"Sustainable Independent Media Activity (SIMA) partners the Aga Khan Foundation (AKF) and the Global Centre for Pluralism (the Centre) have developed this toolkit to support media actors in South Sudan. The purpose of this toolkit is to provide media actors with a set of analytical concepts, practic
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al tools and frameworks to support their role in promoting a more inclusive and peaceful society. By applying pluralism concepts and tools to their work, journalists can promote respect for diversity by facilitating dialogue and understanding and by contributing to social cohesion in fragile and post-conflict contexts, such as South Sudan. This toolkit aims to empower media practitioners in their important role in supporting peacebuilding. The toolkit covers comprehensive content to support media practitioners with the necessary knowledge and tools to identify and discuss issues of inclusion and exclusion in a conflict-sensitive approach. The curriculum will help media actors, including the Association for Media Development in South Sudan (AMDISS) and other SIMA partners, to adopt long-term practices to integrate pluralism into their day-to-day work to support unbiased, accurate and fair content development while reducing discriminatory and divisive narratives that contribute to exclusionary attitudes." (Introduction)
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"Integrating AI learning objectives into official school curricula is crucial for students globally to engage safely and meaningfully with AI. The UNESCO AI competency framework for students aims to help educators in this integration, outlining 12 competencies across four dimensions: Human-centred m
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indset, Ethics of AI, AI techniques and applications, and AI system design. These competencies span three progression levels: Understand, Apply, and Create. The framework details curricular goals and domain-specific pedagogical methodologies. Grounded in a vision of students as AI co-creators and responsible citizens, the framework emphasizes critical judgement of AI solutions, awareness of citizenship responsibilities in the era of AI, foundational AI knowledge for lifelong learning, and inclusive, sustainable AI design." (Short summary)
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"[...] While many AI deployments serve public interest, journalists also need insight and expertise to alert about aspects like exclusions, unequal benefits, and violations of human rights. As part of its journalism education series, UNESCO’s International Programme for the Development of Communic
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ation (IPDC) has supported the World Journalism Education Council in commissioning this handbook. The aim is to inspire and empower so that journalism educators can help both journalism students and working journalists do justice to one of the major issues of our times. The handbook covers: understanding machine intelligence and identifying different types of AI; exploring AI’s potential, as well as its strengths and weaknesses; imagining diverse futures with AI by recognising pervasive popular narratives that inform public consciousness; understanding journalism’s role in mediating and shaping AI discourse; finding ways of reporting about AI in a nuanced, realistic and accountable manner; making connections to existing genres of journalism, ranging from general news reporting to data journalism." (Short summary)
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"Carrying out regional consultations with multiple stakeholders can help establish a shared understanding of major challenges and build consensus about promising paths forward. They are particularly useful in complex environments with many different actors. This guide provides some practical guidanc
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e on how to organize consultative processes on a regional scale in the field of media development. It should serve as a hands-on toolbox for practitioners working to advance media freedom and is based on an approach first developed and implemented by DW Akademie and the Center for International Media Assistance (CIMA) in 2015. We aim to make this method available for international organizations carrying out consultations, as well as regional and local organizations who would like to do so. Consultations can take place in-person, online or in hybrid form." (Page 2)
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"Die vielfältigen Möglichkeiten moderner IT-Systeme bringen drängende ethische Probleme mit sich. Neben der offensichtlichen Frage nach einer moralisch tragbaren Verwendung von Informationstechnologien sind ebenso die Aspekte des Entwerfens, Herstellens und Betreibens derselben entscheidend. Die
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Beiträger*innen setzen sich mit dem Konfliktpotenzial zwischen Technik und Ethik auseinander, indem sie lebensnahe Fallbeispiele analysieren und diskutieren. Damit liefern sie eine praktische Anleitung zum gemeinsamen Nachdenken über moralische Gebote und ethischen Umgamg mit IT-Systemen und ihren Möglichkeiten." (Verlagsbeschreibung)
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"Today we use the Internet for everything: studying, working, communicating, shopping, getting information... even for switching on and off different household appliances, thanks to the use of the so-called Internet of Things (IoT). This intensive use of the Internet, and therefore of electronic dev
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ices, with larger and smaller screens, touchscreens and keyboards, creates new challenges and possible consequences of which we need to be aware. Excessive use of, as is often the case, social networks; can have consequences in areas such as socialisation (face-to-face), physical activity or concentration. In this module you will learn what these risks are, and how to use electronic devices correctly, achieving digital wellbeing." (Page 3)
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"This guide is for trainers who wish to introduce the concepts of constructive journalism to reporters and editors. It is aimed at journalists who wish to apply these principles as well as at editors interested in implementing a constructive approach in the newsroom or in creating constructive forma
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ts. The Toolkit provides general knowledge about constructive journalism as well as a set of flexible training modules, handouts and other resources that can be used according to the training goal and the target group." (https://constructive-journalism.com)
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"Journalism education, being heavily focusing on experiential learning and face-to-face interaction, is particularly challenged when it comes to remote teaching and learning. This manual aims to provide journalism instructors the resources to improve their teaching in digital spaces. The subject mat
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ter includes: planning a new online course from scratch or transitioning an existing face-to-face course to online delivery; strategies to curb academic dishonesty in online courses; creating a student-centered learning environment; ways to support diversity in the virtual classroom; the future of online journalism education, drawing on what the pandemic period has taught." (Short summary)
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"[...] digital divide has demonstrated the urgency of our vision of building an inclusive digital economy and made it even more critical than ever before. UNCDF’s strategy, ‘Leaving No One Behind in the Digital Era’ launched in 2019, UNCDF continues to work with the government, private sector,
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and academia to catalyse innovations and scale digital solutions that address systemic constraints in the social and economic sectors. This guide aims to empower trainers and other stakeholders in implementing the digital and financial Literacy initiatives including specifications for devices delivered under the Digital Literacy Program as well as information on their configuration, setup and general management. There is also useful information on the procedures for sending and receiving money via mobile money followed by procedures for doing a mobile Money business. This manual describes the digital literacy curriculum and offers useful information on its usage by the trainers." (Foreword)
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"DW Akademie’s “Mapping out curriculum development” guide sets out an agile process that leads you step-by-step through designing an innovative and interactive training program. It can be used to develop trainings for journalists and media managers, as well as to develop media and information
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literacy training for the general public." (Page 3)
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