Talk:Education networks: Difference between revisions
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==International Educational Content== |
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We should not forget the role of contexts. A main focus on content can be limitating. Besides content repositories (libraries in general), there should be a solution that gives context not only at a face to face level (classes) but also at an intranet level, giving the possibility to distribute these intranets to other communities. If we can exchange interactions too,why only focus on content? I'm thinking about a Learning Management System that allows exchanging published work with other communities. It could be done using a usb, taking a class portfolio (using Moodle pages for example - please see http://moodle.org) to another village. Distance collaboration can also be done in an asynchronous way, where each school has its page or set of pages in moodle, and it would work like standard mail, travelling by land to another school, kids contributing, commenting, peer-assessing, and then back again. |
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Phase One |
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--[[User:Jpsf|Jpsf]] 20:52, 29 January 2007 (EST) |
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1/18/07 |
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: I couldn't agree more. Finding a way to share portfolios or even to have many classes working from similar portfolios (whose similarities can be traced back to the same basic project or idea) can be much more important than having a nice example to work with. We want to encourage asynchronous distance collaboration, since very few classes will have real synchrony. [[User:Sj|Sj]] [[User talk:Sj|<font color="fc9"><small>talk</small></font>]] 17:45, 1 February 2007 (EST) |
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__TOC__ |
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== "the" definition == |
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I have been assigned the dual task of identifying aid partners and educational NGOs that could provide assistance to OLPC in our quest to find useful content and collaborate with local educational programs in each of our target countries, in this case our “Green” countries: Thailand, Pakistan, Argentina, Brazil, Uruguay, Libya, Rwanda, and Nigeria. I have found a number of websites that hint at international procedures and relationships, but there is fairly little in the form of explicit lists of aid partnerships: e.g. “Who gives what, to whom?” The links provided here will be divided into those relating to educational NGOs, and those relating to broader information about the (economic) status of each country. Some of the included links may be protected (requiring a user ID/subscription), in those cases I have accessed them as collections purchased by Northeastern University or its affiliates. |
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It is not clear that everyone uses the same definition for "Open Educational Resources". [http://www.archive.org/details/education Internet Archive] does not specify that Open Educational Resources should be licensed as non-commercial. "We are particularly interested in materials that are produced specially for children and teachers, that are available in many languages, and that are available under a free content license." ([[Educators|source]]) [http://en.wikipedia.org/wiki/Free_content Free content] is more "open" than "open content". Even [http://en.wikipedia.org/wiki/Open_content open content] does not have to mean restricted from commercial use. Hopefully the idea of "education networks" does not have to be tied to educational resources that are licensed for non-commercial use only. --[[User:JWSchmidt|JWSchmidt]] 13:07, 11 February 2007 (EST) |
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==About the countries and their conditions:== |
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:No kidding. I would like to see a return to the old days where a child with a laptop can be a successful self employed entrepreneur, craftsman, or adequately paid apprentice (capable of supporting family while continuing to bootstrap professional skills and earning power) before achieving adulthood at ten or eleven via their own children. It seems to me that a parent must be considered an "adult" capable of supporting self and children and perhaps contributing back to extended family no matter how young if we are to make inroads on lifting everyone rather than concentrating wealth and power into the hands of a very few at top of an ugly flat pyramid. Let us see no "silliness" like restricting the use of the child's computer to only non commercial educational nets. That solves absolutely nothing when our students starve as educated people with economic prosperity out of reach. [[User:Mirwin|Mirwin]] 14:33, 11 February 2007 (EST) |
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http://www.v-brazil.com/social/education.html - Brazil Travel - Education resource, comprehensive. |
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== Non-English? == |
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http://ciaonet.org/ - Columbia University International Affairs database. |
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This is a great list, thanks. Where does it come from? If you made it yourself, perhaps you could add some more notes as to which resources are good for non-English languages. I'm specifically looking for Spanish stuff. [[User:Homunq|Homunq]] 04:18, 28 July 2007 (EDT) |
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http://www.jstor.org – Perhaps somewhat outdated for our purposes, but a lot about everything. |
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http://www.globalissues.org/ - Over 500 articles, mostly written by an Englishman of Indian/East African descent named Anup Shah. Claims over 7,000 external links to news articles, charity organizations, NGOs, and the United Nations. See http://www.globalissues.org/TradeRelated/Debt/USAid.asp for a page specifically about United States foreign aid. |
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http://www.state.gov/r/pa/ei/bgn/ is a list of “background notes” on each of the world's recognized countries. http://www.state.gov/issuesandpress/ is a bit broader. |
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http://iew.state.gov/ - International Education Week initiative |
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http://exchanges.state.gov/ U.S. State Dept. Bureau of Educational and Cultural Affairs |
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https://www.cia.gov/cia/publications/factbook/ - The one and only CIA World Factbook, with information about each of the world's countries. |
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http://www.iadb.org/ - Inter-American Development Background |
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http://adb.org/ - Asian Development Bank |
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http://www.afdb.org – African Development Bank |
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http://www.usaid.gov/index.html. Let us not forget USAID. “USAID is an independent federal government agency that receives overall foreign policy guidance from the Secretary of State. Supports long-term and equitable economic growth and advances U.S. foreign policy objectives by supporting economic growth, agriculture and trade; global health; democracy, conflict prevention and humanitarian assistance. “ |
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http://www.eiu.com - The Economist Intelligence Unit. “The Economist Intelligence Unit provides a constant flow of analysis and forecasts on more than 200 countries and eight key industries. We help executives make informed business decisions through dependable intelligence delivered online, in print, in customised research as well as through conferences and peer interchange.” |
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http://www.wes.org - World Education News and Reviews. Comprehensive and useful country data, especially as relevant to education. |
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==Education supporters and ideas:== |
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http://www.benkler.org/wealth_of_networks/index.php?title=Main_Page is a wiki surrounding Yochai Benkler's work “The Wealth of Networks: How Social Production Transforms Markets and Freedom”. |
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Presents the full text of his book, and occasional extra notes. |
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http://www.imf.org/ - The International Monetary Fund. “The IMF is an organization of 185 countries, working to foster global monetary cooperation, secure financial stability, facilitate international trade, promote high employment and sustainable economic growth, and reduce poverty.” |
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http://www.unesco.org – UNESCO - “UNESCO [the United Nations Educational, Scientific and Cultural Organization] functions as a laboratory of ideas and a standard-setter to forge universal agreements on emerging ethical issues. The Organization also serves as a clearinghouse – for the dissemination and sharing of information and knowledge – while helping Member States to build their human and institutional capacities in diverse fields. In short, UNESCO promotes international co-operation among its 191 Member States and six Associate Members in the fields of education, science, culture and communication. “ |
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http://pirate.shu.edu/~mirabero/NGO%20Study/Study%20Overview%20Page.htm: The Seton Hall NGO Education study. Offers a list of university level NGO education programs (those that train people to manage NGOs). Were we to get in contact with these departments, we should in theory have access to a substantial wealth of NGO contacts. Argentina, Brazil, Nigeria, and Thailand are among our represented green countries. Other programs are in nearby regions that could possibly, through a longer trail, offer us information on other target countries that don't have similar university programs. |
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The Study can be found at: |
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http://pirate.shu.edu/~mirabero/NGO%20Study/Master%20List%20of%20Programs%20July%202006.doc |
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http://ngo.org/ is a somewhat outdated site that nevertheless maintains a fairly large compendium of links referring to specific U.N./NGO relevant issues, including education. Run by http://www.idealist.org/ |
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Some of the featured links (under the Education heading) include: |
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http://pathwaystopeace.org/ - Pathways to Peace NGO. Has a subgroup called PACEM (Pathways Consulting, Educating, and Mentoring), one of whose tasks is: “PACEM's range of services include:Consulting with international civil society organizations, developing internal peacebuilding practices and cooperation, mentoring and educating young people in Peace leadership.” |
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http://www.globaleduc.org/ - Global Education Associates NGO “GEA's mission is to advance global systems that will secure ecological integrity, peace, human rights, economic and social well-being, and democratic participation, with special care to include the voices and perspectives of poor and marginalized people and of diverse cultural and religious traditions.” |
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http://www.experiment.org/ - Experiment for International Living NGO (possibly not relevant, though |
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could be very helpful in establishing an understanding of International educational norms). |
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http://www.ei-ie.org/en/index.php – '''Education International''' NGO. “Education International represents more than 30 million teachers and education workers. Our 348 member organisations operate in 169 countries, from pre-school to university. “ |
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http://www.iearn.org/ - '''iEARN''', the International Education and Resource Network |
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http://www.curriki.org/xwiki/bin/view/Main/WebHome - Time Magazine included this one on a recent article about education in the 21st century. "Our mission is to improve education around the world by empowering teachers, students and parents with user-created, open source curricula, and it's all free!" |
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== Open education programs and efforts == |
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Open source textbooks: |
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* [http://www.worldchanging.com/archives/000276.html Worldchanging post] from 2004, when this was a hot idea |
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* Open Ed conferences [http://cosl.usu.edu/conferences/opened2006/program 2006] [http://cosl.usu.edu/conferences/opened2005/program 2005] |
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==Resources== |
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* http://www.osef.org/ - Open Source Education Foundation |
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* http://www.openeducation.org.au/wiki/index.php/Main_Page - Open Education Wiki (Australia) |
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* http://www.hewlett.org/Programs/Education/OER/ - Hewlett Foundation for Open Education (UK) |
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* http://www.oercommons.org/ - OER Commons - Open Education information |
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* http://h2obeta.law.harvard.edu/58404 - h2O Open Education links (Harvard Law) |
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* http://icommons.org/category/icommons/open-education/ - iCommons CC community |
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* http://creativecommons.org - Of course. |
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* http://www.schoolforge.net/ - "SchoolForge's mission is to unify independent organizations that advocate, use, and develop open resources for primary and secondary education." |
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==See Also== |
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*[[Commonwealth of Learning]] for more info, gleaned from the pages of the Commonwealth of Learning's Website. |
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Latest revision as of 12:18, 28 August 2011
We should not forget the role of contexts. A main focus on content can be limitating. Besides content repositories (libraries in general), there should be a solution that gives context not only at a face to face level (classes) but also at an intranet level, giving the possibility to distribute these intranets to other communities. If we can exchange interactions too,why only focus on content? I'm thinking about a Learning Management System that allows exchanging published work with other communities. It could be done using a usb, taking a class portfolio (using Moodle pages for example - please see http://moodle.org) to another village. Distance collaboration can also be done in an asynchronous way, where each school has its page or set of pages in moodle, and it would work like standard mail, travelling by land to another school, kids contributing, commenting, peer-assessing, and then back again. --Jpsf 20:52, 29 January 2007 (EST)
- I couldn't agree more. Finding a way to share portfolios or even to have many classes working from similar portfolios (whose similarities can be traced back to the same basic project or idea) can be much more important than having a nice example to work with. We want to encourage asynchronous distance collaboration, since very few classes will have real synchrony. Sj talk 17:45, 1 February 2007 (EST)
"the" definition
It is not clear that everyone uses the same definition for "Open Educational Resources". Internet Archive does not specify that Open Educational Resources should be licensed as non-commercial. "We are particularly interested in materials that are produced specially for children and teachers, that are available in many languages, and that are available under a free content license." (source) Free content is more "open" than "open content". Even open content does not have to mean restricted from commercial use. Hopefully the idea of "education networks" does not have to be tied to educational resources that are licensed for non-commercial use only. --JWSchmidt 13:07, 11 February 2007 (EST)
- No kidding. I would like to see a return to the old days where a child with a laptop can be a successful self employed entrepreneur, craftsman, or adequately paid apprentice (capable of supporting family while continuing to bootstrap professional skills and earning power) before achieving adulthood at ten or eleven via their own children. It seems to me that a parent must be considered an "adult" capable of supporting self and children and perhaps contributing back to extended family no matter how young if we are to make inroads on lifting everyone rather than concentrating wealth and power into the hands of a very few at top of an ugly flat pyramid. Let us see no "silliness" like restricting the use of the child's computer to only non commercial educational nets. That solves absolutely nothing when our students starve as educated people with economic prosperity out of reach. Mirwin 14:33, 11 February 2007 (EST)
Non-English?
This is a great list, thanks. Where does it come from? If you made it yourself, perhaps you could add some more notes as to which resources are good for non-English languages. I'm specifically looking for Spanish stuff. Homunq 04:18, 28 July 2007 (EDT)