commbox Educational Media

"Das Handbuch ist ein vollständiges Kompendium der Didaktik des Lehrens und Lernens mit digitalen Medien. Die Autor:innen stellen Konzepte zum Aufbau und zur Entwicklung virtueller Lehr- und Lernumgebungen vor. Auf dieser Grundlage können E-Learning-Angebote für alle Bildungsbereiche konzipiert w ... more

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Mediendidaktik: Konzeption und Entwicklung digitaler Lernangebote

Michael Kerres

Berlin: De Gruyter Oldenbourg, 5th ed. (2018), xi, 546 pp.

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Comunidad de aprendizaje online como medio de capacitación de agentes sociales y pastorales

Ary Waldir Ramos Díaz

Bogotá: Consejo Episcopal Latinoamericano (CELAM) (2018), 279 pp.

"La investigación partió de la experiencia concreta de formación E-learning de Bolivia y Guatemala y obligó a profundizar en los antecedentes históricos y técnicos del desarrollo de las tecnologías y en los datos de la realidad global sociopolítica y económica. También el autor, sin ignora ... more

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Digital Media in Education: Teaching, Learning and Literacy Practices with Young Learners

Michelle Cannon

Cham: Springer (2018), xi, 322 pp.

"This book argues for dynamic and relevant school experiences for primary and early secondary learners that embed digital media production. It proposes a vision of literacy that combines new technologies with multiple modes of meaning-making. Drawing on theories related to cultural studies, media li ... more

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Procesos interactivos mediáticos de Radio Sutatenza con los campesinos de Colombia (1947-1989)

Hernando Vaca Gutiérrez

Cali: Programa Editorial Universidad Autónoma de Occidente (2017), 385 pp.

"Radio Sutatenza nació en el año de 1947 como una emisora rural de carácter cultural, fundada por el padre José Joaquín Salcedo, para ofrecer educación fundamental integral a los campesinos de Colombia y, de esta manera, transformar sus condiciones de vida personales, familiares y sociales. Co ... more

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The Future of Learning and Technology in Deprived Contexts

Tim Unwin, Mark Weber, Meaghan Brugha, David Hollow

London: Save the Children (2017), 51 pp.

"This report has focused on predicting what basic education, the use of ICTs, and the ways that these technologies will contribute to education will look like by 2025, with a particular emphasis on the implication for those living in the most deprived locations. Three broad conclusions are appropria ... te. First, there is immense diversity, not only in education delivery but also in access to, and use of, ICTs. This will remain the case in 2025, and the resultant inequalities might well be very much worse than they are today. If current trends continue, then the use of technologies by the rich will be markedly different from the use of ICTs by the poor. The most deprived will continue not to have access to ICTs, will continue not to benefit from them, and will become relatively more disadvantaged. However, millions of slightly better off poor people will indeed be able to benefit from the potential that existing ICTs will be able to deliver over the next decade, especially in terms of access to educational content that may enable them to live more fulfilled lives. Second, for education systems to be improved, especially for the poorest and most marginalised children, there must be a fundamental rethinking of the vision for education in almost every country of the world. Educational change is slow, but some of those consulted for this report were optimistic, and thought that the pressure for change will soon become so high that governments will have to respond by instigating fundamental reforms. These, though, will be very expensive, and it still remains unclear how they will be funded and implemented. While the ICT sector is still likely to experience much rapid innovation, it is much more probable that the education sector will only evolve slowly. It is therefore also important that these technologies are used to enhance opportunities for learning everywhere, even where the education systems are slow to evolve. Third, there have indeed been many exciting and innovative uses of technology within education over the last two decades, and some of these are already being applied in contexts of both physical and socio-cultural deprivation. However, all too often those implementing ICTs initiatives in the education sector focus primarily on the technologies, rather than the education. If technology is indeed to be used to support learning, both in school and out of it, there needs to be a complete reversal of much current practice. The focus must be first on the education, and only then on the various technologies that can help deliver it." (Conclusions, page 20) more

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Radio as an Educational Tool in Developing Countries: Its Evolution and Current Usages

Bhaskar Sarmah, Sukmaya Lama

International Conference on Developmental Interventions and Open Learning for Empowering and Transforming Society (2017), 14 pp.

"This paper makes an attempt to trace the evolution and growth of radio as a tool of education, particularly distance education in the developing countries. Apart from that, the paper also makes an attempt to outline the content of the Radio programmes across these countries of the world. Last, but ... more

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Consumer Testing: A “How-To” Guide for Educational Materials

Tobacco Education Clearinghouse of California (TECC) (2017), 15 pp.

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Textbook Provision for All: Lessons Learned from the General Education Quality Improvement Project (GEQIP)

Girma Woldetsadik, Chandrani Raysarkar

Washington, DC: World Bank Group (2017), xiv, 40 pp.

"Ethiopia printed more than 78 million textbooks for 20.1 million students under GEQIP1. When the current reliance on development partners to provide teaching/learning materials comes to an end, these impressive gains can be sustained only if the Ethiopian government allocates adequate, predictable ... yearly financing from the treasury to do so. Based on the experience of GEQIP1, the average budget to sustain the provision of textbooks and teaching guides is estimated at 6–8 percent of the yearly recurrent budget for education (8–10 percent if supplementary materials are added). A second prerequisite for sustaining these gains is to develop an effective information management system to track national demand for textbooks in relation to supply and facilitate inventory control. To handle the complexities of international competitive bidding and maintain a strict timeline for routine delivery, the MoE should plan a robust capacity-building exercise that will help Ethiopia not only to manage textbook provision for larger linguistic groups but mainstream access to textbooks for minority groups as well. Lack of expertise and limited production facilities of local publishers and printers have required the government to resort to international alternatives, sometimes to the detriment of local enterprises. Given that it would be preferable to rely on local suppliers to produce teaching/learning materials of comparable quality to those produced internationally, a systematic effort is essential to scale up local capacity and enable the local printing industry to become competitive in supplying national requirements. As in many nations, Ethiopia’s weakest link in the textbook supply chain is the distribution system. Schools in rural and remote areas suffer the most. Restructuring the delivery system would ensure more timely distribution of teaching/learning materials from districts (woredas) to schools. Finally, students must be encouraged to bring their textbooks to school rather than keep them at home for fear of damaging them and incurring fines. Teachers, who are the primary facilitators of learning, must be trained in effective handling of textbooks and to play an active role in sensitizing families to the importance of using textbooks in the classroom." (Main findings, page xiv) more

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Orientaciones para docentes y recursos digitales para atender a la diversidad en la educación a distancia en el contexto del COVID 19

UNICEF (2017), 22 pp.

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Reading the Past, Writing the Future: Fifty Years of Promoting Literacy

Paris: UNESCO (2017), 92 pp.

"Reading the past, writing the future: Fifty years of promoting literacy" takes stock of youth and adult literacy interventions which have been implemented since 1966, when UNESCO held its first International Literacy Day. The publication sheds light on the literacy-related challenges the world is n ... more

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Innovative Strategies for Accelerated Human Resource Development in South Asia: Information and Communication Technology for Education. Special Focus on Bangladesh, Nepal, and Sri Lanka

Manila: Asian Development Bank (ADB) (2017), xi, 156 pp.

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Radio Sutatenza: Una revolución cultural en el campo colombiano (1947-1994)

Juan Pablo Angarita Bernal et al.

Bogotá: Banco de la República;Biblioteca Luis Ángel Arango (2017), 176 pp.

"En esta publicación se reproducen algunos ensayos escritos por los curadores e investigadores de la exposición itinerante “Radio Sutatenza: una revolución cultural en el campo colombiano (1947-1994)”, que ha viajado por distintas sucursales de la Red de Bibliotecas del Banco de la República ... more

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Praxishandbuch Historisches Lernen und Medienbildung im digitalen Zeitalter

Daniel Bernsen, Ulf Kerber (eds.)

Bonn: Bundeszentrale für politische Bildung (bpb), Lizenzausg. (2017), 447 pp.

"Die Kultusministerkonferenz fordert die systematische Integration digitaler Lernszenarien in die Gestaltung der Unterrichts- und Lernprozesse sowie Medienbildung als integralen Bestandteil aller Unterrichtsfächer. Das von Daniel Bernsen und Ulf Kerber herausgegebene Praxishandbuch „Historisches ... more

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Adoption and Impact of OER in the Global South

Cheryl Hodgkinson-Williams, Patricia B. Arinto (eds.)

Cape Town; Ottawa: African Minds;Research on Open Educational Resources for Development (ROER4D);International Development Research Centre (IDRC) (2017), xiii, 592 pp.

"Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasin ... more

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Puppetry for Education: Breaking Down Barriers for Inclusive Education

Save the Children (2017), 5 pp.

"This is a case story demonstrating how puppetry was integrated into educational programmes in Myanmar to address disabilities and the importance of an inclusive education." (Publisher description)

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Popular Cultural Action, Catholic Transnationalism, and Development in Colombia before Vatican II

Mary Roldán

In: Local Church, Global Church: Catholic Activism in Latin America from Rerum Novarum to Vatican II

Julia G. Young; Stephen J. C. Andes (eds.)

Washington, DC: Catholic University of America Press (2016), pp. 245-274

"This chapter examines the history and development of Popular Cultural Action (Acción Cultural Popular, or ACPO), the multipronged project of Christian revitalization, local empowerment, and communitybased development whose radio education network, Radio Sutatenza, founded by a Colombian parish pri ... est in 1947 to address rural adult illiteracy, became Latin America’s first Catholic radio network and the model for media-based rural education and community development programs in twenty-four countries throughout Latin America, Asia, and Africa. In nearly a half century of existence, ACPO published and distributed more than six million cartillas (illustrated instructional manuals) for its five-point “Fundamental Integral Education” (EFI) program, which included Alphabet, Numbers, Health, Economy and Work, and Practical Spirituality; distributed seventy-six million copies of the newspaper El Campesino; received and answered 1.2 million letters from rural listeners and readers; graduated twenty-three thousand Colombian and foreign radio auxiliaries and community leaders from its training institutes; logged 1.4 million hours of educational broadcasting; and pressed 690,000 records. By 1990, when ACPO was forced to shutter its press and record-cutting studios and sell off its 245 radio network and buildings, it had a presence in hundreds of rural parishes stretched across the length and breadth of Colombia, and its broadcasts and educational materials were frequently acknowledged as inspiration for many a professional of rural origin. ACPO was but one among many other Colombian projects inspired by Leo XIII’s Rerum novarum (1891) and spearheaded by both laypeople and clergy that emerged in the period before Vatican II to redress longstanding social, economic, and cultural inequalities made more acute in the first half of the twentieth century by the specter of totalitarianism, economic crisis, rural migration, urbanization, and incipient industrialization. This chapter traces the history of ACPO between 1947 and 1962. It grew from modest origins, conducting adult rural literacy work and basic community-centered development in three small, Central Andean settlements supported by local in-kind contributions and a small diocesan subsidy. Gradually, it would expand into a multimedia-based educational juggernaut with transnational influence, partners, and funding lauded by Pope Pius XII in a 1953 Vatican Radio broadcast heard throughout Latin America. By the late 1950s, ACPO was held as the model for Catholic-directed, radio-based rural education and community development. ACPO’s success and eventual influence beyond Colombia’s borders was partly the result of Catholic transnational activism occurring in the decades before Vatican II. Efforts to redress the excesses of unrestrained capitalism and to build a community based in papal encyclicals such as Rerum novarum or Quadragesimo anno, even when they stopped short of advocating the kind of structural, grassroots Christian base community approach embraced by Liberation theology, I suggest, laid the foundations for participatory and transformative forms of social action that emerged after Vatican II." (Pages 245-246) more

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The Scramble for Textbooks in Tanzania

Sonia Languille

African Affairs, volume 115, issue 458 (2016), pp. 73-96

"In 2014, the Chama Cha Mapinduzi (CCM) government in Tanzania decided to discontinue the market-based system for textbook provision that was established in the early 1990s and revert to full state control. Drawing on the theory of political settlements and the literature on Tanzania's industrial po ... more