Discover how project-based learning teaches students to explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying.
The unprecedented uptake of mobile devices, in particular mobile phones, in both developed and developing countries opens up new possibilities for increasing education access, equity and quality. Mobile learning, a growing field of ICT in education, has the potential to significantly impact the delivery of education. However, an enabling policy environment is needed to fully realize this potential. UNESCO’s research has revealed a dearth of policies related to mobile learning. To address this gap UNESCO, in broad consultation with relevant stakeholders, will develop a set of guidelines to help national government policy makers and educators create environments that enable the safe, affordable and sustainable use of mobile technologies for education.
A workshop with government officials, specialists from UNESCO and other international NGOs, industry partners, academia, NGOs in education and independent education consultants has already been held to discuss the first version of the guidelines, the result of which is captured in the second version for review. In order for UNESCO to create mobile learning policy guidelines that are practical, informative and balanced, it is seeking input from the public.
This is a 41 page document. The lessons and app suggestions are found beginning with page 20: apps for personal/organization, collaborative/visual thinking, creativity/multimedia, arts, mathematics, english, science, humanity, news.
Classroom ideas for your to try tomorrow begins on page 31. Great resources!
Today’s connected Learners interact in an ecosystem of screens. So for us in the Learning Industry, it should not be just about designing great isolated learning experiences that may only be consumed on desktops and iPads, it’s also about developing a multiscreen strategy that will make our content accessible anywhere, especially as Learners acquire more devices and begin expecting that their ‘learning’ follows them as they shift between devices.
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