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Sharing Resources in Educational Communities  [cached]
Allison Littlejohn,Anoush Margarayn
International Journal of Emerging Technologies in Learning (iJET) , 2010, DOI: 10.3991/ijet.v5i2.857
Abstract: The paper explores the implications of mobility within educational communities for sharing and reuse of educational resources. The study begins by exploring individuals’ existing strategies for sharing and reusing educational resources within localised and distributed communities, with particular emphasis on the impact of geographic location on these strategies. The results indicate that the geographic distribution of communities has little impact on individuals’ strategies for resource management, since many individuals are communicating via technology tools with colleagues within a localised setting. The study points to few major differences in the ways in which individuals within the localised and distributed communities store, share and collaborate around educational resources. Moving beyond the view of individuals being statically involved in one or two communities, mobility across communities, roles and geographic location are formulated and illustrated through eight scenarios. The effects of mobility across these scenarios are outlined and a framework for future research into mobility and resource sharing within communities discussed.
Monograph 'Open educational resources'  [cached]
Julià Minguillón
Revista de Universidad y Sociedad del Conocimiento , 2007,
Abstract: Open educational resources have been the subject of intense debate at an institutional level for a relatively short time, coinciding with the diffusion of diverse international experiences in this matter. This monograph presents various projects and proposals that address the issue from different approaches that are commonly employed within this ambit, combining methodological and technological aspects with examples of good practices that are introducing institutional policies in this direction within many organisations, both educational and from Public Administration.
Disrupted by violence: children's well-being and families' economic, social, and cultural capital in Ciudad Juarez, Mexico
Hernandez,Alma A.; Grineski,Sara E.;
Revista Panamericana de Salud Pública , 2012, DOI: 10.1590/S1020-49892012000500004
Abstract: since 2008, ciudad juarez (chihuahua, mexico) has been undergoing a wave of violence due to a drug war, making the city a difficult environment in which to raise a family. this study uses qualitative methodology that incorporates 16 in-depth interviews with parents of children ages 0-5 years and 9 sets of photos from a subset of interviewed parents. the study explores how families' economic, social, and cultural capital has been disrupted by the violence and how it affects children's well-being. social and economic capital declined significantly because of the violence as families experienced crime, had increased difficulty finding and maintaining employment, and decreased their interactions outside the home. interviews also suggested that opportunities to gain cultural capital decreased because of this isolation. understanding the detrimental effects of violence on families' capital can contribute to understanding children's well-being in violence-stricken communities.
Moral Foundation of the Kindergarten Teacher’s Educational Approach: Self-Reflection Facilitated Educator Response to Pluralism in Educational Context  [PDF]
Arniika Kuusisto,Silja Lamminm?ki-Vartia
Education Research International , 2012, DOI: 10.1155/2012/303565
Abstract: This paper investigates the moral foundation of Kindergarten teachers’ educational approach from the perspective of sensitivity towards religions and other worldviews. As a context for the examination, the paper presents the current situation of the Finnish multi-faith kindergartens through the empirical mixed method data gathered from five day care centres in the capital Helsinki area. The findings illustrate that at present, the multitude of religions and other worldviews in the increasingly diverse Kindergarten context causes continuous negotiations among the staff on both the educational practices and in the teachers’ educational partnership with families. In particular, there is a lot of uncertainty of how—if at all—education on religions and worldviews should be implemented in the multicultural, multi-faith kindergarten. Some of the staff members have difficulties in encountering religious diversity in a positive or neutral light, as religions are often seen through limitations to everyday practicalities and educational contents. It is argued that in order to develop a constructive, worldview sensitive educator response to pluralism, and thus to encourage the development in the moral foundation of the teachers’ work, the teachers would need supported opportunities for dialoguous self-reflection. To support this, working models for intercultural and inter-faith sensitivity are suggested. 1. Introduction In this paper we examine the moral core of teaching from the viewpoint of worldview sensitivity. More precisely, through the findings of our empirical data as well as the framework set by the national and municipal curriculum guidelines, we will explore the kindergarten teachers’ response to worldview diversity. As a part of this, we examine the kinds of practical level educational approaches that are employed by the teachers in relation to worldviews, and the discourses they engage in dealing with the worldview diversity in the kindergarten. Finally, we will suggest some directions for supporting the teachers’ self-reflection towards coping with the worldview sensitivity as a part of their professional development. Due to increasing religious diversity, both the children and the staff in today’s kindergartens and schools are exposed to more diversity of worldview backgrounds than the previous generations ever were. Nevertheless, the empathy towards other cultures and worldviews does not develop automatically when diversity in the environment increases. Rather, the worldview differences present a particular challenge to individual’s own cultural and
Human Capital Theory: Implications for Educational Development
D.A. Olaniyan,T. Okemakinde
Pakistan Journal of Social Sciences , 2012,
Abstract: The belief that education is an engine of growth rests on the quality and quantity of education in any country. The study posits that formal education is highly instrumental and even necessary to improve the production capacity of a nation and discusses the rationality behind investment in human capital. Empirical evidences of human capital model were identified and findings reveal that investment in education has positive correlation with economic growth and development. Criteria for the applicability and problems associated with the theory were identified and implications for educational development highlighted. Conclusively, the study recommends that for education to contribute significantly to economic growth and development, it must be of high quality to meet the skill-demand needs of the economy.
Educational Preparation of Older Adults and Their Families for Retirement  [PDF]
María de los ángeles Aguilera, José de Jesús Pérez, Diemen Delgado, Mónica Contreras, Martín Acosta, Blanca Elizabeth Pozos
Advances in Applied Sociology (AASoci) , 2013, DOI: 10.4236/aasoci.2013.36032
Abstract:

The purpose of this qualitative case study, carried out in two phases, is to systematize the learning experiences and expectations of older adults and their families as they face approaching retirement, in Guadalajara, Mexico, 2012. The strategy implemented was an educational preparation for retirement. Six adults had already retired, two were soon to be retired and eight family members were chosen for this study. Data were collected using semi-structured interviews and a SQA-E format. The educational strategy was an interactive conference. A phenomenological analysis was made of the experiences recorded. The naturalistic criterial evaluation of learning experiences and expectations was applied before and after the educational intervention. Through this intervention, participants were made conscious of their problems, expressed the desire to improve certain aspects of their lives and continued educational preparation.

Families and social capital in Serbia: Some issues in research and policy
Tomanovi? Smiljka
Sociologija , 2008, DOI: 10.2298/soc0801001t
Abstract: Based on several recent studies on families and households in Serbia, the paper examines the heuristic and methodological validity of the concept of social capital as applied in studying families in post-socialist transformation. After discussing conceptual issues and problems related to social capital and study of contemporary families, the findings from the studies related to social capital are summarized. It is argued that in a post socialist society in transformation, such as Serbia, there are two sides to social capital, that consequences of strong "bonding" social capital are twofold, and that this has complex effects on different societal levels. In the concluding part, some methodological and policy issues that emerged from the evidence are pointed out.
Educational Aspirations and Postsecondary Access and Choice  [cached]
Shouping Hu
Education Policy Analysis Archives , 2003,
Abstract: Using data from the National Education Longitudinal Study of 1988 (NELS: 88), this study examines educational aspirations and postsecondary access and choice by students in urban, suburban, and rural schools. In addition, this study raises issues with the methods in postsecondary educational research by using students in different grades (8th, 10th, and 12th grades) as baseline populations to compare educational outcomes. The results indicated that students in urban schools were comparatively disadvantaged in the early years in schooling in terms of postsecondary access but appeared to be enrolled in postsecondary institutions at similar percentages as their suburban counterparts, if they made it to later years in K-12 schooling. For those students in urban schools who went to college, higher percentages were enrolled in private institutions and four-year colleges. Students in rural schools were consistently disadvantaged in postsecondary aspirations and enrollment, compared to students in other schools.
From open resources to educational opportunity  [cached]
M. S. Vijay Kumar
Research in Learning Technology , 2005, DOI: 10.3402/rlt.v13i3.11221
Abstract: Since MIT's bold announcement of the OpenCourseWare initiative in 2001, the content of over 700 of its courses have been published on the Web and made available for free to the world. Important infrastructure initiatives have also been launched recently with a view to enabling the sustainable implementation of these educational programmes, through strengthening organizational capacity as well as through building open, standards-based technology. Each of these initiatives point to a rich palette of transformational possibilities for education; together with the growing open source movement, they offer glimpses of a sustainable ecology of substantial and quality educational resources. This discussion piece will highlight some of the educational opportunity presented by MIT's current information technology-enabled educational agenda and related initiatives, along with their strategic underpinnings and implications. It will address various dimensions of their impact on the form and function of education. It will examine how these ambitious programmes achieve a vision characterized by an abundance of sustainable, transformative educational opportunities, not merely pervasive technology.
An Evaluation Model of Digital Educational Resources  [cached]
Abderrahim El Mhouti,Mohamed Erradi,Azeddine Nasseh
International Journal of Emerging Technologies in Learning (iJET) , 2013, DOI: 10.3991/ijet.v8i2.2501
Abstract: —Today, the use of digital educational resources in teaching and learning is considerably expanding. Such expansion calls educators and computer scientists to reflect more on the design of such products. However, this reflection exposes a number of criteria and recommendations that can guide and direct any teaching tool design be it campus-based or online (e-learning). Our work is at the heart of this issue. We suggest, through this article, examining academic, pedagogical, didactic and technical criteria to conduct this study which aims to evaluate the quality of digital educational resources. Our approach consists in addressing the specific and relevant factors of each evaluation criterion. We will then explain the detailed structure of the evaluation instrument used : “evaluation grid”. Finally, we show the evaluation outcomes based on the conceived grid and then we establish an analytical evaluation of the state of the art of digital educational resources.
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