view.php?id=1812

https://virtualcampus.socialprotection.org/moodle/mod/forum/view.php?id=27


Module Checklist – What do you need to do?

• Make everyone welcome and create a comfortable environment.

• Participate in the Virtual Coffee.

• Follow and foster communication between participants in general and

country forum

• Encourage them to post the module activities in the specific forum.

• Post and keep the discussion on topic, when it is necessary.

• Connect the participants’ experiences and reflexions to the content and

raising questions for considerations.

• Remind participants of upcoming due dates for module activities and

that next will be start soon.

• Publish message to all participants to announce the next module,

introduce the next assignment, and remind participants of the upcoming

due dates for activities.

• Monitor the participation and evaluate their participation in the general

and country forum.

• Wrap up: pick information up from the forums and develop a PPT or

other summary including inputs from each group, which is then shared

with all. See Tutorial. How to post the wrap up in Moodle

B. MODULE 1 – SELECTION & IDENTIFICATION

Individual Activity – Line- up

Purpose: understanding where participants stand along the spectrum and why; to

assess the extent to which the course contents affect participants’ thinking (when

compared with follow-up line-up activity)


This will require they to place themselves along the scale line in the web depending

on their beliefs. They should have heard Mwenya discussing about poverty-targeted

vs life-cycle approaches to social protection in this module video.

• Where do they stand on this issue?

• Should social protection be primarily targeted at the poor or not?

Process:

They need to do:

• Step 1: Access the Padlet Activity Line Up:

https://padlet.com/Transform/1lxopkb2a43l

• Step 2: Drag their name and place it along the line according to where

they stand in their opinion regarding poverty-targeted vs life-cycle

approaches and keep it above the line.

• Step 3: Double-click on the box with their name to explain why they

stand there and generate a note on top of it explaining why you are

standing there.

They do it alone, but they should be able to see what other people have done and

written.

Debrief: Use the announcements or General forum and explain to participants that

they will be ‘voting with their feet’ by moving along the line in padlet depending on

their answer to each of the controversial statements presented (4 in total)… we will

then ask a few candidates to understand why they have chosen to stand there.

Use these statements:

1) Social protection programmes should always be targeted at the poorest

2) A significant amount of SP budget should be spent on a complaints and

appeals and communications



3) If a country has the right infrastructure, they should always adopt the highest

technology administrative solution

4) If SP programmes want to have an impact on human capital, the best option

is to impose conditionalities

It happens on an ongoing basis after each question. Invite sharing from a few of the

people all along the line-up line – try to probe to better understand their position.

Group Activity - Mini Simulation Roleplay

Purpose: showcase the complexities of targeting; to show participants that our

reflections on who is ‘worse off’ are not purely technical, are not easy to assess

without interaction, and often end up focusing on concepts of ‘labour capacity’,

which is very difficult to operationalize in practice.

15 year old child, heading a family of 3 younger siblings, all living in a vacant field in the city

Aged, sick granny with 5 infant dependants sharing a room in a squatter settlement on the edge of town

22 year old HIV+ man, unemployed, living in a squatter settlement 20km from city centre

Owner of a shop in the countryside, the only one for miles, who charges very high prices and offers credit

35 year old married man, HIV+, unemployed living with brother in the city

Pregnant 14 year old school drop-out, with a substance abuse problem

20 year old unemployed male, recently released from prison after serving a sentence for house-breaking

High-functioning young woman of 19 with Down’s Syndrome (mild to severe retardation) from a wealthy city family

Unemployed gay woman under threat of corrective rape in her poverty- stricken neighbourhood

67 year old retired widow who inherited a house but has no means to support herself

Under-age male migrant labourer living in the city in a men’s hostel known for its violent outbreaks

Poor, rural boy of 9 for whom often the only meal each day is the one his school gives him

Family man in deep rural area who suffers from TB and lives 40km from the nearest clinic, with no roads in his area

20 year old university student from a very poor subsistence farming family

Qualified doctor based in a rural hospital who lost the use of both her arms in a car accident

Illiterate, poverty stricken, elderly bedridden person living in a large city

25 year old male sex-worker living on the street for 12 years

18 year old woman working in a garment sweat shop below minimum wage

Domestic worker with 3 jobs, trying meet the living

Illiterate, low skilled foreign migrant worker with 7 years of education


costs for a family of 6 children

Sight-impaired beggar of 22 who hopes to learn braille and get a job

45 year old man with asbestosis, (chronic and debilitating disease) retrenched 5 years ago from the mine where he worked his whole life

State Social Protection worker in the community, who has XDR-TB

Unpaid volunteer childcare worker who run a crèche for 15 infants out of her 1 room shack

Process: This activity will be primarily carried out within mini forums (groups of

six) and then the debrief will happen in the general forum. In practice, they need

to do:

• Step 1:See the six potential beneficiaries that have been allocated to

their group.

• Step 2: Discuss between themselves who should receive social

protection benefits among these people and why: they can only choose

3 out of 6 cards.

• Step 3: Nominate a representative member of their team will write a

summary of what they have discussed in the General Forum.

• Step 4: Go back to the General Forum to see what decisions the other

teams have made: participate in the discussions to voice their opinions

and focus on what they have learned.

Debrief: Use the general forum and tell them to think carefully about the character

on their card. Unpack by asking in general forum:

• What happened?

• How did they feel and why?

• Who got the SP? And why? (How would you generalise this in terms of

distributing social protection across a nation? And what design option

would you consider to identify households like this one? And how would

you implement this choice (e.g. registration)?

• What valuable lessons can you draw from this?




Individual Activity - Line-up revisited

Purpose: assessing and reflecting on any mind shifts that may have occurred. This

activity will build on the same platform (padlet) as the exercise line-up, and add to

it. Participants will be asked to move their figure along the line if they feel their

opinion has changed, add a comment on any reflections or mind shifts they may

have had engaging with the course materials on this topic. This is an individual

exercise that everyone else will be able to view (I.e. they should be working from

the same one).

Process: In practice, they need to do:

• Step1: access https://padlet.com/Transform/1lxopkb2a43l

• Step 2: move their ‘name post’ along line if they have changed their

mind.

• Step 3: double-click anywhere they want and write a comment,

reflecting on any mind shift they may have had on this topic or anything

important they have learned.

• Step 4: if they need support they can check a Padlet Tutorial

Debrief: Use the General Forum and explain to participants that they are free to

move their icon along the line if their opinion has changed in any way. Whether or

not it has, please add a new comment reflecting on any mind shift you may have

had on this topic or anything important you have learned.


• Post a message in the announcements providing orientation about the

padlet’s activities including that they need to put their name on the post-

its.



• Accompany the construction of the activity in the padlet and support the

participants, when it is necessary.

• Follow and foster communication between participants in general forum

and in each mini group.

• Check if they have nominated a representative

• Encourage participants to reflect on their experience and to provide

feedback in the forum discussions

• Observe if participants and the content are in sync. Make adjust your

strategies as necessary.





forum and each mini group.







C. MODULE 2 - LEGAL

Group Activity - My country’s SP legislation

Purpose: for participants to reflect on the legislation concerning social protection in

their country and what they have just learned to apply to their own context, while

also starting to think about gaps in their own system.

Process: based on what they have learned through Addis’ video, they need

to brainstorm the central pieces of legislation on social protection in their country.



Legislation includes ratified international conventions, the Constitution, key laws

governing social protection, as well as regulations and standard procedures.

What do you need to be doing in practice to complete this activity?

• Step 1: Reflect on the legislation concerning social protection in their

country. Use the interactive content and the websites as references to

guide them. They can use their journal to write down their insights.

• Step 2: Share their thoughts with their colleagues on whether they feel

this legislative framework adequately supports social protection delivery

in their country – and why/why not.



lessons learned.

Debrief: Use the announcements or general forum and have them present back

any insights or considerations they may have. Ask to participants to reflect on what

they have just learned and apply it to their own context, while also starting to think

about gaps in their own system.

Individual activity - Scenarios

Purpose: give an opportunity for participants to get to know the scenarios that will

be used on the group activity of module 3 and to reflect on the challenges of setting

up a legal system that responds to the needs of a given context, without getting into

the political complexity of real country examples.

Process: the participants should have already their Scenario (the same they will

use for the group activity) to be able to reflect on it. What does this activity require

they to do in practice?

• Step 1: read their Scenario and reflect on the following question: how

does the legal framework in their country support all of the Social




Protection programmes, functions and systems that are being run? Are

there any gaps/challenges and spaces for improvement? Which?

• Step 2: write down in their journal the 2-3 key learnings their draw from

this, which may be relevant to their home countries too.

Debrief: Guide participants through a self-reflective process. This allows

participants to access deeper levels of self-knowledge, and to connect this

knowledge to concrete actions. Tell participants that you will read out the notes and

give a feedback.



padlet’s activities.






















D. MODULE 3 - ADMINISTRATION Individual Activity - SP Delivery systems infographic reflection

Purpose: To get participants to start relating to the overall delivery system and its

underlying phases.

This is a static infographic reflection where participants look at the infographic and

think through how this may apply to a flagship programme in their country. See

below.

Infographic: Social Protection delivery systems for administration


Process: Over the course of this module they will be coming back to this infographic

a lot, so this is an opportunity to start engaging with its content. What does it

represent? Any social assistance programme – whether cash-based or in kind,

whether short or long term, whether poverty targeted or not – goes through similar

(not identical!) delivery processes. We map these out here:

• In green, at the top, they see all the support functions, including M&E

and use of the MIS – they will discuss this in future modules.

• In blue, on the left below, they see the ‘gateway functions’ they

discussed in Module 1: identification and registration, eligibility

determination (which varies largely across programmes) and

enrollment.

• In lighter green to the right of that, they see the payment or delivery

system (cash or in kind), followed potentially (after some time), by an


approach to exit or graduation (very different things they will see!) in

red.

• Below, there are a set of functions that cut across these core delivery

systems, including systems for case management, management of

conditionality (if any), complaints and appeals and communications.

These are not just one-off activities!

What does this activity require they do in practice?

• Step 1: Revise the framework above and reflect about how does this

map refers to one of the flagship social assistance programmes in their

country.

• Step 2: Write down in their Journal their conclusions.

They have gotten their head round this, think about a social assistance programme

in their country. Does that programme go through these same processes in order to

manage and deliver benefits to its recipients? Try to break the programme down

into the various ‘steps’!

• They may prefer to visualise this some other way or you may notice the

programme in your country is missing some elements (e.g. it may not

have a system for complaints and appeals).

• Have a think, take notes in their Journal and then proceed with the

course’s content.




give a feedback.




Group Activity – Scenarios

Purpose: give an opportunity for participants to analyse the challenges of setting

up administrative systems that responds to the needs of a given context, without

getting into the political complexity of real country examples. For this activity, they

will work in their mini group in the same imaginary country scenario: Opar, Bonande

or Nambutu. The objective is to discuss and answer the following questions:

• Are there any negative implications of the country’s set-up for social

protection delivery?

• What are they and why are they negative?

• Can you suggest any potential solutions to these?

Process: What does this activity require they to do in practice?

• Step 1: Read their country scenario Opar, Bonande or Nambutu.

• Step 2: Discuss the questions below in their mini-groups.

• Step 3: Nominate a representative member of their mini group to add

their conclusions/outputs to the General Forum.

• Step 4: Go back to the General Forum to see what other teams have

said about their scenarios: participate in the discussion by voicing their

opinion focusing on what they have learned.

The chat and BigBlueButton tools will be also available to allow the participants to

communicate with each other online.

Debrief: Encourage the participants to discuss and answer the following questions:

• Are there any negative implications of the country’s set-up for social protection delivery?

• What are they and why are they negative?

• Can you suggest any potential solutions to these?

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/747/mod_resource/content/1/Opar%20Scenario.pdf



https://virtualcampus.socialprotection.org/moodle/mod/bigbluebuttonbn/view.php?id=1829


Journal

Purpose: Individual journaling reflecting on their own country in a similar diagnostic

way.

Process: They need to write 1 or 2 paragraphs about how the learning from this

module applies to the context you work in:

what are the gaps/challenges and spaces for improvement?

Can you identify any of the underlying reasons that prevent your social protection

programmes from operating at their full potential?

And what role could you play in unblocking this situation?

Secondly, the participants need to think about what they would like to focus on to

develop their leadership & transformation role in social protection… The aim of this

journaling activity, which spreads over the course of the next few weeks, is for them

to gain clarity on how them, in their individual capacity, can make the most

meaningful and transformative contribution to their SP system.

Take 10-15 minutes to quietly reflect on the following questions in their journal in

writing:

1. What about your current SP work frustrates you the most?

2. What about your current SP work gives you most energy? What do you love?

3. What is holding you back? Describe 2 or 3 recent situations when you noticed

a voice of judgement, cynicism or fear in you kicking in, preventing you from

exploring the work situation you were in more deeply.

Debrief: Encourage participants to leave their comfort zone and embark on this

exploratory leadership and transformation journey through the course. Tell participants

that you will read out the notes and give a feedback.

















due dates for activities

• Check if the participants are taking notes in the journal space, otherwise

incentive them. Post a message in the announcements and/or send a

private message.





E. MODULE 4 - MONITORING AND EVALUATION

Individual Activity - Reflection of supply/demand

Purpose: to get participants to start relating to the key objectives of a social

protection M&E system, and the interaction between supply and demand of data.

This is a static infographic reflection where participants look at the infographic and

think through how this may apply to their country:

Process: They need to reflect and brainstorm on the following taking notes in their

journal:

• What does M&E for social protection look like in your country?

• Are the main challenges on the supply side or on the demand side? Please

elaborate as to why.

• On the supply side, is there a comprehensive and useful set or indicators that

is being regularly collected and made available to decision-makers at all levels,

building on multiple data sources serving different purposes? Are there clear

institutional relationships guiding this process of information ‘creation’?

• On the demand side, is it easy for stakeholders at all levels of administration

to have access to this information and use it (e.g. to improve programme

design and implementation, plan and budget)? What are the incentives

working for and against this?


What does this activity require they to do in practice?

• Step 1: Revise the infographic and reflect on the questions above. This will

afford you a better understanding of the M&E system in your country.

Please focus special attention on the existing indicators on the supply and

demand sides, establishing if they are available and well used.

• Step 2: Write down your answers, conclusions and insights in their Journal.

Debrief: Encourage participants to reflect and brainstorm on the following taking

notes in their journal. Tell participants that you will read out the notes and give a

feedback.

Journal

Purpose and process: Go back to their leadership and transformation role once

again take a moment to reread their notes on the previous journaling questions

before continuing this activity by journaling on the next set of questions in their

journal:

1. Over the past couple of days, what new aspects of yourself as a leader

in the SP environment have you noticed? What new questions and

topics have come up for you?

2. Watch yourself from above (as if in a helicopter). What are you trying to

achieve at this stage of your leadership journey to transform social

protection?




give a feedback.




















incentive them. Post a message in the announcements and or send a

private message.



with all. See Tutorial. How to post the wrap up in Moodle.

F. MODULE 5 – MANAGEMENT INFORMATION SYSTEM

Individual Activity – Jargon Quiz


Purpose: To elicit current thinking about program MIS and start to have discussions

that can change beliefs around program MIS

Process: During the course of this module they will soon realise there is a lot of

jargon associated with the topic of Management Information Systems. That is partly

why so many of us fear this topic, as we are not IT experts! Yet once they learn the

main concepts, they will hopefully understand this topic is not as complex as you

feared. They will also slowly understand the role you can play in designing systems

that respond to their needs: this is a policy issue, not an IT issue!

How does this activity work in practice?

• Step 1: Access the QUIZ and complete the Jargon busting activity

• Step 2: If they still have any doubts about the concepts presented in this

activity, make sure to share them in the General forum and ask for the

support of their colleagues and tutors.

Debrief: Use the general forum to guide them according their doubts referring to the

answers outlined in the Quiz.

Group Activity - Myth busting

Purpose: There is a wide number of myths surrounding management information

activities for social protection, this activity aims to generate discussion on these

based on what participants have learned.

Process: This exercise builds on the face-to-face version using the MIS mythbuster

cards. It would be great if the design could be similar for this activity. As for other

activities described above, this activity requires participants to discuss in mini-group

forums before debriefing in ‘plenary’ on the MIS general forum.




MYTHBUSTER CARDS 1: PROGRAM MIS

CARD NUMBER

STATEMENT

1 You don’t necessarily need an MIS to run a Social Protection Programme

2 An MIS is a database for Social Protection Programmes

3 Management Information Systems are a simple way to improve SP programme processes

4 The design of an MIS can be fully outsourced to IT developers

5 Your MIS solution should be context specific

6 Programme MISs always support all of the SP administrative functions, including: registration and enrolment of beneficiaries, payments/delivery, complaints and appeals, monitoring and evaluation, conditionality compliance, etc

7 Programme MISs ensure transparency and good governance of Social Protection Programmes

8 Databases linked to an MIS need to store huge amounts of data in order to be useful

9 In remote areas where there is limited internet access, MISs will not work

10 An MIS can really support decision making and management but it needs to be carefully designed to do this

11 Depending on your country’s institutional, technological and operational considerations, international best practice may not be the appropriate solution

12 Once your MIS is designed, no further design work is necessary

MYTHBUSTER CARDS 1: INTEGRATION

CARD NUMBER

STATEMENT

13 There is only one key approach to use when developing an Integrated System for Information Management and that’s a Social Registry

14 Regardless of the selected approach to integration (e.g. social registry vs integrated beneficiary registry), a government will be able to have an overview of who receives what in terms of a grant

15 Integration is mainly a policy issue requiring political and institutional arrangements rather than technical “fixes”

16 Integration across the Social Protection Sector increases risks to data privacy and security


In practice, these are the steps they will be following for this activity:

• Step 1 will involve dividing participants into their standard groups (e.g.

scenario groups) and sending them 6 cards each mixed from the ones

pasted below (just the statement – nicely formatted, not the answer!).

They will be told they need to determine whether each of these is true

or false and briefly explain why.

• Step 2: participants discuss in their small groups and agree on answers.

• Step 3: one representative debriefs all answers (question number + true

or false + explanation why) on group forum to see what decisions the

other teams have made: participate in the discussions to voice their

opinions and focus on what they have learned.

The chat and BigBlueButton tools will be also available to allow the participants to

communicate with each other online.

Debrief: Use the mini forum and ask each group to discuss the statements that they

have been given and say whether they think they are a myth or the truth.

Journal

Purpose: To take some time to think about the things they’d personally need these

social protection information systems to do to improve the job they do on a daily

basis:

• What information would make you work better and help

achieve your objectives in terms of better social protection delivery?

• Where does data need to be flowing from and to for the information to

be easily available to you at the click of a button?

• Who could you talk to so as to voice those needs?

17 If a country does not have 100% of population with national ID they will not be able to integrate data and information management for social protection as there will be no unique identifier for data-matching.

18 In an integrated system, all linkages between databases are bi-directional

https://virtualcampus.socialprotection.org/moodle/mod/bigbluebuttonbn/view.php?id=1829


• Can you link these thoughts to those you elaborated last week, when

thinking about M&E?

Process: They to continue their leadership and transformation journaling activity.

Take a moment to read over their earlier notes and spend 10-15 minutes reflecting

and journaling on the following questions:

1. Imagine you could fast-forward to the very last moments of your life,

when it is time for you to pass on. Now look back on your professional

journey as a whole. What footprint in social protection do you want to

leave behind? What would you want to be remembered for?

2. From that future place, look back at your current situation as if you were

looking at a different person. Now if you were to try to help that other

person, what advice would you give (keeping it social protection

focused)?

Debrief: Guide participants through a self-reflective process. This allows participants to

access deeper levels of self-knowledge, and to connect this knowledge to concrete

actions. Tell participants that you will read out the notes and give a feedback.


• Incentive them to carry out the quiz activities

• Follow and foster communication between participants in general

forum and in each mini group. Facilitators should provide comments

and full ‘correct answers’.

• Check if they have nominated a representative.







• Connect the participants’ experiences and reflexions to the content

and raising questions for considerations.

• Monitor the participation and evaluate their participation in the

general forum and each mini group.


introduce the next assignment, and remind participants of the

upcoming due dates for activities

• Check if the participants are taking notes in the journal space,

otherwise incentive them. Post a message in the announcements

and or send a private message


other summary including inputs from each group, which is then

shared with all. See Tutorial. How to post the wrap up in Moodle.

G. MODULE 6 - COORDINATION

Group Activity - Stakeholder map

Purpose: To understand the complexity of SP coordination and the main

stakeholders involved, including a focus on their interest and influence (i.e. how

much and how should they be involved). It will also stress important actors that may

have been forgotten (M&E actors such as the statistics office and auditors,

sometimes beneficiaries!) and help to understand implications of positioning of each

actor in terms of coordination efforts.. including fundamental responsibility we have


as programme implementers to enable a role for those actors with high interest but

low influence (e.g. beneficiaries and citizens more widely).

Process: This activity will require participants to place a series of actors on a pre-

designed ‘matrix map’ (see below). They should be able to develop cards (i.e. write

information on each) and drag and drop them in a chosen square, potentially using

‘padlet’.

In practice, what do they need to do to complete this exercise?

• Step 1: Brainstorm to come up with a list of all the actors that ‘have a

stake’ in social protection reform and decide where to place each of

them in the four quadrants, based on their levels of ‘power’ (or

‘influence’) and ‘interest’.

• Step 2: Enter their Padlet Stakeholder Mapping tool and complete it with

their brainstorm reflections:

o Fill the empty post-it with the stakeholders they have chosen

o Move them into the relevant quadrant

• Step 3: Once they have finished the mapping on the

padlet, take a screenshot of the result and paste it on the General

Forum, together with a brief explanation.


participants. Engage in the discussion by sharing your insights and

lessons learned!


said about their countries: participate in the discussions to voice other


https://virtualcampus.socialprotection.org/moodle/pluginfile.php/516/mod_page/content/53/Padlet%20Stakeholder%20Mapping%20tool.pdf

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/1364/mod_page/content/4/TSnipping%20Tool%20_AS.pdf






Debrief: Use the General forum and explain the matrix for stakeholder analysis

activity and ask them to think about their country and brainstorm all potential

stakeholders that ‘have a stake’ in social protection reform (government, private

sector, civil society etc). ask each group to present a screenshot of their country

mapping and paste it on the General Forum, together with a brief explanation.

Continue discussions into general forum till all stakeholders are finished.

Journal

Purpose: They will also be reminded about the final assignment and the role of the

journal in this process. This week they have been looking at coordination and the

roles of a wide variety of stakeholders.



What?

• … does your SP Coordination system look like?

• … are the Coordination issues burning for attention?

• … coordination level needs most attention? … and which are missing?

• … effect does this Coordination system have on the ultimate impact of SP?

Why?

• … was the SP Coordination system built like this?

• … do these issues exist?

• … have previous efforts to solve not worked?

• … do we have less effective SP Coordination than we wish at policy-programme/ institutional/admin levels?

Process: They have to keep reflecting on in their journal (noting these are all work

together and will assist them in their final assignment):

• Returning again to the present ask their self: What vision and intention

do you have for yourself in your work? What are the essential core

elements of the future that you want to create in your professional life?

Describe the images and aspects that you can think of with as much

detail as possible.

• What do you have to let go of in order to bring your vision into reality?

What is the old stuff that must die? What is the old skin (behaviors,

thought processes, etc.) that you need to get rid of?





• Post a message in the announcements providing orientation

about the padlet’s activities.


• Accompany the construction of the activity in the padlet and support

the participants, when it is necessary. See tutorial, If you need add

more text box in padlet.

• Follow and foster communication between participants in general

forum. Facilitators should discuss the different maps posted by the

groups on the general forum, make comments on implications, etc.







• Connect the participants’ experiences and reflexions to the content

and raising questions for considerations.

• Monitor the participation and evaluate their participation in the

general forum and each mini group.


introduce the next assignment, and remind participants of the

upcoming due dates for activities.

• Check if the participants are taking notes in the journal space,

otherwise incentive them. Post a message in the announcements

and or send a private message.


other summary including inputs from each group, which is then

shared with all. See Tutorial. How to post the wrap up in Moodle.

H. MODULE 7 – GOVERNANCE

Individual Activity - Table


Purpose: Read through the table below and the accompanying sections 3.4 and

3.5 in the governance document

Process: To understand the various models of service delivery and reflect on which

model best describes the situation in your country.

What do you need to do in practice here?

• Step 1: Read through the table and the accompanying sections

3.4 and 3.5 in the Governance Full Document.

• Step 2: Once you feel you have understood the different models,

choose the one which best describes the situation in your country,

including the opportunities and challenges this poses. Note that there

may be overlapping models for different aspects of social protection

delivery: for example, you may have a very centralised system overall,

which runs payments through the private sector.

• Step 3: Use their Journal to take notes.




give a feedback.

Group Activity – Force field

Purpose: to get participants to think through the wide variety of capacity-related

factors restraining the effective delivery of social protection and then brainstorm


https://virtualcampus.socialprotection.org/moodle/pluginfile.php/494/mod_page/content/29/GOV%20BD%20final%20singles%20.pdf#page=20





how each of these could be addressed. This exercise should serve as a ‘sense-test’

for all the previous models:

What capacity do we really need – at all levels of administration – in order to deliver

the system we want? The ‘force-field’ tool itself is an easy tool to apply in other

contexts!

Process: This activity will require participants to work in small groups (scenario)

and then debrief in the larger groups. It will have to be supported via padlet tool, that

would allow participants to draw arrows of different width, write something on/near

them and place them along a diagram like the one below.

In practice, what do they need to be doing?

• Step 1: Reflect and discuss the questions above, starting from the

‘restraining forces’ and then moving to the driving forces that could

counteract these (including those that are already in place and those

that would need to be set-up).

• Step 2: As they go along, nominate a representative to enter on

the Padlet Force Field analysis tool to start representing this visually:

• Enter the padlet, start from the first RED arrow (barrier), click on it and

click on the edit function (pencil), enter some text explaining what that

barrier is. After that, click outside the text box. Drag the arrow with their

text and drop over the image in the area of the barriers.

o Then, repeat the process, now with the GREEN (strength) arrow.

o Try to leave your arrows organised, avoiding putting it over others.

• Step 3: Once they have finished the force field analysis on the padlet,

the group representative will take a screenshot of the result and paste

it on the General Forum together with the group’s conclusions.


done: participate in the discussions to voice their opinions and focus on what they have learned!

https://padlet.com/Transform/pn5d0i81qpp8

https://padlet.com/Transform/pn5d0i81qpp8


https://virtualcampus.socialprotection.org/moodle/mod/forum/view.php?id=34https://virtualcampus.socialprotection.org/moodle/mod/forum/view.php?id=34

https://virtualcampus.socialprotection.org/moodle/mod/forum/view.php?id=34https://virtualcampus.socialprotection.org/moodle/mod/forum/view.php?id=34


Debrief: Use the forum and do a briefly explanation about the task, if necessary.

Participants need to think through what barriers people may be facing if they have

a complaint or appeal with a programme. and barriers government may be facing in

setting a system up that adequately responds to these. They then need to think

through the other side of the force-field: what can be done to address these? Tell

participants to use thickness of the arrow to indicate strength of the force, as if it

were a representation of physical forces.

Ask participants go to the general forum and talk through the main forces they

identified after take a screenshot from padlet.

Journal

Purpose: They need to make a last set of leadership and transformation reflections:

• Over the next three months, if you were to test the new leader you want

to be by doing something, what would that look like, what would you do?

• Who can help you make this a reality? Who might be your most

important helpers, supporters and partners?


• If you want to make this a reality, what practical first steps would you

take over the next 3 to 4 days?

Process Use their journaling time to write a couple of paragraphs on the main

capacity gaps in your country, and what role you could play in stressing these and

addressing them – even if indirectly. Think creatively and finish with one last

paragraph on their own capacity and what you have been learning in this

TRANSFORM course. How could you capitalise on this and share with colleagues

in your country?




give a feedback







and in each mini group. Discussions would happen in the plenary forum

where all debrief.

















private message.

• Wrap up: pick information up from the forums and develop a PPT or other

summary including inputs from each group, which is then shared with all.

See Tutorial. How to post the wrap up in Moodle.

I. MODULE 7 - FINANCE

Group Activity – Triple A Mini Game

Purpose: To critically evaluate the various options faced by countries wishing to

expand their fiscal envelope for social protection and to reflect on the barriers and

enablers to each – assessing real feasibility and achievability of 8 different options.

Process: This activity will require participants to place a series of cards on a pre-

designed picture of three interlocking circles. They should be able to drag and drop

the cards below in a chosen position, potentially using ‘padlet’ or a similar tool.


• assess the extent of authority one already has—and the authority gaps

that need to be closed.

• ‘Ability’ focuses on the practical side of reform or policy change, and the

need for time, money, skills and the like to even start any kind of

intervention. It is important to ask what abilities exist and what gaps

need to be closed.

Using these three conceptual categories, they need to consider a set of policy

options for expanding fiscal space for social protection so as to determine where

each one fits on the chart below – noting the three circles have areas of overlap and

achievable reforms tend to sit in the ‘middle sweet-spot’.

Also they need to take a moment to read p.22-23 from Finance document before

joining their groups and discussing where best to place each card they are given!

In practice, what are the next steps to complete this game?

• Step 1: Read pages 22-23 of the Finance document.

• Step 2: Enter their Padlet Triple A and reflect on where they would place

each of the eight cards you were given and why. Once they are

done, drag the cards inside the circle of your choice.

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/60/mod_book/chapter/7/Finance%20summary%20doc.pdf#page=23

https://virtualcampus.socialprotection.org/moodle/pluginfile.php/607/mod_page/content/34/Padlet%20Triple%20A.pdf


• Step 3: Take a screenshot of the result and paste it on the General

Forum, together with a brief explanation.



lessons learned.

Debrief: Invite participants to study the slide with the three interlocking circles of

Acceptance, Authority, and Ability. Use the general forum and invite each group to

stand up and present their ‘answer’ to the plenary, sticking their card on the spot

within the circles they have chosen. Ask whether others in the forum agree or

disagree… get a debate going.

Once all options have been assessed, see whether there are any in the central

‘sweet spot’ and ask whether those appear to be truly feasible and whether they

should be therefore prioritised.

Journal

Purpose: Last set of leadership and transformation reflections.

Process: They need to take ten-fifteen minutes to answer the following questions:

• Over the next three months, if you were to test the new leader you want

to be by doing something, what would that look like, and what would

you do?

• Who can help you make this a reality? Who might be your most

important helpers, supporters and partners?

• If you want to make this a reality, what practical first steps would you

take over the next 3 to 4 days?















and in each mini group. Facilitators should discuss the different maps

posted by the groups on the forum and make comments on implications,

etc.
















private message.





J. FINAL MODULE

Final group activity: Social Protection Web

Purpose: create an experience for participants through which they understand that

each SP element (Finance, MIS, Legal frameworks, Administration, M&E,

Coordination, Selection & Identification) are interrelated, and that those

interrelationships are as important as the individual elements, and form a complex

web, which makes any SP System a ‘Living System’.

Process: This activity is a group activity (as all others, starting in small groups and

debriefing in the plenary group). It requires participants to think through all the

modules we have touched on over the course of the Curriculum and brainstorm how

they are inter-related. To do so, they will need a ‘padlet’ like tool to draw arrows

connecting one module to the other and write what that connection entails. See

instructions below. See image below for what final outcome should look like.. at


the beginning the ‘padlet’ should only have the key building blocks: one square for

each element of the framework placed in a big circle:

• Selection and identification

• Administration

• MIS

• M&E

• Finance

• Legal

• Coordination

• Governance

In practice, what do they need to be doing?

• Step 1: Watch the video: How Wolves Change Rivers.

• Step 2: Think about all the modules they have touched on over the

course of the curriculum and brainstorm how they are inter-related and

why. To initiate the discussion.

• Step 3: Nominate a representative of their group to enter on

the Padlet Web activity and draw arrows connecting one module to the

other and write what the connections entail:

o Enter padlet, click on any of the modules and on the three dots that

appear on the right, select ‘connect to a post’, click on the post they

want to connect to and this will generate an arrow.

o Once they have the arrow connecting two modules, they need to create

a label for it explaining WHY – to do this, click on the PLUS sign in the

bottom right hand corner of the screen (a new white box will appear in

the left hand corner.

o Add their text in the box and move it on top of the arrow they just

created.

https://www.youtube.com/watch?v=ysa5OBhXz-Q

https://padlet.com/Transform/n2n35lvxrgm9

https://padlet.com/Transform/n2n35lvxrgm9


• Step 4: Once they have finished the web activity on the padlet, the group

representative will take a screenshot of the result and add their

conclusions to the General Forum.


said about their scenarios: participate in the discussions to voice their


Debrief: Ask participants to share their final reflections and conclusions in group

forum as to what has been particularly useful for them as practitioners in exploring

the systemic nature of SP systems through this activity.

Also, invite participants to contribute to a plenary discussion as to what similarities

they can see between the wolves story and their own SP context and what they can

learn and apply from this.

Webinar

Purpose: Clarifications and high level overview of what all have learned in the

curriculum, more discussion about the weaving the SP web and appreciations and

assessment of the course.

Preparation:

Technical Part

• Set cameras before (only on person speaking).

• Time gaps, noises in the background in meeting

room.

• Only one person speaking per time.

Pools

• Eliminate option to ask question so early on.

Do them faster and talk through question as it is

happening?





Discussion on the SP Web

• Needs clear distinction between overall explanation

(now) and detailed explanation of how they will be

organised (later) – never good to say ‘I will show you

later’ or people stop listening ‘now’.. explanation felt

like we went round in circles a bit.

Process:

Debrief:


• Send message informing date/hour of the final webinar.

• Remind participants to complete the final survey.

• Remind participants to prepare the final assignment.


padlet’s activities. See step 3 – what they need to do be doing.






• Check if they nominate a representative.














• Communicate to your participants when you graded and return all final

assignments including meaningful feedback. Use the evaluation criteria.

• Final Webinar: wrap up showing what the participants have done with

comments + evaluation of course.





12. TUTORIALS

Step by step how to perform some Moodle functions.

A. How to create groups?

• Access ‘Participants’ Edit button, select ‘Groups’, as shown:

• On that page, select the group and click ‘Add/remove user’:

• On the next page, select the students that should be in the group and

‘Add’:


• Repeat the process for all groups. Participants need to be added in each

mini group. Check whether the number of groups that have been

opened is sufficient to allocate all participants. There will be 6

participants per group.

B. How to leave the content visible?

• On the main course page, click on ‘Turn editing on’

• Search in ‘Content’ the module that will make visible and available.

The Module Integration & Introduction, for example, and in ‘Edit’

select ‘Make Available’. Repeat this process on all content that is

published within the module that will start. The student will only be

able to see the contents that are marked ‘Available but not shown


on course page’, as shown below:

C. How to publish a message in the Announcements?

The subscription mode is forced and all participants will receive the messages.

• Click on ‘Add a new topic’ in the left column of the main course page:


• To finish click on ‘Post to forum.’

D. How to add events to Calendar?

Under Calendar (left column of the main course page), click the month in which the

event will take place. In the side boxes you can search a last month, current or

future.

• Click on ‘New event’:


• Fill in the blanks and select the event data that you want to schedule in

the calendar:

Pay attention: In a distance course, asynchronous activities, such as forum and task

delivery, for example, that do not occur in real time, must be marked as start time

(zero) and final time 23h55.

• To finish, click ‘Save’. For each event, repeat the same process.


E. How to publish in Virtual coffee?

• Access the ‘Virtual Coffee’ (column to the left of the main page, in the

block of green cards):

• Enter into ‘add a new discussion topic’ and place the ‘Subject’ and

write the message in the respective spaces:

• If you want to receive all the messages by email, select ‘Discussion

subscription.’ You can still drag file to attach and even enable the start

and end date on which students will view the discussion:



• To reply to a message, just click on its message and ‘Reply.’


• If you want, you can attach a file by dragging it to the specific area and

‘Post to forum’.


F. How to post in General forum?

• Access the ‘General forum’ in the column to the left of the main page,

in the block of green cards:

• Or in the module:

• Enter into ‘add a new discussion topic’ and place the ‘Subject’ and

write the message in the respective spaces:

• If you want to receive all the messages by e-mail, select ‘Discussion

subscription.’ You can still drag file to attach and even enable the start

and end date on which students will view the discussion:



• To reply to a post someone has posted, click on their message and click

on ‘Reply’:


• Write the subject, the message and post in forum. If you want, you can

attach a file by dragging it to the specific area:


• To access the ‘Mini group’ forums go the column to the left of the main

page, in the block of green cards:

• Or use the Modules’ access, under ‘Groups Activity’:


• The process for posting to the forums of a group is the same as the

‘General forum.’ But note: in Group forums, you first need to select the

group you want to send the message to later ‘Add a new discussion

topic’:

G. How to see post from participants?

A participation report for a particular activity can be generated by a tutor or

administrator. Go to the ‘Participants’ page (at the end of the left column of the

main course page):

• Click on the participant's name:

• After that, click on ‘Forum discussion’:


• You will see all the messages that the participants posted in the forums,

from the most recent to the oldest:


H. How to post in Journal?

• Access the ‘Journal’ ((left column of the main course page):

• Or through the Module:

• To read the journal posts, click on the link to the activity. The most posts

appear at the top of the list.


• Click on the View X ‘journal entries’:

• To write a feedback use the appropriate space:

• To finish click on ‘Save all my feedback’, at the bottom of the page:

I. How to generate reports?

In the Administration block (column to the left of the course main page), access the

reports. See which reports you need to get from Moodle:


a) In ‘Course completion’ report you can see course progress

• At the bottom of the page you can download the data in a

spreadsheet. Export the Moodle spreadsheet and save to your

computer/ notebook /mobile.

• Locate the exported file.

• Open the document, select the first column (Column A). Click DATA in

the top menu and then select the 'Text to Columns' option.

• Choose the option 'Delimited' and then 'Next' (Step 1 of 3). On the next

screen, select the 'Commas' option for the Delimiters and then 'Next'

(Step 2 of 3). Finish by clicking ‘Finish’ (Step 3 of 3).

b) In ‘Logs Report’ you choose the data you want and you will get all access to the

course and everything that is published: the time, who logged, the user who was

affected, which tool / activity was viewed / completed / posted and even the IP of

the machine used by the user who logged it.

c) In the ‘Live Logs’ Report are the last minute Logs. Updates every 60 seconds.


d) In Report ‘Activity report’ you will know how many views each resource/activity

of the course had.

e) In ‘Course participation’ report, after selecting the data you want, click ‘Go’:

• You'll see who viewed and wrote the message in the activity you

selected. In addition, you can select those who have not yet done the

activity and send a message:

• Writing a message:

• To finish, click on ‘Send message to x people’.


f) In the ‘Activity completion’ report you follow the progress of each student:

• You can visualize which activities have already been completed by

each student:

• If you want, you can download a spreadsheet with the data by clicking

on ‘Download in Excel-compatible format (csv)’, below the list of

students:

J. How to send a message to an individual participant?

You can send a message through the environment;

• Go to ‘Participants’ at the end of the left column of the main course

page:

• Select the participant (s) and at the bottom of the page, with the user

(s) selected:


• Select ‘Send a message’, as shown below. Choose ‘Add/send

message’ from the ‘With selected users’" drop-down menu;

• Assuming you are satisfied with the message, click the ‘Send’ button:

K. How to assign grade in forums?

The evaluation of the forums prioritizes the follow-up of reflection and

argumentation, considering the interaction, demands, interests and lived

experiences of the students and the social context, remembering that the evaluation

is continuous.

The General and Mini Group forums are configurated with a maximum score of 20

points.

The system will average of the general forums and the activities’, add up with the

final activity grade and make the final average of the student.

In the forums, it will be worth the higher grade you placed for the student. So, if a

student posted three messages, the grade that will go to the grader report is the one

in which he had the highest score. The student who does not receive grade, the

system will understand that it is zero.


• Access the forum and below the message of the student select the rate

from 0 to 20.

• Do it in all publications.

L. How to assign grade in the Final Assignment?

According to certification criteria, you should score the final assignment from 0 to

60. Access the Final Assignment, click on ‘View all submissions’, at the end of the

activity description:

• On ‘options’ view, select the option ‘quick grading’:


• Put the grade and, if necessary, write a comment in the specific space.

Use the scroll bar to view all page features:

• And just click on ‘save all quick grading changes’.

M. How to use the Progress Bar in Moodle

The Progress Bar is a tool which allows students and tutors to visually track the

completion of selected activities and resources in a Moodle module. It is possible to

select which items are to be monitored and these appear as slots in in a colour-

coded bar that indicates whether the items are complete, incomplete or late.


The Progress Bar appears to both students and instructors as a block on the main

course page. Each monitored activity represents one section of the bar, and the

colour of the section varies depending on the expected completion date and whether

or not the student has completed the activity:

• Green indicates an activity that has been completed.

• Red indicates an activity that has not been completed, and the expected

completion date is passed.

• Blue indicates an activity that has not been completed, but the expected

completion date has not yet passed.

The Progress bar has the following configuration:

• Activities/resources are presented in the same order they are on the

course page.

• Bars are displayed in Wrap mode.

• Uses Completed and Uncompleted icons.

• Shows completion percentage.

The progress bar does not display all course activities/resources, only those that

are conditional to indicate completion of the activity, as follows:


Activities/resources Conditional to completion

Roadmap view

Video view

Interactive content view

Quiz view

Forums that are graded (general

and mini group forum) – do one

post

view

Final activity Post file

Final survey view

The other activities/resources have been set to ‘do not indicate activity

completion’, so they do not appear in the progress bar.

The progress bar is personal. Therefore, each user visualizes their progress.

The participant visualizes in the bar the activities that are released, the hidden ones

do not appear.

For example, only the Introductory Module is released for the student who has not

yet posted in the General forum, the progress bar looks like this:

The tutor can view a report showing the progress of all students on the module. To

see this report, click on ‘Overview of students’ in the Progress Bar block.


A sample report is shown below. The progress bar for each student is displayed and

the percentage of activities/resources completed. If you hover over a slot in the bar,

the corresponding activity will be displayed. If you are using groups, you can also

filter for this:

N. How to post the wrap up in Moodle?

On the main course page click on ‘Turn editing on’.


• In edit mode, go to the Wrap up web page. Place the cursor on ‘Edit’

and click ‘Edit settings’, as shown:

• You should publish the summary in the ‘Page content’ window:


• If you have done the synthesis in a tool that allows to embed, click on

the ‘Edit HTML Source’ icon;

• Put the embed code that you took in the tool where you made the

synthesis and click Update:

• Then configure the settings as desired, and then click ‘Save and

return to course’ or ‘Save and display’:


This process should be done after each module is completed, since each module

will have a wrap up.

O. Checking the Grader Report

All the grades for each student can be found in the course gradebook, or Grader

report.

The grader report collects items that have been graded from various parts of Moodle

like that General Discussion Forum, Group Activity and Individual Assignment.

Only the tutor can see the grades of all the students and the student can only see

their grades


• The grader report was set up to calculate the students’ final grade

according to the certification criteria. Therefore, Moodle will calculate:

Average

(General forum + groups activities + Individual Assignment)

• The gradebook resource is available in the course administration block

in the left-hand column of the course home page:

• And also in ‘This course’, bar above the course homepage:

The tutor can access to various types of reports. For example:


• Grader Report - ordered by the name and e-mail of the student, the

tutor looks at the general grades worksheet, with the items that set the

certification criteria (General Discussion Forum, Group Activity and

Individual Assignment), followed by all the evaluation activities (forums

and final task).

• User Report - This option displays the grades table containing the items

(General Discussion Forum, Group Activity and Individual Assignment)

and has the option to view the grades of all or just one student.


During the course, when the tutor evaluates the activities (forums and final activity),

the system will automatically perform the calculations and the results can be

visualized in the two columns: Grade and Percentage.

• In the example below, the student did all the activities and have the

maximum grade:


Also, on this page the tutor has access to the configuration of the gradebook,

through the ‘configuration’ tab. However, it is already configured according to the

need of the course.

• Attention: The student can access their grades in the menu ‘This

course’, bar above the course homepage:

• The students will only view their grades:

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