21stC learning in low resource environments
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21stC learning in low resource environments
Is it possible to implement the new pedagogies such as TPAK, project-based and social learning in a low resource environment?
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Scholarship Application Guidelines

Scholarship Application Guidelines | 21stC learning in low resource environments | Scoop.it

If you live and work in a developing country as defined by the World Bank you may be eligible for a Consultants-E scholarship which would enable you to take their online e-moderation course free of charge (normal price 435€). You have until 31st August to apply.

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KiBO Home Page

KiBO Home Page | 21stC learning in low resource environments | Scoop.it

The innovative KiBO Foundation establishes local, social enterprises focused on developing skills and unleashing the capacity of our youth. Training in applied internet, communication and technology (“ICT”) skills is the foundation we create to nurture and develop leadership abilities. Graduates are empowered and encouraged to give back to their communities contributing to our goal of self sustainability.

 

KiBO’s track record to date has been exceptional. We operate in areas where unemployment exceeds 80%, yet 90% of our students find employment upon graduation. We are very proud of the fact that students are actively building capacity within their communities and many are going on to pursue entrepreneurial ventures.

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Universal Virtual Content(UVC) | Study and Learn at your Convenience

Universal Virtual Content(UVC) | Study and Learn at your Convenience | 21stC learning in low resource environments | Scoop.it

Universal Virtual Content (UVC) an Institution based in Kampala is delivering a truly cloud computing environ supporting a holistic learning infrastructure that enables e-training of students using internet enabled technology. The revolution and pioneer institution in Uganda is equipped with vitual Web-based technology that facilitate to study professional courses such as  CPA(U), Banking, ACCA and other many more to come to a diploma and certificate level .

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Maendeleo Foundation

Maendeleo Foundation | 21stC learning in low resource environments | Scoop.it

 

*Solar powered mobile classrooms*

"Maendeleo" means "progress" in the Swahili language. We are committed to helping build a productive computer services industry in East Africa, connecting people and information using the latest Internet technologies, and thereby increasing personal incomes and boosting the local economy. In doing so, part of our aim is to set an example for other NGOs, businesses and government organizations to join in and help grow this industry.

 

Maendeleo Foundation's mission is to complement the existing education system by making computers available to people of all ages, providing customized training, and encouraging and supporting the formation of Information Communication Technology businesses. We operate innovative training programs in a network of primary schools, and cooperate with organizations of similar interests that share our commitment to the promotion of technology for development. As a natural outcome of this mission, in 2012 we opened a training center for students wishing further technology education.

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Technology for the remote areas

Vinny Lohan, winner of General Electric's Alva Emerging Fellowship, talks to Ruchi Chopda about his technology that will provide an effective and low-cost way to beam out daily lessons to children...
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Open University announces a Open Learning Design MOOC for autumn 2012

Open University announces a Open Learning Design MOOC for autumn 2012 | 21stC learning in low resource environments | Scoop.it

The Open University’s Institute of Educational Technology is leading the first Open Learning Design Studio MOOC (Massive Open Online Course) focusing on the theme of curriculum design with OERs, to be held in Autumn 2012. This course will be valuable for anyone seeking to develop their professional skills and experience in:

curriculum design learning design and use of OERs in education.

In particular the course will appeal to new and established HE and FE lecturers, to those completing professional certificates in teaching, and to researchers and managers of teaching and learning innovation.

 


Via Anne-Christin Tannhäuser
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participatory processes of curriculum development impact on the quality of teaching and learning in developing countries

How can participatory processes of curriculum development impact on the quality of teaching and learning in developing countries?

Peter Taylor, Institute of Development Studies, UK

 

As with all development processes, power relations have an enormous impact on curriculum development, which may be dominated by one group or individual,
particularly where curriculum development is centralised, for example in many primary education systems. In recognition of the varying importance and influence of different stakeholders in the curriculum development process, more and more education and training institutions around the world are encouraging participatory curriculum development (PCD) processes, and at the same time building functional linkages with their local communities.  PCD approaches create working partnerships between teachers, learners and other stakeholders, and aim to increase ownership of the full learning process, thus improving the potential for effective learning through participation (Taylor, 2003). PCD is underpinned by a number of basic principles:

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GSMA & MasterCard Foundation Release Report on M-Learning | Mobile Learning Blog

The study took place in 2011 and GSMA researchers interviewed 1,200 underserved young people in Ghana, Uganda, Morocco and Maharashtra in India, to explore the potential of mobile technology to support their education and employment goals. The findings indicate that mobile learning (mLearning) has a unique role to play in reaching those who are outside of the scope of traditional schooling, and who can benefit from access to simple educational programmes. It also points to challenges that limit the uptake of mLearning services, such as cost of services, lack of infrastructure, limitations of basic mobile phones in delivering visual content, and lack of long-term investments in mLearning.

Key findings across the youth from the four countries are as follows:

Education is one of the three biggest priorities in life for the young people surveyed, with 39 percent naming it as their key priority to providing the financial stability and improved standard of living that they currently lack; Only one quarter of participants named the classroom as their primary source of information and education. Friends and family were seen as far more important information sources, named by 41 percent, while 43 percent relied on television; One in four said that the number one barrier to accessing educational resources was lack of funds, and in Ghana, this number reached almost half of those surveyed; Seventy-four percent of mobile owners surveyed said that it is the number one asset they own and 63 percent believed that they could learn through even a basic mobile device; and Eighty-five percent of young mobile users made voice calls every day and 67 percent of respondents believed that calls would be the most desirable method for receiving content such as educational information.

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The eLearning Africa 2012 Report

The eLearning Africa 2012 Report | 21stC learning in low resource environments | Scoop.it

Available for free download on May 23, 2012

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SchoolNet/iEARN-Uganda at eLearning Africa 2012 Conference, May 23-25, Cotonou, Benin

SchoolNet/iEARN-Uganda at eLearning Africa 2012 Conference, May 23-25, Cotonou, Benin | 21stC learning in low resource environments | Scoop.it
SchoolNet/iEARN-Uganda will be presenting on computer per classroom models, project-based learning, and technology and youth culture.
Via iEARN-USA
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Best content in Unconnected Classroom | Diigo - Groups

Best content in Unconnected Classroom | Diigo - Groups | 21stC learning in low resource environments | Scoop.it

This site will be one of a network of sites where we are investigating connecting within the unconnected classroom.

Links are rather old but may be useful. 

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UNESCO Office in Bangkok: Modules on ICT-pedagogy Integration

UNESCO Office in Bangkok: Modules on ICT-pedagogy Integration | 21stC learning in low resource environments | Scoop.it

The following free training modules have been developed to assist teacher education institutions (TEIs) in training teachers to integrate ICT in their pedagogy. You need Adobe Flash Player to display the training modules properly in your browser.

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TED Blog | Learning from a barefoot movement: Bunker Roy on TED.com

TED Blog | Learning from a barefoot movement: Bunker Roy on TED.com | 21stC learning in low resource environments | Scoop.it

In Rajasthan, India, an extraordinary school teaches rural women and men — many of them illiterate — to become solar engineers, artisans, dentists and doctors in their own villages. It’s called the Barefoot College, and its founder, Bunker Roy, explains how it
works. (Recorded at TEDGlobal 2011, July 2011, in Edinburgh, Scotland. Duration: 19:08.)

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Talking with Texts: How Cellphones Empower Deaf Children in Uganda

Talking with Texts: How Cellphones Empower Deaf Children in Uganda | 21stC learning in low resource environments | Scoop.it
Kids text all the time – at school, on the bus, even when you’re trying to talk to them. It can be annoying. But imagine if a child couldn’t communicate at all – that’s when a mobile can become a lifeline.
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The Rachel Initiative

The Rachel Initiative | 21stC learning in low resource environments | Scoop.it

WorldPossible...

The RACHEL Initiative

Remote Areas Community Hotspots for Education and Learning

Leverage the large volume of open and free educational courseware and libraries available online and make them accessible to Emerging Countries communities with no internet access or very limited bandwidth.

 

Empower these small communities by deploying a pre-packaged, self-contained, scalable and highly mobile Educational Servers Solution that can be accessed by basic wireless laptops (OLPC type) or wired PCs.

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Can robotics change the future of a nation?

Can robotics change the future of a nation? | 21stC learning in low resource environments | Scoop.it
The BBC's Fiona Graham visited east Africa to find out if in a region synonymous with technology innovation - can tech change the future for the tomorrow's innovators?
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BBC Janala | WISE - World Innovation Summit for Education

BBC Janala | WISE - World Innovation Summit for Education | 21stC learning in low resource environments | Scoop.it

Over and above the annual Summit, WISE is an international initiative and platform for a multitude of established and new educational actors to collaborate proactively all year round.

BBC Janala Activity:    Providing English language lessons through mobile phones, television, web, print and CD       

Organization:        BBC World Service Trust        

Sector:                    Informal learning       

Country:                 United Kingdom                   

Reach:                    Bangladesh       

Number of beneficiaries:                     26.3 million people       

Date of creation: 2009

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LearningfromExtremes_WhitePaper.pdf

 

Working with leading innovation thinker Charles Leadbeater, we looked at several challenges facing education and noticed that there were remarkable similarities between the challenges faced by different communities. Some were more extreme than others, but they were in essence the same challenge—some schools in the United States might be facing a shortage of science teachers, and schools in Africa might have no teachers at all. Maybe they would have similar solutions.

 

This sparked an idea that Charles and Annika Wong took as the foundation of this report: that by looking at similar problems in different contexts, we might yield some global insights. And by looking at learning in the most extreme environments, we might just find the most innovative ideas of all.

 

They did in-depth research into some of the world’s leading educational innovations, meeting remarkable, inspiring people from around the globe. Some of these people have transformed education in their countries, often building from nothing and creating incredible institutions that are, right now, transforming thousands of lives. It is humbling to see them doing this without most of the resources that many education systems take for granted: often without funding, usually without teachers, sometimes

without buildings, and often without supportive governments. Many have used technology, but they’ve used it in a new way: not simply to automate processes but to inspire, to engage, and to connect.

 

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Mobiles in-a-Box

Mobiles in-a-Box | 21stC learning in low resource environments | Scoop.it
Welcome to Mobiles in-a-box: Tools and tactics for mobile advocacy

Mobiles in-a-box from the Tactical Technology Collective is a collection of tools, tactics, how-to guides and case studies designed to help advocacy and activist organisations use mobile technology in their work.

Mobiles in-a-box is designed to inspire you, to present possibilities for the use of mobile telephony in your work and to introduce you to some tools which may help you. After reading the material in this toolkit you can expect to be able to design and implement a mobile advocacy strategy for your organisation. 

Tactical Tech is no longer updating this toolkit. Read how it has been used here. We welcome people to develop, adapt or translate this toolkit. Please get in touch if you'd like to learn more.

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10 Ways That Mobile Learning Will Revolutionize Education

10 Ways That Mobile Learning Will Revolutionize Education | 21stC learning in low resource environments | Scoop.it
Smartphones and tablet computers are radically transforming how we access our shared knowledge sources by keeping us constantly connected to near-infinite volumes of raw data and information.
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New OER! Cell Phones in Social Transformation in Africa: Insights from Ongoing Research in Some African Countries | UCT OpenContent

New OER! Cell Phones in Social Transformation in Africa: Insights from Ongoing Research in Some African Countries | UCT OpenContent | 21stC learning in low resource environments | Scoop.it

For anyone interested in gaining a wider perspective on the situatedness of mobiles in African contexts, the social appropriation of technology and new configurations of marginality. Go to Cell Phones in Social Transformation in Africa: Insights from Ongoing Research in Some African Countries

Cell phones have proved to be as accommodating as they are accommodated by those who embrace them. They shape their users as much as they are tamed by their users. What is required, to maximize their relevance to social transformation is a clear sense of the relationships we would like to foster, as cell phones mostly play an enabling role, leaving the final choices and difficult decisions to their users. A seminar by Prof. Francis B. Nyamnjoh, Head of Social Anthropology, School of Gender and African Studies, Anthropology and Linguistics.

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Exploring a DIPA(CT) approach to teaching and learning

Exploring a DIPA(CT) approach to teaching and learning | 21stC learning in low resource environments | Scoop.it

Jason Renshaw's Weblog...

Discovery, Instruction, Practice, Application (Critical Thinking)

Jason shares a workshop online in the form of 5 videos which invite you to make your own pedagogical approach but his DIPA(CT) approach seems pretty sound to me and he includes 3 case studies of its application in VET education.  

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Finding Solutions to Hunger between Austria, Nigeria and USA « iEARN-USA

Finding Solutions to Hunger between Austria, Nigeria and USA « iEARN-USA | 21stC learning in low resource environments | Scoop.it

This afternoon the assembly hall at Village Charter School in Trenton, NJ will be buzzing with excitement as educator Deanne McBeath’s students gather their school and board of directors to ask ‘why are there still so many hungry around the world and what are we going to do about it?” Deanne and her students have been preparing for this day for a couple of months now....


Via iEARN-USA
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The Unconnected Classroom Project - Main Page - The Unconnected Classroom Project

The Unconnected Classroom Project - Main Page - The Unconnected Classroom Project | 21stC learning in low resource environments | Scoop.it
This site will be one of a network of sites where we are investigating connecting within the unconnected classroom.
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Barefoot College

Barefoot College...

The Barefoot College education programme is geared for overall development of rural children, and literacy is only a part of it. It is viewed as a radical departure from the traditional concept of a 'college' because it encourages hands-on or learning-by-doing process of gaining knowledge and skills, rather than imparting it through formal classroom teachings.

Lessons are focussed on arousing awareness about the environment and the social-economic and political forces that dominate development. Achievement skills that guarantee a sustainable development in rural communities as well as literacy are considered important for an individual's development.

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