"Das Handbuch »Spielen. Lernen. Wissen. Einsatzmöglichkeiten von Games in der Bildung« veranschaulicht, wie sich digitale Spiele in verschiedenen Bereichen der Bildung einsetzen lassen – zum Beispiel im Schulunterricht, in der Sozialen Arbeit mit Kindern und Jugendlichen oder in der Aus- und We
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iterbildung. Das Handbuch richtet sich als Nachschlagewerk, Ratgeber und Inspirationsquelle insbesondere an Vertreter*innen von Bildungsorganisationen und bildungspolitisch verantwortlichen Stellen." (Rückseite)
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"Este libro ofrece una historia institucional de una de las radios educativas más destacadas en Amércia Latina. Radio Santa María nació 1956 en La Vega, concebida por visionarios de la Compañía de Jesús y laicos entusiastas que querían aprovechar el nuevo medio para acompañar a las comunida
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des campesinas de la zona. 15 años después, se unió la escuela radiofónica, y ambos componentes definieron la misión y las actividades de la obra, al servicio de los más vulnerables y de la Iglesia." (Cubierta del libro)
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"This Handbook on Online Education in Commonwealth Asia aims to provide a snapshot of online education in the Commonwealth countries that CEMCA serves. It examines the country and institutional policy for online education and assesses online education strategies in the respective countries. It inclu
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des country case studies of Bangladesh, Brunei, India, Malaysia, Maldives, Pakistan, and Singapore." (Publisher description)
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"This book introduces the potential of gamification and games to solve the great societal and organisational challenges that corporations and public institutions are dealing with today. It is written for innovation professionals, entrepreneurs, game designers, and students who seek to understand and
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apply the potential of gamification and games in different organisations. The essential insights from this book build on results from the European GAMIFY project: It leverages the knowledge of more than 150 experts we interviewed and the lessons learned from developing games responding to innovation challenges in leading European firms. GAMIFY stands for 'Games as Methods to enhance Innovation and Entrepreneurship'. The project was motivated by the observation that games and gamification have been successfully used to increase productivity within organisations, and in isolated initiatives, also to facilitate the innovation and entrepreneurship (I&E) capabilities of organisations." (Preface, page 5)
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"This electronic publication about smart education strategies for building the resilience of education and training systems in the postpandemic environment provides a framework to develop appropriate policy and strategy in existing and emerging forms of schooling, higher education, technical and voc
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ational education, and training (TVET), adult education and lifelong learning, including formal, nonformal and informal educational environments. While the discussion takes a historical view, it is also forward-looking and future-oriented. It hopes to contribute to ongoing, evolving conversations and debates on appropriate smart education policy development. The publication reviews the status of smart education policies in 10 countries. It includes 15 case studies within the six policy themes: infrastructure, curriculum and pedagogy, digital education resources and platforms, skills and competencies, governance, management and administration, and partnership. A policy template and a mechanism for monitoring and evaluating smart education policy implementation included in the publication would help the UNESCO Member States adopt smart education policies and strategies." (Back cover)
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"Der Beitrag untersucht die Darstellung des globalen Südens anhand der Themen Armut, Entwicklungszusammenarbeit und Kolonialismus in Hamburger Schulbüchern der Mittel- und Oberstufe. Er kommt zu dem Schluss, dass sich oftmals rassistische Elemente in dieser Darstellung aufzeigen lassen: in der Geg
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enüberstellung von aktiven, wissenden, aufgeklärten Weißen und passiven, unwissenden, rückständigen Nichtweißen; in der Verharmlosung des Kolonialismus und der Geringschätzung seiner Opfer; sowie in der Konstruktion von afrikanischen und asiatischen Säuglingen als einer Bedrohung für die Menschheit." (Zusammenfassung)
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"Das vorliegende Methodenbuch zeigt Möglichkeiten auf, wie das Potenzial digitaler Medien anhand unterschiedlicher Lernprozesse wie individualisiertem, kollaborativem/kooperativem, inklusivem, gamebasiertem/gamifiziertem sowie immersivem Lernen sinnvoll genutzt werden kann. Es werden jeweils die di
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daktischen Besonderheiten, verschiedene Methoden und die entsprechenden digitalen Werkzeuge vorgestellt. Beispiel für Kollaboratives/Kooperatives Lernen: Kollaborative Gestaltung des Schreibprozesses (Board, Etherpad, Workchat, Wortwolke); Digitales Storytelling (Blog, Microblogging-Dienst, Website); Auditive Umsetzung (Audioguide, Hörspiel, Podcast); Filmische Umsetzung (Erklär- und Lernvideos, Vlogs)." (Verlagsbeschreibung)
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"Starting from the assumption that media play a crucial role for populist discourses of authenticity, the volume moves beyond conventional and social media by expanding its focus to media in formal education, notably school textbooks and curricula. These two particular media formats lastingly shape
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younger generations and thus the future. The proposed volume adopts global perspectives from three postcolonial countries that are often beyond the scope of studies dealing with populist discourses and media entanglements - insights that contribute new aspects to international scholarly debates." (Publisher description)
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"The purpose of this review is to support education practitioners, host country government representatives, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiative
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s designed for diverse learners and implemented both within and outside of learning institutions. This review covers the four key distance learning modalities: radio/audio, television/video, mobile phone, and online learning. Printed texts, which are often developed to accompany these first four modalities, can also be a fifth modality in contexts where technology is not used. Most of the data sources were drawn from work in the primary education sub-sector. However, much of the guidance can be applied to secondary and tertiary-level distance learning. This review is also applicable to data collection in both crisis and non-crisis contexts. This review presents a roadmap that guides users through four steps of planning and designing how distance learning delivered through any of these modalities can be monitored and evaluated. Step 1: Determine the Objectives of Monitoring and Evaluating Distance Learning; Step 2: Determine What Will Be Measured (Reach, Engagement, and Outcomes); Step 3: Determine How Data Will Be Collected (In-Person or Remotely); Step 4: Determine the Methods and Approaches for Measurement. Based on emerging global evidence, this review guides users through the process of measuring the reach, engagement, and outcomes of distance learning initiatives. In addition to providing step-by-step guidance, this review provides three overarching recommendations for developing and implementing evidence-based monitoring, evaluation, and learning (MEL) plans for distance learning initiatives." (Executive summary)
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"The DRM ebook makes a strong case for using DRM for distance learning. TV, online, mobiles (WhatsApp) have been used patchily for elearning, but radio brings something unique to the table. Being a “one-to many” platform, digital radio can deliver audio and text over vast areas and, therefore, t
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o all the schools and students in villages far away or in busy cities, with the same content and quality and without any discrimination." (Introduction)
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"Con esta sistematizacón nos proponemos una re-visita sobre la situación de la educación de personas jóvenes y adultas en 4 países de la subregión andina, a saber, Colombia, Ecuador, Péru y Venezuela a partir de los testimonios de estudiantes, docentes, facilitadores/as voluntarios/as, person
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al directivo y expertos/as invetigadores/as. En su propia voz intercambiamos las denuncias, las expectativas y demandas de este grupo poblacional que ha sido expulsado del sistema educativo por sus condiciones de origen, y que con la pandemia corren el riesgo de exclusión. El seriado'Contra Viento y Marea' cuntea con 23 historias que se nutrieron de la revisión de antecedentes relevantes, información institucional, así como la data intercambiada por el equipo de producción comunicativa (fichas de contexto y entrevistas). Se enmarcan de la propuesta de educación radiofónica en los casos de Ecuador y Venezuela por un lado, educación a distancia y/o semipresencial en los casos de Colombia y Perú, por otro." (Introducción, página 4)
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"High-quality digital learning offers potential economic and social advantages but also could easily lead to a widening gap between economically advanced and low-income countries. Within countries without suitable policy, it could also generate increasing inequity between the rich, who can afford th
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e technology, and the poor, who will not be able to access it. The main purpose of this paper is to look at what policies are needed to maintain high-quality and equitable access to digital learning, especially in light of experience from responses to the COVID-19 pandemic. The paper addresses technological, social and age factors influencing access to and uses of digital learning and makes several different policy recommendations for governments, institutions and teachers." (Abstract)
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"This document is organized into eight chapters that review the history and uses of interactive audio instruction (IAI) as an educational resource, including its methodology, achieved results, and potential to support provision in emergency or crisis situations. Intended as a practical tool for poli
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cy-makers, the handbook discusses the cost of IAI and the elements that contribute to its sustainability. It examines how to assess whether IAI is suitable in a particular context, describing common challenges, conditions for production, and partnership opportunities, and offering a detailed checklist with which to evaluate IAI’s potential for success in a given situation. The handbook also considers how to plan for the implementation of IAI. A decision tree is presented to illustrate the available options, guide the programme planning and development timelines, and advise on the propitious development context in terms of partnerships for successful implementation. The four appendices include a video introduction to this report (appendix A), a summary of notable implementation examples with links to key documentation (appendix B), a complete catalogue worldwide programming (appendix C) and case studies outlining the programming created in the Southern African Development Community (appendix D)." (Introduction, page 8)
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"Was ist aus Schulbüchern über Afrika zu lernen und woher kommen diese Wissensbestände? Schulbuchproduktion wird in diesem Band als Knotenpunkt gesellschaftlicher Diskurse und Praktiken verstanden und Schulbuchwissen im Kontext seiner Produktionsbedingungen sowie der gesellschaftlichen Debatten a
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nalysiert. Mit Blick auf die Schulbuchproduktion wird gezeigt, dass die Vorstellung, dass Schulbücher in einem Top-down-Modell produziert werden, relativiert werden muss. Zudem wird sichtbar, wie viele unterschiedliche Akteurinnen und Akteure im Bildungsbereich um Afrikawissen rangen. Lars Müller zeichnet das Spektrum des Sagbaren in Bezug auf Afrikawissen nach und zeigt, wie sich manche Wissensbestände durchsetzten und andere randständig blieben." (Verlagsbeschreibung)
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