The article demonstrates how Library of Congress Subject Headings (LCSH) geographic headings for the Southern Levant mirror the political investment of Congress and the American public in Middle East politics over the last thirty years. The headings' evolution as well as Library of Congress rules governing their creation is charted in detail. These LCSH headings contrast markedly with those established in other national libraries (BnF, DNB) and independent value vocabularies (TGN, GeoNames), and global opinion regarding the legal status of the occupied territories. I sketch the historical context of their formation and offer suggestions as to how libraries can "decolonize" their metadata in service of Sanford Berman's "access and equity."
The purpose of this paper is threefold: First, to bring up the necessity of long life learning for adults along with the development of programming skills for students, in order adults and children to be competitive in a rapidly changing market and business world. Second, to briefly state the educational activities and synergies of the Educational Content Methodology & Technology Laboratory (e-CoMeT Lab) of the Hellenic Open University (HOU) aiming on democratizing education and offering the chance for distance learning to students from rural areas, girls, refuges and migrants with fewer opportunities to learn. And last but not least, to present the aims and the implementation procedure of the project Junior Coding Academy, a project implemented by e-CoMeT and Intermedi@KT, a Non-Profit Organization in Greece, that is still active and available for teachers and their students in order to acquire and develop their programming skills.
Open and Distance Education enjoys the acceptance and support from governments in most countries of the world. However, their motives (e.g. why do they support Open and Distance Education provision) and contexts as well as the subsequent practices are quite different as they correspond to their priorities. But there are some (less) similarities also. These differences and similarities were examined and ascribed to the social / cultural, economic, political / ideological and technological factors that compose the backbone of each developed and developing country. The nature and importance of the differences suggest that there no "turn-key" solutions regarding Open and Distance Education. The challenge is to find the successful match between priorities and solutions.
Developing the portal of Russian for ELBEP project («Eliminating Language Barriers in European Prisons through Open and Distance Learning Technologies») the work group of Moscow State University of Economics, Statistics and Informatics (MESI) considered its primary goal to create a set of visualization means facilitating students to acquire knowledge through e-learning technologies. We carried out. We visualize a number of learning tools: print materials; Flash-animations; exercises; videos; tests - using icons, at the bottom of the portal page. The main character of Flash-animations is a «teaching/learning object» possessing essential features similar to and acting as a human being, so it helps to visualize meanings of words and phrases introduced in the course. For certain didactic purposes tables, photos, pictures, drawings, etc. were used. Pointing at a certain object of reality is the gesture which helps a teacher in face-to-face communication to attract student's attention. We use color, size, motion or their combinations to point at a certain image for a student to understand what exactly is meant when he or she hears the sound pattern of a word, word-from or phrase. Videos are samples of everyday communication and the scenery helps to visualize the meaning of dialogues.
For eight years Cornell's Legal Information Institute has offered online law courses to students at other US law schools. Using a paced asynchronous approach, with streaming audio linked to referenced Web materials, interactive problems, online discussion, and a series of written exercises, the courses offer a successful model of how law schools can pool teaching resources and students to enrich curricula. The article reports on and explains the choices, challenges, student response, and educational outcomes of this ongoing experiment, organized around ten frequently asked questions. It also ventures some cautious conclusions about the near-term prospects for distance learning in US legal education, noting both inhibiting forces, including importantly constraints imposed by accreditation rules, and recent grounds for optimism.
Access to services dedicated to families of children with autism remains a challenge in many countries, even though the national recommendations mention that family support should be targeted. In order to overcome difficulties in accessing services, distance learning has been an option chosen for many years. However, the democratisation of access to the Internet and video call applications is a new opportunity. This has led to the development of e-learning courses; some offer online courses, others allow intervention supervision, and others are the in-person translation of existing interventions. Our article aims to present what may govern how to adapt an online programme, the ABC programme for the behaviour of children with a TSA: parents in action! the difficulties encountered in this type of adaptation in connection with the plurality of stakeholders. Access to services for familiar of children with autism girls a challenge in many countries, in spite of national recommendations stating that support for familiar should be implemented. In order to go beyond the services, distance learning has been used for many years. However, the Democratisation of Internet access and video call applications is a new opportunity. Thus, online training courses have been developed. Some of these are online, some allow supervision of the interventions, and others consist of the adaptation of existing face-to-face interventions. Our article aims to present how an existing programme (The ABC of the Behavior of Children with ASD: parents in action!) had to be adapted in e-learning and the defendants listed in this type of adaptation due to the wide range of concerned stakeholders. ; International audience ; Access to services dedicated to families of children with autism remains a challenge in many countries, even though the national recommendations mention that family support should be targeted. In order to overcome difficulties in accessing services, distance learning has been an option chosen for many years. However, the ...
Distance education program is a dimension of contemporary and new education technologies. Concepts and applications in this field are the results of a series of educational demands and developments in various communication and education technologies. Distance education applications have some conceptual bases. These are creating new education opportunities, realizing work-education unity, getting democratic in education, lifelong education, tendency to individual matters, effective use of institutions, integration of technology and education, tendency to individual and social needs, taking three dimensional integration as the main principle (publishing, printed materials and face to face education), reaching maximum mass, individual and mass education integrity and education demand and financial matters balance. Economics, Business Administration and Open Education faculties, which have been giving education within Anadolu University since1982 inTurkey, are carrying on education with nearly 1.000.000 students. The aim of this study is to determine organizational commitment levels of students who have been studying at Anadolu University Economics, Business Administration and Open Education faculties in the scope of affective, continuance and nominative commitment in Allen&Meyer model. In the study, organizational commitment of the Economics, Business Administration and Open Education faculty students, who are receiving education by means of distance education, to their faculties is dealt after introducing Anadolu University Distance Education system which gives higher education via distance education method in Turkey. In order to increase the success level of faculties it is required for students to have high level of organizational commitment to their faculties. A questionnaire has been applied by using "Organizational Commitment Scale", developed by Meyer&Allen to determine organizational commitments of Economics, Business Administration and Open Education students. Organizational commitment is dealt ...
In distance education, the student's high educational autonomy and active participation in the learning process are key features of the educational process that contribute to the concept of self-regulated learning in this environment, as they make the learner responsible for acquiring the knowledge through fact-finding and reflective learning practices. In this context, the work looks at the contribution of the Written Works and Group Consultative Meetings in supporting self-regulated learning strategies in the education environment of the Hellenic Open University. In particular, the purpose of the work is to explore how the Written Works and Group Consultative Meetings activate the mechanism for the expression of self-regulated learning for apprentices in the context of the educational autonomy that the OR offers through its curricula. The investigation is based on the literature review of distance education and self-regulated learning. The conclusions of the survey show that written work and group consultative meetings in the OR are areas for teaching, communication, collaborative management and evaluation negotiations and therefore important pedagogical tools to support self-regulated learning and, in particular, self-assessment strategies, self-monitoring, search for information, search for assistance and time management, which demonstrates the need for effective planning and organisation in providing them. ; Στην εξ αποστάσεως εκπαίδευση η υψηλή μορφωτική αυτονομία και η ενεργητική συμμετοχή του μαθητευόμενου στην διαδικασία μάθησης αποτελούν κυρίαρχα χαρακτηριστικά της εκπαιδευτικής διεργασίας που συντείνουν στην έννοια της αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον αυτό, δεδομένου ότι καθιστούν υπεύθυνο τον μαθητευόμενο για την κατάκτηση της γνώσης μέσα από πρακτικές διερευνητικής και ανακαλυπτικής μάθησης. Στο πλαίσιο αυτό, η εργασία μελετά τη συμβολή των Γραπτών Εργασιών και των Ομαδικών Συμβουλευτικών Συναντήσεων στην υποστήριξη στρατηγικών αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον εκπαίδευσης του ...
International audience While distance learners often have to show a remarkable degree of autonomy, it is argued that this is often taken for granted by teachers, and learners either sink or swim on their own. Similarly, distance learners are often assumed to have minimum ICT skills, but even if this is the case, it does not necessarily guarantee them real autonomy in an educational context. We go on to discuss the particular case of using ICTs for reading in a foreign language.
Summary The COVID-19 virus expansion brought various social, political, economic and cultural consequences. Faced with the emergency, governments of different countries, including Chile, were forced to close schools and transport educational processes to virtual learning environments. This article summarises qualitative research, carried out on the basis of semi-structured interviews of six teachers, the aim of which was to know, analyse and Comprender Sus Teaching and Evaluation Practices, expanding into the Factors that have a direct or indirect impact on them. The results showed that personal characteristics, knowledge, conceptions and perceptions of different educational dimensions directly influence practices and platforms used in distance education. In parallel, the student context and the policies of each school appear as factors involved in teaching practices in virtual environments. ; Resumen La expansión del virus COVID-19 trajo diversas consecuencias de carácter social, político, económico y cultural. Ante la emergencia, los gobiernos de diferentes países, incluido Chile, se vieron obligados a cerrar las escuelas y transportar los procesos educativos a entornos virtuales de aprendizaje. Este artículo resume la investigación cualitativa, realizada en base a entrevistas semiestructuradas de seis docentes, cuyo objetivo fue conocer, analizar y Comprender Sus Prácticas De Enseñanza Y Evaluación, Profundizando En Los Factores Que inciden directa o indirectamente en ellas. Los resultados mostraron que las características personales, conocimientos, concepciones y percepciones sobre diferentes dimensiones educativas, influyen directamente en las prácticas y plataformas utilizadas en la educación a distancia. En paralelo, el contexto de los estudiantes y las políticas de cada escuela aparecen como factores que intervienen en las prácticas pedagógicas en entornos virtuales.
The dissemination of learning objects via the Internet in a smart way that meets the essential needs of learners could significantly improve the services offered by an e-learning system. A prerequisite for this is the adoption of an efficient framework for organising, describing and managing the available training materials. The various knowledge-organising systems that have been developed from time to time contribute to this objective, but are not the best solutions for each case. Therefore, through this work we are trying to distinguish the differences between the main knowledge representation structures and to identify the one best suited to modelling a field of knowledge in a machine-readable way. In this first attempt, we put in practice the knowledge organisation system which we believed to be predominant over others, in order to see its dynamics. Our ultimate goal is to make use of this technique in all aspects of a distance learning programme. ; Η διάχυση των μαθησιακών αντικειμένων μέσω του Διαδικτύου με τρόπο ευφυή, που να ανταποκρίνεται στις ουσιαστικές ανάγκες των εκπαιδευόμενων, θα μπορούσε να βελτιώσει σημαντικά τις προσφερόμενες υπηρεσίες ενός συστήματος ηλεκτρονικής μάθησης. Απαραίτητη προϋπόθεση για κάτι τέτοιο είναι η υιοθέτηση ενός αποδοτικού πλαισίου οργάνωσης, περιγραφής και διαχείρισης του διαθέσιμου εκπαιδευτικού υλικού. Τα διάφορα συστήματα οργάνωσης γνώσης που έχουν αναπτυχθεί κατά καιρούς αφενός συμβάλλουν στην επίτευξη αυτού του στόχου, ωστόσο δεν αποτελούν τις ιδανικότερες λύσεις για κάθε περίπτωση. Συνεπώς, μέσα από αυτήν την εργασία επιχειρούμε να διακρίνουμε τις διαφορές ανάμεσα στις κυριότερες δομές αναπαράστασης γνώσης και να εντοπίσουμε αυτή που ανταποκρίνεται ικανοποιητικότερα στην μοντελοποίηση ενός γνωστικού πεδίου με τρόπο μηχανικά αναγνώσιμο. Σε αυτή την πρώτη προσπάθεια, εφαρμόζουμε στην πράξη το σύστημα οργάνωσης γνώσης που κρίναμε ότι υπερτερεί έναντι των υπολοίπων, ώστε να διαπιστώσουμε τη δυναμική του. Απώτερο στόχο μας αποτελεί η αξιοποίηση αυτής της τεχνικής σε όλες ...
Germany's educational system has undergone a series of transformations during the last 40 years. In recent years, marked increases in enrolment have occurred. In response, admission requirements have been relaxed and new universities have been established.
Academic distance education in the former Federal Republic of Germany (West Germany) was ushered in by the educational radio broadcasts around the end of the 1960s. Aside from the formation of the FernUniversität (Open University) in West Germany in 1975, there were significant developments in distance education occurring at the major universities in the German Democratic Republic (East Germany). After German reunification in 1990, the new unitary state launched programs to advance the development of distance education programs at conventional universities.
Germany's campus-based universities (Präsenzuniversitäten) created various entities, including central units and consortia of universities to design and market distance education programs. Hybridisation provides the necessary prerequisites for dual mode delivery, such as basic and continuing education programs, as well as for the combination of distance and campus-based education (Präsenzstudium). Hybridisation also has also opened the door for the creation of new programs.
Following an initial phase in which distance education research is expected to centralize a trend towards decentralisation is likely to follow. The German Association for Distance Education (AG-F) offers a viable research network in distance education. Two dual mode case studies are also be surveyed: The Master of Arts degree, offered by the University of Koblenz-Landau, with Library Science as the second major, and the University of Kaiserslautern, where basic education will continue to be captured within the domain of the Präsenzstudium or campus-based education.
The area in which distance education is flourishing most is within the field ...
