Education for Liberation

2011 ◽  
pp. 198-231
Author(s):  
M. Fragaki ◽  
A. Lionarakis
Keyword(s):  
Human Rights ◽  
Transformative Learning ◽  
Learning Community ◽  
Information And Communication Technologies ◽  
Cognitive Abilities ◽  
Educational Practice ◽  
Communication Technologies ◽  
Community Of Learners ◽  
The Everyday ◽  
Information And Communication

This particular proposal presents a Transformative Polymorphic Model for training, researching and teaching, a learning community of educators, which involves the integration of Information and Communication Technologies (ICTs) into the educational practice. It refers to ideas of justice, applied to an entire online society, based on not only giving digital individuals and groups’ fair action, but also sharing the benefits of free online society. It promotes transformative learning by way of emancipator education that fosters the human rights and equity that manifest in the everyday digital lives of people, from every level of online society. It consists in a learning environment that facilitates development of higher order cognitive abilities and it promotes a critical community of learners, where both reflection and discourse facilitate the construction of personally meaningful and socially valid knowledge and guides decision and action.

scholarly journals Open Assessment of Learning: A Meta-Synthesis

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Andres Chiappe ◽  
Ricardo Alfonso Pinto ◽  
Vivian Arias
Keyword(s):  
Information And Communication Technologies ◽  
Educational Practice ◽  
Communication Technologies ◽  
Great Resistance ◽  
Traditional Assessment ◽  
Assessment Of Learning ◽  
Educational Concept ◽  
Open Educational Practice ◽  
Information And Communication ◽  
Use Of The Internet

<p class="3">Open Assessment of Learning (OAoL) is an emerging educational concept derived from the incorporation of Information and Communication Technologies (ICT) to education and is related with the Open Education Movement. In order to improve understanding of OAoL a literature review was conducted as a meta-synthesis of 100 studies on ICT-based assessment published from 1995 to 2015, selected from well-established peer-reviewed databases. The purpose of this study focused on identifying the common topics between ICT-based assessment and OAoL which is considered as an Open Educational Practice.</p><p class="3">The review showed that extensive use of the Internet makes it easy to achieve some special features of OAoL as collaboration or sharing, which are considered negative or inconvenient in traditional assessment but at the same time become elements that promote innovation on that topic. It was also found that there is still a great resistance to accept change (as OAoL does) when structural elements of traditional assessment are questioned or challenged.</p>

Information and Communication Technologies, Democracy, and Human Rights in Nigeria

2015 ◽  
pp. 626-645
Author(s):  
Joseph Wilson ◽  
Nuhu Gapsiso
Keyword(s):  
Developing Countries ◽  
Human Rights ◽  
Interest Groups ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information And Communication ◽  
Share Information ◽  
Rights Issues

The unprecedented impact of Information and Communication Technologies (ICTs) on nearly every facet of human endeavour has continued to attract individual and organizational interest to explore these technologies for specific cause. ICTs are increasingly being used in promoting democracy and human rights issues: to mobilize and strengthen solidarity, increase communication among interest groups, and share information more quickly. There is no doubt that ICTs deployment in Nigeria and other developing countries has sparked growth in citizens' abilities to communicate and share ideas, but there are impediments. This chapter looks at the evolution of ICTs in Nigeria, the place of ICTs in promoting democracy/human rights, and discusses the challenges of harnessing the enormous benefits of ICTs in promoting democracy and human rights in Nigeria.

ICT Policies Favouring Human Rights

2014 ◽  
pp. 21-35 ◽  
Author(s):  
Rolf H. Weber
Keyword(s):  
Human Rights ◽  
Civil Society ◽  
Mass Media ◽  
Information And Communication Technologies ◽  
Freedom Of Expression ◽  
Communication Technologies ◽  
Global Network ◽  
Right To Development ◽  
Information And Communication ◽  
Ict Infrastructure

The tremendous developments in information and communication technologies (ICTs) over the last 20 years have substantially changed communication practices across the world. The Internet and mobile phones help to open new horizons for connections between people, leading to a global network for the sharing of information and ideas. In this new environment, human rights need to have a place, and traditional notions related to mass media need to be adapted to the needs of civil society. Freedom of expression has become much more individualistic, with information exchanges no longer relying on the traditional intermediaries (mass media) but on the exchange of ideas on social networking and other platforms. Civil society participation in the information world requires the necessary infrastructure however. And since states have an obligation to see to it that human rights are realized in practice, this may mean the facilitation of private investments to improve the ICT infrastructure. In this context, ICT policies favoring human rights must encompass a right to development.

The Role of Information and Communications Technologies in Human Rights Monitoring and Advocacy

2010 ◽  
pp. 184-200 ◽  
Author(s):  
John Lannon
Keyword(s):  
Human Rights ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Grassroots Organizations ◽  
Information And Communications Technologies ◽  
Human Rights Abuse ◽  
Information And Communication ◽  
Human Rights Standards ◽  
Tools And Techniques

This chapter analyses tools and techniques used to document human rights abuse. It outlines the opportunities and pitfalls associated with the use of information and communication technologies by human rights organizations, and it examines the importance of rigorous documentation to underpin human rights work. Tools developed to help grassroots organizations record usable and actionable information are contrasted with an initiative that actively involves citizens in the reporting of xenophobic attacks. The analysis shows that the tools and systems used to monitor human rights violations are essential to the effective implementation of human rights standards. It also shows that new technologies can empower ordinary citizens to become directly involved in awareness building and debate about human rights abuse.

From E-Learning Tools to Assistants by Learner Modelling and Adaptive Behavior

2011 ◽  
pp. 313-325
Author(s):  
Klaus Jantke ◽  
Christoph Igel ◽  
Roberta Sturm
Keyword(s):  
Learning Community ◽  
Information And Communication Technologies ◽  
Process Model ◽  
Communication Technologies ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
It Systems ◽  
Information And Communication ◽  
E Learning

Humans need assistance in learning. This is particularly true when learning is supported by modern information and communication technologies. Most current IT systems appear as more or less complex tools. The more ambitious the problems in the application domain are, the more complex are the tools. This is one of the key obstacles to a wider acceptance of technology enhanced learning approaches (e-learning, for short). In computer science, in general, and in e-learning, in particular, we do need a paradigmatic shift from tools of a growing complexity to intelligent assistants to the human user. Computerized assistants that are able to adapt to their human users’ needs and desires need some ability to learn. In e-learning, in particular, they need to learn about the learner and to build an internal model of the learner as a basis of adaptive system behavior. Steps toward assistance in e-learning are systematically illustrated by means of the authors’ e-learning projects and systems eBuT and DaMiT. These steps are summarized in some process model proposed to the e-learning community.

From E-Learning Tools to Assistants by Learner Modelling and Adaptive Behavior

2007 ◽  
pp. 212-231 ◽  
Author(s):  
Klaus Jantke ◽  
Christoph Igel ◽  
Roberta Sturm
Keyword(s):  
Learning Community ◽  
Information And Communication Technologies ◽  
Process Model ◽  
Communication Technologies ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
It Systems ◽  
Information And Communication ◽  
E Learning

Humans need assistance in learning. This is particularly true when learning is supported by modern information and communication technologies. Most current IT systems appear as more or less complex tools. The more ambitious the problems in the application domain are, the more complex are the tools. This is one of the key obstacles to a wider acceptance of technology enhanced learning approaches (e-learning, for short). In computer science, in general, and in e-learning, in particular, we do need a paradigmatic shift from tools of a growing complexity to intelligent assistants to the human user. Computerized assistants that are able to adapt to their human users’ needs and desires need some ability to learn. In e-learning, in particular, they need to learn about the learner and to build an internal model of the learner as a basis of adaptive system behavior. Steps toward assistance in e-learning are systematically illustrated by means of the authors’ e-learning projects and systems eBuT and DaMiT. These steps are summarized in some process model proposed to the e-learning community.

Teacher Training in EDC/HRE: How to Develop Students’ Ability to Assess Information from Media and Social Networks

2015 ◽  
Vol 3 (3) ◽  
pp. 42-50
Author(s):  
Прутченков ◽  
A. Prutchenkov ◽  
Болотина ◽  
Tatyana Bolotina ◽  
Павлова ◽  
...  
Keyword(s):  
Social Networks ◽  
Human Rights ◽  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Democratic Citizenship ◽  
Council Of Europe ◽  
Information And Communication ◽  
The Media

This article shows the main benefits of information and communication technologies (ICT)and introduces draft ICT classes developed during the pilot project of the Council of Europe “Training teachers to develop students’ ability to evaluate information in the media and social networks” within the program “Education for Democratic Citizenship and Human Rights”.

scholarly journals Teacher Candidates’ Views about the Effects of Information and Communication Technologies on Human Rights and Freedoms

2021 ◽  
Author(s):  
Nazike Karagözoğlu
Keyword(s):  
Human Rights ◽  
Information And Communication Technologies ◽  
Teacher Candidates ◽  
Negative Impact ◽  
Freedom Of Expression ◽  
Human Life ◽  
Communication Technologies ◽  
Private Life ◽  
Security Measures ◽  
Information And Communication

The recent rapid developments in technology have caused great changes in all areas of human life. This study aimed to determine the views of teacher candidates on the rights and freedoms affected by information and communication technologies (e.g., telephone, computer, and internet). The study was carried out in the spring term of the 2020-2021 academic year, and the sample consisted of 100 volunteer teacher candidates studying the "Human Rights and Democracy Course" at the Faculty of Education of Yozgat Bozok University. The data of this qualitative research were collected through teacher candidates’ compositions and were analyzed using content analysis. According to the results of the research, the rights and freedoms that are thought to be positively affected by the use of information and communication technologies are as follows: freedom to obtain and disseminate information, freedom of communication, right and duty of education, right to congregate / right of organization, right to legal remedies, freedom of expression and dissemination of thought, and right to enter public services. The negatively affected rights and freedoms are determined as privacy of private life, right to request the protection of his/her personal data, personal liberty and security, freedom of information and dissemination, and right to health. To minimize the negative impact of information and communication technologies on rights and freedoms, teacher candidates expressed some suggestions such as information and communication technologies education, human rights education, sanction/punishment, personal security measures, and increasing supervision.

scholarly journals ЗАСТОСУВАННЯ ІНТЕРНЕТ-ОРІЄНТОВАНОЇ ПРОЕКТНОЇ ТЕХНОЛОГІЇ НАВЧАННЯ СУЧАСНОЇ УКРАЇНСЬКОЇ ЛІТЕРАТУРНОЇ МОВИ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

2017 ◽  
Vol 62 (6) ◽  
pp. 179
Author(s):  
Olena A. Reshetnyak
Keyword(s):  
High School ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Cognitive Abilities ◽  
Communication Technologies ◽  
Interactive Methods ◽  
Project Method ◽  
Project Activity ◽  
Information And Communication

In the article the author considers the features of implementation of a project technology in studying of a discipline «Modern Ukrainian Language» on Philology Department in high school. The essence of the main features of the project method as a method and means of studying and analyzing scientific and methodological literature, its types and stages are determined, the methodology for implementing the project activity in the study of philological disciplines is also defined. To implement the project research the author recommends to use information and communication technologies that help to optimize the learning process, make it interesting and creative. The topicality of the work is conditioned by the need to implement new effective pedagogical technologies, interactive methods and methods of teaching in the learning process, which help to develop cognitive abilities of students, form the ability to find ways to solve certain problems by attracting various forms of activity.

scholarly journals Understanding E-Democracy Government-Led Initiatives for Democratic Reform

2013 ◽  
Vol 5 (2) ◽  
pp. 141-154 ◽  
Author(s):  
Julie Freeman ◽  
Sharna Quirke
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information Provision ◽  
Civic Involvement ◽  
Democratic Reform ◽  
The United Kingdom ◽  
The Everyday ◽  
Democratic Engagement ◽  
Information And Communication ◽  
Ongoing Dialogue

Information and communication technologies (ICTs) offer opportunities for greater civic participation in democratic reform. Government ICT use has, however, predominantly been associated with e-government applications that focus on one-way information provision and service delivery. This article distinguishes between e-government and processes of e-democracy, which facilitate active civic engagement through two-way, ongoing dialogue. It draws from participation initiatives undertaken in two case studies. The first highlights efforts to increase youth political engagement in the local government area of Milton Keynes in the United Kingdom. The second is Iceland’s constitutional crowdsourcing, an initiative intended to increase civic input into constitutional reform. These examples illustrate that, in order to maintain legitimacy in the networked environment, a change in governmental culture is required to enable open and responsive e-democracy practices. When coupled with traditional participation methods, processes of e-democracy facilitate widespread opportunities for civic involvement and indicate that digital practices should not be separated from the everyday operations of government. While online democratic engagement is a slowly evolving process, initial steps are being undertaken by governments that enable e-participation to shape democratic reform.

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