f three skills – those of reading, writing and basic arithmetic is concerned everyone tends to think that it is almost same as those used for children or even less so because adults may not opt for higher qualifications in the formal stream. Apart from this a different approach to teaching is advocated normally on two grounds – one, writing should be taught from words instead of beginning with letters in a particular alphabet, and two, the lessons should reflect local/regional characteristics keeping in view the diversity of the learners’ background – lifestyle, livelihood, culture, language and so on. Add to this, of course, the gender perspective, which has now gained currency at a time when women are still subjected to various forms of oppression, discrimination and deprivation. With these considerations a simplistic view of imparting literacy is widespread and different states and different agencies associated with adult and continuing education are given free hand for producing their primers with certain provision for scrutiny at the apex level.
Things will be altogether different if literacy and related education is viewed as an instrument of change and empowerment. Given the focus groups – the poor, the marginalized sections, the women SC, ST and minorities – which constitute the bulk of the mass of the illiterate, poor and deprived, the approach to educating them deserves serious examinations. NLM has taken a commendable step for developing a natural curriculum framework (NCF) for adult education, which is first of its kind in the history of education in India. The expert committee constituted for this has begun the process of exploring all dimensions of adult education in Indian context. The process must include a serious view of the practice of primer development for primer plays a significant concept disseminating role in relation to both the teacher-facilitator and the adult learners. It becomes an instrument in their hands for interpretation and construction of knowledge.Basically primer is a vehicle of a curriculum and curriculum is built with certain objectives in view linking them in turn to the context of the learners. A serious education planner cannot afford to ignore the thread linking those three steps - setting the objectives, curriculum based on the learners’ context and development of primer and subsequent teaching-learning material.The consultation meeting of the expert committee with different stakeholders – SRCs, JSSs, SLMA, Mahila Samakhya, NGOs etc, held in Kolkata on 27th August generated an open discussion. Although views of the participants were diverse, one emphasis came clear, which was on the empowering role of literacy, since the vast mass of illiterates are poor, and discriminated against in the existing socio-economic structure. But when the development of primer came into discussion participants voiced widely different concerns and suggestions. Their views can be classified into two broad approaches – one to the methodology of teaching 3R’s, the other to inclusion of area specific issues. Besides, the national core curriculum which has become the regular feature of any pedagogic discussion seems to hover over everyone’s mind.
Sometimes someone warns against excessive preoccupation with mere “Literacy”. But at times when the discussion tilts in favour of including real issues of the people, there were some voice of caution – not to burden the learner with difficult words and concept. Under these circumstances it is necessary for the expert group to get out of the imbroglio by putting in place a systematic debate on the development of primer and thrashing out a right combination of conceptual issues, language and vocabulary to be used and methods to be adopted for a primer that can promote learning 3R’s, develop critical understanding and at the same time attract the adults for continued learning.My submission
It is possible to work out a unity of approaches with a focused goal. Let me crystallize the three basic aspects – objectives, contents and tools of teaching learning – which must be held together as a consistent unity among a linear line.
Objectives --------- Contents ---------- Tools
Tools can be expanded in meaning to include methods and style of presentation of the specified contents. Contents and activities are chosen to constitute curriculum which must be designed to meet the objectives of a particular programme. And objectives are set after taking into consideration the context and situation of the targeted beneficiaries and their realistic aspiration as citizens of a country.
As we have taken both literacy and empowerment as part of the objectives of adult education keeping in view the poor, SC, ST, women we must develop a curriculum befitting to the set objectives. Primer being the first and the basic tool to build the teaching learning process on, it must reflect in letter and spirit the thrust both on literacy and empowerment. Literacy can be achieved by transferring knowledge and skills pertaining to skills in 3R’s. Helping the learner acquire power and confidence to change his situation requires such a process as would create enough scope for critical analysis of situation in which a person lives so that one realizes the root causes of his/her miseries and the ways to overcome them. The big question is how to build the contents and sequence of a primer, so that both the literacy skills and the potential for a dialogical process would be built into it.
If we draw lessons from Paulo Freire’s pedagogic process involving critical dialogues between the learners and the facilitators and subsequently those among the learners themselves there are several instances to show that the approach is very effective. During the late 70’s such experimentation was carried out in some parts of Western Orissa under the aegis of OXFAM (India) Trust.
However, let us accept that a primer with a potential to input both literacy skills and to engineer critical understanding is possible. Now there is no two-opinion on the strategy to facilitate writing by beginning with the known words of the learners in such a way as to cover all the scripts of the alphabet including ‘matras’. In order to combine discussion on the relevant issues facing the people we should start with key words that relate directly to their primary concerns.
Food, clothes, housing, health, education, social dignity and democratic rights are among the most important needs of a citizen, choice of key words is important. For example ‘Bhata’ (rice) or ‘Roti’ (may be taken both for writing the word and its letters and for initiating a dialogue with well prepared questions around grain, crop, land, water, famine, public distribution system, BPL card and other sources of livelihood. In the same way ‘Ghara’ or house can be denoted to bring in the materials like mud, wood, rod etc. which are required for construction. Ghara can also be interpreted as a family and many issues related to it, such as relationship, gender inequalities, family property and disputes around it can be brought under analysis. Similarly, topics like democracy can involve discussion on ‘Sarkar’ (government), elections, leaders etc. and it can be taken both for literacy skill practice and for situation analysis. While including all these key words linked to relevant issues for discussion a primer designer must not lose sight of the presentation.
The presentation defines attractiveness, comprehensibility, the message and values if any, of a lesson. The art of presenting a lesson to a group determines whether or not it influences the participants. To retain the interest of the learners the lesson through its practice must articulate the real-life concerns and take forward the dialogues towards new realization by which the participants would feel confident to take action and change their situations. Thus a lesson designer must not only be aware of the realities, but he/she ought to have sensitivity towards the people, particularly those who are victims of poverty and oppression.
Even if arithmetic part is included in a primer, it is not necessary that it must be given at the end of each lesson. Arithmetic lessons may be given in a separate section with a clear instruction in the primer on their progressive use.…
talk online sprl
Area of the World from Which You Will Present: Europe, Brussels
Language in Which You Will Present: English
Target Audience(s): Language educators
Short Session Description (one line): Machinima are real-time animated videos filmed in virtual worlds for language learning.
Full Session Description (as long as you would like):
This presentation reports of a two-year project involving 9 European partners entitled, “CreAting Machinima to Empower Live Online language Teaching and learning” (CAMELOT), awarded by the EU Lifelong Learning Programme. CAMELOT deals with the use of machinima in language teaching – recorded videos made in a virtual environment such as Second Life or within a digital game world.
Machinima is a portmanteau word that combines ‘cinema’ and ‘machine’ and refers to filming actions, role-plays and dialogues between 3D virtual characters or avatars. Learners and instructors engage in a variety of creative preparation and planning tasks such as rehearsing, scripting and storyboarding. Users can then edit and refilm where appropriate to construct a sophisticated video narrative that is potentially of immense value in a variety of fields, equipping learners with a variety of skills in intercultural communication, language learning, and digital literacy.
We are actively looking for field test partners to test drive the machinima produced by the project team.
Websites / URLs Associated with Your Session: www.camelotproject.eu
URL to a Slides or a Video Showcasing Your Presentation Skills: https://www.youtube.com/watch?v=tiLOChVJBU0…
ription and additional details are included below. We're looking for a few additional ppl to help us serve as moderators for the course so let us know if you're interested in being involved. We're also looking for help to spread the word about the course so we'd love it if you were willing to share/forward the below announcement to your networks and listserves. As a number of you know, we've built a really incredible learning platform and have refined a dynamic and interactive model for online learning. We're excited to show it to you and also get your feedback for how to improve it in the weeks and months to come. Cheers,Nick ***New Technologies for Educational Practice: Online Certificate Course[http://techchange.org/new-technologies-for-educational-practice/]
In the last decade a number of new technologies have been developed which will dramatically reshape the classroom space, alter the way academic research is carried out, and increase opportunities for global access to education. A handful of teachers, practitioners and educational professionals are beginning to use social media, mobile devices, video games and other innovations to enrich the learning process, but these practices are far from mainstream.
This four week online certificate course is designed for teachers, administrators, practitioners and educational professionals working in universities and k-12 schools as well as the non profit and international development arenas. It aims to provide participants with exposure to a variety of tools and platforms that deepen dialogue, enhance curricula and improve academic research techniques. It will also explore the latest advances in online learning, virtual collaboration, and mobile learning in an effort to chart the future of teaching and education in the years to come.
Through an innovative and interactive pedagogical approach, participants can expect to develop a practical set of strategies and skills that will prepare them to apply new technologies to their work in teaching, research and educational development amid this rapidly evolving landscape.
Classroom 2.0: Tech Tools for Collaboration and Curriculum Development
Mobile Learning: Fad or Future?
New Tech Tools for Academic Research, Metrics and Evaluation
Video Games for Social Change
Social Networking and Social Media in the Classroom
Advances and trends in eLearning
Dates: The course will be held Mon February 20th – Friday March 16th (4 Weeks).
Selection of Featured Tools:
Twitter & Facebook
EpiSurveyor, FrontlineSMS, & GeoPoll
PearlTrees & Diigo
Course objectives: by the end of this course participants will:
be able to critically analyze both the opportunities and the pitfalls that emerge when working with technology in education
be able connect relevant educational theories to the technological strategies and tools discussed in the course
be able to manage specific software platforms and utilize various technological tools for educational practice
be able to design dynamic and effective strategies for using technology platforms and tools in the classroom
be able to work collaboratively with others by participating in dynamic group exercises and simulations
develop confidence and critical self-awareness in working with technology to further educational objectives
Teaching Method/Class Format: The course is delivered entirely online. The total time commitment is a minimum of 7-9 hours a week. The course is designed to be highly interactive and social, but we also work hard to ensure that the majority of content can experienced in a self-paced manner. We do feature real-time interactions each week such as live discussions, live expert interviews, and live simulations. In order to accommodate busy schedules of learners from around the world we’ve set up a learning environment where participants have plenty of options and can choose the ones they’d like to be involved with depending on their availability and interest. Participants can also access all course content up to three months after course completion so if you get pulled away at the last minute for part of the course you can still revisit the material afterwards.
Course Facilitator: TechChange staff, advisory board members and a number of guest experts will all be heavily involved in the design and facilitation of the course. The lead facilitator for the course will be Nick Martin. Nick is an educator, technologist, and social entrepreneur with significant international enducation. He is an adjunct faculty member at American University, George Mason University, George Washington University and the United Nations University for Peace (UPEACE), and has given a number of guest lectures and speeches on the role of technology in education, peacebuilding, development and humanitarian work. Contact Nick at nick [at] techchange.org.
$595 (495 if application is submitted by February 1st)
Learn More and Apply Now: http://techchange.org/new-technologies-for-educational-practice/…