Dear all,
Everybody in the civil society must have a right to information,
knowledge and best of education. Wikieducator.org and some other
related sites are a positive step towards democratization of education
and we need to ensure that W.E. promotes dissemination of latest pool
of knowledge. This calls for an international framework that could act
as a kind of benchmark or index or standard in education. No doubt,
local adaptations are required to meet the local needs and socio
cultural aspirations, but idea that some may continue getting
knowledge which became obsolete long ago, should not be acceptable.
Development of international curricula may follow development of
national curricula, but we must develop at least some benchmarks on
the basic standards in teaching, learning, evaluation, research,
assessment, accreditation etc. before designing national curricula
(content), and these standards need to be universal for education to
become truly democratic.
In some areas – say in social sciences, students are still being
taught what is 'ancient'. i work in the fields of entrepreneurship
development and economics, and in entrepreneurship development
curriculum is still based upon thought developed in 1960's and
discredited in 1970's and 80's. My economics students are also not
being exposed to the latest developments in the field. My friends from
some other faculties feel the same. At least we can start with some
areas, where curricula needs to be revised urgently, but the contents
should be decided only after deciding about the benchmarks in the
other fundamental areas.
Vivek Sharma
On Aug 6, 4:13 pm, "Leigh Blackall" <
leighblack...@gmail.com> wrote:
> Hello again all, perhaps Otago's approach will be of conceptual use here:
>
> 1. We use NZ standards of course.
> 2. We set up a course page that includes links to the standards we are
> using in the course.
> 3. The standards are pages in their own right, and have a subpage for
> learning activities designed for that standard.
> 4. As our teachers devise new learning activities, they add them as
> subpages to the related unit standard page.
> 5. Everytime the course coordinator reviews the courses, they browse the
> various activity subpages and pick the 'best' ones to link to from the
> course page.
> 6. So the student only refers to a course page that links directly to a
> learning activity. In between is a unit standard page if the student wants
> to see that. Most ignore the unit standard page and focus on the learning
> activities.
> 7. My main point is that, with the activities pages we can develop
> unlimited variations of learning activities for the various unit standards.
> Multi lingual, multi cultural, for different types of learners, for
> different types of teachers.
> 8. With collaboration, we hope to eventually develop such a range of
> activities.
> 9. With such a range, our teachers and students will have more choice in
> what activity they do in order to meet unit standard assessment requirements
> 10. The difficulty is getting the collaboration. How can we make our NZ
> > > > SL - Leroy Goalposthttp://learnonline.wordpress.com-Hide quoted text -