Closing date: 31 Jul 2016
As CaLP’s community of practice has grown there is an increasing need to develop online and flexible learning alternatives to reach a wider audience and allow participants to learn at their own pace, and in their own time.
The development of e-learning allows CaLP to reach people across the world and access self-study modules and courses that will enhance their skills and knowledge and can act as a “leveller” to ensure learners who enroll in CaLP’s face to face advanced courses have the pre-requisite skills and experience.
CaLP intends to convert 2 face-to-face social protection courses into e-learning in 2016.
These courses have been designed as a two-part face to face course. The first one is a 2-hour introductory course designed for any type of learner, and the second is a 5-hour more technical face to face course designed for programme staff with some prior knowledge of social protection and CTP programmes.
CaLP would want to convert these into 2 distinct courses – a 1.5 introductory course, followed by a 3 hour technical course.
Module Specifications
The CaLP e-learning modules to be developed will be on the subject matter listed above and will be provisionally titled:
- An Introduction to Social Protection and Cash Transfer Programming for Humanitarian Stakeholders– approximately 1.5 hour of e-learning
- Designing Humanitarian Cash Transfer Programmes linked to Social Assistance– approximately 3 hours of e-learning
The module length has been estimated based on the length of the face to face content to be converted, however this is a guide only and can be revised based on the final storyboard contents.
Modules should be developed in English, with space to be translated into French, Spanish and Arabic at a later date.
The modules may require some video or audio components, however these will be minimal (if any) to allow for poor bandwidth accessibility. The modules should be interactive and contain a number of different types of interactions.
There is no limit to the number or type of interactions, but the course should include as a minimum, at least one each of the following:
Presentation screen: A text and graphic/animation screen that the learner reads. It provides information or can provoke thought.
Stepped (build) screen: A text and graphic where the learner is given information in digestible chunks.
Reveal screen: Two or more graphics are positioned on screen and, when selected, more text is revealed for the learner to read
Hotspot reveal screen: Similar in nature to a reveal screen, this screen has more of an exploratory feel. Hotspots are identified within a larger graphic and these are selected to reveal more information.
Photo story screen: This screen tells a story or a section of a story, each part of which is revealed to the learner following an interaction. Can also be used to present a dilemma or question.
Question screen: A multiple choice question, usually with 4-6 possible answers to choose from. One or many options may be correct. Response specific feedback is given to the learner as soon as they have submitted their answer.
Drag and drop: This is an activity where the learner needs to match either text to text or text to an image. All options must be correctly matched to their target and feedback will be given immediately by displaying the correct answers.
Final/Endline Quiz and Certificate: These should be available at the end of the course on completion
How to apply:
Application Procedures
Expressions of Interest must be sent to the CaLP Global Administration Officer atadministrator@cashlearning.org by 31st July 2016. Expressions of interest are detailed on CaLP's website here
Any additional clarifications on the consultancy should be addressed to the CaLP Technical Project Manager, Stephanie Roberson at e-mail addresstechnicalprojectmanager@cashlearning.org
Expressions of interest are invited from suitably qualified and experienced suppliers with capacity to undertake the above activities.