Research Capacity-Building in Africa
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Top research institutions miss out on funding

Top research institutions miss out on funding | Research Capacity-Building in Africa | Scoop.it
Four of the country's top research institutions will miss out on millions of dollars of funding next year.
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[PDF] Classroom of the future

[PDF] Classroom of the future | Research Capacity-Building in Africa | Scoop.it
Will classrooms still exist 20 years from now? Do we have traditional classrooms in a physical sense anymore? What is the classroom anyway? For most of us, a classroom consists of four walls, ‘closed’ doors, chairs, tables, perhaps a blackboard, and sometimes a desk - simple but efficient pieces of furniture. A quick glance at the history of pedagogical practices reveals that the classroom has scarcely evolved over a period of many years. Is the traditional classroom intrinsically outdated or has it rather survived the test of time because it is already self-reconfigurable and has been adapted in many different contexts of use? Do we even need a classroom anymore? Do we need a teacher in the classroom? What do we teach and what do we want pupils to learn? What kinds of knowledge and skills will be required in the future? These are some of the questions that we should bear in mind when thinking about the classroom of the future.
 
Over the last few decades, our understanding of learning and the conditions under which it is facilitated have substantially improved. In most contemporary theories, learning is conceived as a constructive and social activity, as a result of which the roles of the teacher and the learner within the classroom have been redefined. Development in technologies that can be used to enhance and support learning has been even more rapid. Nonetheless, it would appear that the majority of the classrooms in today’s schools and universities remain unreached by these developments. In our roles as students, parents, tax payers, policy makers, teachers, designers, or researchers, the future of the classroom is an important issue of concern to many of us. It is certainly an issue that has the potential to fire one’s imagination. It is also an issue that can unite people from various educational and vocational backgrounds or divide them even further. However, despite the wide range of ideas and perspectives on this topic, multi-disciplinary efforts to design the classroom of the future are scarce. Our presumptions surrounding the classroom are alive and well and for most of us, classrooms are something very physical. We therefore need multiple perspectives to shake up our own traditional way of thinking about classrooms and to stimulate a real discussion concerning what the classroom actually is.

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António Leça Domingues's curator insight, September 20, 3:21 AM
Sala de aula do futuro em anĂ¡lise.
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Leaders as teachers

Leaders as teachers | Research Capacity-Building in Africa | Scoop.it

Leadership may not be the first word that comes to mind when describing teachers. In fact, some exhaustive lists of teacher descriptors, such as this one, include such predictable terms as prepared, enthusiastic, and supportive, but mention nothing specific about leadership. Nevertheless, as a former classroom educator who now coaches executives, I strongly believe that there are many things that leaders of all stripes can learn from teachers.

 

Teachers mold us from our youngest years and give us a foundation for life, regardless of the particular paths that we eventually choose. They are, outside of our parents, the first true leaders in our lives and those that we turn to for knowledge, guidance and direction. Many of us emulated our teachers and wanted to grow up to be like one or more of them.


Via Vicki Moro, Mark E. Deschaine, PhD, Ines Bieler, Edumorfosis
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Leaders as teachers
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EU needs UK more than we need them, finds report

EU needs UK more than we need them, finds report | Research Capacity-Building in Africa | Scoop.it

The EU is more dependent on Britain for its jobs than vice versa, a new report has found.


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Peter A Bell's curator insight, September 23, 2:38 AM

These desperate attempts to talk up the UK's negotiating position and play down the impact of Brexit were probably to be expected as Theresa May frantically plays for time in the hope that something will turn up. But what happens when the veil is ripped away to reveal Empress Britannia in all her nakedness? What happens when the British political establishment can no longer conceal the impact of quitting the EU on the back of nothing more than the patently false prospectus offered by a bunch of third-rate snake-oil peddlers drunk on the deceitful power of glittering generalities and jingoistic hubris?

 

Or is the British political elite so sure of its ability to manipulate public perceptions that they genuinely don't anticipate any problem? Are they so sure of the media's unquestioning complicity they reckon they will easily enough be able to convince the headline-grazing sheeple that the punitive settlement imposed by the EU is actually a victory for 'The Great British State'?

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Using the I-LEARN model for information literacy instruction

Using the I-LEARN model for information literacy instruction | Research Capacity-Building in Africa | Scoop.it
Using the I-LEARN model for information literacy instruction
Next discussion: Thursday 29th September at 8pm UK time (3pm EST)

Article: Greenwell, S. (2016). Using the I-LEARN model for information literacy instruction. Journal of Information Literacy, 10(1), 67–85. http://doi.org/10.11645/10.1.2045  ;

Thank you to Stacey Greenwell for her article and for writing this kick-off post for our discussion. 

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Building digital capability in the library | Jisc digital capability codesign challenge blog

Building digital capability in the library | Jisc digital capability codesign challenge blog | Research Capacity-Building in Africa | Scoop.it
Last week I was in Dublin for the LILAC 2016 Conference. This international conference, is the Librarians’ Information Literacy Annual Conference. LILAC is organised by CILIP’s Information Literacy Group. The LILAC committee is made up of a team of information professionals from all aspects of library and information work who are dedicated to improving information literacy.

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