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Search Close Search UNICEF Fulltext search Max Photo essay Children attend self-learning classes in a home-based learning points in northeast. (...) UNICEF Home UNICEF stories from Syria Children attend self-learning classes in a home-based learning points in northeast. 05 October 2021 UNICEF has supported children whose education has been disrupted by the conflict in Syria and, most recently, COVID-19 to get back to learning through its self-learning programme. (...) Volunteered home-based learning points compliment the work of existing community learning centres.
Language:English
Score: 416900.93 - https://www.unicef.org/syria/s...ased-learning-points-northeast
Data Source: un
ITU-ALECSO Smart Learning Forum Final Report Introduction: The ITU-ALECSO Smart Learning Forum was organized by International Telecommunication Union/Arab Regional Office in partnership with the Arab League Educational, Cultural and Scientific Organization (ALECSO) in Dubai-UAE from 14 to 16 December 2015, kindly hosted by the Government of the United Arab Emirates represented by the Ministry of Education and Telecommunications Regulatory Authority (TRA) and Mohammed Bin Rashid Smart Learning Program in collaboration with Intel and Millennium@EDU. (...) The Forum was comprised of themed sessions on various issues and prospects of smart learning in the Arab region. The topics of the sessions covered the following areas:  The role of industry in smart learning  National Strategies of Smart Learning in the Arab Region  e-Content for Smart Learning 1 http://www.itu.int/en/ITU-D/Conferences/WTDC/WTDC14/Pages/default.aspx  The Role of SMEs, Entrepreneurs and Innovators in Smart Learning  Smart Teachers  H.H. (...) Moreover, the forum included an exhibition that stakeholders utilized to showcase some of their innovations in the field of smart learning. Finally, a field trip to one of the schools implementing smart learning in the UAE was organized by the host to demonstrate the UAE’s best practice in Smart Learning.
Language:English
Score: 416900.93 - https://www.itu.int/en/ITU-D/R...umfinalenglishreport-clean.pdf
Data Source: un
Perform other related duties, as assigned. 3 Competencies: Professionalism: Solid understanding and experience in learning design and technology- enhanced learning; solid knowledge and experience in instructional design and e-learning content development; proven experience in learning ecosystem design. (...) Commitment to Continuous Learning: Keeps abreast of new developments in own occupation/profession; actively seeks to develop oneself professionally and personally; contributes to the learning of colleagues and subordinates; shows willingness to learn from others; seeks feedback to learn and improve. (...) Experience At least 2 year of working experience in LMS setup and administration as well as e-learning instructional design and development. Solid knowledge and experience of e-learning authoring software (e.g.
Language:English
Score: 416896.73 - https://www.unssc.org/sites/un...ociate_learning_officer_p2.pdf
Data Source: un
Search Close Search UNICEF Fulltext search Max Press release Ministry of Education and UNICEF launch “Learning Bridges” to help one million children recover learning in Jordan Accelerating learning for every child during COVID-19 20 September 2020 Available in: English العربية AMMAN, 20 September 2020 — The Ministry of Education today launched Learning Bridges program, an innovative blended learning programme, supported by UNICEF, to help one million students recover and accelerate their learning following the disruption caused by the COVID-19 pandemic. “Learning Bridges” is a series of weekly activities based on the core curriculum that will be distributed by schools to all students from Grades 4 to 9 to accelerate children and young people’s learning and support parents, teachers, students and communities to work together to adapt to the new normal of combining learning at home and school. (...) HE referred to the new online training resource available for teachers to introduce how to implement Learning Bridges and to share good practices in distance learning.
Language:English
Score: 416846.4 - https://www.unicef.org/jordan/...dges-help-one-million-children
Data Source: un
Kaleidoscope 2009 - Powerpoint template for session chair conclusions Kyoto, Japan 22-24 April 2013 ITU Kaleidoscope 2013 Building Sustainable Communities Prof Prasit Prapinmongkolkarn, Dr Supavadee Aramvith, Dr Chaodit Aswakul, Department of Electrical Engineering, Chulalongkorn University Dr Anegpon Kuama, Social Research Institute, Chulalongkorn University Dr Sucharit Koontanakulvong, Water Resource Research System Unit, Faculty of Engineering, Chulalongkorn University Mr Ekachai Phakdurong, THAICOM PLC, Bangkok, Thailand A SUSTAINABLE INTEGRATED-SERVICES COMMUNITY LEARNING CENTER The 5th ITU Kaleidoscope academic conference 22–24 April 2013, Kyoto, Japan ITU Kaleidoscope 2013 2 PRESENTATION OUTLINE  OVERALL SYSTEM ARCHITECTURE • USO Projects • Telehealth Center • School Internet • Learning Center • A Sustainable Community  ORIGIN OF COMMUNITY LEARNING CENTER  USO/UA ROLE OF COMMUNITY LEARNING CENTER  E-HEALTH ROLE OF COMMUNITY LEARNING CENTER VIA BROADBAND SATELLITE IPSTAR  FLOOD AND NATURAL DISASTER WARNING ROLE OF COMMUNITY LEARNING CENTER  CONCLUSIONS ITU Kaleidoscope 2013 3 Main Introductory Concepts  This paper proposes the concept of integrating the community learning center with e-health facility and natural disaster warning system.  Community learning centers have been designed with the principle of sustainability, flexibility, easy-to-use, cost saving and local participation concepts.  Such integrated-services community learning center will enhance the education of people, to improve health care and wellness of people by telehealth service, as well as to make readiness for unforeseen natural disaster crisis in the future. ITU Kaleidoscope 2013 4 Overall Architecture of Integrated-Services Community Learning Center ITU Kaleidoscope 2013 5 Community Learning Centre Project Initiatives  To find the suitable management framework for building self-sustainable learning centre for rural areas (usually not revenue-generating enough for business sectors to invest, hence the need of universal service obligation)  Chula Univ team have been granted 2 years (2010-2012), working with NBTC team, to build five learning centres in selected Thai rural villages ITU Kaleidoscope 2013 6 Locations of community learning centre sites Lumpoon Pichit Chaiyapoom Krabi Surat Thani ITU Kaleidoscope 2013 7 Pictures of Learning Centers ITU Kaleidoscope 2013 8 Learning Centre or Telecentre Learning Centre = Room + Computers + Internet What about “self-sustainable” ?? (...) Prasit Prapinmongkolkarn Former Chairman of NBTC (National Broadcasting and Telecommunications Commission), Thailand Emeritus Professor Department of Electrical Engineering Faculty of Engineering, Chulalongkorn University Email: prasit.prapin@gmail.com Slide Number 1 PRESENTATION OUTLINE Main Introductory Concepts Overall Architecture of Integrated-ServicesCommunity Learning Center Community Learning Centre Project Initiatives Slide Number 6 Pictures of Learning Centers Learning Centre or Telecentre Slide Number 9 E-HEALTH ROLE OF COMMUNITY LEARNING CENTER VIA BROADBAND SATELLITE IPSTAR IPSTAR for E-health services FLOOD AND NATURAL DISASTER WARNING ROLE OF COMMUNITY LEARNING CENTER Slide Number 13 Tablet Application of Flood REST CONCLUSIONS Thank you for your kind attentionQuestions & Suggestions
Language:English
Score: 416798.93 - https://www.itu.int/en/ITU-T/a...0130122%20(template%20ITU).pdf
Data Source: un
EMPOWER:  We assist UN Country Teams in their efforts to implement the 2030 Agenda by identifying their learning needs and providing customised learning programmes. (...) A change in behaviour can be brought about through effective learning design that focuses on the overall learning experience. (...) With the aim of stimulating culture change, UNSSC KCSD employs a distinct sustainable development learning methodology that effectively combines cognitive, affective and psychomotor elements in its learning design.
Language:English
Score: 416720.26 - https://www.unssc.org/featured-themes/learning-approach/
Data Source: un
EMPOWER:  We assist UN Country Teams in their efforts to implement the 2030 Agenda by identifying their learning needs and providing customised learning programmes. (...) A change in behaviour can be brought about through effective learning design that focuses on the overall learning experience. (...) With the aim of stimulating culture change, UNSSC KCSD employs a distinct sustainable development learning methodology that effectively combines cognitive, affective and psychomotor elements in its learning design.
Language:English
Score: 416720.26 - https://www.unssc.org/taxonomy/term/788/
Data Source: un
EMPOWER:  We assist UN Country Teams in their efforts to implement the 2030 Agenda by identifying their learning needs and providing customised learning programmes. (...) A change in behaviour can be brought about through effective learning design that focuses on the overall learning experience. (...) With the aim of stimulating culture change, UNSSC KCSD employs a distinct sustainable development learning methodology that effectively combines cognitive, affective and psychomotor elements in its learning design.
Language:English
Score: 416720.26 - https://www.unssc.org/featured-themes/learning-approach
Data Source: un
Three keys to unlock the potential of digital learning As affirmed during the Transforming Education Summit and in the Call to Action on Assuring and Improving Quality Digital Public Learning for All, there are three ‘keys’ to digital learning: content, capacity, and connectivity. Key No 1: Content: High quality, curriculum-relevant digital teaching and learning content must be made available and accessible to all learners, teachers and caregivers through digital learning platforms. (...) These platforms should be free for all users and complement and support teaching and learning that happens in school. They should also open avenues for self-driven education and lifelong learning.
Language:English
Score: 416676.3 - https://www.un.org/sites/un2.u...blic_digital_learning_long.pdf
Data Source: un
Identify intended learning outcomes. • Works with key clients, partners and resource persons to align on learning outcomes, learning experience design components, and timelines to meet clients’ specific needs. • Apply sound instructional design principles, ensuring application of sound pedagogical and andragogy principles to e-learning development projects based on learner/client characteristics; culture, context and circumstances, as appropriate. (...) Competencies: Professionalism: Solid understanding and experience in learning design and technology-enhanced learning; solid knowledge and experience in instructional design and e-learning content development; proven experience in learning ecosystem design. (...) Commitment to Continuous Learning: Keeps abreast of new developments in own occupation/profession; actively seeks to develop oneself professionally and personally; contributes to the learning of colleagues and subordinates; shows willingness to learn from others; seeks feedback to learn and improve.
Language:English
Score: 416657.7 - https://www.unssc.org/sites/de...ctional%20Design%20P2%20TA.pdf
Data Source: un