Module 1 (4)
OER 1.1.1
Transnational STIAEM Project Architecture and Asynchronous Tracking Mechanisms
EN
Keywords:
STIAEM project; transnational governance; asynchronous learning; MOOC architecture; DigCompEdu Area 1; human-in-the-loop; educational certification; Slow Tech
| Creator | University of Foggia - Italy |
| Description | Opening resource of the STIAEM MOOC, this text introduces the transnational architecture of the Erasmus+ project and the asynchronous governance mechanisms that sustain the online course. It maps the resource onto DigCompEdu Area 1 (Professional Engagement) and frames AI as an epistemic co-creator that leaves pedagogical judgement and evaluation authority to the teacher. The operational focus is on how the gated, asynchronous learning path and the certification workflow are designed and administered. |
| Module | Module 1 - Project Introduction and Pedagogical Model / Video 1.1 - Presentation of the STIAEM project |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 02/09/2026 |
| Language | EN (English) |
OER 1.1.2
Key Competencies and Pedagogical Framework of the STIAEM Learning Ecosystem
EN
Keywords:
learning ecosystem; pedagogical framework; Slow Tech; ARTE model; Universal Design for Learning; DigCompEdu; DigComp 3.0; teacher agency
| Creator | University of Foggia - Italy |
| Description | The resource sets out the theoretical matrix of the STIAEM learning ecosystem, combining the Slow Tech paradigm, the ARTE model (Agency, Reflection, Transformation, Ethics) and the principles of Universal Design for Learning. It connects these frameworks to the DigCompEdu competence areas and to the AI-Explicit and AI-Implicit descriptors of DigComp 3.0, turning them into criteria for selecting and adapting AI tools. The pedagogical focus is on preserving teacher agency and ethical supervision while AI works as accessible cognitive scaffolding. |
| Module | Module 1 - Project Introduction and Pedagogical Model / Video 1.1 - Presentation of the STIAEM project |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 02/09/2026 |
| Language | EN (English) |
OER 1.2.1
The STIAEM Pedagogical Model: Balancing Digital Literacy and Relational Mentorship
EN
Keywords:
pedagogical model; digital literacy; relational mentorship; Slow Tech Attitude; cognitive sustainability; human-in-the-loop; AI4K12; pondered delegation
| Creator | University of Zaragoza - Spain |
| Description | The text presents the STIAEM pedagogical model as an architecture balancing digital literacy with relational mentorship. Starting from the diagnosis of technological accelerationism and the principle of cognitive sustainability, it articulates the Slow Tech Attitude (Good IT, Clean IT, Fair IT) and integrates the AI4K12, UNESCO and DigComp 3.0 frameworks. The classroom focus is on designing activities where AI acts as cognitive scaffolding and epistemic co-creator while the teacher retains pedagogical ownership (human-in-the-loop). |
| Module | Module 1 - Project Introduction and Pedagogical Model / Video 1.2 - The STIAEM Pedagogical Model |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 1.2.2
Human Pedagogical Judgment and Pondered Task Delegation to Algorithmic Systems
EN
Keywords:
pedagogical judgement; task delegation; human-in-the-loop; cognitive load; algorithmic bias; anthropomorphisation; situational judgement test; accountability
| Creator | University of Zaragoza - Spain |
| Description | Complementing OER 1.2.1, the resource focuses on the operational core of the model: which tasks may legitimately be delegated to algorithmic systems and which carry the formative value of the experience. It examines the risks of uncritical delegation — cognitive load, bias, information asymmetries, anthropomorphisation and technostress — and proposes a pondered delegation protocol. The practical focus is on keeping the teacher as human-in-the-loop and on documenting the validation of pedagogical judgement. |
| Module | Module 1 - Project Introduction and Pedagogical Model / Video 1.2 - The STIAEM Pedagogical Model |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
Module 2 (6)
OER 2.1.1
From Rule-Based Programming to Machine Learning: A Conceptual Guide for Educators
EN
Keywords:
symbolic AI; machine learning; deep learning; tacit knowledge; probabilistic diagnosis; educational assessment; AI literacy; teacher training
| Creator | University of Alicante - Spain |
| Description | A conceptual guide for teachers without a computer-science background on the historical shift from hand-written rules to systems that learn from data. It distinguishes symbolic AI, machine learning and deep learning, explaining why tacit knowledge is the bottleneck of the rule-based approach. The didactic focus is on translating the difference between the machine's probabilistic diagnosis and the teacher's docimological judgement into defensible classroom choices. |
| Module | Module 2 - AI Fundamentals and LLM Mechanics / Video 2.1 - Evolution of AI and Machine Learning |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 2.1.2
Connectionist Paradigms and Autonomous Extraction of Statistical Regularities
EN
Keywords:
connectionism; neural networks; latent representations; statistical regularities; self-attention; Transformer; feature learning; AI literacy
| Creator | University of Alicante - Spain |
| Description | The resource explains the mechanics of connectionist models: units, weights and layers, hierarchical latent representations and the autonomous extraction of statistical regularities. It describes self-attention and the parallelisation advantage of Transformers, with verified references (Vaswani et al., 2017). The didactic focus is on recognising that these models build a statistical geometry rather than conceptual understanding, and on drawing the consequences for teaching. |
| Module | Module 2 - AI Fundamentals and LLM Mechanics / Video 2.1 - Evolution of AI and Machine Learning |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 2.2.1
The Mechanics of Large Language Models: Deconstructing the 'Statistical Mirror'
EN
Keywords:
large language models; autoregressive generation; statistical mirror; few-shot learning; emergent capabilities; factual accuracy; AI literacy; secondary school
| Creator | University of Alicante - Spain |
| Description | The text makes comprehensible how a large language model generates text, deconstructing the metaphor of the statistical mirror. It explains autoregressive generation, few-shot learning and emergent capabilities, distinguishing formal coherence from factual accuracy. The didactic focus is on understanding why the model simulates rather than understands, and why scale produces statistical jumps and not mental faculties. |
| Module | Module 2 - AI Fundamentals and LLM Mechanics / Video 2.2 - Probabilistic Functioning of Large Language Models |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 2.2.2
Structural Origins of Algorithmic Hallucinations and Practical Classroom Mitigation Strategies
EN
Keywords:
hallucination; stochastic sampling; fluency heuristic; source triangulation; consequential validity; digital citizenship; critical thinking; classroom protocols
| Creator | University of Alicante - Spain |
| Description | Focusing on a precise effect of probabilistic generation, the resource explains why hallucination is the structural correlate of stochastic sampling and not an accidental failure. It analyses the signals that lower vigilance — fluency, assertive tone and apparent authority — and the role of emergent capabilities. The practical focus is a four-step classroom mitigation protocol (primary sources, triangulation, consequential validity and terminological hygiene) leading from verification to digital citizenship. |
| Module | Module 2 - AI Fundamentals and LLM Mechanics / Video 2.2 - Probabilistic Functioning of Large Language Models |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 2.3.1
Demystifying Conversational AI Empathy and Deconstructing Psychological Biases
EN
Keywords:
anthropomorphisation; CASA paradigm; mindlessness; synthetic empathy; epistemic asymmetry; source triangulation; AI literacy; critical use
| Creator | Panevėžys "Vyturys" Progymnasium - Lithuania |
| Description | The resource addresses the everyday tendency to attribute mental states, intentions and emotions to artificial systems. It explains anthropomorphisation through the CASA paradigm and mindlessness theory (Nass & Moon, 2000) and deconstructs the illusion of synthetic empathy. The practical focus is on translating vigilance into three classroom routines: terminological hygiene, source triangulation and error decomposition. |
| Module | Module 2 - AI Fundamentals and LLM Mechanics / Video 2.3 - Anthropomorphisation & DigCompEdu |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 2.3.2
Mapping the DigCompEdu Framework (Area 6) and AI4K12 Standards in Secondary Schooling
EN
Keywords:
DigCompEdu; Area 6; AI4K12; Big Ideas; AI literacy; secondary schooling; pedagogical modelling; competence frameworks
| Creator | Panevėžys "Vyturys" Progymnasium - Lithuania |
| Description | The resource offers an operational map linking two reference frameworks: the European DigCompEdu for teachers' digital competence and the AI4K12 standards for AI literacy. It examines the specificity of DigCompEdu Area 6 — fostering learners' digital competence — and the five Big Ideas of AI4K12. The didactic focus is on designing secondary-school activities that integrate pedagogical modelling with AI literacy. |
| Module | Module 2 - AI Fundamentals and LLM Mechanics / Video 2.3 - Anthropomorphisation & DigCompEdu |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
Module 3 (6)
OER 3.1.1
Managing 'Black Box' Systems: Governing Opacity to Safeguard Intellectual Freedom
EN
Keywords:
black box; opacity; transparency levels; explainability; post-hoc explanations; halo effect; intellectual freedom; AI governance
| Creator | Konak Science and Art Center (BILSEM) - Türkiye |
| Description | The resource does not aim to teach how to explain AI systems but to enable teachers to govern their opacity. It distinguishes three levels of transparency — simulability, decomposability and algorithmic transparency — and contrasts post-hoc explanations with real transparency, warning against the halo effect. The practical focus is on translating the right to explanation into concrete demands on providers and into classroom choices that protect students' intellectual freedom. |
| Module | Module 3 - AI Ethics and Systemic Biases / Video 3.1 - Black Box Systems, Opacity and Algorithmic Hallucinations |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 3.1.2
Deploying Systematic Doubt as a Pedagogical Trigger for Critical Thinking
EN
Keywords:
systematic doubt; critical thinking; intrinsic hallucination; extrinsic hallucination; fluency heuristic; questioning routines; pedagogical design; AI literacy
| Creator | Konak Science and Art Center (BILSEM) - Türkiye |
| Description | Complementing OER 3.1.1, the resource turns awareness of algorithmic limits into teaching practice. It distinguishes intrinsic and extrinsic hallucination and their diagnostic value, and identifies the fluency heuristic as the mechanism that makes form more persuasive than content. The pedagogical focus is on designing activities that use systematic doubt as the engine of critical thinking and turn it into a classroom routine. |
| Module | Module 3 - AI Ethics and Systemic Biases / Video 3.1 - Black Box Systems, Opacity and Algorithmic Hallucinations |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 3.2.1
Ethical and Professional Teacher Accountability in Automated Learning Environments
EN
Keywords:
accountability; responsibility chain; high-risk AI; human oversight; educational governance; AI Act; deployer obligations; professional ethics
| Creator | Esenler District Directorate of National Education - Türkiye |
| Description | The resource addresses who is accountable, and for what, when an educational decision passes through an AI system. It reconstructs the chain of responsibility linking provider, distributor, institution and teacher, and explains why AI systems in education are classified as high-risk. The practical focus is on translating human-oversight and accountability obligations into defensible institutional procedures. |
| Module | Module 3 - AI Ethics and Systemic Biases / Video 3.2 - Accountability and Human-in-the-Loop |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 3.2.2
Operational Protocols for the 'Human-in-the-Loop' Model in Educational Governance
EN
Keywords:
human-in-the-loop; active learning; machine teaching; operational protocol; traceability; educational governance; oversight; institutional procedures
| Creator | Esenler District Directorate of National Education - Türkiye |
| Description | Complementing OER 3.2.1, the resource tackles the how of human oversight so that it becomes a verifiable practice rather than a statement of principle. It distinguishes HITL models (active learning, interactive machine learning, machine teaching) by who controls the process, and proposes a three-phase protocol — before adoption, during use, after evaluation. The practical focus is on the conditions of durability: training, traceability and oversight inside the cycle. |
| Module | Module 3 - AI Ethics and Systemic Biases / Video 3.2 - Accountability and Human-in-the-Loop |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 3.3.1
Dataset Biases and Social Justice: Identifying Historical and Gender Distortions
EN
Keywords:
dataset bias; algorithmic fairness; social justice; representation bias; measurement bias; disaggregation; Gender Shades; digital equity
| Creator | Directorate of Secondary Education of Dodecanese - Greece |
| Description | The resource examines algorithmic justice, starting from the idea that an AI system is never neutral because it learns from data that carry the traces of existing inequalities. It maps the main bias types across the data lifecycle and uses the Gender Shades case to show why averages hide injustice and why disaggregation is a practice of justice. The practical focus is on turning value choices about fairness into criteria for classrooms and schools. |
| Module | Module 3 - AI Ethics and Systemic Biases / Video 3.3 - Fairness, Biases and Cognitive Effort |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 3.3.2
Safeguarding Adolescent Cognitive Effort against Algorithmic Dependency
EN
Keywords:
cognitive effort; algorithmic dependency; desirable difficulties; Google effect; cognitive autonomy; self-regulation; deliberate friction; adolescence
| Creator | Directorate of Secondary Education of Dodecanese - Greece |
| Description | Closing Module 3, the resource shifts attention to the student: what happens to adolescents' cognitive effort when a generative assistant is always ready to supply the answer. It distinguishes the Google effect on memory from the qualitative leap of generative models, and contrasts automatic delegation with desirable difficulties. The practical focus is on designing activities with deliberate friction that protect cognitive autonomy and self-regulation. |
| Module | Module 3 - AI Ethics and Systemic Biases / Video 3.3 - Fairness, Biases and Cognitive Effort |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
Module 4 (6)
OER 4.1.1
Syntactic Structure of Effective Prompts: Role, Context, Task, and Constraints
EN
Keywords:
prompt engineering; structured prompt; role; context; task; constraints; prompt syntax; verification
| Creator | Directorate of Secondary Education of Dodecanese - Greece |
| Description | The resource presents the syntax of the effective prompt: the minimal structure of role, context, task and constraints that turns a generic request into a controllable and verifiable teaching artefact. Written for non-technical teachers, it analyses the specific function of each pillar and shows how to verify that none remains implicit. The critical focus is on the role, which orients the machine's discourse but does not certify the truth of what it produces. |
| Module | Module 4 - Prompt Engineering for Inclusive Education / Video 4.1 - Anatomy of the Structured Prompt |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 4.1.2
Preventing Output Ambiguity through Rigid Vocabulary Constraints
EN
Keywords:
prompt constraints; lexical constraints; format constraints; register; output ambiguity; verifiability; prompt engineering; quality control
| Creator | Directorate of Secondary Education of Dodecanese - Greece |
| Description | Complementing OER 4.1.1, the resource focuses on the most technical and often most neglected pillar of the structured prompt: constraints. It distinguishes lexical, quantitative, format and register constraints and explains how explicit, verifiable constraints reduce output ambiguity and align it to the class level. The critical focus is that constraints reduce ambiguity but never guarantee content correctness, which remains to be checked. |
| Module | Module 4 - Prompt Engineering for Inclusive Education / Video 4.1 - Anatomy of the Structured Prompt |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 4.2.1
Few-Shot Prompting Strategies: Using Pre-Solved Exemplar Models for Output Stability
EN
Keywords:
few-shot prompting; exemplars; output stability; zero-shot; one-shot; prompt engineering; in-context learning; verification
| Creator | Rhodes Evening High School - Greece |
| Description | The resource presents few-shot prompting: the technique of giving the machine two or three pre-solved examples before the real task in order to stabilise output and align it with the teacher's expectations. It explains how to choose and order exemplars and when zero-shot or one-shot is enough. The critical focus is that the stability of form does not guarantee the correctness of content. |
| Module | Module 4 - Prompt Engineering for Inclusive Education / Video 4.2 - Advanced Prompting and Chain-of-Thought |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 4.2.2
Applying Chain-of-Thought Techniques to Display Intermediate Logical Steps
EN
Keywords:
chain-of-thought; step-by-step prompting; self-consistency; tree of thought; reasoning; procedural modelling; prompt engineering; critical evaluation
| Creator | Rhodes Evening High School - Greece |
| Description | The resource addresses the techniques that make the machine externalise the intermediate steps of its reasoning: Chain-of-Thought, self-consistency and tree-of-thought. It shows how step-by-step prompts can be used pedagogically as a model of procedure and how to probe multiple reasoning paths. The critical focus is that a fluent chain of thought is not a proof of the correctness of the result. |
| Module | Module 4 - Prompt Engineering for Inclusive Education / Video 4.2 - Advanced Prompting and Chain-of-Thought |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 4.3.1
Integrating UDL Principles with Multimodal AI for Diverse Learning Needs
EN
Keywords:
Universal Design for Learning; multimodal AI; inclusion; engagement; representation; action and expression; accessibility; cognitive challenge
| Creator | Liceo "Don Lorenzo Milani" (Acquaviva delle Fonti - Cassano delle Murge) - Italy |
| Description | The resource explores the meeting point between Universal Design for Learning and multimodal artificial intelligence in order to address the diverse learning needs present in every classroom. It presents the three UDL principles — engagement, representation, action and expression — and the European normative frame, showing how to produce alternative representations of content with AI. The critical focus is the difference between simplifying access and impoverishing the cognitive challenge. |
| Module | Module 4 - Prompt Engineering for Inclusive Education / Video 4.3 - Applying UDL and Inclusive Personalisation |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 4.3.2
Customising Accessible Worksheets and Sensory Formats for SEN and DSE Students
EN
Keywords:
accessible worksheets; sensory formats; SEN; specific learning disorders; personalisation; check-list; inclusion; verification and privacy
| Creator | Liceo "Don Lorenzo Milani" (Acquaviva delle Fonti - Cassano delle Murge) - Italy |
| Description | Complementing OER 4.3.1, the resource translates UDL principles into a concrete object: the accessible worksheet and sensory formats for students with special educational needs and specific learning disorders. It provides a seven-criteria check-list and shows how to use AI to produce personalised versions without impoverishing content. The practical focus is on verifying materials while safeguarding didactic quality, privacy and professional responsibility. |
| Module | Module 4 - Prompt Engineering for Inclusive Education / Video 4.3 - Applying UDL and Inclusive Personalisation |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
Module 5 (6)
OER 5.1.1
Applying the GDPR and Precautionary Principles to Protect Student Identity
EN
Keywords:
GDPR; precautionary principle; student data protection; high-risk AI; legal basis; data minimisation; impact assessment; human oversight
| Creator | Liceo "Don Lorenzo Milani" (Acquaviva delle Fonti - Cassano delle Murge) - Italy |
| Description | The resource applies the precautionary principle and the GDPR to the educational use of AI, focusing on the protection of student identity. It explains when an AI system used in education falls into the high-risk category, how to identify the correct legal basis, and how to apply lawfulness, minimisation and purpose limitation. The practical focus is on the essential safeguards — impact assessment, human oversight and information — and on an operative classroom protocol. |
| Module | Module 5 - Safety, Privacy and Sustainability / Video 5.1 - Precautionary Principle & GDPR Compliance |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 5.1.2
Data Minimisation Protocols and Purpose Limitation in Educational Tools
EN
Keywords:
data minimisation; purpose limitation; data retention; deletion; accountability; educational data; privacy by design; GDPR
| Creator | Liceo "Don Lorenzo Milani" (Acquaviva delle Fonti - Cassano delle Murge) - Italy |
| Description | Complementing OER 5.1.1, the resource focuses on the two principles governing the daily relationship between schools and data: minimisation and purpose limitation. It distinguishes a declared purpose from subsequent reuse and shows how to design activities that collect only the data strictly necessary. The practical focus is on defining retention times and deletion procedures consistent with the didactic purpose and on documenting the choices in an accountability perspective. |
| Module | Module 5 - Safety, Privacy and Sustainability / Video 5.1 - Precautionary Principle & GDPR Compliance |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 5.2.1
Decoding Commercial Terms of Use (ToS), Age Limits, and Intellectual Property
EN
Keywords:
terms of service; age limits; minors' consent; advertising; profiling; intellectual property; digital contracts; critical reading
| Creator | Rhodes Evening High School - Greece |
| Description | The resource teaches how to read critically the Terms of Service of the digital tools used at school, focusing on three nodes: minimum age and consent, advertising and profiling, and intellectual property of uploaded content. It explains the prohibitions that matter when the recipient is a minor. The practical focus is a reading grid that teachers can use both with students and in institutional choices. |
| Module | Module 5 - Safety, Privacy and Sustainability / Video 5.2 - Terms of Use (ToS) & Account Protection |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 5.2.2
Cyber Hygiene Protocols: Anonymised Accounts and Profiling Prevention
EN
Keywords:
cyber hygiene; anonymised accounts; class accounts; profiling; automated decisions; account protection; student data; classroom protocol
| Creator | Rhodes Evening High School - Greece |
| Description | Complementing OER 5.2.1, the resource addresses cyber-hygiene practices: the simple, systematic habits with which schools protect accounts, devices and digital identities. Its two focuses are the use of anonymised or class accounts and the prevention of profiling, together with the protections the legal order offers against automated decisions. The practical focus is a cyber-hygiene protocol for the classroom and the protection of student data in generative AI tools. |
| Module | Module 5 - Safety, Privacy and Sustainability / Video 5.2 - Terms of Use (ToS) & Account Protection |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 5.3.1
Environmental Footprint of Generative AI: Energy and Water Demands of Data Centres
EN
Keywords:
environmental footprint; energy consumption; carbon emissions; water use; data centres; Green AI; computational efficiency; sustainability
| Creator | Konak Science and Art Center (BILSEM) - Türkiye |
| Description | The resource makes comprehensible the environmental footprint of generative AI: how much energy it consumes, how many emissions it produces, and how much water and material resources it requires. It distinguishes the layers of the footprint — energy, carbon, water and materials — and introduces computational efficiency (Green AI) as a didactic criterion, with the concrete case of BLOOM. The practical focus is on what can be done in the classroom, linked to DigComp 3.0 competence 4.4. |
| Module | Module 5 - Safety, Privacy and Sustainability / Video 5.3 - Ecological Footprint & Civic Education |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 5.3.2
Digital Civic Education Modules for Conscious and Sustainable Use of Computational Resources
EN
Keywords:
digital civic education; sustainability; DigComp 3.0; Area 4; computational resources; responsible use; project-based learning; evaluation criteria
| Creator | Konak Science and Art Center (BILSEM) - Türkiye |
| Description | Complementing OER 5.3.1, the resource translates the environmental footprint of AI into digital civic education modules in which the sustainability of technologies becomes an object of study, discussion and action. It links the activities to the DigComp 3.0 competences and Area 4 and presents four modules for the classroom. The practical focus is on guiding the class from analysis of a problem to documented concrete action, including criteria for evaluating a civic module. |
| Module | Module 5 - Safety, Privacy and Sustainability / Video 5.3 - Ecological Footprint & Civic Education |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
Module 6 (8)
OER 6.1.1
Reorganising Spatial-Temporal Classroom Dynamics via the Flipped Classroom Model
EN
Keywords:
flipped classroom; active methodologies; in-class time; diagnostic sequence; empirical evidence; home study equity; learning spaces; instructional design
| Creator | Panevėžys "Vyturys" Progymnasium - Lithuania |
| Description | The resource addresses a reconfiguration rather than the addition of a digital tool: the shift of the times and spaces of learning. It reconstructs the historical roots of the flipped classroom — from Lage, Platt and Treglia to Bergmann and Sams — and the empirical evidence that supports it (Freeman, van Alten, Strelan). The practical focus is on designing the diagnostic–laboratory–restoration sequence while guarding the equity of the home phase, the model's Achilles' heel. |
| Module | Module 6 - Classroom Practice and Authentic Assessment / Video 6.1 - Active Methodologies & Flipped Classroom |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 6.1.2
Generative AI as a Home Personal Tutor for Collaborative In-Class Discussion
EN
Keywords:
generative AI tutor; flipped classroom; maieutics; question chains; cognitive delegation; home preparation; collaborative discussion; oversight design
| Creator | Panevėžys "Vyturys" Progymnasium - Lithuania |
| Description | Complementing OER 6.1.1, the resource focuses on the home phase of the flipped classroom and on what happens when the student studies alone with a generative tutor. It defines the design constraints that prevent cognitive delegation — maieutics, chains of questions, no terminal answer — and links home preparation to collaborative in-class discussion. The practical focus is an oversight design made of use pacts, traces and opening checks. |
| Module | Module 6 - Classroom Practice and Authentic Assessment / Video 6.1 - Active Methodologies & Flipped Classroom |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 6.2.1
Dismantling False Controls: Limitations and False-Positive Rates of Anti-Plagiarism Software
EN
Keywords:
AI-text detection; false positives; perplexity; burstiness; non-native speakers; measurement error; high-stakes decisions; academic integrity
| Creator | Esenler District Directorate of National Education - Türkiye |
| Description | The resource examines a control that promises certainty and introduces error: the automatic detection of AI-generated text. It explains why detectors estimate statistical parameters and do not recognise AI, and describes, prudently and with attribution, the problem of false positives against non-native-speaker authors (Liang et al., 2023). The practical focus is on placing detectors in an exploratory function and excluding them from high-stakes decisions. |
| Module | Module 6 - Classroom Practice and Authentic Assessment / Video 6.2 - Redefining Plagiarism in School |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 6.2.2
Establishing Transparent Attribution Policies and Guidelines for Critical Argumentation
EN
Keywords:
post-plagiarism; transparent attribution; traceability; critical validation; AI use taxonomy; assessment redesign; academic integrity; institutional guidelines
| Creator | Esenler District Directorate of National Education - Türkiye |
| Description | Complementing OER 6.2.1, the resource asks what should replace a control that does not work. It argues that plagiarism must be redefined in the era of hybrid writing and presents transparent attribution as a competence with three parameters: focus, traceability and critical validation. The practical focus is on building a taxonomy of AI uses and on redesigning assessment towards process and real-world context. |
| Module | Module 6 - Classroom Practice and Authentic Assessment / Video 6.2 - Redefining Plagiarism in School |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 6.3.1
Designing Authentic Assessment Tasks Rooted in Real-World Contexts
EN
Keywords:
authentic assessment; ecological validity; surrogate measures; Gulikers framework; real-world tasks; task design; assessment architecture; AI-resistant tasks
| Creator | University of Foggia - Italy |
| Description | The resource defines authentic assessment from Wiggins' formulation and organises its design criteria in the five-dimension framework of Gulikers, Bastiaens and Kirschner. It contrasts surrogate measures with authentic performance and introduces the construct of ecological validity. The practical focus is on designing tasks rooted in the real context of the classroom that are structurally resistant to automated reproduction alone, treating assessment as a learning architecture. |
| Module | Module 6 - Classroom Practice and Authentic Assessment / Video 6.3 - Designing Authentic Assessment Tests |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 13/09/2026 |
| Language | EN (English) |
OER 6.3.2
Moving Beyond Rote Text Reproduction: Methodologies for Real-World Tasks
EN
Keywords:
authentic tasks; rote reproduction; redesign blueprint; Villar\u00f3el; feed-forward feedback; rubrics; multidisciplinarity; assessment constraints
| Creator | University of Foggia - Italy |
| Description | Complementing OER 6.3.1, the resource illustrates redesign methodologies that move beyond tasks of pure textual reproduction, which have lost measurement capacity in the era of generative models. It applies the redesign blueprint of Villarroel and colleagues to turn a traditional test into an authentic task and treats feedback as feed-forward through transparent rubrics. The practical focus is on governing real constraints — time, subjectivity of correction, large classes — with sustainable organisational strategies. |
| Module | Module 6 - Classroom Practice and Authentic Assessment / Video 6.3 - Designing Authentic Assessment Tests |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 13/09/2026 |
| Language | EN (English) |
OER 6.4.1
Metacognitive Logbooks and Prompt Tracking for Learning Process Assessment
EN
Keywords:
metacognitive logbook; prompt traces; self-regulated learning; process assessment; feedback; self-monitoring; learning analytics; interpretative judgement
| Creator | University of Zaragoza - Spain |
| Description | The resource addresses how to make the learning process visible through metacognitive logbooks and traces of interactions with a language model. It presents the three phases of self-regulated learning, distinguishes metacognitive logs from prompt traces, and links process traces to feedback that reaches the deeper levels of performance. The practical focus is on the teacher as interpreter of the trace, supported by metacognitive reflection prompts. |
| Module | Module 6 - Classroom Practice and Authentic Assessment / Video 6.4 - Metacognitive Process & Feedback Validation |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |
OER 6.4.2
Validating Feedback Drafts: Preserving Teacher Authority in Assessment
EN
Keywords:
feedback validation; epistemic authorship; feedback taxonomy; self-regulation; teacher authority; deontology; confidentiality; assessment
| Creator | University of Zaragoza - Spain |
| Description | Closing the module and the course, the resource shows how to interpret and return the process trace while preserving the teacher's pedagogical authority. It presents a taxonomy of feedback levels oriented towards process and self-regulation and introduces validation devices such as the epistemic authorship note and interviews. The practical focus is on the deontological cautions — confidentiality, fairness and climate — that protect pedagogical judgement as irreducibly human. |
| Module | Module 6 - Classroom Practice and Authentic Assessment / Video 6.4 - Metacognitive Process & Feedback Validation |
| Rights | Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
| Date Available | 14/09/2026 |
| Language | EN (English) |