Actions francophones autour des normes e-learning à l’ISO - Mokhtar Ben Henda, Henri Hudrisier
| X |
| Author: |
Mokhtar Ben Henda, Henri Hudrisier |
|
Download this article I
Write a comment
|
|
Abstract
The future of e-Learning is on the way to be constructed within ICT
standardization international instances. The sub-committee 36 of ISO, which is responsible
for standardizing educational technologies, is certainly the most prominent of all. The authors
of this paper, who are official delegates of the Agency of French Speaking Universities (AUF)
with this structure, highlight the strategic importance of active monitoring of e-Learning
standards for preserving cultural diversity, linguistic and equal access to education for all.
|
|
Keywords
E-Learning, ICT, standardization, cultural diversity, linguistic diversity
|
Distance education opportunities for mature women in
Greece and Cyprus: comparative perspectives and
implications
- Marios Vryonides & Michalinos Zembylas
| X |
| Author: |
Marios Vryonides & Michalinos Zembylas |
|
Download this article I
Write a comment
|
|
Abstract
The introduction of distance and e-learning education programs in the Greek and Cypriot higher education systems
in the past few years has often been accompanied by parallel rhetoric. This rhetoric evolves and focuses primarily
around the need for the state to offer flexible educational provisions to groups of mature students who would otherwise
be at the risk of social marginalization or even exclusion. Marginalization is the result of social processes that
require new and a constantly updated body of knowledge and skills to adapt in a social environment that is changing
day by day and transforms the fundamental conditions of our social existence (Grummell, 2007). Often, perhaps not
surprisingly, the rhetoric of equality of opportunity and social inclusion may inadvertently contribute to further
marginalization of some social groups. Good intentions are rarely ‘good’ enough.
Our goal in this paper is to focus on the complex ways in which the rhetoric of opportunity and social inclusion is
materialized in two innovative educational programs—one at the University of the Aegean in Greece and the other at
the Open University of Cyprus.
|
|
Keywords
e-learning, Greece, mature women students, equality of opportunity, social inclusion
|
Determined to learn: accessing education despite life-threatening disasters
- Claudine SchWeber, Ph.D.
| X |
| Author: |
Claudine SchWeber, Ph.D. |
|
Download this article I
Write a comment
|
|
Abstract
The ‘right to education’ proclaimed by the 1948 Universal Declaration of Human Rights requires access
to learning as well as the support systems. Since access can be interrupted by various circumstances,
the possibility of providing continuity despite external dangers by using online distance education,
offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes,
can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain
determined to continue the learning. How can institutions respond to this determination fast enough to
be of use and effective enough to maintain their educational reputations? Empire State College’s (New York)
activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans’ actions
in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique Sloan Semester—created
to temporarily provide educational continuity for hurricane affected students—these programs also offer lessons
on resilience and survival in a crisis.
|
|
Keywords
educational access, distance learning, e-learning, higher education and disaster, resilience, sloan semester, educational continuity, crisis management, academic continuity
|
Distance English language teacher training program in Turkey : e-learning opportunities for the right to education - Dilek ALTUNAY & M. Emin MUTLU
| X |
| Author: |
Dilek ALTUNAY & M. Emin MUTLU |
|
Download this article I
Write a comment
|
|
Abstract
This article presents the Distance English Language Teacher Training Program at Anadolu University in Turkey and how distance education; particularly e-learning opportunities offered in the program contribute to the right to education. The program has contributed to solve the English language teacher education problem in the country and contributes to the right to education mainly in two ways: Firstly, it gives the ones who would like to become English language teachers the right to achieve their aim. Secondly, by increasing the supply of teachers of English, it allows students who want to learn English but cannot learn because of lack of teachers to learn English. The program also includes many applications contributing to the right to education. This practice is important in that it might bring new insights to foreign language teacher education and will be of value to other countries facing with similar problems.
|
|
Keywords
right to education, teacher education, English language teacher education, e-learning, distance education, blended learning
|
Paths of participation in a knowledge-based era: disseminating e-learning opportunities in Central Asia - Carlos Machado, Elvira Lussana
| X |
| Author: |
Carlos Machado, Elvira Lussana |
|
Download this article I
Write a comment
|
|
Abstract
In education, as in many other aspects of modern life, the question of how to implement Information Communication Technologies (ICTs) is an important challenge for anyone with a stake in training and learning, as educational technologies are spreading rapidly in a globalised world. According to the Task Force of the International Council of Distance Education there have been more than 20 changes to teaching and learning behaviour which have caused a shift on the educational paradigm. All these changes have brought about new reformed curricula in many areas. This paper concentrates on the implications of reforming curricula, extending the Bologna Declaration and introducing learning technologies in a number of higher education institutions (HEIs) within developing countries of Central Asia. With the objective of innovating in education, while administrators (i.e. what it can be understood as rectors and vice-rectors) are busy in following national action plans and strategies for education, the pressure for change and the pace of education change have increased considerably over the last years, partly due what has been defined as a world wide education reform movement (Hargreaves, 1996). As a result, educational systems – and not only in Central Asian countries - are experiencing new directions in the areas of teaching practice, curricula, teacher education and the involvement of educationally significant stakeholders. Our experience and conclusions from years of participation in developing programs to improve the quality of education is put forward hereunder.
|
|
Keywords
e-learning, open sources, developing countries, e-readiness
|
