Oxford april20
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This document discusses Teachers Without Borders (TWB), a global nonprofit organization for teachers with over 30,000 members in 183 countries. It highlights that TWB has provided emergency education resources for recent earthquakes, created a certificate of teaching mastery and online courses, and developed tools like a global social network and open educational resources to support teachers worldwide.
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Oxford april20
- 2. Silt Happens
- 3. Challenges and Opportunities At 59 million, teachers are the largest professionally-trained group in the world High-tech; high-touch; high-teach
- 4. Teacher members: 183 countries 30,000+ offline and online members The cost for teachers remains at $0 1.3 million radio listeners per week The Voice of Teachers Facts/Highlights: 10th Year Anniversary
- 5. Certificate of Teaching Mastery Demand-driven; globally conceived; locally led What Members Have Created Emergency Education TWB Toolset Community Evaluation Millennium Development Ambassadors
- 6. Online; Seminars; Books; “Voice of Teachers” radio Certificate of Teaching Mastery Five free, demand-driven courses Self-paced and mentor supported Multilingual subtitling, translation Groups that surround content Portfolios that advance careers
- 8. Open Educational Resources; single sign-on; multilingual; modular TWB Toolset and Open Educational Resources Content-Collaboration-Community Global Social Network Customizable Groups Courseware Visual News
- 9. Community Evaluation A Hard Question Problem: “I can rate and provide feedback on a restaurant, but how come I can’t rate or show impacts on projects in my community?” SMS-enabled Tools; Support; Accountability; Transparency
- 10. Emergency Education New Earthquakes: Urgent Need for Information • China: Last Wednesday • Afghanistan: Sunday
- 12. What Does This Have to do with OER? People: online and offline Radio and CD Booklets: 104,000 for teachers; 1.8 million for students Translation, localization, excellent science, teaching for safety
Editor's Notes
- AFGHANISTAN (Kabul): Women in burkas A woman in modern dress Women behind glass – wedding The issues are COMPLEX and KNOWN, reflections, as it were of society. The implications for education, of course, are enormous
- And then there are the issues we DON’T KNOW – the SURPRISING ISSUES…
- BUT….Teacher training often ill-conceived, inconsequential, or missing entirely BRAINS…are evenly distributed; they know who’s sick, missing, orphaned by AIDS; connect them OUR GOAL: connect and measure teachers with productive, durable international development CLASSROOM: design the organization around the lines of a fabulous classroom Ensure that our free tools can reach 59 million+ so that the rest of the world can benefit from global wisdom Create an online, transparent evaluation system so that communities can define success on their own terms Be the world’s most generous and productive non-profit organization in the world Prove that a focus on teachers builds world peace, economic development…and hope HUGE CHALLENGES Tech – accessibility, availability, acceptability, adaptability, adoptability
- CHALLENGES: HIGH-TECH, HIGH-TOUCH, HIGH-TEACH
- Professional Development Courses: CTM Content: OER Conferences: often of teachers from regions in conflict Emergency Education Safety Science Tools Just as we are bridging the gap between teachers and international development, the tools bridge the gap between… Content circle – collaboration circle NEW: May 2010 Community Evaluation True teaching (integrates evaluation) Transparency Millennium Development Ambassadors SMS – real impacts in communities; sustainable
- Professional Development NO MORE DRIVE-BY TRAINING – CONNECT COMMUNITIES TO CONTENT THAT MATTER. Courses: CTM Content: OER Conferences: often of teachers from regions in conflict Emergency Education Safety Science Tools Just as we are bridging the gap between teachers and international development, the tools bridge the gap between… Content circle – collaboration circle NEW: May 2010 Community Evaluation True teaching (integrates evaluation) Transparency Millennium Development Ambassadors SMS – real impacts in communities; sustainable
- Millennium Development Ambassadors True teaching (integrates evaluation) Transparency Problem Data gathered is inconsequential or missing entirely Process is disconnected from projects and intimidating Results are delayed, expensive, and top-down
- Professional Development Courses: CTM Content: OER Conferences: often of teachers from regions in conflict Emergency Education Safety Science Tools Just as we are bridging the gap between teachers and international development, the tools bridge the gap between… Content circle – collaboration circle NEW: May 2010 Community Evaluation True teaching (integrates evaluation) Transparency Millennium Development Ambassadors SMS – real impacts in communities; sustainable
- Community Evaluation True teaching (integrates evaluation) Transparency Problem Data gathered is inconsequential or missing entirely Process is disconnected from projects and intimidating Results are delayed, expensive, and top-down Teachers Without Borders is willing to put our programs on the line in order to demonstrate transparency. Even if we fail, the community will help us.
- SCIENCE and SAFETY Lots of fault lines here…. Let’s start with the solid black lines – plate boundaries where most large earthquake occur, where plates move relative to each other – converge, diverge or pass one another. Note that most populated regions of the world are at or near plate boundaries. These are GEOLOGICAL fault lines …AND POLITICAL fault lines …AND EDUCATIONAL fault lines
- Make this point: “What if we do all this work to convince parents to send children to school but the buildings kill their children?” Gujurat, India – started out with the realization Kashmir/Pakistan – started out with basic relief Bam, Iran Dushanbe, Tajikistan – students Sichuan, China – teachers and administrators Port-au-Prince, Haiti – students and teachers and administrators Concepción, Chile – students and teachers and administrators
- Make this point: “What if we do all this work to convince parents to send children to school but the buildings kill their children?” Gujarat, India – started out with the realization Kashmir/Pakistan – started out with basic relief Bam, Iran Dushanbe, Tajikistan – students Sichuan, China – teachers and administrators Port-au-Prince, Haiti – students and teachers and administrators Concepción, Chile – students and teachers and administrators
- OBSTACLES ESTABLISHED BY “REALISTS” – A DIFFERENT CURRENCY!!!! Money – never enough Enormity – 59 million teachers. Bite off what you can chew! Xenophobia – why not in our own backyard? Why “other peoples’ children?” Cynicism: who do you think you are? OR it’s too overwhelming….how can you stand it after what you’ve seen? Anxiety: “the price you pay for being your own guardian angel.” – John Gardner A DIFFERENT CURRENCY: because money should be used to SCALE MIRACLES, NOT CREATE THEM This is NOT about the Margaret Mead thing, because money is important and you need a large group of people to make change There is also: The currency of frequent flyer miles The currency of sweat equity The currency of trading in the market-place AND the currency of persistence, reciprocity, human agency. “The world is a cesspool, filled with generous people.” EXAMPLE: Pakistani earthquake and forklift driver – saved the day and ended up saving lives