"This report defines and takes the pulse of five vital elements of digital learning. It contributes to the ongoing yet urgent aim of transforming education, and offers steps to recovery through child-centered, equity-driven, and innovative solutions. The five vital elements covered are ICT in educat
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ion policies and financing, digital learning platforms and content, teachers and school leadership, digital literacy, and holistic learning opportunities within and beyond classrooms. The report calls for a whole-of-system approach to digital learning, which includes increased resources, addressing the digital and usage divides, empowering teachers and school leaders, developing digital literacy among all groups, and meeting children where they are through entertaining and educational content and a mix of technologies. Particular attention should be given to gathering more data and evidence, which are sorely lacking; centering initiatives and solutions around the needs of marginalized learners and families, especially in low- and lower-middle income countries; and ensuring a holistic approach that considers all the vitals to make digital learning safe, equitable, engaging and effective." (Publisher description)
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"The Introduction to Technology Enabled Learning MOOC (TELMOOC), a massive open online course developed by the Commonwealth of Learning and Athabasca University, was offered a total of ten times between January 2017 and July 2021. The purpose of TELMOOC was to provide an accessible learning opportun
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ity to teachers, particularly for those in the Global south, to expand upon their knowledge and skills regarding the use of technology and open educational resources in teaching and learning. Designed with the inquiry MOOC (iMOOC) model that complies with the Community of Inquiry framework, the TELMOOC has been successful as a large-scale educational implementation. This book presents a critical perspective into the design and delivery of the TELMOOC. Of particular interest to administrators, educators, and instructional designers is the descriptions and outcomes of the course from the view of the participants. How and why the course interactions were incorporated to descriptions of new educator roles are included in this research-based book that intends to provide a roadmap for others to follow. Articulated in the book is a proposed way in which MOOCs completion rates should be reported as well as an introduction to a holistic quality framework for MOOCs (The PAGE MOOC Success framework). Finally, an evidence-based model of online delivered teacher professional development for MOOCs is outlined showcasing the experiential opportunities provided to educators in the TELMOOC." (Publisher description)
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"This document addresses open and distance learning (ODL) in a variety of environments where education and learning are increasingly technology mediated, whether it be completely at distance or an increasingly prevalent blended framework where students use technology part of the time. During times o
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f emergency or in response to situations of global significance, it may be necessary for institutions to move learning rapidly and unexpectedly to an ODL environment. While some institutions have systems already in place, many do not and may be significantly challenged by these events. As has been seen during the recent and ongoing COVID-19 pandemic, governments, educational institutions, instructors and quality assurance bodies have had to make adjustments to teaching and learning to accommodate the movement restrictions imposed on populations to control the virus. A number of challenges may be encountered during movement to online learning, including ensuring that appropriate content delivered through platforms is available and accessible for all students, that the needs of students with disabilities have been considered, that training for those delivering and receiving the teaching and learning is available, and that appropriate support people can work with the students." (Introduction)
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"The Brazilian educator Paulo Freire (1921-1997) is one of the most important thinkers of the 21st century, figuring among the most quoted authors in the fields of education and social sciences all over the world. He is also a core reference to an infinite number of grassroots and activist initiativ
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es globally. This book celebrates his birth centennial with a collection of 19 contributions from both experienced and young media and communication scholars and activists working in 11 countries. They reflect and debate Freire’s principles and ideas, revisiting their origins and interrogating their relevance to current challenges and struggles. The result can be summarized as a claim for affect as the core feature of social change and a tool for yielding resistance." (Publisher description)
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"History textbooks are the only history books that the majority of people read in their lives. This article investigates the impact of history textbooks on young Chinese people’s understanding of their nation’s modern history, as revealed on the popular microblogging site SinaWeibo. We analysed
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posts related to history textbooks and their representations of three contentious turning points in the communist historical narrative: the May Fourth Movement of 1919, the nationalist assault on the communists in 1927 and the Yan’an Rectification Movement of 1942. Widespread engagement with and recollection of history textbook content indicates a substantial impact of these textbooks on people’s understanding of the past and a willingness to relate that past to the present. Responses to textbooks vary widely, from acceptance of the textbook narrative and the expression of strong patriotic and emotional connections to the past as presented in textbooks to open and angry critique." (Abstract)
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"Ler – no sentido pleno da etimologia latina, de 'colher com os olhos' – as páginas deste Comunicação e sociedade: métodos freirianos, é um alento em tempos em que a educação se instrumentalizou a serviço do capital e a comunicação reduziu-se à esfera da midiatização. Sobre o conjun
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to dos textos – variados em seus espectros temáticos; rigorosos na síntese que fazem da obra freiriana, tão extensa e complexa; percucientes nos argumentos e proposições habilmente apresentados –, pode-se dizer que paira a efígie de Jano. Cada um deles, a seu modo, ao mesmo tempo em que inventaria o pensamento de Paulo Freire, percorrendo seu trabalho por meio de viva interlocução, paráfrases e citações, também compulsa essa extraordinária herança em perspectiva prospectiva, isto é, projetando (atente-se para o étimo pro-jectu, “lançado para diante”) o desejo de uma sociedade mais justa, mais feliz, mais humana." (Prefácio, página 9-10)
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"This document is part of the UNESCO Open Science Toolkit, designed to support implementation of the UNESCO Recommendation on Open Science. It has been produced in partnership with the Open Access Scholarly Publishing Association (OASPA), a diverse community of organizations engaged in open scholars
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hip. The aim is to provide practical assistance to the open access publishing community to better understand the Recommendation by highlighting the areas that apply to open access publishers who wish to support its implementation." (Page 1)
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"ICLI is an annual International Conference on Learning Innovation (ICLI) hosted byUniversitas Negeri Malang, Indonesia in collaboration with the Islamic Development Bank (IsDB) and Indonesian Consortium for Learning Innovation Research (ICLIR) as well as Univerisiti Teknologi MARA Cawangan Perlis,
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Malaysia serving as co-organizer this year. The conference aims to gather researchers, practitioners, students, experts, consultants, teachers and lecturers to share their insights and experiences on research not only in constructing innovations in learning but also the knowledge of learner's capability. The learners who are characterized as creative and competent by having the ability to understand what they have learned and capable of taking initiative and thinking critically. In addition, ICLI is organized on the basis of the trend in the 21st century, categorized by the increasing complexity of technology and the emergence of a corporate restructuring movement. This book is the proceeding of ICLI 2021, containing a selection of articles presented at this conference as the output of the activity. Various topics around education are covered in this book and some literature studies around specific topics on learning and education are covered as well." (Publisher description)
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"This volume investigates the uptake of 'open learning' in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to prom
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ote a better understanding of open learning practices across the Post- School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro- credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting 'open learning' as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser's theory of social justice as 'participatory parity' to better understand the ways in which 'open learning' may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa." (Publisher description)
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"This book provides a practical and thorough guide to the production of effective broadcasting for development. It covers four key areas of communication: humanitarian broadcasting in emergencies; distance learning; empowerment, good governance and human rights; broadcasting for behaviour and social
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change. Tuckey takes us through each stage from project design, to selecting and training a production team and developing formats, with key emphasis on the inclusion of local communities." (Publisher description)
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"Der Klimawandel ist eine der größten Herausforderungen unserer Zeit. Schulen tragen eine große Verantwortung, junge Menschen mit dem nötigen Wissen über Ursachen und Lösungsmöglichkeiten auszustatten. Die Studie des Instituts für ökonomische Bildung (IÖB) zeigt allerdings, dass Schülerin
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nen und Schüler in der Schule nur wenig zu Themen wie dem Emissionshandel, der Ökosteuer oder anderen Markt- und Anreizlösungen erfahren. Auch die Perspektive von Verbrauchern und Unternehmen wird selten berücksichtigt. Nur wenn diese Bildungslücke geschlossen wird, sind junge Menschen in der Lage, politische und ökonomische Lösungsvorschläge adäquat zu bewerten." (https://shop.freiheit.org)
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