Friday, April 29, 2016

ICT-Supported Collaborative Learning and Innovative Pedagogy UNESCO Office in Bangkok

The ICT in Education Newsletter, April 2016, is now available. Please feel free to forward it to members of your networks.  To view online, click here.


ICT-Supported Collaborative Learning and Innovative Pedagogy

April 2016 | UNESCO Bangkok Office


Dear readers,

This month's theme focuses on collaborative learning, where students and teachers can work together with a sense of a common goal, leadership opportunities, and mutual development, through the effective use of ICT. Benefits of collaboration, and learning from each other are not new phenomena since Vygotsky's time. The emergence and rapid development of ICT has in effect led the notion of collaborative learning to a new era where learners can be connected, engaged and empowered to prepare for a complex world of work.

We hope you enjoy reading this edition!

Please let us know if you have any comments or suggestions.© Flickr/thinkpublic

Highlights: Collaborative Learning in Today's Technology-Driven World (by UNESCO Bangkok, ICT in Education)
This article provides an overview of the strengths of collaborative learning, and its significant role within the transversal competencies as a fundamental skill. The KFIT International School Project is described in further detail as one of UNESCO Bangkok's key activities in promoting ICT-supported collaborative learning. ICT-based Collaborative Learning and Innovative Pedagogy (by Professor Dr. Paul A. Kirschner, Distinguished University Professor, Open University of the Netherlands)
This expert article provides main points on effective collaborative learning based on ICT, such as developing complex tasks, effective and efficient group work, and a rich multimedia environment. Supporting Group Collaboration in a Blended Synchronous Learning Environment (by Qiyun Wang and Choon Lang Quek, the Academic Group of Learning Sciences and Technologies, National Institute of Education, Nanyang Technological University, Singapore)
This expert article explores the two main pillars of collaborative learning: individual accountability and positive interdependence. Challenges are also accounted for, such as effective group coordination as well as monitoring of students. 

Programmes and Projects: BRIDGE School Partnerships
The Australia–Asia BRIDGE School Partnerships Project connects Australian teachers, students and school communities with their counterparts across Asia. BRIDGE is a teacher professional learning program that builds teachers' Asia capability through school partnerships to develop intercultural understanding, enhance information communication technology (ICT) skills, and establish sustainable school partnerships and a community of learners. Global Citizenship
This OXFAM project takes a whole-school approach, from learners to the wider community, utilizing the Learn-Think-Act process and highlighting social justice, respect for diversity, and sustainable development. Future School Promotion Project
Through the national 'Future School Promotion Project', the goal is to encourage collaborative learning through the use of ICT in Japan, a new approach to learning emphasizing interactive learning promoted by employing the advantages of tablets.

News and Events: National Workshops on Incorporating ICT Competency Standards into the Teacher Development Programme (Uzbekistan and Nepal)
This article shares the proceedings, the goals of, and the outcomes of the two workshops that were held in Uzbekistan in Nepal, as part of the "Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration" Project. The 12th International Conference on Computer Supported Collaborative Learning [CSCL 2017] (18-22 June 2017, Philadelphia, USA) 
This major international conference on computer-supported collaborative learning will bring together various stakeholders and experts involved in the fields of technology-based collaborative learning. The conference theme is "Making a Difference: Prioritizing Equity and Access in CSCL." Readers can view the list of past conferences here, and download the proceedings of recent research. 

Resources: Collaborative Learning Platforms for Kids
A set of online platforms that enable collaborative learning to be more effective in classroom settings (from the national Singaporean experience). Teaching Practices and Pedagogical Innovation: Evidence from TALIS
This OECD publication identifies and arranges profiles across classroom teaching practices and participation in professional learning communities. One of the key messages of the report is that teacher collaboration helps support teacher reflection practices, and is therefore, an essential factor. Global SchoolNet
Global SchoolNet's mission is to support 21st century learning, and improve academic performance through content-driven collaboration. The project engages educators and youth in e-learning projects worldwide, to develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness and create multi-cultural understanding.' Global Citizenship Education: Topics and Learning Objectives
This UNESCO publication is the first pedagogical guidance from the organization on global citizenship education, based on research and consultations with experts across the world. It has also been developed in response to the needs of the Member States on overall guidance on integrating global citizenship in their education systems, both in formal, informal, and non-formal sectors. 

New Publications: Open Education Resources: Policy, Costs, Transformation 
This UNESCO publication aims to examine OER implementations from the case studies of OER in various regions and perspectives, in both developed and developing contexts. The chapters also highlight policy issues and lessons learnt for various stakeholders. Happy Schools: A Framework for Learner Well-Being in the Asia-Pacific
In view of the important relationship between happiness and quality of education, this UNESCO Framework aims to call for education systems to move away from traditional measures, and instead, celebrate the diversity of intelligences and talents, which all contribute to happiness. School and Teaching Practices for Twenty-first Century Challenges: Lessons from the Asia-Pacific Region
This UNESCO report examines some key questions: how transversal skills are manifested at school level, and how teachers can bring these skills to life in classroom settings. This report also calls for countries to reflect on and review their education policies, curricula, teaching practices and support in relation to current and future competencies. NMC Horizon Report: 2016 Higher Education Edition
This Higher Education Edition provides an analysis of emerging technologies in higher education that might have a strong impact. The six key trends, challenges, and developments are viewed from the higher education lens. It also acts as a guide for educators, experts, policy makers, and others to make informed decisions and improve higher education globally. World Development Report 2016: Digital Dividends
This World Bank report explores the theme of digital dividends versus digital technologies, especially in regard to the digital divide. It claims that digital technologies can be transformational, through inclusion, efficiency and innovation. It also shares that the digital revolution has risks, and needs a strong analog foundation.  


Next Issue: The June edition will focus on the Maker Movement in Education. If our readers are interested in contributing to this edition, please do not hesitate to contact us with the information of your affiliation, area of interest/expertise, and a brief proposal for a possible contribution and its relevance to the theme (by the beginning of the chosen month's edition theme). 

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UNESCO Asia and Pacific Regional Bureau for Education,
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The opinions expressed in the documents included in this newsletter are those of the authors and editors and do not necessarily reflect the policies or views of UNESCO, nor of any particular Division or Office. All rights to the resources included in this guide remain with their respective copyright owners, as indicated for each resource.



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