Promoting Global Citizenship through Intercultural Exchange Using Technology

Computer-Mediated Communication ◽

10.4018/978-1-61350-077-4.ch008 ◽

2013 ◽

pp. 100-119 ◽

Cited By ~ 1

Author(s):

Laurie A. Henry ◽

Clarisse O. Lima

Keyword(s):

Global Citizenship ◽

Cultural Knowledge ◽

Learning Activities ◽

Elementary Level ◽

Cultural Backgrounds ◽

Pedagogical Approach ◽

Approach To Learning ◽

Intercultural Exchange ◽

Similarities And Differences

This chapter presents a critical instance case study that describes the implementation of an international, telecollaborative project between elementary level students in rural Kentucky and those located in Rio de Janeiro. Learning activities focused on the development of cultural knowledge and understanding, with the main goal of increasing the students’ global citizenship characteristics by comparing cultural backgrounds with an emphasis on cultural similarities and differences between the two groups. This was accomplished through the Travel Buddy Project, a new pedagogical approach to learning that combines blog exchanges with photographic documentation couched in culturally oriented lessons.

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The Role of Mediating Artefacts in Learning Design

Handbook of Research on Learning Design and Learning Objects ◽

10.4018/978-1-59904-861-1.ch008 ◽

2011 ◽

pp. 188-208 ◽

Cited By ~ 12

Author(s):

Gráinne Conole

Keyword(s):

Design Process ◽

Learning Activities ◽

Learning Activity ◽

Learning Design ◽

Approach To Learning ◽

New Learning ◽

Key Aspects ◽

Descriptive Framework

The chapter provides a theoretical framework for understanding learning activities, centering on two key aspects: (1) the capture and representation of activities and (2) mechanisms for scaffolding the design process. The chapter begins by describing how information can be abstracted from learning activities via different forms of representation (models, iconic diagrams, textual case studies, etc.), which are defined here as ‘mediating artefacts.’ It discusses how different artefacts can be used to inform the process of designing a new learning activity. It provides an illustration of the theoretical arguments developed in the chapter by summarizing some of the findings from relevant research on learning design and uses the DialogPlus toolkit as a case study and example of a mediating artefact that can be used to support the design of a learning activity. The toolkit includes examples of learning activities (i.e., representations of activities as outlined in 1 above) as well as guidelines and support (i.e., mechanisms for scaffolding the design process as outline in 2 above). The chapter argues that this approach to learning design, which centres on the concept of mediating artefacts and their role in the design process, can be used as a descriptive framework for describing the dynamics, processes, and different aspects involved in learning design.

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PEMBELAJARAN DALAM ERA“NEW NORMAL” DI PONDOK PESANTREN NURUL QARNAIN JEMBER TAHUN 2020

LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan ◽

10.35316/lisanalhal.v14i2.860 ◽

2020 ◽

Vol 14 (2) ◽

pp. 361-380

Author(s):

Hosaini ◽

Miftahul Alimin

Keyword(s):

High School ◽

Junior High School ◽

Teaching And Learning ◽

Boarding School ◽

Learning System ◽

Learning Activities ◽

Elementary Level ◽

New Normal ◽

School Senior

Covid-19 pandemic outbreak not only hits education in kindergarten, elementary level, junior high school, senior high school, and university, but also it hits education in islamic boarding school throughout Indonesia. New Normal is a change in behavior to continue carrying out activities normally but with the addition of implementing health protocols to prevent Covid-19 transmission.This research uses an exploratory case study. The approach uses descriptive qualitative research methods used to obtain information content on the readiness of Pondok Pesantren Nurul Qarnain in carrying out teaching and learning process in the time of Covid-19 pandemic. Teaching and learning activities have been carried out at Pondok Pesantren Nurul Qarnain, by following the health protocol. The advantage of this system is there is no reduction in the learning system. The implementation of teaching and learning activities for students at the pesantrean remains in accordance with curriculum standards. because of the configuration of the board students.

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A Case Study on the Creative Integration of Global Citizenship Education for Young Children into the Nuri Curriculum through Intercultural Exchange

International Journal of Software Engineering and Its Applications ◽

10.14257/ijseia.2016.10.2.23 ◽

2016 ◽

Vol 10 (2) ◽

pp. 279-288 ◽

Cited By ~ 1

Author(s):

Jee-Hyun Bae

Keyword(s):

Young Children ◽

Citizenship Education ◽

Global Citizenship ◽

Global Citizenship Education ◽

Intercultural Exchange

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Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

Aṭfālunā: Journal of Islamic Early Childhood Education ◽

10.32505/atfaluna.v3i1.1732 ◽

2020 ◽

Vol 3 (1) ◽

pp. 43-57

Author(s):

Aghnaita Aghnaita ◽

Ajeng Almira Salsabila ◽

Camelia Hanik ◽

Maulida Syafitri ◽

Norhayani Norhayani ◽

...

Keyword(s):

Early Childhood ◽

Social Development ◽

Emotional Development ◽

Learning Activities ◽

Primary Data ◽

Social Emotional ◽

Cultural Backgrounds ◽

Childhood Education ◽

Surrounding Environment ◽

Stimulation Of

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.

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The Acquisition of Socio-cognitive Competence by Nso Children in the Bamenda Grassfields of Northwest Cameroon

International Journal of Behavioral Development ◽

10.1177/016502549301600304 ◽

1993 ◽

Vol 16 (3) ◽

pp. 429-441 ◽

Cited By ~ 31

Author(s):

A. Bame Nsamenang ◽

Michael E. Lamb

Keyword(s):

Social Responsibility ◽

Social Intelligence ◽

Cultural Knowledge ◽

Traditional Values ◽

Men And Women ◽

Continuity And Change ◽

Hands On ◽

Interview Guide ◽

Routine Tasks ◽

Similarities And Differences

Among the Nso of Northwest Cameroon, the primary purpose of socialisation is the development of social intelligence and a sense of social responsibility. This process is dependent on and shaped more by "tacit lessions" built into children's apprenticeship in routine tasks and interpersonal encounters with both peers and adults than on role instruction. Nso children are co-participants in their own "hands-on" socialisation. The traditional niche is now in total flux. In order to compare the ideas and values of different parental cohorts inherent in the tension of continuity and change, we interviewed 389 Nso men and women using the Lamnso Parent Interview Guide. The results revealed both similarities and differences in the values of various parental cohorts. Although traditional values were widely endorsed, mothers, parents, and urban respondents tended to manifest less indigenous viewpoints than fathers, grandparents, and rural subjects, perhaps because of their greater exposure to alien modifiers of cultural knowledge and values.

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White Pop, Shiny Armour and a Sling and Stone: Indigenous Expressions of Contemporary Congregational Song Exploring Christian-Māori Identity

Religions ◽

10.3390/rel12020123 ◽

2021 ◽

Vol 12 (2) ◽

pp. 123

Author(s):

Shannon Said

Keyword(s):

Hip Hop ◽

Minority Groups ◽

Cultural Backgrounds ◽

Congregational Song ◽

Christian Worship ◽

Pentecostal Churches ◽

The Relationship ◽

Sydney Australia

It has taken many years for different styles of music to be utilised within Pentecostal churches as acceptable forms of worship. These shifts in musical sensibilities, which draw upon elements of pop, rock and hip hop, have allowed for a contemporisation of music that functions as worship within these settings, and although still debated within and across some denominations, there is a growing acceptance amongst Western churches of these styles. Whilst these developments have taken place over the past few decades, there is an ongoing resistance by Pentecostal churches to embrace Indigenous musical expressions of worship, which are usually treated as token recognitions of minority groups, and at worst, demonised as irredeemable musical forms. This article draws upon interview data with Christian-Māori leaders from New Zealand and focus group participants of a diaspora Māori church in southwest Sydney, Australia, who considered their views as Christian musicians and ministers. These perspectives seek to challenge the relationship between Indigenous and non-Indigenous relations within a church setting and create a more inclusive philosophy and practice towards being ‘one in Christ’ with the role of music as worship acting as a case study throughout. It also considers how Indigenous forms of worship impact cultural identity, where Christian worship drawing upon Māori language and music forms has led to deeper connections to congregants’ cultural backgrounds.

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Applying the PECSL: using case studies to demonstrate the Pedagogy of Experience Complexity for Smart Learning

Smart Learning Environments ◽

10.1186/s40561-021-00158-7 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Pen Lister

Keyword(s):

Real World ◽

Mobile Apps ◽

Urban Environments ◽

Learning Activities ◽

Learning Activity ◽

Opportunities To Learn ◽

Practical Application ◽

Design And Development ◽

Smart Learning

AbstractThis paper discusses the uses and applications of the Pedagogy of Experience Complexity for Smart Learning (PECSL), a four-tier model of considerations for the design and development of smart learning activities. Using existing mobile apps and relevant activities as illustrative examples, the PECSL is applied to indicate concepts and mechanisms by which useful pedagogical considerations can work alongside user-centred design principles for the design and development of smart learning in urban hyper-localities. Practical application of the model is discussed using real world examples of activities as a basis to demonstrate the potential for manifold opportunities to learn, and plan for experience complexity in a smart learning activity. Case study approaches reflect on aspects of the PECSL in how it might be a useful and pragmatic guide to some of the issues faced when designing digital citizen learning activities in complex urban environments.

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