Tracks: Age-Friendly Environments; Business and Aging; Global Aging Curriculum and Policy Issues; Translating Research to Education and Training; Program and Curriculum Development; Workforce Development
We gladly invite you to attend the International Conference “The Future of Education, Mass-Media and Communication” which will be held at Johns Hopkins University, just 20 miles away from Washington DC.
ECGBL offers an opportunity for scholars and practitioners interested in the issues related to Games Based Learning to share their thinking and research findings. ECGBL provides a forum for discussion and collaboration by academics and practitioners.
REFUGEES AND FORCED IMMIGRATION ’17 / II. International Interdisciplinary Conference on Refugee and Forced Immigration Studies in Social Sciences, Humanities and Art Conference29th to 30th September 2017Istanbul, Turkey Website: http://www.dakamconferences.org/refugeesandforcedimmigration Contact person: Ozgur Ozturk
All papers will be published in proceedings e-book as DVD (with an ISBN number) and then in DAKAM’s online library. A selection will be made in the relevant DAKAM JOURNAL that will be reviewed by Thomson&Reuters Conference Proceedings Citation Index.
Organized by: DAKAM Deadline for abstracts/proposals: 23rd June 2017
Empathy Is Tough to Teach, But Is One Of the Most Important Life Lessons
Dr. Brené Brown has become famous for her speaking and writing about vulnerability, worthiness, shame and the other important emotions running underneath daily life all the time. One theme she returns to over and over is the importance of cultivating empathy, a very different reaction than sympathy.
Children have opportunities to learn empathy from their parents, but also from their teachers and peers.
Seesaw saves time on organization and parent communication, makes formative assessment easy, and provides a safe place to teach 21st Century skills.
QR code connection, available across mobile devices
It is a name for a premise that, quietly, has come to regulate all we practise and believe: that competition is the only legitimate organising principle for human activity.
we now live in Hayek’s world, as we once lived in Keynes’s.
He begins by assuming that nearly all (if not all) human activity is a form of economic calculation, and so can be assimilated to the master concepts of wealth, value, exchange, cost – and especially price. Prices are a means of allocating scarce resources efficiently, according to need and utility, as governed by supply and demand. For the price system to function efficiently, markets must be free and competitive. Ever since Smith imagined the economy as an autonomous sphere, the possibility existed that the market might not just be one piece of society, but society as a whole. Within such a society, men and women need only follow their own self-interest and compete for scarce rewards. Through competition, “it becomes possible”, as the sociologist Will Davies has written, “to discern who and what is valuable”.
Hayek built into neoliberalism the assumption that the market provides all necessary protection against the one real political danger: totalitarianism.
To prevent this, the state need only keep the market free.
This last is what makes neoliberalism “neo”. It is a crucial modification of the older belief in a free market and a minimal state, known as “classical liberalism”. In classical liberalism, merchants simply asked the state to “leave us alone” – to laissez-nous faire. Neoliberalism recognised that the state must be active in the organisation of a market economy. The conditions allowing for a free market must be won politically, and the state must be re-engineered to support the free market on an ongoing basis.
Even his conservative colleagues at the University of Chicago – the global epicentre of libertarian dissent in the 1950s – regarded Hayek as a reactionary mouthpiece, a “stock rightwing man” with a “stock rightwing sponsor”, as one put it.
Milton Friedman who helped convert governments and politicians to the power of Hayek’s Big Idea. But first he broke with two centuries of precedent and declared that economics is “in principle independent of any particular ethical position or normative judgments” and is “an ‘objective’ science, in precisely the same sense as any of the physical sciences”.
The internet is personal preference magnified by algorithm; a pseudo-public space that echoes the voice already inside our head. Rather than a space of debate in which we make our way, as a society, toward consensus, now there is a mutual-affirmation apparatus banally referred to as a “marketplace of ideas”.
“A taste is almost defined as a preference about which you do not argue,” the philosopher and economist Albert O Hirschman once wrote. “A taste about which you argue, with others or yourself, ceases ipso facto being a taste – it turns into a value.”
Mnkandla, Ernest, and Ansie Minnaar. 2017. “The Use of Social Media in E-Learning: A Metasynthesis.” The International Review of Research in Open and Distributed Learning 18 (5). http://www.irrodl.org/index.php/irrodl/article/view/3014.
This research represents a conceptual framework designed to explain the adoption of social media into e-learning by using online collaborative learning (OCL) in higher education. Social media in e-learning signals the end of distance education in higher education.
The proposed framework could be useful to instructional designers and academics who are interested in using modern learning theories and want to adopt social media in e-learning in higher education as a deep learning strategy.
The major paradigms underlying the theoretical frameworks that were investigated were included in social learning theory, social interactivity theory, constructionism and social constructivism, and online collaborative learning theory (Harasim, 2012). Collaboration and social constructivism were the main theoretical frameworks guiding the use of social media in e-learning in higher education that point towards a more integrative (collaborative) and co-constructivism peer supportive approach to learning in the digital age.