scholarly journals Moving towards inclusive learning and teaching: A synthesis of recent literature

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Gwen Lawrie ◽  
Elizabeth Marquis ◽  
Eddie Fuller ◽  
Tara Newman ◽  
Mei Qiu ◽  
...  
Keyword(s):  
Recent Literature ◽  
Learning And Teaching ◽  
Inclusive Learning

scholarly journals Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Gwen Lawrie ◽  
Elizabeth Marquis ◽  
Eddie Fuller ◽  
Tara Newman ◽  
Mei Qiu ◽  
...  
Keyword(s):  
Recent Literature ◽  
Learning And Teaching ◽  
Inclusive Learning

Design and Development of an Inclusive Learning Videogames Aimed to Promote the Development of Reading and Writing Skills

2016 ◽  
Vol 7 (2) ◽  
pp. 34-47 ◽  
Author(s):  
Stafano Di Tore ◽  
Iolanda Zollo ◽  
Safa Maffei ◽  
Maurizio Sibilio
Keyword(s):  
Primary Schools ◽  
Recent Literature ◽  
Writing Skills ◽  
Design And Development ◽  
Teaching Resources ◽  
Reading And Writing ◽  
Inclusive Learning ◽  
Applied Technology ◽  
Inclusive Approach ◽  
Development Phases

Inclusive didactics can be defined as the set of strategies, methods and resources that enable the teacher to pay more attention to the personal profile of the student in terms of learning. With reference to the teaching resources applied, technology offers effective opportunities for the implementation of an inclusive approach. The aim of this paper is to illustrate, on the basis of recent literature, how action videogames can foster the development of reading and writing skills in an inclusive way, through the specific types of human-machine interactions on which they are based. In addition, the design and development phases of the game, targeted for pupils attending Italian primary schools, is presented.

scholarly journals Chapter 1: The Helios School – Inclusive University School in the City of Cologne

2018 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Kersten Reich
Keyword(s):  
Laboratory School ◽  
New School ◽  
Learning And Teaching ◽  
Life Conditions ◽  
Inclusive Learning ◽  
New Learning ◽  
Inclusive Concept ◽  
Fourth Step ◽  
The City

My essay introduces the model of the Inclusive University School of Cologne, established in 2015, that intends to be a contemporary model of democratic school in the Deweyan tradition based on principles of participation and diversity under the complex life conditions of today. The text contains four components: First, I will reconstruct some elements and principles from Dewey’s Chicago Laboratory School that served as a basis for the Inclusive University School of Cologne. Secondly, I will give a comprehensive account of the inclusive concept of the Cologne school and the ways it works out in practice. Third, I will elaborate on the pedagogical program of the school formulated in ten components of inclusive learning and teaching. In a fourth step, I will give a concrete account of what “new learning” means in the context of this new school. Finally, I will discuss some main obstacles that we encountered and had to overcome in establishing the school in Cologne.

scholarly journals Promoting Intercultural Engagement: Developing a Toolkit for Staff and Students in Higher Education

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Marita Grimwood ◽  
Mark Dunford ◽  
Pilar Teran ◽  
Nita Muir
Keyword(s):  
Higher Education ◽  
Recent Literature ◽  
Global Citizenship ◽  
Academic Staff ◽  
Intercultural Dialogue ◽  
Learning And Teaching ◽  
Cultural Negotiation ◽  
The Uk ◽  
Intercultural Engagement ◽  
Different Levels

This ‘on the horizon’ paper describes and reflects on the development of an intercultural engagement toolkit for academic staff in Higher Education Institutions, for use across a range of disciplines. Higher Education in the UK is continuing to grapple with two aspects of an internationalising sector: increasing numbers of non-UK students (HESA, 2015) and the need to prepare students for a globalised society (Guimaraes-Iosif, 2011). Academic staff are often uncertain about how to engage with these forces in their curricula (Barker, Hibbins, & Farrelly, 2011). While they have different levels of awareness of issues and theories relating to internationalisation of the curriculum, even those with high levels of international experience can be unsure as to how to implement effective changes to learning and teaching. A reflective toolkit to support academic staff was developed with funding from the Higher Education Academy, aiming to support universal processes of cultural negotiation in the context of programme teams and class groups. These resources have been developed following thematic analysis of focus groups and interviews with academics and students across a range of disciplines. Six key areas were identified as being influential: intercultural dialogue, global citizenship, positioning of the academic, design of curricula and assessment, international collaboration and communications. This paper will explore these themes and the theoretical framework which is the scaffolding for the toolkit, including the most recent literature (Killick, 2015; Leask, 2015). It also explores successes and frustrations experienced in the process, and ideas for the toolkit’s future development.

scholarly journals Approaches for Developing Generic Skills in Building Technology Graduates for Global Competitiveness

2020 ◽  
Vol 3 (1) ◽  
pp. 25
Author(s):  
Jane Itohan Oviawe ◽  
R. Uwameiye
Keyword(s):  
Instructional Delivery ◽  
Generic Skills ◽  
Global Competitiveness ◽  
Learning And Teaching ◽  
Building Technology ◽  
Utilization Of Technology ◽  
Inclusive Learning ◽  
World Class ◽  
Method Of Instruction ◽  
Contextualized Learning

The need to inculcate generic skills into graduates to meet the demands of the ever dynamic workplace has been of concern to stakeholders in education and the world of work. This concept of a global competitiveness, and generic skills were reviewed and discussed. This paper also examined the importance of generic skills; and factors influencing generic skills development among graduates were highlighted. This factors calls for different approaches and shift in pedagogy in developing generic skills for global competitiveness which include: change in instructional delivery, from the traditional method of instruction to cooperative learning model. It also involves integration and contextualized learning, creating world class spaces for learning, enhanced utilization of technology and inclusive learning and teaching environment for producing global workers in building technology.

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