Suchergebnisse

Issues related to Islam and Myanmar have become world's attention, especially in relation to the Rohingya refugees who fled the country in the past few months. The 2010 government census stated that Muslim constitutes 3.9% of the total 53 million population, who are mainly Theravada Buddhists; but some Muslim leaders interviewed in September 2014 argued that the followers of Prophet Muhammad constituted 17%. This paper finds that violent conflicts involving Muslims and Buddhists in Rakhine State were caused by complex issues including the historical background of the coming and development of Islam in Myanmar and the authoritarian military regime, which did not open paths for dialogue. It is surprising to witness how the concept of "peace" that is at the heart of the Buddhist teaching seems to be disappeared in the whole issue of the conflicts. This paper, however, will not focus on the conflicts themselves but on the role of ulama during the Myanmar conflict.[Isu terkait Islam dan Myanmar telah menyita perhatian dunia, khususnya setelah adanya para pengungsi Rohingya yang keluar dari negeri ini beberapa bulan yang lalu. Sensus tahun 2010 yang dilakukan pemerintah menunjukkan bahwa penhanut Islam berjumlah 3,9% dari total 53 juta penduduk yang mayoritas penganut Budha Theravada; namun menurut beberapa tokoh Islam yang diwawancarai pada September 2014, penganut Islam mencapai 17%. Tulisan ini melihat bahwa konflik kekerasan antara Muslim dan Budha di Provinsi Rakhine dilatarbelakangi persoalan yang cukup komplek, termasuk latar sejarah masuk dan berkembangnya Islam di Myanmar serta rezim militer yang otoriter yang tidak pernah membuka ruang dialog. Satu hal yang cukup mengejutkan adalah konsep "damai" yang menjadi jantung ajaran Budha tampaknya hilang di telan pusaran konflik.Hanya saja, tulisan ini tidak berfokus pada isu konflik itu sendiri, namun lebih menelisik peran ulama dalam konflik Myanmar.]

Smart learning environments (SLEs) have gained considerable momentum in the last 20 years. The term SLE has emerged to encompass a set of recent trends in the field of educational technology, heavily influenced by the growing impact of technologies, such as cloud services, mobile devices, and interconnected objects. However, the term SLE has been used inconsistently by the technology-enhanced learning (TEL) community since different research works employ the adjective "smart" to refer to different aspects of novel learning environments. Previous surveys on SLEs are narrowly focused on specific technologies or remain at a theoretical level that does not discuss practical implications found in empirical studies. To address this inconsistency and also to contribute to a common understanding of the SLE concept, this article presents a systematic literature review of papers published between 2000 and 2019 discussing SLEs in empirical studies. Sixty-eight papers out of an initial list of 1341 papers were analyzed to identify the following: 1) what affordances make a learning environment smart; 2) which technologies are used in SLEs; and 3) in what pedagogical contexts are SLEs used. Considering the limitations of previous surveys, and the inconsistent use of the SLE concept in the TEL community, this article presents a comprehensive characterization to describe SLEs through their affordances, the technologies used, and pedagogical approaches considered in the selected papers. As a result, specific core functions of SLEs are identified and explained. This work aims at ensuring a relevant knowledge base and reference toward the implementation of future SLEs. ; This work was supported in part by the European Regional Development Fund as well as by the National Research Agency of the Spanish Ministry of Science, Innovations, and Universities through the SmartLet project under Grant TIN2017-85179-C3-1-R and Grant TIN2017-85179-C3-2-R, in part by the Madrid Regional Government through the e-Madrid-CM Project under Grant ...