Prototype Teaching Methods, Tools and Materials

Co-funded by the European Union. The opinions and views expressed are solely those of the author(s) and do not necessarily reflect those of the European Union or the Spanish Service for the Internationalisation of Education (SEPIE). Neither the European Union nor the granting authority can be held responsible for them. GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Prototype Teaching Methods, Tools and Materials GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS GEDIS Gender Diversity in Information Science: Challenges in Higher Education Prototype Teaching Methods, Tools and Materials Barcelona, 30/11/2025 Citation: Boté-Vericad, Juan-José, Thomas Mandl, Dzejla Khattab, Michaela Dombrovska, Kornelija Petr-Balog and Stefan Dreisiebner. 2025. Prototype Teaching Methods, Tools and Materials. DOI: 10.5281/zenodo.17772605. 3 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Table of contents 1. Introduction ..................................................................................................................................... 5 2. Prototypes designed by teaching staff and summer school students ......................... 7 2.1 Paradoxes of Media and Information Literacy ................................................................. 7 2.2 User Experience and Gender ................................................................................................ 9 2.3 Mind the Gap: Gender Data and AI Bias ........................................................................... 10 2.4 Algorithmic Bias in AI: Key Concepts, Implications, and Solutions ........................ 12 2.5 Students' Perception on Using ChatGPT for Educational Purposes and Gender Differences ........................................................................................................................................ 14 2.6 Gaming and Gender .................................................................................................................16 2.7 Cultural Heritage and Gender ............................................................................................. 18 2.8 Translation and Gender ..........................................................................................................19 2.9 Hate Speech & Mis/Disinformation .................................................................................... 21 2.10 Supporting Women in Intro CS/IT .................................................................................... 23 2.11 Women in Science and Engineering in the EU ............................................................. 25 2.12 Methodological Prototypes (Research & Evaluation) ............................................... 26 2.12.1. Curriculum Analysis Rubric — Gender Perspectives in Teaching Plans ............................ 27 2.12.2. What data are you collecting? Inclusive Perspectives in Gender-Focused Research ....... 28 2.12.3. Delphi Method in Academic Research: A Step-by-Step Guide for Faculty Members ....... 30 3. Teaching Prototype Packages ................................................................................................... 32 3.1 Paradoxes of Media and Information Literacy ............................................................... 32 3.2 Teaching Prototype Package – User Experience and Gender (User Experience: UX) ....................................................................................................................................................... 35 4 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 3.3 Teaching Prototype Package - Mind the Gap: Gender Data and AI Bias ............. 38 3.4 Teaching Prototype Package – Algorithmic Bias in AI: Key Concepts, Implications, and Solutions ......................................................................................................... 41 3.5 Teaching Prototype Package – Students’ Perception on Using ChatGPT for Educational Purposes and Gender Differences ...................................................................44 3.6 Teaching Prototype Package – Gaming and Gender ................................................... 47 3.7 Teaching Prototype Package – Cultural Heritage and Gender ................................ 49 3.8 Teaching Prototype Package – Translation and Gender ............................................ 52 3.9 Teaching Prototype Package – Hate Speech & Mis/Disinformation and the Status of Women in Socialist Contexts ................................................................................................ 54 3.10 Teaching Prototype Package – Supporting Women in Intro CS/IT: First-TwoWeeks Faculty Playbook .............................................................................................................. 57 3.11 Teaching Prototype Package – Women in Science and Engineering in the EU 59 3.12 Teaching Prototype Package – Methodological Prototypes (Research & Evaluation) ......................................................................................................................................... 62 4. Conclusions and future use ........................................................................................................65 5 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 1. Introduction This result consists of a curated set of prototype teaching methods, tools and learning materials developed by the partners and, in several cases, co-created with students in the GEDIS Summer School under staff supervision. These prototypes directly address the gaps in gender inclusivity identified in the curriculum analysis and expert consultations. The collection includes open-access resources such as lesson plans, classroom activities, assessment tasks, multilingual open educational resources (OER) and examples of game-based learning, all explicitly embedding gender perspectives into core information science topics. The materials are fully documented, ready to be piloted within LIS programmes across the partner institutions, and will form the basis of the professors’ toolkit to be finalised and openly released under WP6. To achieve this result, the consortium developed and tested prototype teaching methods, tools and materials that respond directly to the gaps in gender inclusivity identified in the Comprehensive Curriculum Analysis Report and the Consensus Document on Innovative Teaching Strategies. Partners co-designed learning activities, lesson outlines and assessment tasks that embed gender perspectives into core information science topics such as information literacy, user experience, open data, translation, hate speech and misand disinformation, algorithmic bias, and women in science and engineering. These prototypes were implemented and refined through GEDIS staff training activities and the Summer School in Barcelona, where undergraduate students from all partner institutions worked with multilingual OER, serious game sessions and group projects explicitly addressing gender issues in information science. Feedback from students and lecturers was collected to assess relevance, clarity and 6 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS transferability, and was used to improve the structure and guidance accompanying the materials. As a result, WP2 now offers a coherent, adaptable collection of prototype teaching methods (such as game-based learning scenarios, collaborative analysis of gendered data sets and guided curriculum-redesign exercises), tools (including a curriculum analysis rubric, checklists for gender-inclusive course design and a serious print-andplay game) and open-access teaching materials (multilingual OER, lesson plans and activity sheets). These resources enhance the inclusivity and relevance of LIS education by providing educators with practical, adaptable instruments that can be integrated into existing courses or used to design new gender-sensitive learning units. 7 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 2. Prototypes designed by teaching staff and summer school students 2.1 Paradoxes of Media and Information Literacy First version Bošković, Luka, Mulabećirović, Lejla, Osmanhodžić, Hajrija. 2025. “Paradoksi medijske i informacijske pismenosti”. https://zenodo.org/records/17167799 Derivative works and translations (OER’s also included): ❖ Bošković, Luka, Lejla Mulabećirović, and Hajrija Osmanhodžić. 2025. “Paradoxes of Media and Information Literacy”. Zenodo. https://doi.org/10.5281/zenodo.17333860 8 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS ❖ San José, Claudia, and Juan-José Boté-Vericad. 2025. “Paradojas de la alfabetización mediática e informacional”. Zenodo. https://doi.org/10.5281/zenodo.17333950 ❖ San José, Claudia, and Juan-José Boté-Vericad. 2025. “Paradoxes de l'alfabetització mediàtica i informacional”. Zenodo. https://doi.org/10.5281/zenodo.17333941 ❖ Kartašová, Denisa. 2025. “Paradoxy mediální a informační gramotnosti”. Zenodo. https://doi.org/10.5281/zenodo.17333934 ❖ Karmil, Kenza. 2025. “Paradoxien der medienund informationskompetenz”. Zenodo. https://doi.org/10.5281/zenodo.17333922 ❖ Martinović, Sara. 2025. “Paradoksi medijske i informacijski pismenosti”. Zenodo. https://doi.org/10.5281/zenodo.17333909 Why as a prototype: • Core information literacy / media and information literacy topic with a gender lens. • Multilingual and easily integrated into introductory information and communication courses. The OERs in this package were initially created by student teams during the GEDIS Summer School and subsequently revised and validated by lecturers to be used as reusable teaching materials. 9 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 2.2 User Experience and Gender First version Batlle, Ariadna, San José, Claudia. 2025. “Experiència d’usuari: UX”. Zenodo. https://doi.org/10.5281/zenodo.17333191. Derivative works and translations (OER’s also included): ❖ Batlle Belmonte, Ariadna, San José, Claudia. 2025. “Experiencia de la persona usuaria: UX”. Zenodo. https://doi.org/10.5281/zenodo.17333259 ❖ Batlle Belmonte, San José, Claudia. 2025. “User Experience: UX”. Zenodo. https://doi.org/10.5281/zenodo.17333324 ❖ Bitunjac, Marija. 2025. “Korisničko Iskustvo: UX”. Zenodo. https://doi.org/10.5281/zenodo.17333632 ❖ Osmanhodžić, Hajrija. 2025. “Korisničko iskustvo: UX”. Zenodo. https://doi.org/10.5281/zenodo.17333668 16 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 2.6 Gaming and Gender First version Gagulić, Kristina, Pemper, Inga, Prgomet, Antonio. 2025. “Videoigre i spol”. Zenodo. https://doi.org/10.5281/zenodo.17315482. Derivative works and translations (OER’s also included): ❖ Gagulić, Kristina, Pemper, Inga, Prgomet, Antonio. 2025. “Gaming & Gender”. Zenodo. https://doi.org/10.5281/zenodo.17315515 ❖ Min, Hyerim. 2025. “Gaming und Gender”. Zenodo. https://doi.org/10.5281/zenodo.17332891 ❖ San José, Claudia, Boté-Vericad, Juan-José. 2025. “Videojuegos y Género”. Zenodo. https://doi.org/10.5281/zenodo.17332914 17 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS ❖ Batlle, Ariadna Boté-Vericad, Juan-José. 2025. “Videojocs i gènere”. Zenodo. https://doi.org/10.5281/zenodo.17332969 ❖ Bošković, Luka. 2025. “Video-igre & spol”. Zenodo. https://doi.org/10.5281/zenodo.17333002. ❖ Kartašová, Denisa. 2025. “Videohry & Gender”. Zenodo. https://doi.org/10.5281/zenodo.17333030 Why as a prototype: • Appealing topic for students, with a clear component of stereotypes and representation. • Fits very well with the use of the serious game and game-based learning. The OERs in this package were initially created by student teams during the GEDIS Summer School and subsequently revised and validated by lecturers to be used as reusable teaching materials. 18 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 2.7 Cultural Heritage and Gender First version Chlopčíková, Nela, Kartášová, Denisa, Varga, Izabela. 2025. “Cultural Heritage and Gender”. Zenodo. https://doi.org/10.5281/zenodo.17145145. Derivative works and translations (OER’s also included): ❖ San José, Claudia, Boté-Vericad, Juan-José. 2025. “Patrimoni Cultural i Gènere”. Zenodo. https://doi.org/10.5281/zenodo.17328759 ❖ Batlle, Ariadna, Boté-Vericad, Juan-José. 2025. “Patrimonio Cultural y Género”. Zenodo. https://doi.org/10.5281/zenodo.17328727 ❖ Bosshammer, Svetlana. 2025. “Kulturelles Erbe und Gender”. Zenodo. https://doi.org/10.5281/zenodo.17303403 ❖ Osmanhodžić, Hajrija. 2025. “Kulturno naslijeđe i rod”. Zenodo. https://doi.org/10.5281/zenodo.17256108 19 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS ❖ Pemper, Inga. 2025. “Kulturna baština i rod”. Zenodo. https://doi.org/10.5281/zenodo.17256271 ❖ Chlopčíková, Nela, Kartašová, Denisa, Varga, Izabela. 2025. “Kulturní dědictví a gender”. Zenodo. https://doi.org/10.5281/zenodo.17318453 Why as a prototype: • Covers the GLAM + gender dimension, very much in line with your areas of work. • Transferable to courses on heritage, historical documentation, museology, etc. The OERs in this package were initially created by student teams during the GEDIS Summer School and subsequently revised and validated by lecturers to be used as reusable teaching materials. 2.8 Translation and Gender 20 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS First version Koçlu, Burcu, Prgomet, Antonio, Varga, Izabela. 2025. “Translation and Gender”. Zenodo. https://doi.org/10.5281/zenodo.17062711. Derivative works and translations (OER’s also included): ❖ Koçlu, Burcu. 2025. “Übersetzung und Gender”. Zenodo. https://doi.org/10.5281/zenodo.17301443 ❖ Prgoment, Antonio. 2025. “Prevođenje i spol”. Zenodo. https://doi.org/10.5281/zenodo.17285375 ❖ San José, Claudia, Boté-Vericad, Juan-José. 2025. “Traducción y género”. Zenodo. https://doi.org/10.5281/zenodo.17293767 ❖ San José, Claudia, Boté-Vericad, Juan-José. 2025. “Traducció i gènere”. Zenodo. https://doi.org/10.5281/zenodo.17301563 ❖ Bošković, Luka. 2025. “Prevođenje i rod”. Zenodo. https://doi.org/10.5281/zenodo.17293130 ❖ Varga, Izabela. 2025. “Překlad a gender”. Zenodo. https://doi.org/10.5281/zenodo.17301523 Why as a prototype: • Excellent for working on inclusive language, representation, and biases in translation. • Also useful as a cross-cutting resource for any course that uses multilingual texts. The OERs in this package were initially created by student teams during the GEDIS Summer School and subsequently revised and validated by lecturers to be used as reusable teaching materials. 21 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 2.9 Hate Speech & Mis/Disinformation First version Varbanova, Daniela, Gagulić, Kristina, Mulabećirović, Lejla. 2025. “Hate Speech & Mis/Disinformation: The real status or treatment of women within socialist contexts”. Zenodo. https://doi.org/10.5281/zenodo.17067560. Derivative works and translations (OER’s also included): ❖ Batlle, Ariadna, Boté-Vericad, Juan-José. 2025. “Discurso de odio y desinformación: El estatus real o el trato de las mujeres en contextos socialistas”. Zenodo. https://doi.org/10.5281/zenodo.17293659 ❖ Batlle, Ariadna, Boté-Vericad, Juan-José. 2025. “Discurs d'odi i de desinformació”. Zenodo. https://doi.org/10.5281/zenodo.17298272 22 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS ❖ Varbanova, Daniela. 2025. “Hassrede und Des-/Fehlinformation”. Zenodo. https://doi.org/10.5281/zenodo.17300493 ❖ Mulabećirović, Lejla. 2025. “Govor mržnje i mis/dezinformacije: Pravi status ili tretman žena u socijalističkim kontekstima”. Zenodo. https://doi.org/10.5281/zenodo.17300553 ❖ Gagulić, Kristina. 2025. “Govor mržnje i mis/dezinformacije”. Zenodo. https://doi.org/10.5281/zenodo.17300602 ❖ Kartašová, Denisa. 2025. “Nenávistné projevy a mis/dezinformace: Skutečný stav nebo zacházení se ženami v rámci socialistických kontextů”. Zenodo. https://doi.org/10.5281/zenodo.17300649 Why as a prototype: • Connects disinformation, hate speech, and gender, directly aligned with your future TRUST-INFO lines. • Very powerful as a prototype for critical analysis activities on news, corpora, etc. The OERs in this package were initially created by student teams during the GEDIS Summer School and subsequently revised and validated by lecturers to be used as reusable teaching materials. 23 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 2.10 Supporting Women in Intro CS/IT First version Bosshammer, Svetlana, Pemper, Inga, Bitunjac, Marija. 2025. “Supporting Women in Intro CS/IT: First-Two-Weeks Faculty Playbook”. Zenodo. https://doi.org/10.5281/zenodo.17067105 Derivative works and translations (OER’s also included): ❖ Batlle, Ariadna, Boté-Vericad, Juan-José. 2025. “Apoyando a las mujeres en cursos introductorios de Ciencias de la Computación/Tecnología de la Información: Manual para el profesorado para las dos primeras semanas”. Zenodo. https://doi.org/10.5281/zenodo.17293881 ❖ Batlle, Ariadna, Boté-Vericad, Juan-José. 2025. “Donant suport a les dones en cursos introductoris de Ciències de la Computació/Tecnologia de la Informació”. Zenodo. https://doi.org/10.5281/zenodo.17306577 ❖ Bosshammer, Svetlana. 2025. “Frauen in Intro CS/IT unterstützen”. Zenodo. https://doi.org/10.5281/zenodo.17166593 24 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS ❖ Osmanhodžić, Hajrija. 2025. “Podrška ženama u uvodnom CS/IT: Priručnik za nastavno osoblje za prve dvije sedmice”. Zenodo. https://doi.org/10.5281/zenodo.17285428 ❖ Pemper, Inga. 2025. “Podrška ženama u računalnim znanostima/IT: Priručnik za nastavnike za prva dva tjedna”. Zenodo. https://doi.org/10.5281/zenodo.17285547 ❖ Chlopčíková, Nela. 2025. “Podpora žen v Intro CS/IT: Příručka pro fakulty v prvních dvou týdnech”. Zenodo. https://doi.org/10.5281/zenodo.17302283 Why as a prototype: • It is clearly a teaching intervention resource (a playbook for lecturers). • Fits perfectly as a prototypical method for introductory courses with a gender focus. The OERs in this package were initially created by student teams during the GEDIS Summer School and subsequently revised and validated by lecturers to be used as reusable teaching materials. 25 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 2.11 Women in Science and Engineering in the EU First version Boté-Vericad, Juan-José, Mandl, Thomas, Dreisiebner, Stefan, Khattab, Dzejla, Cupar, Drahomira, Dombrovská, Michaela, Badurina, Boris. 2025. “Women in Science and Engineering in the EU”. Zenodo. https://doi.org/10.5281/zenodo.15108435. Derivative works and translations (OER’s also included): ❖ Dombrovská, Michaela, Magdaléna Lapúniková, and Juan-José Boté-Vericad. “Ženy ve vědě a technice v EU: kde pracují a jak se jejich zastoupení vyvíjí?”. April 21, 2025. https://doi.org/10.5281/zenodo.15257877 . ❖ Petr Balog, Kornelija, Boris Badurina, Kristina Feldvari, Milijana Mićunović, Drahomira Cupar, Martina Dragija Ivanović, Zrinka Džoić, and Alica Kolarić. 32 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 3. Teaching Prototype Packages 3.1 Paradoxes of Media and Information Literacy Thematic focus Paradoxes and tensions in media and information literacy (MIL) from a gender-aware perspective, including neutrality, trust, responsibility and representation in digital media environments. Languages available English, Spanish, Catalan, German, Bosnian, Croatian, Czech. Target group Undergraduate students in LIS, communication and media studies (2nd–4th year); Master’s students interested in MIL, journalism, or digital culture. Approximate duration 60–90 minutes. Required prior knowledge Basic understanding of media and information literacy; familiarity with social media and news platforms. Learning outcomes After completing this activity, learners will be able to: • Explain what is meant by “paradoxes” in media and information literacy. • Identify how claims of neutrality and objectivity may obscure gendered biases. 33 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • Analyse media or information artefacts using a MIL and gender lens. • Reflect on their own responsibilities as consumers and producers of information. Core OER(s) included • Paradoxes of Media and Information Literacy (English) • Paradojas de la alfabetización mediática e informacional (Spanish) • Paradoxes de l’alfabetització mediàtica i informacional (Catalan) • Paradoxy mediální a informační gramotnosti (Czech) • Paradoxien der Medienund Informationskompetenz (German) • Paradoksi medijske i informacijske pismenosti (Bosnian) • Paradoksi medijske i informacijski pismenosti (Croatian) Additional materials needed Projector and internet access; 2–3 short media items (news articles, social media posts, campaign materials) selected by the teacher. Suggested learning activities Warm-up / activation (10–15 minutes) Short brainstorming: students list situations where they expected “neutral” information (e.g. encyclopaedias, news bulletins) but later discovered bias or manipulation. Introduce the OER and its paradoxes (neutrality, trust, responsibility). Core activity / exploration (30–40 minutes) 34 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS In groups, students read the relevant OER section in their preferred language. Each group receives a different media item and is asked to identify: • how neutrality is constructed or claimed, • whose voices are amplified or silenced, • how gender is represented or absent. Groups summarise their findings on a poster or shared slide. Synthesis and reflection (15–20 minutes) Groups present their analyses. The teacher guides a discussion on how MIL education can address these paradoxes without reproducing them. The class co-creates a short checklist for “genderand MIL-aware” media consumption. Optional extension / homework Short reflective essay or blog-style post in which students apply the paradox framework to a media channel they follow regularly. Assessment and evaluation Formative assessment based on group presentations and participation; optional short written reflection graded with a simple rubric (clarity, use of concepts, critical insight). Links to curricula and potential courses Media and Information Literacy; Introduction to Communication; Digital Culture and Society; Journalism and Ethics. Suggestions for adaptation 35 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Can be run with a single media item in shorter sessions; can be used online with shared documents and breakout rooms; media items can be tailored to local contexts or current events. Licence and citation Recommended licence: CC BY. 3.2 Teaching Prototype Package – User Experience and Gender (User Experience: UX) Thematic focus User experience (UX), usability and interface evaluation in LIS and digital environments, with specific attention to gendered experiences and inclusivity. Languages available English, Spanish, Catalan, German, Bosnian, Croatian, Czech. Target group Undergraduate LIS and information management students; students in human– computer interaction, UX, or digital library courses. Approximate duration 90 minutes. Required prior knowledge Introductory knowledge of information systems or digital platforms; basic familiarity with UX concepts is helpful but not essential. Learning outcomes 36 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • After completing this activity, learners will be able to: • Describe key principles of user-centred and inclusive design. • Identify potential gender-related barriers in digital interfaces. • Apply simple UX evaluation criteria to library or information systems. • Propose improvements to make interfaces more inclusive. Core OER(s) included • Experiència d’usuari: UX (Catalan) • Experiencia de la persona usuaria: UX (Spanish) • User Experience: UX (English) • Korisničko iskustvo: UX (Bosnian) • Korisničko Iskustvo: UX (Croatian) • Uživatelská zkušenost: UX (Czech) • Die Nutzererfahrung (German) Additional materials needed Access to one or two real interfaces (OPAC, discovery tool, institutional repository, or website); printed evaluation checklist based on the OER. Suggested learning activities Warm-up / activation (10–15 minutes) Students briefly share positive and negative experiences with library or academic platforms. Teacher introduces the UX OER and highlights its gender-sensitive perspective. Core activity / exploration (40–45 minutes) 37 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS In small groups, students use the OER to derive or refine UX evaluation criteria (navigation, language, representation, accessibility, inclusivity). They then evaluate one chosen platform, taking notes on issues that may affect different user groups, including women and gender-diverse users. Synthesis and reflection (20–25 minutes) Groups present 2–3 key problems and suggested improvements. A plenary discussion links these findings to professional roles and responsibilities in LIS. Optional extension / homework Students document their evaluation in a short report or screencast, which can be reused as teaching material or as input for local UX improvement projects. Assessment and evaluation Assessment can be based on group UX reports or presentations; optional individual reflection on how UX intersects with gender and inclusion. Links to curricula and potential courses User Studies; Human–Computer Interaction; Digital Libraries; Web Design for Information Services. Suggestions for adaptation For online teaching, students can evaluate interfaces from home and collaborate via shared documents; for shorter sessions, focus on a very small set of criteria. Licence and citation Recommended licence: CC BY. 38 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 3.3 Teaching Prototype Package - Mind the Gap: Gender Data and AI Bias Thematic focus Gender data gaps and their impact on algorithmic bias in AI and information systems. Languages available English, Spanish, Catalan, German, Bosnian, Croatian, Czech. Target group Undergraduate LIS and information science students (2nd–4th year); Master’s students in information science, communication or data-related programmes. Approximate duration 90 minutes (can be split into 2 × 45 minutes). Required prior knowledge Basic understanding of how digital platforms and AI systems process data; introductory knowledge of information literacy and critical evaluation of information sources. Learning outcomes After completing this activity, learners will be able to: • Describe what is meant by “gender data gap” and why it matters. • Explain how missing or biased gender data can lead to discriminatory outcomes in AI systems. • Critically analyse simple examples of datasets, interfaces or algorithms from a gender perspective. 39 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • Propose basic strategies to mitigate gender bias in data collection and AIbased services in LIS contexts. Core OER(s) included • Mind the Gap: Gender Data and AI Bias (English) • Mind the Gap: Genderdaten und KI-Bias (German) • Cuidado con la brecha: datos de género y sesgo de IA (Spanish) • Compte amb la bretxa: dades de gènere i biaix d'IA (Catalan) • Pazite na jaz: Rodni podaci i UI pristranost (Bosnian) • Pazite na jaz: Pristranost UI zbog razlika u podacima o spolu i rodu (Croatian) • Pozor na mezeru: Genderová data a předsudky v AI (Czech) Additional materials needed • Projector and internet access. • Printed or digital copies of the OER in the appropriate teaching language. • 1–2 short case descriptions or screenshots of real systems (e.g. recommendation systems, recruitment tools, search interfaces) showing possible gender bias. • Optional: small synthetic dataset with missing or unbalanced gender variables. Suggested learning activities Warm-up (10–15 minutes): Short whole-class discussion: ask students to recall any news story or example where AI or digital systems were accused of being “biased” or “unfair”. Introduce the idea of gender data gaps and link it to their examples. Core activity – Reading and group analysis (35–40 minutes): 40 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS In small groups, students read the OER section that explains gender data gaps and AI bias. Each group receives a different short case or mini-dataset and is asked to identify where gender data are missing, underrepresented or stereotyped, and how this might affect the outcome of the system. Groups prepare a brief poster or slide summarising their findings. Synthesis and reflection (20–25 minutes): Groups present their findings. The teacher moderates a discussion connecting the cases to broader issues of fairness, accountability and professional responsibility in LIS. The class jointly drafts a short list of “basic principles” for gender-aware data practices in libraries, archives or information platforms. Optional extension / homework: Individually or in pairs, students select a digital service they use regularly (e.g. streaming platform, social media, search engine) and write a short reflection on where gender data might be used, missing or biased, and what improvements could be proposed. Assessment and evaluation: Formative assessment based on the quality of group analysis and participation in discussions. Optionally, a short written reflection (300–500 words) in which students apply the concepts to a system of their choice, assessed with a brief rubric (clarity of explanation, correct use of concepts, depth of reflection, connection to practice). Links to curricula and potential courses: • Information Literacy / Media and Information Literacy. • Data and Society / Ethics of Information and AI. • Introduction to Data Management in LIS. 41 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • User Studies and Digital Platforms. Suggestions for adaptation • For larger groups, increase the number of cases and reduce reporting time per group. • For shorter sessions (45–60 minutes), focus only on one case study and the plenary discussion. • For online teaching, use breakout rooms for group work and collaborative documents (e.g. shared slides or whiteboards) for reporting. Licence and citation Recommended licence: CC BY. 3.4 Teaching Prototype Package – Algorithmic Bias in AI: Key Concepts, Implications, and Solutions Thematic focus Core concepts of algorithmic bias in AI, implications for justice and inclusion, and possible mitigation strategies in information systems. Languages available English, Spanish, Catalan, German, Bosnian, Croatian, Czech. Target group Advanced undergraduate and Master’s students in LIS, data science, digital humanities, or related fields. Approximate duration 90–120 minutes. 48 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Core OER(s) included ❖ Gaming & Gender (English) ❖ Video-igre & spol (Bosnian) ❖ Videoigre i spol (Croatian) ❖ Videojuegos y Género (Spanish) ❖ Videojocs i gènere (Catalan) ❖ Videohry & Gender (Czech) • Gaming und Gender (German) Additional materials needed Screenshots or short clips from selected games; access to a game platform is helpful but not essential. Suggested learning activities Warm-up / activation (10–15 minutes) Students anonymously list their favourite games and are invited to reflect on who the “typical player” is imagined to be. Core activity / exploration (40–45 minutes) Groups work with the OER to identify analytical dimensions (characters, narratives, mechanics, communities). Each group analyses one or two games (real or hypothetical) along these dimensions, focusing on gender and intersectionality. Synthesis and reflection (20–25 minutes) Groups share their findings. The class discusses the potential of libraries and educators to use games while addressing stereotypes and inclusion. Optional extension / homework 49 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Students design a mini-exhibition or reading list in a library that connects games with gender-aware resources (books, comics, films). Assessment and evaluation Group analysis can be graded; optional short reflective essay on gaming experiences and gender can complement assessment. Links to curricula and potential courses Media and Youth; Popular Culture; Digital Literacies; Library Programming. Suggestions for adaptation For non-gaming students, the teacher can provide pre-selected titles; for online teaching, use pre-recorded gameplay. Licence and citation Recommended licence: CC BY. 3.7 Teaching Prototype Package – Cultural Heritage and Gender Thematic focus Gendered dimensions of cultural heritage in GLAM institutions (galleries, libraries, archives, museums), including whose stories are preserved, highlighted or silenced. Languages available English, Spanish, Catalan, German, Bosnian, Croatian, Czech. Target group Undergraduate and Master’s students in LIS, archival studies, museology, cultural heritage; professionals in GLAM institutions. 50 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Approximate duration 90–120 minutes. Required prior knowledge Basic understanding of cultural heritage institutions and their roles. Learning outcomes After completing this activity, learners will be able to: • Describe how gender shapes the creation, preservation and display of heritage. • Identify gaps and biases in collections or exhibitions from a gender perspective. • Propose strategies for more inclusive, gender-aware heritage practices. • Reflect on their future professional responsibilities in GLAM contexts. Core OER(s) included ❖ Cultural Heritage and Gender (English) ❖ Patrimoni Cultural i Gènere (Catalan) ❖ Patrimonio Cultural y Género (Spanish) ❖ Kulturelles Erbe und Gender (German) ❖ Kulturno naslijeđe i rod (Bosnian) ❖ Kulturna baština i rod (Croatian) ❖ Kulturní dědictví a gender (Czech) Additional materials needed Examples from local collections (catalogue records, exhibition texts, digital collections) or case studies from the OER. Suggested learning activities Warm-up / activation (10–15 minutes) 51 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Students name a museum/library/archive they know and are asked: “Whose stories are most visible there?” Core activity / exploration (45–60 minutes) In groups, students read the OER and analyse a given case (collection, exhibition, digital gallery). They map: • which groups are represented and how, • which groups seem absent, • what interpretative frameworks are used. Groups then draft recommendations for making the case study more genderinclusive. Synthesis and reflection (20–25 minutes) Groups present their recommendations. Discussion focuses on feasibility and potential resistance. Optional extension / homework Students conduct a “gender walk” through a local heritage institution (physically or online) and document their observations with photos and notes. Assessment and evaluation Evaluation of group recommendations and participation; optional reflective journal entry on professional implications. Links to curricula and potential courses Cultural Heritage; Museum Studies; Archival Description; Collection Development. Suggestions for adaptation For online courses, use fully digital collections; for professional training, use real institutional data and invite staff to the final discussion. 52 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Licence and citation Recommended licence: CC BY. 3.8 Teaching Prototype Package – Translation and Gender Thematic focus How translation practices shape and reflect gender, including inclusive language, pronouns, and representation across languages. Languages available English, Spanish, Catalan, German, Bosnian, Croatian, Czech. Target group Students in LIS, translation studies, language and communication; also useful for librarians working with multilingual collections. Approximate duration 60–90 minutes. Required prior knowledge Basic experience with translation or reading texts in more than one language. Learning outcomes • After completing this activity, learners will be able to: • Identify gendered aspects of language and translation choices. • Discuss how inclusive or non-inclusive language shapes perception. • Experiment with different translation strategies to improve inclusivity. • Reflect on ethical responsibilities when mediating texts across languages. Core OER(s) included ❖ Translation and Gender (English) 53 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS ❖ Traducción y género (Spanish) ❖ Traducció i gènere (Catalan) ❖ Übersetzung und Gender (German) ❖ Prevođenje i rod (Bosnian) ❖ Prevođenje i spol (Croatian) ❖ Překlad a gender (Czech) Additional materials needed Short extracts from policy documents, news items or library descriptions in one language; bilingual dictionaries or online tools. Suggested learning activities Warm-up / activation (10–15 minutes) Students share examples of gendered language in their own languages (job titles, generic masculine, etc.). Core activity / exploration (30–40 minutes) Groups read the OER segment on inclusive translation. Each group receives a short text in one language and is asked to translate it into another consortium language, making explicit decisions about gender-inclusive forms. Synthesis and reflection (20–25 minutes) Groups compare their translations, discussing trade-offs, readability and alignment with institutional norms. Optional extension / homework Students revise existing institutional texts (e.g. library website) with gender-aware translation strategies. Assessment and evaluation 54 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Assessment can be based on translated texts and a brief commentary explaining choices; focus on reflection rather than “perfect” translation. Links to curricula and potential courses Translation Studies; Multilingual Information Services; Communication for LIS. Suggestions for adaptation Can be run monolingually by comparing “traditional” vs. gender-inclusive options; for online teaching, use shared documents for collaborative translation. Licence and citation Recommended licence: CC BY. 3.9 Teaching Prototype Package – Hate Speech & Mis/Disinformation and the Status of Women in Socialist Contexts Thematic focus Hate speech and mis/disinformation, with a focus on representations and treatment of women in socialist and post-socialist contexts. Languages available English, Spanish, Catalan, German, Bosnian, Croatian, Czech. Target group Students in LIS, political science, media studies, contemporary history; relevant for advanced undergraduate and Master’s levels. Approximate duration 90–120 minutes. 55 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Required prior knowledge Basic understanding of disinformation and hate speech; some familiarity with European history is helpful. Learning outcomes After completing this activity, learners will be able to: • Distinguish between hate speech, misinformation and disinformation. • Analyse how women are represented in historical and contemporary narratives. • Evaluate examples of media content from socialist or post-socialist contexts. • Propose strategies for information professionals to address harmful narratives. Core OER(s) included ❖ Hate Speech & Mis/Disinformation (English) ❖ Discurso de odio y desinformación (Spanish) ❖ Discurs d’odi i de desinformació (Catalan) ❖ Hassrede und Des-/Fehlinformation (German) ❖ Govor mržnje i mis/dezinformacije (Bosnian) ❖ Govor mržnje i mis/dezinformacije (Croatian) ❖ Nenávistné projevy a mis/dezinformace (Czech) Additional materials needed Short excerpts from historical newspapers, posters or contemporary online posts; guidelines on hate speech definitions. Suggested learning activities Warm-up / activation (10–15 minutes) Students discuss examples of hate speech or disinformation they have encountered and how they felt about them. 56 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Core activity / exploration (45–60 minutes) Using the OER, groups analyse curated examples (historical and recent). They identify: • type of content (hate speech, mis/disinformation), • explicit and implicit messages about women, • historical or political context. Groups then reflect on how such content circulates today (e.g. via social media, alternative media). Synthesis and reflection (20–25 minutes) Groups share insights on continuity and change in narratives about women. The plenary discussion addresses what libraries and archives can do to contextualise or counter these materials. Optional extension / homework Students design a small awareness campaign (poster or social media concept) based on the OER’s key messages. Assessment and evaluation Assessment based on group analyses and campaign proposals; optional reflective note on emotional and ethical aspects of working with such content. Links to curricula and potential courses Media and Politics; History of Information; Information Ethics; Disinformation Studies. Suggestions for adaptation For more sensitive audiences, use only anonymised or less explicit content; for research-oriented groups, link the activity to corpus-based analysis. Licence and citation 57 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Recommended licence: CC BY. 3.10 Teaching Prototype Package – Supporting Women in Intro CS/IT: First-Two-Weeks Faculty Playbook Thematic focus Intervention at the level of teaching practice to support women and gender-diverse students in introductory computer science and IT courses. Languages available English, Spanish, Catalan, German, Bosnian, Croatian, Czech. Target group Teaching staff in CS/IT and related fields; also usable with LIS students preparing to teach or support digital skills. Approximate duration One 60–90 minute workshop (for staff) or integrated across several teaching sessions (for students). Required prior knowledge Experience in teaching or supporting teaching in technical subjects, or interest in pedagogical development. Learning outcomes After completing this activity, participants will be able to: • Identify common barriers faced by women in intro CS/IT courses. • Apply specific strategies from the playbook during the first two weeks of teaching. • Reflect on their own teaching practices from a gender-aware perspective. 64 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • Working with the “What Data Are You Collecting?” OER, participants review a sample questionnaire or interview guide and propose changes to better reflect gender diversity and intersectionality. Delphi method (30–40 minutes) • Participants read the Delphi OER and outline a small Delphi-based study (e.g. reaching consensus on priorities for gender-inclusive teaching in their institution). Synthesis and reflection (20–25 minutes) Discussion of how these tools can be combined in a local project (e.g. evaluating a programme, designing a new module). Optional extension / homework Participants develop a short methodological plan for a real mini-project (e.g. gender review of a degree programme). Assessment and evaluation Evaluation through methodological plans, revised syllabi, or redesigned instruments; reflection on challenges and feasibility. Links to curricula and potential courses Research Methods in LIS; Evaluation of Educational Programmes; Curriculum Design; Gender Studies. Suggestions for adaptation Can be implemented as a compact methods workshop or integrated piece by piece into longer research-methods courses. Licence and citation Recommended licence: CC BY. 65 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 4. Conclusions and future use Finally, the reusable nature of the prototype teaching packages and the multilingual OER developed under WP2 strengthens the sustainability of the GEDIS results. It enables partners and external institutions to adapt and extend these materials beyond the lifetime of the project, while maintaining a strong focus on gender equality in information science education. The educational frameworks and resources presented in this report will be reused and further validated in future project activities, including the Summer School in Opava (WP4), the workshop in Sarajevo (WP4) the workshop and online activities with Bosnian librarians, and the development of toolkits for students, professors and librarians (WP6). These activities will ensure continuity between the analysis, design and implementation phases, and will support the gradual mainstreaming of gender perspectives in teaching practice. This report documents WP2 Result 3 by presenting a coherent set of prototype teaching packages built around multilingual OER. In doing so, it contributes directly to the WP2 objectives and provides a practical foundation for subsequent work on innovative, gender-responsive teaching in information science across the GEDIS consortium.