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In summary: as discussed earlier in this Curriculum (Part 1), various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested Activities below and others that you may formulate.

• Interactive multimedia tools: think about the subject area you instruct. Using any search engine, identify and list interactive multimedia tools, including digital games, that could be used in delivering a specific lesson (or lessons) to a group of educators and learners. You should be able to identify many of these tools. To ensure a diverse selection of games, search for games that were developed by women, where women were involved in the development team, or games developed by a minority or otherwise marginalized category of people. Prioritize these tools in terms of usefulness for your specific needs. What other criteria did you use? Research the criteria used by experts on the use of interactive multimedia tools in education. Now compare your criteria with those of the experts. What are your observations? Do you agree with the experts’ criteria?
• In your list of interactive multimedia tools, can you identify tools that could significantly alter and facilitate cooperation and discussion in the instructing/ learning process? Why did you choose these tools? How do you think multimedia technologies will allow learners and educators to interact with information in new ways, change content and create their own knowledge?
• Online games*: play any free online humanitarian simulation game. How can a computer game help you to creatively think about global issues? What are the learning outcomes from these games? Are women and men equally featured in these games? What are the implications of this? How can you advocate for change? If there is limited or no access to the Internet at the educational institution, educators and learners should be encouraged to access the material from other public Internet sources. Where Internet access is severely limited, the educator can try to acquire games in an online/electronic format or use games that have been pre-packaged on computers. Learners should be encouraged to: 
  • Do case studies of electronic games in specifc subjects, (e.g. language, maths, geography, etc.) and pilot the use of one or two games in a specifc learning context. Write a report on how the game was used and how it helped achieve the lesson’s objectives
  • Develop a lesson plan using an electronic game as part of teaching and learning, to raise awareness about global issues, such as hunger, confict, and peace. Teach this lesson and write a short report on educators and learner’ responses to the issues, noting the questions they raised and how the games helped to address them
• Open educational resources (OERs): Open educational resources (OERs) are learning materials and tools – including full courses, modules, course materials, textbooks, streaming videos, tests, software, and any other materials (interactive or non-interactive), or techniques – used to support access to knowledge, in open- document format, released with an open licence, allowing free use, re-use and customization to the specifc needs of given groups of users (i.e. learners, trainers of trainers, facilitators, etc.). Trainees should be encouraged to:
  • Identify several websites that provide access to open educational resources and identify requirements/criteria for educational resources to be used as OERs
  • Analyse how OERs are created, used, distributed and adapted to specific instructing and learning environments and needs
  • Analyse how, for example, digital games could be made into an OER, and understand what needs to be done to comply with OER requirements, including copyright laws
  • Library research and class discussion: learners should identify, analyse and critique a variety of techniques used in electronic games they are familiar with. Contrast electronic games with traditional or culturally specific games for their educational value and limitations. Learners should present their findings through presentations or use charts to showcase their findings.
  • Class discussion: produce a lesson plan and set of instructing activities, including simple interactive multimedia tools or digital games in the teaching and learning process. Learners should examine the pros and cons of integrating digital games into teaching practices. One group should present the advantages and the other group the challenges and disadvantages of using digital games in instructing and learning.
  • Go deeper: explore the . Guide educators to navigate the platform and to be more aware of how they can become proficient at integrating ICTs in the learning space. Guide group discussion. Are the educators exposed to these types of training? Are educators exposed to MIL training? Have them investigate what steps are being taken in their country our community to improve educators’ ICTs competencies as well as the integration of MIL training.
    Make sure to highlight the difference and complementarity of MlL competencies and technical ICTs competencies. Guide them to constantly think about MIL as critical thinking and how MIL competencies should be applied and can enhance the use of ICTs in the learning space.

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• Chun, Wendy Hui Kyong. (2015). New Media, Old Media: A History and Theory Reader, 2nd edition (co-edited with Anna Watkins Fisher and Thomas Keenan, Routledge).
• (film, 2011)
• , various resources from UNESCO’s Mahatma Gandhi Institute of Education for Peace and Sustainable Development.
• Hjorth, L. (2011). Games and Gaming: An Introduction to New Media. Oxford: Berg.
• Lenhart, A. 2009. lt's Personal: Similarities and Differences in Online Social Network Use between Teens and Adults. Teens, Social Networking, Generations presentation at the International Communications Association Annual Meeting. (May 2009).
• Madden, M. 2009. Eating, Thinking and Staying Active with New Media. Health, Education, Teens, Families, Web 2.0 presentation at the National Institute of Child Health and Human Development. (June 2009).
• Strasburger, V.V. & Donnerstein, E. (2013) Clinical paediatrics, 2013 53:8, 721-725.
• UNESCO’s Mahatma Gandhi Institute of Education for Peace and Sustainable Development (n.d.)., .
• UNESCO’s Mahatma Gandhi Institute of Education for Peace, (n.d.)., .