Suchergebnisse

In October 2012, the government of British Columbia announced its support for the creation of open textbooks for the 40 highest-impact first and second-year courses in the province's public post-secondary system. This project has generated a lot of interest in open textbooks in general, the financial benefits they may have for students, and the impact such open educational resources may have on curriculum development and flexible pedagogies. This session will provide an overview of open textbooks and will specifically explore: an update on the BC open text book project individual faculty and institutional changes in practice benefits and challenges of adopting an open textbook options for finding, selecting, and building on existing open educational resources We will also share experiences to gain insights into what we should be aware of when venturing into the use of OER, including a discussion of Creative Commons licensing. ; Non UBC ; Unreviewed ; Other

This book is a discussion and description of a set of standards for the quality of textbooks. As widely accessed resources for learning, textbooks are cultural products of primary importance. Drawing on Bakhtin's theory of speech genres, this publication views school textbooks as a specific complex genre whose key characteristics should ideally be defined by the addressee, i.e. the student. Further, it illustrates the significance of textbooks to successful learning outcomes and school students' cognitive development. The core of the book is formed by forty-three quality standards for textbooks, their operational definitions, theoretical backgrounds and practical implications. The standards are intended for use by textbook authors and publishers, educational authorities, teachers, educational practitioners and others involved in the creation, accreditation, selection and evaluation of textbooks and other teaching materials.

Virginia Tech Student Government Association (VTSGA) led this Textbook Town Hall to hear from students regarding issues and solutions related to textbooks and other learning resources. ; Student Government Association

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

This EuroBroadMap working paper presents an analysis of textbooks dealing with the representations of Europe and European Union. In most of these textbooks from secondary school, the teaching of the geography of Europe precedes the evocation of the EU. Europe is often depicted as a given object, reduced to a number of structural aspects (relief, climate, demography, traditional cultures, economic activities, etc.) whose only common point is their location within conventional boundaries. Such a vision may be easier for pupils to deal with and may reduce the risk of provoking political controversies. When studied, the European Union appears mostly as a incomplete political power, characterized by some strengths and weaknesses.

This EuroBroadMap working paper presents an analysis of textbooks dealing with the representations of Europe and European Union. In most of these textbooks from secondary school, the teaching of the geography of Europe precedes the evocation of the EU. Europe is often depicted as a given object, reduced to a number of structural aspects (relief, climate, demography, traditional cultures, economic activities, etc.) whose only common point is their location within conventional boundaries. Such a vision may be easier for pupils to deal with and may reduce the risk of provoking political controversies. When studied, the European Union appears mostly as a incomplete political power, characterized by some strengths and weaknesses.

This article examines textbooks, especially history textbooks, seeking to contribute to an emerging body of scholarship that endeavors to understand the nature, specific properties, and characteristics of this medium. Using systemic functional linguistics and a context-based perspective of language as its theoretical point of departure, it argues for a dual imagining of the textbook as discourse and genre. In imagining the textbook, the article calls for a rethinking of comparative textbook research in the future, based on a novel cluster of conceptual priorities deriving from postmodern thought.

This piece defends the hypothesis that methodologically well-grounded historical textbook research is only possible if one has an understanding of the context in which textbooks acquire meaning. Based on the theory of a "grammar of schooling" (Tyack/Tobin; Cuban), the article develops a concept on the basis of which it is possible to describe particular contexts and the way in which they relate to teaching materials. Textbooks are thus understood as an element of the "grammar of schooling" and, from the perspective of discourse and theory, as a "point of intersection" between discourse and its corresponding teaching practice.

This article raises the question of how German textbooks should deal with issues of migration as one of the main challenges in a globalizing age. In order to prepare the ground for a well-founded answer it follows a twofold agenda. In a rst step, previous attempts at analyzing textbook representations of migration are critically scrutinized and read against the background of current debates on methodological approaches to textbook research. In a second step, anthropological research on the structure of public German discourses on migration is cited as a key to developing a truly multiperspectival mode of representing it. Ultimately, the article demonstrates that education alone cannot be given the responsibility of clarifying questions that politics have failed to articulate and that pupils must be taught to participate competently in the discourse on migration policy. They should be familiarized with the various positions advocated in the political sphere, and simultaneously equipped with the necessary tools for critical re ection.

This article provides an introduction to the aims, methods, and interdisciplinary approach of this new journal, elucidating the traditions of international textbook research and the function of educational media as illuminating sources for various academic disciplines. Textbooks and curricula in particular, which are not only state-approved but also of a highly condensed and selective nature, are obliged to reduce the complexities of the past, present, and future onto a limited number of pages. Particularly in the humanities, which often deal with concepts of identity and portrayals that may be more open to interpretation, textbooks can become the subjects of controversial debate, especially in relation to societal shifts such as globalization and immigration. In this regard, this journal intends to illuminate the situations in which educational media evolve, including their social, cultural, political, and educational contexts. The emergence of new, particularly digital, educational media marks new modes of knowledge production. The Journal of Educational Media, Memory, and Society (JEMMS) invites analyses that reach beyond the printed page and even beyond the institution of the school itself.

The idea for this textbook developed from the recognition of the need to disseminate information about Polar Law as an emerging field of legal studies - an area of study long overdue greater recognition. Developments in the Polar Regions - the Arctic and Antarctica - are now the subject of growing interest and importance. They concern a divergent range of global and regional development issues and beg further inquiry into the role of law in dealing with many of these issues. This textbook is the first educational material of its kind. It attempts to illustrate the importance of legal values in addressing various challenges across the Nordic region, among remote Arctic communities and globally. The textbook focuses on the various developments in international and domestic law concerning the Polar Regions (e.g., issues of environmental law, law of the sea, resources, human rights law and Indigenous peoples' rights, etc.). By looking at linkages between different areas of law and the other social sciences, the textbook also explores the relevant aspects of the economic, social and political developments affecting both Polar areas (e.g., questions of Polar governance, economics, and the political situation in some of the Arctic areas). The authors hope that this pioneering work will encourage anybody interested in Polar Law to pursue further studies, research or cooperation on the many initiatives which take place within the Nordic, Arctic and global community in relation not just to the Arctic but also to the Antarctic.