Digital Learning Resources

Since the 1990s, change management has received considerable attention as the new paradigm for the management of organisational transformations as well as behavioural and motivational changes within both for-profit and non-profit organisations. As such, constant changes have also become the new “normality” in education and social service organisations. It is inherent to organisations to be confronted permanently and simultaneously with different ‘rationalities’ of their stakeholders. As hybrid organisations, they have to mediate between the logics of governmental, market-based, and societal structures (Brandsen et al., 2005). This is also crucial in the light of the various challenges related to the integration of digital technologies into almost all areas of education and social services and the development of new virtual business cultures within those organisations. Against this background, this paper will discuss the questions of how the process of digital change management must be designed, implemented, and sustainably developed in educational and social service organisations, of what principles of leading such changes could be relied on, and of what leadership the change agents in such a process require specific qualities and competencies. Digital change and innovation continuously include organisational learning, the re-placement of old management practices with more human-centred management activities, the development of new digital literacy skills and leadership competencies, the facilitation of personnel development to mobilise the staff to enact changes in their behaviour, values, and attitudes in volatile environments and uncertain times (Arnold, 2019). Eventually, the paper leads to a discussion and reflection of a sustainable framework for digital change management at the level of the individual change agents, change programs and initiatives, and the organisation itself.

The school has always had the problem of the search for a compromise between the metaphorization, i.e. the simplification of the phenomena and events to facilitate learning, and the real world that appears complex and varied. Based international organizations, especially the European Union, have, in different ways, encouraged the school to change their teaching strategies aiming the acquisition of valuable skills in the workplace and Italy, in particular, welcomed, with many national projects, this invitation. The spread of digital in schools enables interactive teaching, where the student is the protagonist and need to integrate knowledge of multiple areas and process them in order to put them in his daily routine. It has been established that the use of digital tools has physiological consequences on the development of the human brain: it would become more able to make decisions and to filter information. Even those with special educational needs are able to discover that the multimedia tools allow the compensation of the difficulties due to their atypical cognitive development and this fact facilitates their real inclusion in society. The massive spread of digital is not, however, risk-free: students, in fact, they use information in a less critical way; they risk a strong psychological dependence and have difficulty in the storage and use of the specific vocabulary. For that reason, the digital skills, which are in the list of key competences listed by the European Commission, should to be developed. This competence is very multi-faceted and complex. Researchers there found three basic dimensions: technological, cognitive and ethical. The first relates to the technical skills, the second to learning and the development of critical skills, the latest in respect of themselves and of others. Important mediator of the multimedia learning and the acquisition of digital competence is the teacher. He has the task of guiding the students i

Internet è uno strumento che offre straordinarie opportunità di raccogliere e consultare documenti, immagini e suoni: conoscenze sempre più utili e indispensabili nella società dell’informazione, in particolare per lo studio e per il lavoro. La Rete è però un mare in cui bisogna tenere la rotta per non disperdersi. La collana Risorse digitali intende fornire gli strumenti, i filtri, indispensabili per selezionare le informazioni scientifiche, tecniche e disciplinari disponibili nel Web.
Ogni ebook è dedicato a un diverso ambito disciplinare e propone un repertorio ragionato, sintetico e sistematico, creato secondo i criteri della qualità, dell’efficacia e dell’affidabilità delle risorse digitali fruibili in Rete.
L’idea nasce da un progetto della Facoltà di Lettere e Filosofia dell’Università degli Studi di Perugia. Lo scopo è quello di costruire una competenza informativa (o information literacy), ormai indispensabile a studenti, ricercatori, formatori, studiosi, che integri la preparazione informatica agli ambiti e agli strumenti di lavoro scientifici.

This paper scrutinizes the dichotomy of the uneasy and easy partnerships that exist between digital technology and visual arts education. Specifically, the claim that by putting computers into schools “we have bought ‘one half of a product’ … we’ve bought the infrastructure and the equipment but we haven’t bought the educational piece” (McKenzie, 1999 as cited in Joyce, 2005, p. 52) is considered.  Despite the ease with which many art educators have embraced technologies and tools for artistic practice in their classrooms in the past, implementing this latest tool into the visual arts classroom has been somewhat problematic. These issues and ways that “the educational piece” of the product can be addressed are examined, reasoning that the synergistic relationship between the visual arts and technology has, historically, been productive.

"This study consists of research on the use and creation of digital learning resources (DLRs) in schools and its intention is to understand the way DLRs are integrated into teachers’ practices and the roles teachers have as resource authors and editors.
The methodology adopted in the study is that of action-research, undertaken in a school cluster and involved using systematic, reflexive teacher education, combining training cycles and data collection.
This study used various types of data collection instruments such as questionnaires, LORI scale (Learning Object Review Instrument), focus-group interviews, field led notes and think aloud protocols.
Results show that teachers combine traditional resources with digital ones in their practice and that when using DLRs they do not change their pedagogical strategies significantly. Data reveal that knowledge teachers have of DLRs available in educational repositories is scarce and that training in this area is thus very much needed.
The study also helped identify the factors that practitioners take into account when creating their own resources and shows evidence of the difficulties they feel as DLR authors and editors. These difficulties are organizational and pedagogical in scope and nature and are related to the lack of specific as well as technical skills and knowledge, due to the fact that technologies and applications which have been designed to support this kind of process are relatively complex."

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Ecorys working in partnership with Bertelsmann Stiftung have been commissioned by the European Commission’s DG Education and Culture to carry out a study on ‘Adult Learners in Digital Learning Environments’. The overall aim of the study is to contribute to the work of the Commission and Member States in achieving the objectives set out in ET 2020 in relation to ICT-enhanced learning including OER in adult education, in particular through:
• Providing the Commission with a detailed description and analysis of the current state-of-play of the use of ICT-enhanced learning, including OER, in adult education in Europe, sampling across EU28 Member States, EFTA States and Candidate States;
• Providing policy-relevant analysis and advice;
• Developing policy conclusions and recommendations, for relevant policy makers in Member States, and for adult learning providers; and
• Developing an approach for a (self) assessment-toolkit for adult learning institutions as well as policy makers for analysing their state of play when it comes to ICT/OER use in adult learning.

The terms of reference outlines a number of specific outputs for the study including:
• A review and analysis of EU and national level policies and research of key academic literature as well as surveys on ICT enhanced learning, including OER, in AL;
• A summary of the current use and take-up of ICT enhanced learning, including OER, in different types of adult learning and where the potential is still unexploited;
• A detailed description of the types of providers of adult learning that are engaged in ICT enhanced learning, including OER;
• A detailed description and analysis of the factors that contribute to improving the efficacy of ICT enhanced learning, including OER within the adult learning provision;
• A detailed description and analysis of types of adult learners and their take-up of OER, including a description of their socioeconomic background;
• A detailed description of the types of OER (e.g. OER on higher education, basic skills, language learning..) different groups of adult learners are engaged in;
• An inventory of existing learner support measures required by non-users to take-up OER. This should include a representative number of good practice examples for each of the target groups identified and an analysis of the success factors of the examples and conclusions on how these examples could be mainstreamed;
• Policy relevant conclusions and recommendations for actions to be taken by policy makers, other stakeholders in Member States and at the EU-level to make ICT enhanced learning, including OER, a part of mainstream adult learning; and
• A proposal for a toolkit for assessment on the level and quality of ICT enhanced learning in adult learning (e-Maturity) to be used by either providers or policy makers.

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas. Rome, Italy University of “Tor Vergata” 20 – 22 June 2019 a-mode.eumade4ll.eu _________________________________________________ Keynote speakers: Marina Bondi Carey Jewitt Rodney Jones Gunther Kress and Jeff Bezemer David Machin Theo van Leeuwen _________________________________________________ A-MODE ORGANIZING COMMITTEE: Elisabetta Adami – University of Leeds, UK Cristina Arizzi – University of Messina, Italy Styliani Karatza – National and Kapodistrian University of Athens, Greece, and University of Leeds, UK Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany Ilaria Moschini – University of Florence, Italy Sandra Petroni – University of Rome ‘Tor Vergata’, Italy Marc Rocca – Rocca Creative Thinking Limited, UK ...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

During the last recent years, some Universities and Schools around the world,have opened a first-of-its-kind virtual reality learning center that’s been designed to allow students from every program to learn through “New Technologies AR&VR”. All of these activities are engaging the students in consuming their
attention, allowing them to interact and taking the responsibility for their own education. This project was implemented in a first phase in 6 Learning Resource Centers in Emirates Schools. AR&VR Smart Education Labs currently houses several different AR&VR technologies: Samsung VR by Oculus, the Rift pc´s, and Cardboard; for Laptops, Smart Phones and Tablets

Using Schatzki’s practices framework as a lens, this paper reports on the practices of university students accessing learning resources at a research-intensive  university in South Africa. Using a mixed methods approach, 1001 survey responses and six focus groups were analysed to explore how students in three professional disciplines access learning resources, with the focus on digitally-mediated piracy practices. The findings suggest a blurring between the legal and the illegal and indicate the normalcy of piracy practices, with nuanced distinctions and understandings manifest.

Historians occasionally use timelines, but many seem to regard such signs merely as ways of visually summarizing results that are presumably better expressed in prose. Challenging this language-centered view, I suggest that timelines might assist the generation of novel historical insights. To show this, I begin by looking at studies confirming the cognitive benefits of diagrams like timelines. I then try to survey the remarkable diversity of timelines by analyzing actual examples. Finally, having conveyed this (mostly untapped) potential, I argue that neglecting timelines might mean neglecting significant aspects of reality that are revealed only by those signs. My overall message is that, once we accept that relations are as important for the mind as what they relate, we have to pay closer attention to any semiotic device that enables or facilitates the discernment of new relations.

This paper is concerned with the concepts and theories behind Digital Game-Based Learning and why it should be considered in our developing digital environment an important aspect of pedagogy in this century.
It considers that digital games as a media constitutes the most interactive and engaging medium in today’s culture, and for modern learners. It investigates some of the background to this medium as a proposed educational milieu and some of the difficulties facing those who might try to implement it.
Above all it tries to investigate the theoretical postulate that today’s learners are fundamentally different to those who preceded them, and the majority of those who now attempt to educate them, and how this affects the requirements of the educational environment.

Technologies are truly changing and improving schools by enriching curricula, tailoring learning environments and provide collaborative tools to connect students, teachers and experts. This paper identifies some of the drivers and barriers for ICT resources in education. It evaluates the European ICT strategies in education, specifically in the delivery of its user-driven educational innovations relating to digital learning resources (DLRs). It considers investments in ICT infrastructure in schools; investments in in-service training or competence development for teachers (and head teachers); and explores some of the stakeholders' policies and guidelines. This contribution analyses a range of important factors which influence how DLRs are deployed in school environments. This case study suggests that the educational institutions with the most digitally confident and supportive teachers and students are reaping fruit from the usage of DLRs. It also indicated that significant innovation is already taking place in the European context. However, it appears that this is happening in isolation and at different paces. Finally, this research concludes by

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas. Rome, Italy University of “Tor Vergata” 20 – 22 June 2019 a-mode.eumade4ll.eu _________________________________________________ Keynote speakers: Marina Bondi Carey Jewitt Rodney Jones Gunther Kress and Jeff Bezemer David Machin Theo van Leeuwen _________________________________________________ A-MODE ORGANIZING COMMITTEE: Elisabetta Adami – University of Leeds, UK Cristina Arizzi – University of Messina, Italy Styliani Karatza – National and Kapodistrian University of Athens, Greece, and University of Leeds, UK Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany Ilaria Moschini – University of Florence, Italy Sandra Petroni – University of Rome ‘Tor Vergata’, Italy Marc Rocca – Rocca Creative Thinking Limited, UK ...

The goal of this study was to look at the opportunities and challenges of learning the English language and communication skills online during the COVID 19 pandemic. To meet the aims, the researcher created a comprehensive questionnaire containing information on many aspects of teaching Communication Skills in English. The information was gathered from the respondents using e-forms and personal interactions, as well as the designed scale. After gathering data, tables were created to classify the information, and regression was used to analyze the information. The study also discusses the abilities and competencies that teachers must possess to effectively teach English in online learning contexts. These abilities and talents are divided into six groups: educational skills, subject skills, design skills, technical skills, managerial and institutional skills, and social and communication skills.

What happens when well-known universities offer online courses, assessments, and certificates of completion for free? Early descriptions of Massive Open Online Courses (MOOCs) have emphasized large enrollments, low certification rates, and highly educated registrants. We use data from two years and 68 open online courses offered by Harvard University (via HarvardX) and MIT (via MITx) to broaden the scope of answers to this question. We describe trends over this two-year span, depict participant intent using comprehensive survey instruments, and chart course participation pathways using network analysis. We find that overall participation in our MOOCs remains substantial and that the average growth has been steady. We explore how diverse audiences — including explorers, teachers-as-learners, and residential students — provide opportunities to advance the principles on which HarvardX and MITx were founded: access, research, and residential education.

In this special issue of Taboo, the authors use Beyoncé's album, Lemonade, to introduce the concept of the Bad Bitch Barbie, a term used to identify a woman who embraces her body while simultaneously using it as a commodity. Representing a Black body ideal in Lemonade, Beyoncé uses images of Black women's bodies to express empowerment, boldness, and resilience as Black women struggle to live in a racist and sexist society. There has been recent interest in the ways Black women have been portrayed in current media and popular culture, and many individuals have taken the opportunity to honor Black women's beauty, power, and resilience in the era of #BlackGirlMagic by paying homage to women who use music, sound, and the arts to tell their stories (Wilson, 2016; also see Jessica Care Moore's website, " Black Women Rock " [http://www.blackwomenrock.com]). In this article, our aim is twofold: first, we offer a historical review of the ways Black women and their bodies have been portrayed in music as well as in the political, cultural, and social spaces associated with Black women's worldviews. Second, we review songs from Lemonade to describe the Bad Bitch Barbie, who welcomes glamorization and embraces the profitability associated with the racialization, sexualization, and subjugation of Black women's bodies. This information is vital in discussions about how young African American girls emulate the likes of Beyoncé, and represent themselves in a mainstream culture whose beliefs are informed by socio-historical experiences concerning sexual imagery. The Bad Bitch Barbie figure recognizes—and, to some

According to Kasper (1992), L2 pragmatic knowledge affects all communicative acts. It can be described as the speaker’s ability both to adapt linguistic formulae to social contextual constraints and to understand the implications of indirect utterances. The Common European Framework of Reference for languages (CEFR) describes pragmatic competence as an integral component of communicative language competence. It relates to “the functional use of linguistic resources, production of language functions, speech acts, drawing on scenarios or scripts of interactional exchanges; it also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony and parody” (CEFR, 2001, p. 13). The present article aims at providing some useful examples of tasks created on the basis of language digital resources, such as language corpora, online forums, and communities where learners can observe language used in digital communication in order both to attain pragmatic knowledge and enhance their language skills. The proposed tasks were implemented in the Italian courses at B1/B2 level organised by the Faculty of Applied Linguistics at the University of Warsaw in the years 2014-2015. Such tasks constituted additional activities within a conversational module focused on developing communicative competence in which pragmatic abilities and sociocultural knowledge play a crucial role.

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas. Rome, Italy University of “Tor Vergata” 20 – 22 June 2019 a-mode.eumade4ll.eu _________________________________________________ Keynote speakers: Marina Bondi Carey Jewitt Rodney Jones Gunther Kress and Jeff Bezemer David Machin Theo van Leeuwen _________________________________________________ A-MODE ORGANIZING COMMITTEE: Elisabetta Adami – University of Leeds, UK Cristina Arizzi – University of Messina, Italy Styliani Karatza – National and Kapodistrian University of Athens, Greece, and University of Leeds, UK Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany Ilaria Moschini – University of Florence, Italy Sandra Petroni – University of Rome ‘Tor Vergata’, Italy Marc Rocca – Rocca Creative Thinking Limited, UK ...

Teaching and Learning Resources refer to the materials that the classroom teacher uses to help the learners to acquire and understand knowledge, concepts, skills and attitudes that he/she introduces during his/her lesson. Teaching and learning resources include but are not limited to structural facilities like properly ventilated classrooms, furniture, kitchen, safe clean water, playground, toilets, and play grounds. Teaching and learning resources entail also instructional materials including text books (course books and supplementary books), charts, wall maps, picture books, flash cards, and real objects(realia), to name but a few. The general aim of this study was to examine the influence of the teaching and learning resources on the integration on the national goals of education in Early Childhood Development and Education (ECDE). Since this objective was about the relationship between the teaching/learning resources and the integration of the national goals of education, the researcher used the Spearman’s Correlation Coefficient to determine whether there was a relationship between the teaching and learning resources and the integration of the national goals of education in Early Childhood Development and Education, and the strength of the relationship if it existed. The N=158 including 28 head teachers and 130 preschool teachers. The n=66 including 14 head teachers and 52 preschool teachers. The head teachers were interviewed following the guide with the following questions in the interview guide: What is the influence of the teaching and learning resources on the integration of the national goals of education? The head teachers interviewed indicated that the correlation coefficient between the teaching and learning resources and the integration of the national goals of education rates at 0.85. This shows that there is a very strong positive (relationship) correlation between teaching and learning resources and the integration of the national goals of education. The preschool teachers responded to questions in the questionnaires. (a) The closed questions required the respondents to indicate the extent to which they agreed/disagreed on the statements given on a scale of 5-1. (b) The open ended questions required the respondents to state, on their opinion how teaching and learning resources influenced the integration of the national goals of education in Early Childhood Development and Education. The respondents indicated that the teaching and learning resources’ prevalence presented a very strong positive correlation between the teaching and learning resources and the integration of the national goals of education in Early Childhood Development and Education, which is statistically significant (p<0.05). The study established that teaching and learning resources influence effective implementation of Early Childhood Development and Education programmes in preschools. A unit increase of the teaching and learning resources would lead to an increase in effective Early Childhood Development and Education by a factor of 0.702. This study recommends that Early Childhood Development and Education centers should be provided with the age appropriate, relevant, and adequate teaching and learning resources. These resources will go a long way in enhancing effective curriculum content delivery as they create a conducive learner friendly environment fully equipped with structural and instructional resources that learners can freely, actively, interestingly, variably, and creatively manipulate to generate, create and acquire knowledge, concepts, skills, and attitudes with minimal teacher guidance.

Resumen Para introducir adecuada y efectivamente las TIC en el ámbito educativo se deben modificar los métodos y estrategias que estructuran el proceso de enseñanza-aprendizaje, ya que no pueden seguir respondiendo al enfoque expositivo tradicional. El profesorado debe ejercer un rol de facilitador del aprendizaje y el alumnado debe tomar un papel más activo. Pero también debe modificarse la evaluación y la elección que se realiza de las herramientas y materiales digitales a emplear en el aula. Ante esta necesidad, se invitó a 50 estudiantes de la Universidad a Distancia de Madrid a que, dentro de la asignatura de Magisterio denominada &quot; Métodos, recursos y nuevas tecnologías para el aprendizaje &quot; , diseñaran una e-rúbrica que les sirviera para valorar la calidad y la adecuación de los recursos educativos digitales, y que al mismo tiempo les ofreciera la oportunidad de descubrir las posibilidades didácticas que brinda este tipo de herramienta como medio de evaluación. Pala...

Knowledge Management & E-learning, Vol. 8, No. 3, 2016, pp. 153-169

Podcasts are entering their second decade. However, this article does not present a chronological narrative of this history or focus groups exploring their effectiveness. Instead, this paper probes the enlivening capacity of podcasting when inserted into the much wider discourse of sonic media. My research probes the impact on teaching and learning when cutting away four of our five senses to focus on auditory culture, sonic media, hearing and listening. This research shows the value of 'blind listening,' cutting away the eyes and visual literacy, to activate more complex modes of learning.

The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learners with disabilities and special educational needs have full membership in age-appropriate classes in their regular neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitted. For example, in the year 2014, the retention rate was 37 learners (45.7%), 2015 (114 learners, 38.0%), 2016 (43 learners, 28.9%), 2017 (35 learners, 31.5%) and 2018 (41 learners, 23.7%). The purpose of the study was to assess the status of implementation of inclusive education practices for the retention of learners with special needs in regular primary schools in Dadaab sub-county. The spec...

This research paper identified the perception of Professionals/Librarians about the impact of electronic resources on collection development, reference services and finally the statistics of the library visits as well. The paper elaborates the electronic resources causes to increase the library visitors, while explaining the reason which causes to increase the visitors of library. It also discusses the needs of library users fulfilled while adding the e-resources to the library services.

HyFlex termed as hybrid-flexibility is a teaching approach where teachers and students have the alternative to participate in planned courses either remotely or faceto-face. This study examines the effectiveness of the HyFlex pedagogical method to teach highly interactive digital and face-to-face cyber security training in Nigeria amidst the pandemic. Data was collected using a survey questionnaire from 113 participants to evaluate student's perception towards the effectiveness of the Hyflex method using physical and Zoom teleconferencing which allow students to participate remotely in the cyber security training. The developed questionnaire comprising both open-ended and Likert-style questions was administered to purposely sampled participants. Findings from this study presents implementation details on how the HyFlex teaching model was implemented from a developing country context. Besides, findings present challenges and opportunities experienced with adopting the HyFlex pedagogical model, and also offers recommendations to other instructors for employing this teaching model. Findings also reveal that although there were challenges experienced by the students who attended via online such as connectivity issues, competency in using some features in Zoom-conferencing, etc. The students did appreciate the flexibility HyFlex teaching afforded, indicating that HyFlex is a promising teaching approach for fostering engagement of students especially in large-group cyber security courses.

Bu yazıda dil öğrenimi konusuna dijital bir perspektiften bakarak yabancı dil öğrenirken kullanılabilecek ücretsiz dijital ve online araçları daha detaylı bir şekilde açıklamaya ve kendi deneyimlerimi paylaşmaya çalışacağım.

Kadir Has University's Khas Panorama Magazine 2017 Fall Issue, no:25
http://panorama.khas.edu.tr/dijital-dil-ogrenme-araclari-530 – 2017