"Based on the literature review, mapping of digital education resources in circulation, and examples of implementation of digital education initiatives from around the world, this report aims to provide insights that would help lead to the wise, innovative and ethical use of digital technology in ed
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ucation as a new dimension in achieving SDG 4 — inclusive and equitable quality education and lifelong learning opportunities for all. By so doing, it also attempts to contribute to a rethink of teaching and learning in the face of enormous opportunities and challenges brought about by digital technology in the times of change and turmoil." (Executive summary)
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"Open educational resources (OER) are an important emerging genre of teaching and learning materials with the potential for providing significant learning support on a global scale. OER have the capacity to enhance the availability of quality reading and learning materials to audiences who are not c
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urrently accessing traditional print materials. However, the particular supply and demand features of OER give rise to questions about how they could best reach some of the least-resourced target audiences. This report aims to investigate these questions, particularly as they relate to the potential use of OER for helping to meet basic education needs in low-resource environments of Africa. The report draws primarily on three types of data: a review of written sources on OER in Africa, interviews of eight OER supply organizations, and interviews of thirteen teachers, headmasters and leaders of small NGOs in four countries of Africa. This data indicates that, while there is an abundance of OER available, the demand side is much less robust for a range of reasons. Based on analysis and discussion of the data, the report makes several recommendations for enhancing OER use among the target audiences." (Abstract)
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"The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every
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instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success." (Publisher description)
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"Information Technology (IT) has changed the modern workplace because of its development of new knowledge and skills. E-learning is the wholesome incorporation of information and communication technology (ICT) resources, particularly the Internet, into the process of teaching and learning. Although
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this is relatively new in Nigeria, some institutions are already using it to promote distance education (DE) and lifelong learning. Thus, this study appraises the extent of the use of modern ICT in e-learning in select secondary schools in Port Harcourt, Nigeria. It employed descriptive survey with a tested questionnaire and interview guide as major instruments for data gathering. The findings confirmed that schools in Port Harcourt are just beginning to adopt ICTs as an e-learning method. It also found that the available ICT tools are not in use because the teachers are not skilled in computer application. It is therefore recommended that the government and school authorities should make provision for adequate e-learning facilities in schools and that both teachers and students should be encouraged to make use of the materials to enhance their academic performance and learning experience generally." (Abstract)
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"La investigación partió de la experiencia concreta de formación E-learning de Bolivia y Guatemala y obligó a profundizar en los antecedentes históricos y técnicos del desarrollo de las tecnologías y en los datos de la realidad global sociopolítica y económica. También el autor, sin ignora
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r la realidad, describe los alcances y límites que las tecnologías ofrecen para el desarrollo de la formación virtual, destaca los desafíos y presenta las respuestas que se pueden dar como herramientas a la formación de comunicadores para contribuir al trabajo de comunicación en sí." (Presentación)
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"Das Handbuch ist ein vollständiges Kompendium der Didaktik des Lehrens und Lernens mit digitalen Medien. Die Autor:innen stellen Konzepte zum Aufbau und zur Entwicklung virtueller Lehr- und Lernumgebungen vor. Auf dieser Grundlage können E-Learning-Angebote für alle Bildungsbereiche konzipiert w
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erden: von der Schule bis zu Weiterbildung. Schritt für Schritt werden alle Aspekte der Planung, Produktion, Implementierung, Durchführung, Evaluation und Qualitätssicherung erfolgreicher E-Learning Angebote beschrieben. Das Standardwerk ist eine umfassende Einführung in die Gestaltung von Bildungsräumen und Bildungsressourcen, Didaktik des E-Learning, Entwicklung der medialen Kompetenzen und Aufbau von Prüfungen." (Verlagsbeschreibung)
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"Die Kultusministerkonferenz fordert die systematische Integration digitaler Lernszenarien in die Gestaltung der Unterrichts- und Lernprozesse sowie Medienbildung als integralen Bestandteil aller Unterrichtsfächer. Das von Daniel Bernsen und Ulf Kerber herausgegebene Praxishandbuch „Historisches
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Lernen und historische Medienbildung im digitalen Zeitalter“ zeigt auf, wie dies für den Geschichtsunterricht gelingen kann. Auf der theoretischen Grundlage einer „historischen Medienbildung“ zeigen die Autoren digitale Lernszenarien an zahlreichen Beispielen für die Praxis des Geschichtsunterrichts auf. Mit einem transdisziplinären Zugriff werden Geschichtsdidaktik und Medienbildung verbunden. Der Brückenschlag von theoretischer Diskussion zu vorhandenen Praxisansätzen bietet eine fundierte Einführung und einen aktuellen Überblick über historisches Lernen mit digitalen Medien in und außerhalb der Schule. Die Grundlage dafür bildet die Definition einer historischen Medienbildung mit eigenen kompetenzorientierten Aufgaben- und Handlungsbereichen, die Medienbildung im Sinne der Kultusministerkonferenz als integrativen Teil schulischen Geschichtsunterrichts begreift." (Verlagsbeschreibung)
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"The term ‘digital skills’ refers to a range of different abilities, many of which are not only ‘skills’ per se, but a combination of behaviours, expertise, know-how, work habits, character traits, dispositions and critical understandings. These skills and competencies are interconnected and
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broadly complementary. They are also, in today’s technology-saturated communities, foundational to full participation in society and, as such, need to be developed and refined over time and according to the personal and professional circumstances of individuals. Countries are increasingly seeking to map and define digital skills and competencies that change constantly because of technological advancements. These flexible maps and definitions provide a basis for the development of inclusive, equitable and sustainable educational interventions." (Executive summary)
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"Der virtuelle Klassenraum hat sich als interaktives Medium für synchrone Online-Trainings bewährt. Dieses Buch zeigt, wie solche »Live Online Trainings« geplant und Schritt für Schritt umgesetzt werden: von der technischen Installation über Fragen zur IT-Sicherheit bis zur Aufbereitung eines
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Präsenztrainings in onlinegerechte Lerneinheiten. Die Autorinnen erläutern zudem, welche rechtlichen Aspekte bei der Nutzung fremder Medien zu beachten sind, wie man sein Angebot vermarktet und wie es gelingt, Teilnehmer über die Distanz zu motivieren." (Verlagsbeschreibung)
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"The report provides the first global overview of quality models in online and open education, an overview which is very timely, delivered as it is for Global Education 2030, the new global educational agenda which replaces Education For All, EFA. The report paints with a broad brush the landscape o
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f quality in online and open education – and its challenges. Illustrating that quality in online learning is as complex as the reality of online learning itself. It addresses new needs such as quality in MOOCs and Open Education Resources. It shows that one size does not fit all, that improving quality of student experiences is more than ever extremely important, and it warns against implementation of quality models that restrict innovation and change." (Preface)
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"The aim of this handbook is to collect and share the knowledge and experience from the designers’, developers’, teachers’, and students’ views and provide suggestions and advice for future mobile teaching and learning programs. This book includes six sections: design, development, adoption,
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collaboration, evaluation, and future of mobile teaching and learning technology in education. It includes different projects and practices across different countries and different cultures. The book provides in-depth background information and cases studies in high-technology teaching and learning and future expectations for new technology in higher education. The variety of projects and programs running in different countries helps boost innovation and discussion in future projects and practices. It also provides guidelines for future design and development of mobile applications for higher education." (Preface)
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"In Webinaren oder Live-Online-Schulungen stehen Sie vor einer großen Herausforderung: Sie wollen sich möglichst lange die Aufmerksamkeit Ihrer Teilnehmer sichern und diese aktiv ins Webinar einbeziehen. In diesem Buch finden Sie dafür 150 kreative Methoden für alle Formate: für einmalige Kurz-
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Webinare, für Webinare mit vielen Teilnehmern, für digital präsentierte Leistungsangebote, für die Vermittlung von Fachinhalten, für Gruppenarbeiten ... Neben den Methoden zur lebendigen Vermittlung von Webinarinhalten erhalten Sie die Beschreibungen von Energizer-Übungen für zwischendurch, bis hin zu Yogaübungen am PC. Zusätzlich garniert mit didaktischen und technischen Profi-Tipps für den gelungenen Einsatz sind Sie danach fit fürs Webinar." (Verlagsbeschreibung)
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"This chapter investigates the role of the Internet in reshaping learning and education. It describes distinctions between formal education, where the Internet has made few inroads, and informal learning, where it seems to have excelled. Moreover, the chapter explores how the Internet has – via th
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e World Wide Web – enabled an expansion in informal and incidental learning opportunities. Online courses are dealt through learning management systems, or virtual learning environments. The Internet's contribution to formal learning has been considerably less transformative than its contribution to informal learning. The Internet is not primarily an educational tool, but it self-evidently offers unique and unparalleled scope for the exploration of new forms of exploration and collaboration in the development and sharing of knowledge." (Abstract)
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"The report highlights the views of 413 eLearning practitioners on priorities for the post-2015 development agenda. Not only can we now take stock of our collective endeavour to reach the Education for All objectives and the Millennium Development Goals, but it is also our moment in Namibia to consi
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der our experience with digital technologies in helping us to reach these noble goals. Africa in general, and Namibia in particular, now boast more than 15 years' experience with policy development, design, implementation and evaluation of ICT in education and training at national and institutional levels. The insights offered by The eLearning Africa Report 2013 provide us with a platform to learn from these practices, both 'good' and 'bad'." (Foreword)
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