This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15–24). For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).
An interesting and relevant blog post from 2014 by Jackie Gerstein on her blog User Generated Education. Great infographic and slides to share the message of how to move from Education 1.0 to 3.0.
#etl523 looking at SAMR model as Education 1.0-2.0-3.0 #edtech #DigiCit https://t.co/d6MHosOKOR https://t.co/NJ1SKs0x0D
GENE – Global Education Network Europe – wishes to recognise the importance of innovation in Global Education through its Global Education Innovation Award. The award is intended to benefit Global Education projects that bring about positive change and opens peoples’ eyes and minds to the realities of the world, locally and globally. It promotes Global Education initiatives that can bring about this change through creativity, participation, direct action, synergies and innovation, and to ultimately inspire public policy.
FREE course for educators around the UN sustainable development goals.
The Transform Our World series supports and celebrates educators who integrate real-world issues into their classroom practice and engage students in authentic problem solving through a global lens.
How can my students learn about the world by working to make it a better place?
Here are the challenges that face our faculty today:
- Students who have access to smartphones and high-speed Internet may be distracted by a bombardment of quick and often shallow information.
- Students who do not have access could fall behind through no fault of their ability to learn.
- Faculty expectations and practices are changing at many institutions because Web 2.0 learning technologies are continuously evolving.
Charles Sturt University in Australia - A set of common learning outcomes has been written to assist course teams with alignment between standards, course & subject outcomes, and assessment. These are called CSU's Graduate Learning Outcomes.
Student from Athens State University shares impact and reflection around global collaboration through The Global Educator book and immersion in the Flat Connections Global Project as a Learning Concierge
Education technology is riddled with temptations and false promises. But if you ask Mark Brown, a professor and director of the National Institute for Digital Learning at Dublin City University in Ireland, problems such as falling for hype around new technology is an absolute moral dilemma. He’s caved in before. “I have a personal confession,” Brown admitted in his keynote address at OLC Innovate happening this week in New Orleans. “I am a very big sinner.”