This document discusses the development of inclusive e-learning content that is bias-free, pedagogically flexible, customizable, and accessible for all learners regardless of their background. It recognizes that all content inherently contains biases and examines different types of biases that can exist in educational materials like ageism, ableism, nationalism, racism, and religious biases. The document emphasizes that inclusive content must consider learners' social and economic realities to be truly accessible. It argues that addressing exclusion in education is urgent given data showing high dropout rates and low literacy skills in Europe that could limit future employment opportunities without intervention.
The document discusses different approaches to literacy including functional literacy and critical literacy. Functional literacy focuses on teaching skills to achieve social goals within existing systems, while critical literacy questions dominant institutions and aims to develop critical thinking. The author argues that literacy programs in Colombia have likely focused on functional models that do not empower learners to question power structures. Statistics show 98% youth literacy but lower secondary school attendance, suggesting programs have emphasized basic skills over critical analysis.
The document introduces various types of e-content including open educational resources (OERs), reusable learning objects (RLOs), eBooks, online dictionaries, and encyclopedias. It provides examples of OERs like MIT OpenCourseware and OpenLearn which provide free educational content. RLOs are described as interactive online resources focused on a single learning objective. Examples of eBook sources include Project Gutenberg and online library collections. Overall the document serves to define and provide examples of different forms of digital educational content available online.
E-content development using MultimediaTanvi Vahora
This document discusses e-content development using multimedia. It describes the phases of e-content development as analysis, design, implementation, testing, and evaluation. Multimedia is defined as using computers to integrate text, graphics, video, animation, and sound. Characteristics of multimedia systems include being computer controlled and having integrated and digitally represented information. Components include capture devices, storage devices, communication networks, computer systems, and display devices. Common multimedia elements in e-content are described as text, pictures, animation, presentations, sound, and video. Various Adobe software used for multimedia development are also outlined, including Photoshop, Flash, InDesign, Illustrator, Audition, and Premiere Pro.
This document discusses the development of e-content on the topic of separating mixtures. It aims to explain the concept of different types of mixtures and techniques for their separation. These techniques include distillation, chromatography, sedimentation, filtration, decantation and evaporation. Distillation separates mixtures by selective vaporization and condensation. Chromatography separates mixtures based on differences in solubility and adsorption. Sedimentation, filtration and decantation separate mixtures based on differences in properties like size, shape and density. Overall, the document conveys that separation techniques exploit differences in chemical or physical properties between mixture components.
Human activities like burning fossil fuels for electricity, industry and transportation are the primary cause of air pollution according to the document. Burning coal and petroleum releases sulfur oxides, nitrogen oxides and other pollutants. Vehicles that burn gasoline and diesel also emit carbon monoxide, carbon dioxide and particulate matter. While some natural sources of air pollution exist, human activities are largely responsible and modifying these activities can help control air pollution.
This document provides contact information for Parham Baghestani and Rahele Farnia who work as content producers at eContent. It lists their email addresses and the company website. It also lists several Adobe software programs and content formats, like SCORM, that the content producers have experience working with to create eLearning content.
Half of Malaysian higher education institutions surveyed have a dedicated center for developing e-learning content. The main strategy used is collaboration between these centers and subject matter experts. The most commonly used applications for development are Flash, Articulate, and Adobe Captivate. Lecturers, graphic designers, and multimedia developers are primarily involved in content creation. Major support provided includes advice, equipment, and training, though few institutions offer development grants. The main challenges facing institutions are lack of motivation, specialists, and funding among staff. Copyright issues also present difficulties for most schools.
This document discusses the impact of the internet and e-learning on education. It notes that e-resources have provided easy access to books and journals for students. E-learning has grown due to the internet providing access to information. E-learning uses computer and web technology to bridge the gap between teachers and students. It allows for individualized, interactive, and learner-centered education. Monitoring and grading systems track student progress. The internet is transforming education and many universities may have less attraction by the end of the decade without adapting to e-learning.
The document discusses different approaches to literacy including functional literacy and critical literacy. Functional literacy focuses on teaching skills to achieve social goals within existing systems, while critical literacy questions dominant institutions and aims to develop critical thinking. The author argues that literacy programs in Colombia have likely focused on functional models that do not empower learners to question power structures. Statistics show 98% youth literacy but lower secondary school attendance, suggesting programs have emphasized basic skills over critical analysis.
The document introduces various types of e-content including open educational resources (OERs), reusable learning objects (RLOs), eBooks, online dictionaries, and encyclopedias. It provides examples of OERs like MIT OpenCourseware and OpenLearn which provide free educational content. RLOs are described as interactive online resources focused on a single learning objective. Examples of eBook sources include Project Gutenberg and online library collections. Overall the document serves to define and provide examples of different forms of digital educational content available online.
E-content development using MultimediaTanvi Vahora
This document discusses e-content development using multimedia. It describes the phases of e-content development as analysis, design, implementation, testing, and evaluation. Multimedia is defined as using computers to integrate text, graphics, video, animation, and sound. Characteristics of multimedia systems include being computer controlled and having integrated and digitally represented information. Components include capture devices, storage devices, communication networks, computer systems, and display devices. Common multimedia elements in e-content are described as text, pictures, animation, presentations, sound, and video. Various Adobe software used for multimedia development are also outlined, including Photoshop, Flash, InDesign, Illustrator, Audition, and Premiere Pro.
This document discusses the development of e-content on the topic of separating mixtures. It aims to explain the concept of different types of mixtures and techniques for their separation. These techniques include distillation, chromatography, sedimentation, filtration, decantation and evaporation. Distillation separates mixtures by selective vaporization and condensation. Chromatography separates mixtures based on differences in solubility and adsorption. Sedimentation, filtration and decantation separate mixtures based on differences in properties like size, shape and density. Overall, the document conveys that separation techniques exploit differences in chemical or physical properties between mixture components.
Human activities like burning fossil fuels for electricity, industry and transportation are the primary cause of air pollution according to the document. Burning coal and petroleum releases sulfur oxides, nitrogen oxides and other pollutants. Vehicles that burn gasoline and diesel also emit carbon monoxide, carbon dioxide and particulate matter. While some natural sources of air pollution exist, human activities are largely responsible and modifying these activities can help control air pollution.
This document provides contact information for Parham Baghestani and Rahele Farnia who work as content producers at eContent. It lists their email addresses and the company website. It also lists several Adobe software programs and content formats, like SCORM, that the content producers have experience working with to create eLearning content.
Half of Malaysian higher education institutions surveyed have a dedicated center for developing e-learning content. The main strategy used is collaboration between these centers and subject matter experts. The most commonly used applications for development are Flash, Articulate, and Adobe Captivate. Lecturers, graphic designers, and multimedia developers are primarily involved in content creation. Major support provided includes advice, equipment, and training, though few institutions offer development grants. The main challenges facing institutions are lack of motivation, specialists, and funding among staff. Copyright issues also present difficulties for most schools.
This document discusses the impact of the internet and e-learning on education. It notes that e-resources have provided easy access to books and journals for students. E-learning has grown due to the internet providing access to information. E-learning uses computer and web technology to bridge the gap between teachers and students. It allows for individualized, interactive, and learner-centered education. Monitoring and grading systems track student progress. The internet is transforming education and many universities may have less attraction by the end of the decade without adapting to e-learning.
This document discusses student-generated digital textbooks. It provides reasons why students use digital textbooks, including lower costs, portability, interactivity, and frequent updates. It also outlines the process for creating a digital textbook, which includes aggregating sources of information, curating the most relevant sources, and designing how the curated resources will be presented for a class. The transition to digital textbooks has benefits but also challenges regarding access, literacy, teaching methods, and issues of value, quality, privacy and intellectual property.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
A presentation from the JISC Programme Meeting for its Content Programme for 2011 http://www.jisc.ac.uk/whatwedo/programmes/digitisation/econtent11.aspx
I gave this talk at the 2009 Association of Subscription Agents. It describes the concept of technology waves, and how we are at the start of the semantic web waves. The presentation describes two projects Talis is undertaking with scholarly content around the semantic web - a society social networking prototype called Xiphos Network and a product called Talis Aspire to deliver eContent to end users via scholarly resource lists.
This document discusses the use of audio and video in e-content development. It defines multimedia and audio/video, noting their significance in capturing interest and contributing to learning. Advantages for learners include control over pace and selective reading. The document outlines objectives like scripting and manipulating sound waves for audio work. It recommends tools like Audacity for recording and editing audio, and Any Video/Audio Converter for converting formats. Finally, it provides exercises for using Audacity's audio editing features.
The document discusses a financial circle but provides no details about its purpose or members in the 2 pages. It is unclear what information is contained in the document based on the limited information provided.
Success Strategies for Electronic Content Discovery and AccessCatherine Giffi
The document discusses improving discovery and access to e-content licensed by libraries. It summarizes a white paper focusing on improving data exchange between publishers, service providers, and libraries. Key issues identified include incomplete or inaccurate metadata, lack of synchronization between metadata and holdings data, and libraries receiving data in multiple formats. Recommendations include using identifiers and standards like KBART and MARC, synchronizing data, and providing direct holdings data to service providers. Publishers and aggregators should care because good data leads to higher usage and loyalty while poor data can result in title cancellations. Publishers discussed current efforts to improve metadata and cooperation across the e-content supply chain.
Training & Development - Traditional trainning methodsRaja Manzar
Hands-on training methods have several advantages over traditional lecture-based training:
1) They keep trainees actively engaged in learning by involving them in activities like role-plays, simulations, demonstrations, and practicing skills. This helps trainees better retain the information compared to passive lecture formats.
2) Hands-on methods allow trainees to immediately apply their new skills and behaviors to realistic work-related situations. Being able to practice in a safe environment helps trainees transfer their learning back to the job.
3) Trainers can provide immediate feedback to trainees on their performance of key skills. This feedback helps trainees identify areas for improvement and correctly learn the behaviors demonstrated by trainers.
While hands-on training is
1. The document discusses giftedness in mathematics and identifying and educating gifted students. It defines giftedness as having above average intelligence, task commitment, and creativity.
2. Gifted students exhibit characteristics like large vocabularies, curiosity, ability to learn quickly, and ability to think in unusual ways. They face problems like inability to adjust to substandard teaching.
3. The document recommends educational provisions for gifted students like differentiated curriculums, enrichment programs, ability grouping, and encouraging participation in competitions to develop their talents.
Hot Potatoes is a free software program that allows teachers to create online exercises like fill-in-the-blank, matching, multiple choice, and jumbled sentence activities. The document outlines how to install Hot Potatoes, create questions using its different applications like JCloze, and provides examples of how it could be used in a student-centered lesson plan with online and in-class activities.
1) The document discusses different types of learners - gifted learners, slow learners, and culturally deprived learners. It outlines characteristics and techniques for identifying and teaching each type of learner.
2) Gifted learners are identified based on test scores, teacher opinions, and critical thinking skills. Slow learners have below average intelligence and struggle with abstract concepts. Culturally deprived learners face obstacles due to their socioeconomic background.
3) The conclusion emphasizes the need for differentiated instruction to meet the unique abilities and needs of each student.
The document provides information about a research methodology workshop including defining research, the different types of research, and the steps involved in designing and conducting research. It discusses selecting a research topic based on criteria like relevance, feasibility, and ethics. It also covers literature searching strategies, sources for medical information online, and tips for effective internet usage for research purposes.
This document discusses strategies for improving mathematics education through e-learning. It defines e-learning as learning utilizing electronic technologies outside the classroom. Several e-learning resources for teaching mathematics are described, including websites that provide online lessons, textbooks, and multimedia tools. E-learning gives students more opportunities to learn mathematics in a fun, engaging way and access resources anywhere through the internet. It concludes that e-learning supports exploring mathematical concepts and increases students' access to information that can enhance their understanding.
This document introduces Chinchu G., a student at New B.Ed. College in Nellimoodu. It discusses the land revenue policies introduced by the British in India, which were divided into three systems: the Permanent Settlement, under which zamindars collected taxes from peasants and paid a fixed amount to the British; the Ryotwari System, where the British company collected taxes directly from farmers; and the Mahalwari System, where taxes were collected through village heads or joint family heads rather than individual farmers.
The document discusses technological pedagogical content knowledge (TPACK) and its importance for effective technology integration in teaching. TPACK is a framework that describes the different types of knowledge teachers need, including content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, and technological pedagogical content knowledge. The purpose of TPACK is to understand how to combine content, pedagogy and technology effectively in technology-enhanced learning environments.
This document outlines a study on developing student-generated e-content for teaching literature. It aims to actively involve learners in creating e-content to make literature learning more meaningful, relevant, and exciting. Key activities included planning, brainstorming, scripting, recording, editing videos on literary elements like title and setting. This led to achievements like increased enrollment for literature and a local digital library. Lessons learned were that learners can greatly contribute to e-content if involved in the process, and that practical, project-based learning engages them more. The future plan is to develop more e-content videos on all literary elements.
This workshop series is designed for K-5 educators and administrators to address the need for ongoing professional development around issues of race, culture, and diversity. The workshops will help build understanding and acceptance among students from different backgrounds. The school serves a diverse population of students from various racial, ethnic, economic, linguistic, and ability backgrounds. The workshops aim to help create a safe, welcoming environment where diversity is accepted and all students are encouraged regardless of their differences.
What were some of the key points in these Discuss.pdfstudywriters
The document discusses key issues faced by immigrants and refugees according to readings, including discrimination, poverty, lack of education and opportunities, language barriers, cultural differences, isolation, and mental health problems. It also discusses how indigenous models and methodologies could help immigrants and refugees adjust by creating community programs, support groups, and education in schools about their new culture and opportunities to participate in traditions from their home country. Strengths include helping with adjustment, but difficulties include models not being familiar or able to address all needs. The response identifies with these issues as an immigrant and from work helping immigrants. It says the narratives provide a deeper understanding of challenges faced and strength/resilience needed, and of the importance of indigenous models.
Developing Cultural Competence for Employment AbroadElizabeth Byars
Just as you spent hours crafting your resume, combing job listings, and navigating visas and contract agreements, you must also take the time to evaluate and develop your cultural competence.
In short, developing your cultural competence helps you develop the mutual understanding and human relationships that are necessary for achieving your professional goals.
This document contains information and assignments for an education course (EDU 639) on multicultural education. It includes links to tutorials and documents for weekly discussion questions and assignments that address topics like the socio-historical context of multicultural education, bias and social psychology, gender and racism issues in schools, forms of segregation, and approaches to bilingual education. The course materials are meant to help students explore and reflect on issues of diversity, inclusion, and social justice in educational contexts.
The document discusses the "culture of poverty" theory and the impact of socioeconomic status on student success. It warns against deficit theories that link low socioeconomic standing to school failure. Educators are asked to identify a low socioeconomic status student who is not succeeding and analyze what factors beyond their control or a mismatch between home and school culture may be contributing to difficulties. Alternative contributing factors and how teachers can effectively support students despite challenges are also discussed.
The document discusses various topics related to teaching English to linguistically diverse students, including types of bilingual education programs, benefits of maintaining students' home languages, challenges faced by students of color, and the importance of giving pre-service teachers experience in multicultural settings. It also addresses misconceptions about English-only instruction and the need to embrace students' cultural and linguistic backgrounds in the classroom.
This document discusses student-generated digital textbooks. It provides reasons why students use digital textbooks, including lower costs, portability, interactivity, and frequent updates. It also outlines the process for creating a digital textbook, which includes aggregating sources of information, curating the most relevant sources, and designing how the curated resources will be presented for a class. The transition to digital textbooks has benefits but also challenges regarding access, literacy, teaching methods, and issues of value, quality, privacy and intellectual property.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
A presentation from the JISC Programme Meeting for its Content Programme for 2011 http://www.jisc.ac.uk/whatwedo/programmes/digitisation/econtent11.aspx
I gave this talk at the 2009 Association of Subscription Agents. It describes the concept of technology waves, and how we are at the start of the semantic web waves. The presentation describes two projects Talis is undertaking with scholarly content around the semantic web - a society social networking prototype called Xiphos Network and a product called Talis Aspire to deliver eContent to end users via scholarly resource lists.
This document discusses the use of audio and video in e-content development. It defines multimedia and audio/video, noting their significance in capturing interest and contributing to learning. Advantages for learners include control over pace and selective reading. The document outlines objectives like scripting and manipulating sound waves for audio work. It recommends tools like Audacity for recording and editing audio, and Any Video/Audio Converter for converting formats. Finally, it provides exercises for using Audacity's audio editing features.
The document discusses a financial circle but provides no details about its purpose or members in the 2 pages. It is unclear what information is contained in the document based on the limited information provided.
Success Strategies for Electronic Content Discovery and AccessCatherine Giffi
The document discusses improving discovery and access to e-content licensed by libraries. It summarizes a white paper focusing on improving data exchange between publishers, service providers, and libraries. Key issues identified include incomplete or inaccurate metadata, lack of synchronization between metadata and holdings data, and libraries receiving data in multiple formats. Recommendations include using identifiers and standards like KBART and MARC, synchronizing data, and providing direct holdings data to service providers. Publishers and aggregators should care because good data leads to higher usage and loyalty while poor data can result in title cancellations. Publishers discussed current efforts to improve metadata and cooperation across the e-content supply chain.
Training & Development - Traditional trainning methodsRaja Manzar
Hands-on training methods have several advantages over traditional lecture-based training:
1) They keep trainees actively engaged in learning by involving them in activities like role-plays, simulations, demonstrations, and practicing skills. This helps trainees better retain the information compared to passive lecture formats.
2) Hands-on methods allow trainees to immediately apply their new skills and behaviors to realistic work-related situations. Being able to practice in a safe environment helps trainees transfer their learning back to the job.
3) Trainers can provide immediate feedback to trainees on their performance of key skills. This feedback helps trainees identify areas for improvement and correctly learn the behaviors demonstrated by trainers.
While hands-on training is
1. The document discusses giftedness in mathematics and identifying and educating gifted students. It defines giftedness as having above average intelligence, task commitment, and creativity.
2. Gifted students exhibit characteristics like large vocabularies, curiosity, ability to learn quickly, and ability to think in unusual ways. They face problems like inability to adjust to substandard teaching.
3. The document recommends educational provisions for gifted students like differentiated curriculums, enrichment programs, ability grouping, and encouraging participation in competitions to develop their talents.
Hot Potatoes is a free software program that allows teachers to create online exercises like fill-in-the-blank, matching, multiple choice, and jumbled sentence activities. The document outlines how to install Hot Potatoes, create questions using its different applications like JCloze, and provides examples of how it could be used in a student-centered lesson plan with online and in-class activities.
1) The document discusses different types of learners - gifted learners, slow learners, and culturally deprived learners. It outlines characteristics and techniques for identifying and teaching each type of learner.
2) Gifted learners are identified based on test scores, teacher opinions, and critical thinking skills. Slow learners have below average intelligence and struggle with abstract concepts. Culturally deprived learners face obstacles due to their socioeconomic background.
3) The conclusion emphasizes the need for differentiated instruction to meet the unique abilities and needs of each student.
The document provides information about a research methodology workshop including defining research, the different types of research, and the steps involved in designing and conducting research. It discusses selecting a research topic based on criteria like relevance, feasibility, and ethics. It also covers literature searching strategies, sources for medical information online, and tips for effective internet usage for research purposes.
This document discusses strategies for improving mathematics education through e-learning. It defines e-learning as learning utilizing electronic technologies outside the classroom. Several e-learning resources for teaching mathematics are described, including websites that provide online lessons, textbooks, and multimedia tools. E-learning gives students more opportunities to learn mathematics in a fun, engaging way and access resources anywhere through the internet. It concludes that e-learning supports exploring mathematical concepts and increases students' access to information that can enhance their understanding.
This document introduces Chinchu G., a student at New B.Ed. College in Nellimoodu. It discusses the land revenue policies introduced by the British in India, which were divided into three systems: the Permanent Settlement, under which zamindars collected taxes from peasants and paid a fixed amount to the British; the Ryotwari System, where the British company collected taxes directly from farmers; and the Mahalwari System, where taxes were collected through village heads or joint family heads rather than individual farmers.
The document discusses technological pedagogical content knowledge (TPACK) and its importance for effective technology integration in teaching. TPACK is a framework that describes the different types of knowledge teachers need, including content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, and technological pedagogical content knowledge. The purpose of TPACK is to understand how to combine content, pedagogy and technology effectively in technology-enhanced learning environments.
This document outlines a study on developing student-generated e-content for teaching literature. It aims to actively involve learners in creating e-content to make literature learning more meaningful, relevant, and exciting. Key activities included planning, brainstorming, scripting, recording, editing videos on literary elements like title and setting. This led to achievements like increased enrollment for literature and a local digital library. Lessons learned were that learners can greatly contribute to e-content if involved in the process, and that practical, project-based learning engages them more. The future plan is to develop more e-content videos on all literary elements.
This workshop series is designed for K-5 educators and administrators to address the need for ongoing professional development around issues of race, culture, and diversity. The workshops will help build understanding and acceptance among students from different backgrounds. The school serves a diverse population of students from various racial, ethnic, economic, linguistic, and ability backgrounds. The workshops aim to help create a safe, welcoming environment where diversity is accepted and all students are encouraged regardless of their differences.
What were some of the key points in these Discuss.pdfstudywriters
The document discusses key issues faced by immigrants and refugees according to readings, including discrimination, poverty, lack of education and opportunities, language barriers, cultural differences, isolation, and mental health problems. It also discusses how indigenous models and methodologies could help immigrants and refugees adjust by creating community programs, support groups, and education in schools about their new culture and opportunities to participate in traditions from their home country. Strengths include helping with adjustment, but difficulties include models not being familiar or able to address all needs. The response identifies with these issues as an immigrant and from work helping immigrants. It says the narratives provide a deeper understanding of challenges faced and strength/resilience needed, and of the importance of indigenous models.
Developing Cultural Competence for Employment AbroadElizabeth Byars
Just as you spent hours crafting your resume, combing job listings, and navigating visas and contract agreements, you must also take the time to evaluate and develop your cultural competence.
In short, developing your cultural competence helps you develop the mutual understanding and human relationships that are necessary for achieving your professional goals.
This document contains information and assignments for an education course (EDU 639) on multicultural education. It includes links to tutorials and documents for weekly discussion questions and assignments that address topics like the socio-historical context of multicultural education, bias and social psychology, gender and racism issues in schools, forms of segregation, and approaches to bilingual education. The course materials are meant to help students explore and reflect on issues of diversity, inclusion, and social justice in educational contexts.
The document discusses the "culture of poverty" theory and the impact of socioeconomic status on student success. It warns against deficit theories that link low socioeconomic standing to school failure. Educators are asked to identify a low socioeconomic status student who is not succeeding and analyze what factors beyond their control or a mismatch between home and school culture may be contributing to difficulties. Alternative contributing factors and how teachers can effectively support students despite challenges are also discussed.
The document discusses various topics related to teaching English to linguistically diverse students, including types of bilingual education programs, benefits of maintaining students' home languages, challenges faced by students of color, and the importance of giving pre-service teachers experience in multicultural settings. It also addresses misconceptions about English-only instruction and the need to embrace students' cultural and linguistic backgrounds in the classroom.
1. Critical pedagogy in ELT aims to relate classroom learning to wider social contexts and promote social transformation through education. It deals with issues of social justice and change.
2. Critical pedagogues argue that educational systems reflect and reproduce social inequalities like discrimination based on race, class, and gender.
3. A critical approach bases instruction on students' local cultures and lived experiences, utilizes students' first languages as a resource, and makes students aware of issues facing marginalized groups. This helps students think critically about their own societies and potentially transform conditions outside the classroom.
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
The document discusses intercultural education and active listening skills. It provides an overview of key concepts in intercultural education like diversity, interaction, intercultural competence. It outlines some teaching methods used in intercultural education like experiential learning, awareness building, storytelling. The document also discusses active listening skills like making eye contact, paraphrasing, and using empathetic responses without interrupting or sharing one's own experiences.
This document discusses Caine's funds of knowledge based on a cardboard arcade he built during his summer vacation. It explores how a teacher could capitalize on Caine's interests and skills by learning about his community and culture, allowing him to express his creativity in class, and incorporating relevant illustrations and resources into lessons. The document also discusses identifying students' funds of knowledge through their creative works, which reflect their experiences and beliefs.
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
The document discusses the need to address racial inequities in education directly rather than avoiding the root causes. It presents statistics showing disparities between black and white students in areas like suspension rates, test scores, graduation rates, and poverty levels. The document argues that the purpose of education needs to shift from a focus on global competitiveness to providing students with skills to question assumptions and intervene to create a more just world. It advocates for teacher preparation, curriculum, and school design that incorporates social-emotional learning, culturally responsive teaching, historical literacy, and project-based learning to transform education outcomes for students.
Relationship of Culture and Poverty in EducationJerry Dugan
Group presentation in a Masters Degree level course about equality in education. This slideshow is a summary of Chapter 1 from Closing the Poverty & Culture Gap: Strategies to Reach every Student by Donna Walker Tileston and Sandra K. Karling.
This document provides an overview of a presentation on culturally responsive pedagogy given by Dr. Sherry Taylor. The presentation covered guiding assumptions and theoretical principles of culturally responsive pedagogy, including that culture is central to learning and education should be inclusive and equitable. It also reviewed changing U.S. demographics and their impact on educational contexts. Practical applications were discussed, such as providing supports for teachers to implement culturally responsive practices and highlighting effective classrooms.
Edu 639 week 4 cultural immersion and socio historical research presentation 1naulasleri1970
This document outlines the assignments and topics for an education course on cultural immersion and socio-historical research. It includes assignments on analyzing the socio-historical context of education policies, exploring unconscious biases, writing from the perspective of a diverse student, examining issues of gender and race, and presenting research on a culture and its education system. Students are asked to consider how decisions have impacted multicultural education and which groups may feel excluded from the curriculum.
This document discusses what a postmodern pedagogy and classroom might look like based on postmodern perspectives. Some key points:
- A postmodern classroom would embrace uncertainty and multiple truths rather than grand theories. It would allow for diverse interpretations and voices.
- The roles of teachers and students would be less defined. Teachers would guide exploration rather than prescribe knowledge. Students would have more control over their learning.
- Performance and skills would still be important but values like creativity and emotion would also be emphasized. Learning would involve play and feeling, not just theory.
- Oppression and emancipation could both be at work. Increased student control could paradoxically lead to new forms of indirect oppression or enable true autonomy.
Name ________________________Date ________________________.docxrosemarybdodson23141
Name ________________________
Date ________________________
Critical Reflection #4- “The Myth of the Culture of Poverty”
Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7). Retrieved from http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/The-Myth-of-the-Culture-of-Poverty.aspx
Read the assigned article(s), then answer the following questions honestly and completely in short answer form. Your response to EACH section of every question should be between 150-500 words. Answers that do not fulfill the minimum word requirement will NOT earn credit. Collegiate-level writing is expected, including, but not limited to, using complete sentences, appropriate punctuation, proper paragraph structure, and editing for spelling and grammar mistakes. Please cite any sources you use, and quotations are not counted in the word minimum.
Use appropriate supporting evidence for your statements. Answer each prompt question thoroughly. If you can ask "why?", "how so?", or "how do you know that?" after reading what you've written, you've got more work to do. Your answers are for your own reflection and will only be viewed by your instructor. Each question should address the information in the article, content from class, and your reflections of the material.
1. According to the article, “what is the so-called “culture of poverty”? What are some common stereotypes of people who live in poverty? What are some incomplete ideas you have or have had about people who live in poverty? Moving forward, how can you reevaluate these incomplete ideas and apply them to everyday life?
2. In what ways do or could the myths about poverty in the article affect the population with whom you work?
3. Gorski describes the deficit perspective in schools, the idea that teachers and schools may define students by their weaknesses rather than their strengths. Look through materials that your organization produces: their website, brochures, flyers, fundraising letters, etc. In what ways is the population you serve described in terms of weaknesses? In terms of strengths?
4. Based on our discussion in class and the article, what role do you think the government should play in providing assistance for its citizens? How is the Federal Poverty Line determined? Do you think that Line is fairly determined? Why or why not?
5. Gorski names a handful of American iconic persons or groups who have done significant antipoverty work in the U.S.: Martin Luther King, Jr., Helen Keller, the Black Panthers, Cesar Chavez. Choose one about which you know the least, and describe 1-2 of their antipoverty efforts: Who was it aimed to help? During which period of time did they operate? What was their work, and where did it take effect? What were the results of their work? (400 words minimum)
The Myth of the
Instead of accepting myths that
harm lo'w-income students, we
need to eradicate the systemwide
inequities that stand in their way.
Paul G.
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015Susan Hillyard
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
Swart, Henk. Teacher professionalisation and cooperation on citizenshipnewsroom-euvz
1. The document discusses the importance of identity and knowledge in teacher training programs. Students share their personal and cultural identities in lessons, showing both personal involvement and international orientation.
2. It emphasizes developing a strong professional identity by connecting teaching competencies to personal characteristics, values, and socio-cultural context. Narratives should relate to students' inner worlds and the outside world.
3. A key part of the curriculum focuses on spirituality, ethics, and aesthetics to stimulate teachers with strong, tolerant identities and humanitarian views of people and cultures. This prepares them for challenges in education and society.
Leading and learning for interdependence updated may 2010JP Consultancy
The document explores combining two visions for education - functionality and moral purpose. Functionality focuses on skills, knowledge and understanding, while moral purpose emphasizes values, ethics and developing as caring, responsible citizens. The document argues these visions are complementary, not separate, and discusses moving students along a "ladder of interdependence" by balancing functionality with moral purpose through empowering thinking and limiting a focus only on skills. Key questions are raised around engaging all students and promoting interdependent learning.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. Our vision isOur vision is
“inclusive e-learning contents”“inclusive e-learning contents”
We define “inclusive e-learning contents” as:We define “inclusive e-learning contents” as:
those digital learning materials which are bias-free,those digital learning materials which are bias-free,
pedagogically flexible, customisable, and accessible.pedagogically flexible, customisable, and accessible.
We strongly believe that:We strongly believe that:
Creating strategies, methodologies and technologies for theCreating strategies, methodologies and technologies for the
development and diffusion of inclusive e-learning contentsdevelopment and diffusion of inclusive e-learning contents
is a step forward to ensure that all European citizensis a step forward to ensure that all European citizens
regardless of their gender, race or ethnic origin, religion orregardless of their gender, race or ethnic origin, religion or
beliefs, disability, age, social and economic condition orbeliefs, disability, age, social and economic condition or
sexual orientation have access to high quality e-learningsexual orientation have access to high quality e-learning
contents.contents.
3. We understand that…We understand that…
(e)Learning content is not a value free product(e)Learning content is not a value free product
(it always “embodies” biases)(it always “embodies” biases)
(e)Learning content cannot be seen(e)Learning content cannot be seen
independently of a complex web ofindependently of a complex web of
technological, economic, social, cultural andtechnological, economic, social, cultural and
educational realities.educational realities.
4. Ageist biasAgeist bias: stereotyping of people grouped on the basis of their age.: stereotyping of people grouped on the basis of their age.
Ableist biasAbleist bias: stereotyping of people grouped on the basis of their: stereotyping of people grouped on the basis of their
mental or physical abilities.mental or physical abilities.
National biasNational bias: stereotyping of people grouped on the basis of their: stereotyping of people grouped on the basis of their
nationality, but also nationalistic perspectives in history, omission ofnationality, but also nationalistic perspectives in history, omission of
unpleasant events, undermining of other nations’ contributions inunpleasant events, undermining of other nations’ contributions in
various fields of human activity etc.various fields of human activity etc.
Racial and ethnic biasRacial and ethnic bias: again stereotyping.: again stereotyping.
Social class biasSocial class bias: stereotyping of people of the basis of their social: stereotyping of people of the basis of their social
class membership. This type of bias together with racial bias hasclass membership. This type of bias together with racial bias has
also been discussed in relation to testing instruments.also been discussed in relation to testing instruments.
Religious biasReligious bias
Ideological biasIdeological bias: stereotyping of people grouped on the basis of: stereotyping of people grouped on the basis of
their ideology or political affiliation, but also imbalance andtheir ideology or political affiliation, but also imbalance and
selectivity in the presentation of different ideological and politicalselectivity in the presentation of different ideological and political
stancesstances
Scientific biasScientific bias: omission or misrepresentation of scientific methods: omission or misrepresentation of scientific methods
and findings and favourable treatment of others.and findings and favourable treatment of others.
Popular bias types in learning content…Popular bias types in learning content…
"preference or inclination that inhibits impartiality, prejudice""preference or inclination that inhibits impartiality, prejudice"
5. Popular bias formsPopular bias forms
InvisibilityInvisibility: The complete or relative exclusion of a group of people: The complete or relative exclusion of a group of people
from the contents of learning materials.from the contents of learning materials.
Linguistic biasLinguistic bias: Linguistic bias is embedded in the language, in the: Linguistic bias is embedded in the language, in the
concepts and metaphors people use, the connotations of certainconcepts and metaphors people use, the connotations of certain
words, the choice of descriptors etc. The use of language to conveywords, the choice of descriptors etc. The use of language to convey
implicit or explicit biased messages.implicit or explicit biased messages.
StereotypingStereotyping: Generalizations, or assumptions about the: Generalizations, or assumptions about the
characteristics of individuals solely on the basis of their belongingcharacteristics of individuals solely on the basis of their belonging
into a group, disregarding of individual attributes and differences.into a group, disregarding of individual attributes and differences.
Imbalance and selectivityImbalance and selectivity: One-sided interpretations, omissions of: One-sided interpretations, omissions of
valid counter-arguments or important information.valid counter-arguments or important information.
UnrealityUnreality: Glossing over of unpleasant or negative facts and events.: Glossing over of unpleasant or negative facts and events.
Fragmentation and isolationFragmentation and isolation: Presentation of a group in an isolated: Presentation of a group in an isolated
way within the text, for example in a “special” chapter or in a sideway within the text, for example in a “special” chapter or in a side
box as if this group is or was isolated from other groups.box as if this group is or was isolated from other groups.
Cosmetic biasCosmetic bias: The use of attractive covers, photos, slogans etc: The use of attractive covers, photos, slogans etc
which give the “illusion of equity” which only applies at surfacewhich give the “illusion of equity” which only applies at surface
level.level.
6. Pedagogic biasPedagogic bias
No kind of pedagogy, instructional design orNo kind of pedagogy, instructional design or
practice can effectively address the needs andpractice can effectively address the needs and
capacities of all learnerscapacities of all learners
7. No pedagogy or pedagogic practice, no learning content canNo pedagogy or pedagogic practice, no learning content can
be really inclusive if it ignores the social-cultural andbe really inclusive if it ignores the social-cultural and
economic realities of learnerseconomic realities of learners
gender, socio-economic status, familygender, socio-economic status, family
composition, race or ethnicity and religion, ascomposition, race or ethnicity and religion, as
well as level of exposure to formal educationwell as level of exposure to formal education
and age (particularly in the case of adultand age (particularly in the case of adult
learning) are all sources of longstandinglearning) are all sources of longstanding
observed differences in academic performanceobserved differences in academic performance
and academic choices of learnersand academic choices of learners
8. We need to know what may be theWe need to know what may be the
implications of not addressing exclusion…implications of not addressing exclusion…
The European benchmarks in the field of educationThe European benchmarks in the field of education
imply that in 2010:imply that in 2010:
2 million fewer young people (18-24 yrs old) would2 million fewer young people (18-24 yrs old) would
have left school earlyhave left school early
200.000 less 15 years olds would be low performers200.000 less 15 years olds would be low performers
in reading literacyin reading literacy
2 million more would have graduated from upper2 million more would have graduated from upper
secondary educationsecondary education
All students leaving school would be able toAll students leaving school would be able to
communicate in two foreign languages.communicate in two foreign languages.
9. But recent data show that…But recent data show that…
The percentage of low reading literacy performers atThe percentage of low reading literacy performers at
the age of 15 in the 16 EU countries for whichthe age of 15 in the 16 EU countries for which
comparable PISA data are available reaches almostcomparable PISA data are available reaches almost
20%20%
To make this more plain, it is estimated that 1 millionTo make this more plain, it is estimated that 1 million
out of 5 million pupils at the age of 15 can at bestout of 5 million pupils at the age of 15 can at best
locate a single piece of information, identify the mainlocate a single piece of information, identify the main
theme of a text or make a simple connection withtheme of a text or make a simple connection with
everyday knowledge.everyday knowledge.
10. In order to get a wider picture of theIn order to get a wider picture of the
implications of these findings, the aboveimplications of these findings, the above
should be contrasted with the estimationshould be contrasted with the estimation
adopted by the EC that:adopted by the EC that:
over the next five years, only 15 % of newlyover the next five years, only 15 % of newly
created jobs will be for people with basiccreated jobs will be for people with basic
schooling, whereas 50 % of newly created jobsschooling, whereas 50 % of newly created jobs
will require workers with tertiary levelwill require workers with tertiary level
qualifications.qualifications.
11. In view of the above,In view of the above,
……we urgently need to learn more about possible determinantswe urgently need to learn more about possible determinants
of school failure and the role of (e)learning content inof school failure and the role of (e)learning content in
addressing this problemaddressing this problem
A recent reportA recent report showed that tshowed that the socio-economic backgroundhe socio-economic background
characteristicscharacteristics of students (PISA 2003) data explainedof students (PISA 2003) data explained
between 10 and 26 % of the variance in students’ mathematicsbetween 10 and 26 % of the variance in students’ mathematics
performance.performance.
The findings indicate that within the same classroom where allThe findings indicate that within the same classroom where all
students are exposed to the same kind and quality of teachingstudents are exposed to the same kind and quality of teaching
and learning content, it is likely that some students will notand learning content, it is likely that some students will not
perform as well as other. This is not primarily because they doperform as well as other. This is not primarily because they do
not try hard enough but just because they are coming fromnot try hard enough but just because they are coming from
families that are poor and poorly educated, from single parentfamilies that are poor and poorly educated, from single parent
families, from families that do not speak fluently the nativefamilies, from families that do not speak fluently the native
language.language.
12. e-Learning content that combatse-Learning content that combats
exclusion from education…exclusion from education…
Another finding we wish to highlight here is the largeAnother finding we wish to highlight here is the large
variation in learner characteristics among studentsvariation in learner characteristics among students
withinwithin schools as compared to observed variationschools as compared to observed variation
between schools. Practically this means that schoolsbetween schools. Practically this means that schools
in most countries are likely to be consisted ofin most countries are likely to be consisted of
heterogeneous groups of students in terms of theirheterogeneous groups of students in terms of their
learner characteristics.learner characteristics.
The above are quite interesting from a pedagogicThe above are quite interesting from a pedagogic
point of view and also in terms of learning contentpoint of view and also in terms of learning content
design as the findings indicate that different learningdesign as the findings indicate that different learning
strategies and different learning situationsstrategies and different learning situations
(cooperative learning, competitive learning) are at(cooperative learning, competitive learning) are at
best very weakly related to the achievement scores ofbest very weakly related to the achievement scores of
students in mathematics and reading.students in mathematics and reading.
13. ……by addressing variation in learnerby addressing variation in learner
characteristicscharacteristics
The high variation in learner characteristics that isThe high variation in learner characteristics that is
observed within schools calls for differentiatedobserved within schools calls for differentiated
approaches to learning…approaches to learning…
e-Learning content that is flexible enough to adapt toe-Learning content that is flexible enough to adapt to
different learning styles is likely to be much moredifferent learning styles is likely to be much more
effective than content that embodies a narrowlyeffective than content that embodies a narrowly
defined pedagogic approach or technique. The latterdefined pedagogic approach or technique. The latter
may effectively introduce a kind of bias …may effectively introduce a kind of bias …
14. Further research from national to local level is neededFurther research from national to local level is needed
to identify disadvantaged student groups, theirto identify disadvantaged student groups, their
proportion and distribution at different levels ofproportion and distribution at different levels of
education and training and to develop a deepereducation and training and to develop a deeper
understanding of their learning needs.understanding of their learning needs.
In terms of e-Learning contents there is a need toIn terms of e-Learning contents there is a need to
formulate policies that will help such groups offormulate policies that will help such groups of
students get access to supportive e-Learning materialsstudents get access to supportive e-Learning materials
for study at home or school that will come for free orfor study at home or school that will come for free or
at very low cost, as well as funding schemes that willat very low cost, as well as funding schemes that will
help their families get a home pc and Internet access.help their families get a home pc and Internet access.
15. Lifelong learning: the case of e-Lifelong learning: the case of e-
Learning contentLearning content
the distribution of participation in adult learning isthe distribution of participation in adult learning is
currently not in favour of those with the lowest levelscurrently not in favour of those with the lowest levels
of initial education, older people, people in ruralof initial education, older people, people in rural
areas, and disabled and of course immigrants.areas, and disabled and of course immigrants.
The bottom line regarding what should be theThe bottom line regarding what should be the
priorities in terms of content development andpriorities in terms of content development and
evaluation for adult learning is, particularly for thoseevaluation for adult learning is, particularly for those
with low skills, and low key competencies.with low skills, and low key competencies.
16. But what exactly is “(e-)learningBut what exactly is “(e-)learning
content”?content”?
“…“… content that can be used for learning incontent that can be used for learning in
different contexts: in formal education anddifferent contexts: in formal education and
training programmes, in non-formal generaltraining programmes, in non-formal general
education and in continuing vocationaleducation and in continuing vocational
training courses, as well as for self-learning”training courses, as well as for self-learning”
((eContentplus 2006eContentplus 2006 Work ProgrammeWork Programme))
17. Ideological shiftIdeological shift
being a “learner” has (to) become a way ofbeing a “learner” has (to) become a way of
livingliving
being a “learner as student” is just an instancebeing a “learner as student” is just an instance
in the perpetual strive for learningin the perpetual strive for learning
18. The turn to the “learner” has great implications onThe turn to the “learner” has great implications on
how we understand “learning content”.how we understand “learning content”.
contentcontent becomesbecomes learning contentlearning content as an object of theiras an object of their
learning activitylearning activity
contentcontent seizesseizes to be learning content when the learnerto be learning content when the learner
believes (justifiably or not) that has exhausted its potentialsbelieves (justifiably or not) that has exhausted its potentials
for learningfor learning
has no prior knowledge, skills or experiences that wouldhas no prior knowledge, skills or experiences that would
help her learn something out of ithelp her learn something out of it
The conception of the “learner” as a de-contextualised self-The conception of the “learner” as a de-contextualised self-
reliant entity has relativised the concept of “learningreliant entity has relativised the concept of “learning
content” to such a great extent so as to be any piece ofcontent” to such a great extent so as to be any piece of
information that is or can be used for learning.information that is or can be used for learning.
19. Content is what learners have to know and beContent is what learners have to know and be
able to perform in order to progress into aable to perform in order to progress into a
well defined system subject and skill areas,well defined system subject and skill areas,
timetables, grades and exams.timetables, grades and exams.
Schoolbooks, apart from teachers of course,Schoolbooks, apart from teachers of course,
are the “carriers” and “transmitters” of theare the “carriers” and “transmitters” of the
content in most of the education and trainingcontent in most of the education and training
areas.areas.
20. they still can teach us a lot aboutthey still can teach us a lot about
“learning content”.“learning content”.
explicitly respond to curriculum contentexplicitly respond to curriculum content
developed and organised with the explicitdeveloped and organised with the explicit
intention to be used as an object of learningintention to be used as an object of learning
activityactivity
with a specific audience of learners in mindwith a specific audience of learners in mind
is “compatible” with the wider and specificis “compatible” with the wider and specific
standards set by the respective field of actionstandards set by the respective field of action
(in terms of actual content(in terms of actual content as well asas well as
pedagogy)pedagogy)
21. Teachers/trainers as learningTeachers/trainers as learning
content developerscontent developers
As characteristically Gerry Graham (2005)As characteristically Gerry Graham (2005)
puts it, “…teachers up and down the lengthputs it, “…teachers up and down the length
and breadth of the country [UK] and acrossand breadth of the country [UK] and across
other countries as well, this is what they do.other countries as well, this is what they do.
They create content. They’ll use other people’sThey create content. They’ll use other people’s
content but they’ll create their own content”.content but they’ll create their own content”.
22. Learner-led content creationLearner-led content creation
LearningLearning projectsprojects
Lab experimentsLab experiments
Design and development activitiesDesign and development activities
CompositionComposition,, essay writingessay writing,, constructionsconstructions,,
activities that depend largely onactivities that depend largely on
communicationcommunication
Haahr and his colleagues (2005), based on an analysis of data from the international PISA, TIMSS and PIRLS surveys
[1] See COM (2006), 614 final, p.6.
Several different kinds of online or offline digital files can at some point be used by a learner or a teacher/trainer in order to support or facilitate learning but does this automatically entitles them as “e-Learning content”? If this is the case then millions of people around the world do deserve to be named as “e-Learning content developers” just because they publish over the Internet content that can be potentially used by others to support or facilitate learning… The above may leave many with the sense that e-Learning content can be nearly everything in digital form. This apparently all-encompassing use of the term “e-Learning content” is rooted in its rather polysemus constituents, (e) learning and content which afford various interpretations and uses in different contexts and discourses. The problem is not that they are polysemus; it is rather that even within the same context and discourse people tend to use them freely without always making it clear to others and to themselves what they actually mean. Several parallel shifts in our understandings about “learning” and “learning content” have contributed to this.
As Kenneth Wain (2006) observes, “the self-directed learner is one whose skills in learning, having learnt how to learn, reassure her of economic, social, and cultural survival in this fast changing world of ours, and whose control over her learning ensures her control on her life.”
From the point of view of the individual “learner”, contents become learning contents proper every time a learner interacts with them as an object of their learning activity with the purpose to think about, understand and create meaning out of them, to develop new knowledge and skills, to practice on them, to use them as a reference points for further developing his/her competencies. Otherwise it is just “content”, i.e. content in its very basic meaning as “this that is contained”
In contrast to such, both generic and utterly subjective, conceptions of learning and learners, the long tradition of educational and training systems in Europe made sure that the meaning of content in learning was shared among students, teachers, parents, policy makers, administrators and content developers. It still stands what, in a Unesco report 10 years ago, Pernille Askerud claimed that it is the availability of textbooks and other traditional supplementary materials that “determine the kind of education a country is able to provide” . Schoolbooks and textbooks may come from the past, unconnected, world of whole classroom teaching but it is one thing to challenge the “authority” of textbooks in “conveying” a curriculum content and being used as a straight jacket to everyday school life and quite another to believe that because we connected schools to the internet we “opened a huge window to the world of knowledge.”
… as a matter of fact they are “textbooks” and not just “books” because they are written with the intention to do so. It is on these grounds that a schoolbook as piece of “learning content” can also become an object of critical public discourse Textbooks were and still are very frequently subject to open criticism not just about the pedagogy they embody or the accuracy of the information they contain but also and sometimes more importantly about the various kinds of social/ideological/cultural biases they possibly impose on their users. Such kind of systematic criticism has still a long way to go to reach the fragmented and vaguely defined world of “e-Learning contents” which for many pedagogy theorists may include nearly everything, from any kind of information published over the WWW or other media…
Traditionally it has been a very important function of the role of teachers to choose and organise contents AS learning contents In-house content development is an enormously crucial activity because it can be adapted to the cultural and social context of its use and highly relevant to the specific learning needs of the students. It can also be used as a vehicle to attract the interest of teachers/trainers who are not very familiar with the use of technology and in general motivate teachers/trainers to take ownership of wider processes within and between institutions of using ICT for teaching and learning. Because however in-house development is almost exclusively dependent on the efforts of dedicated practitioners who usually do not get something tangible out of it (for academics for example, it is publications that matter most in academic careers, not the quality of their e-Learning content; teachers usually do not get any extra money etc), the sustainability of such learning contents even at “local” level can be limited. More importantly, they are difficult to be reviewed by external evaluators and because of their predominantly off-line state they have limited diffusion and adoption capacity even if they may be excellent samples of e-Learning content.
The turn to wide conceptions of “learning content” was further encouraged by the gradual adoption of cognitive and socio-cultural approaches to learning and their proposals regarding the role of learners, peers and teachers in the co-creation of learning content. Everyday in classrooms and workplaces there are various kinds of learning activities that require from learners develop their own learning contents. These learning contents do not “exist” prior to the involvement of learners. They are “constructed” by the learners during their involvement with them, usually with the support of teachers or field experts on the basis of the affordances of the learning environment and the available tools.