Literaturnachweis - Detailanzeige
Autor/inn/en | Almasri, Nada; Tahat, Luay; Skaf, Sawsan; Masri, Aman Al |
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Titel | A Digital Platform for Supervised Self-Directed Learning in Emergencies: The Case of the Syrian Crisis |
Quelle | In: Technology, Pedagogy and Education, 28 (2019) 1, S.91-113 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Almasri, Nada) ORCID (Tahat, Luay) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1475-939X |
DOI | 10.1080/1475939X.2019.1568293 |
Schlagwörter | Refugees; Access to Education; Educational Resources; Supervision; Independent Study; Foreign Countries; Guidelines; Emergency Shelters; Conflict; Security (Psychology); Instructional Design; Computer Software; Barriers; Information Technology; Living Standards; Context Effect; Educational Environment; Student Centered Learning; Curriculum Design; Program Effectiveness; Syria Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsmittel; Selbststudium; Ausland; Richtlinien; Notunterkunft; Konflikt; Security; Psychology; Sicherheit; Lesson concept; Lessonplan; Unterrichtsentwurf; Informationstechnologie; Lebensstandard; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrplangestaltung; Syrien |
Abstract | The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children's education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |