Ressources
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الحوار الصعب في الصف: مورد لمنح المُعلِّمي المهارات إ لدارة الحوار الصعب في الصف Année de publication: 2017 Auteur institutionnel: Tony Blair Institute for Global Change يعتمد هذا الكتاب على المنهج الأساسي لدعم المعلمين في إدارة المحادثات الصعبة المتعلقة بالقضايا والمواضيع الصعبة. من خلال تقنيات التيسير العملية وسهلة الاستخدام ، يستطيع المعلمون نقل الشباب إلى عمق أكبر في الحوار والتأكد من أنهم يتعلمون المساءلة عما يقولونه. 
Essentials of Dialogue: Guidance and Activities for Teaching and Practising Dialogue with Young People Année de publication: 2017 Auteur institutionnel: Generation Global Essentials of Dialogue is a teaching resource filled with activities for use in learning communities to build the core skills of dialogue and is foundational for any curriculum or programme centred around global citizenship and intercultural communication.Each chapter includes both theory and practical activities to help explore, develop, and practise dialogue. The resource is free to use all over the world. أساسيّات الحوار: مورد لمنح الطلاب الشباب من حول العالم مهارات وتجربة الحوار Année de publication: 2016 Auteur institutionnel: Tony Blair Institute for Global Change يزود "أساسيات الحوار" المعلمين بمقدمة للتعلم القائم على الحوار ويوفر أنشطة مهمة لبناء المهارات الأساسية لبناء مهارات الحوار، سواء كان ذلك شخصيًا أو عن بُعد.يقدم هذا الدليل دروسًا قابلة للتكيف ويركز على المهارات الخمسة الأساسية للحوار، والملاحظات الموجزة، وخطوات إعداد الشباب للانخراط في الحوار بين الثقافات عبر الإنترنت لدعم تنمية المواطنة العالمية. 
Supporting Quality Journalism Through Media and Information Literacy Année de publication: 2020 Auteur: Martina Chapman | Markus Oermann Auteur institutionnel: Council of Europe MIL - Media and Information Literacy used to be seen as the responsibility of the educational sector mostly targeting younger people in full-time education. This responsibility has to be extended to all stakeholders who are in a position to reach citizens of all age groups where they currently are and create new dissemination networks for MIL knowledge and skills.All relevant stakeholders, especially member states, need to recognise their own roles and responsibilities in relation to media literacy. They should be prepared to lead on, participate in, and fund MIL projects on a long-term basis. 
Achieving 100 for a Fair Wolrd: Exploring the Teaching Notes on Poverty Année de publication: 2019 Auteur institutionnel: Oxfam Hong Kong This material provides some poverty concepts and related activities for teachers to refer to and continue to explore new and improved methods of creating a fair world. 樂施會童創100公平世界：探索貧窮教學備忘 Année de publication: 2019 Auteur institutionnel: Oxfam Hong Kong 這本備忘提供一些貧窮 概念和相關活動讓老師參考，延續創造公 平世界的探勘。 
The Ultimate Dialogue Adventure: An Online Global Citizenship Game for Students Ages 13-17 Auteur institutionnel: Generation Global An interactive online platform that leads young people ages 13-17, through a game to learn the skills of intercultural dialogue and participate in forums focused on a variety of global topics and issues. The Ultimate Dialogue Adventure can be used as a self-directed learning journey for young people, or as an in-class companion for teachers, to support rigorous dialogue about a global topic or provide a place of practice when using our offline materials. 
Strengthening Democracy Is the Key to Preventing Far-Right Extremism Année de publication: 2021 Auteur: Cynthia Miller-Idriss This article emphasizes that disinformation, misinformation and propaganda undermine democratic practices in ways that should be fought not only by trying to shrink or contain the extremist fringe, but also by strengthening democratic values and practices within the mainstream. It also highlights that it is critical to engage proactively and consistently in order to prevent further escalations in far-right extremism and interrupt violent radicalisation at early stages. 
Explained: What is False Information? Année de publication: 2020 With so much information at our fingertips it can be easy to come across something online that isn’t quite as accurate or reliable as it should be. This kind of information is often called Fake News but a better description might be false information because it affects more than news stories. This animation, explaining false information, supports the education resource Connected - an introduction to digital media literacy. 
Rethinking Pedagogy: Exploring the Potential Of Digital Technology In Achieving Quality Education Année de publication: 2019 Auteur: Lorena Alemán de la Garza | Alessandra Anichini | Péter Antal | Aurélie Beaune | Éric Bruillard | Diane Burke | Pedro Henrique Cacique Braga | Ruma Chakravarti | Sriya Chakravarti | Deng Chen | Lidiya Chikalova | Helen Crompton | Ilana De Almeida Souza Concilio | William Cope | Lorenz Denks | Matthew Farber | Giovanni Fonseca | Pintér Gergely | Marcela Georgina Gómez Zermeño | Russell Hazard | Laura Hosman | Mary Kalantzis | Kojanitz László | Xavier Levoin | Kristen Linzy | Arnab Mandal | Yoko Mochizuki | Ariam Mogos | Tünde-Lengyel Molnár | Matthew Montebello | Sadaqat Mulla | Sandra Gudiño Paredes | Christelle Pauty-Combemore | Boyka Parfitt | Réka Racsko | Irais Monserrat Santillán Rosas | Khitam Shraim | Jisoo Song | Avgoustos Tsinakos Auteur institutionnel: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) With the exponential growth of digitally mediated communication, digital media and gaming, the landscape of what we understand as learning environments is changing significantly. Today the use of digital technology in education is attracting considerable public and policy attention as
well as private investment. With a rise in discourses both heralding and cautioning against the use of digital technology in education, there is a need to pool the expertise and experience on the use of technology in education from around the world to advance public debate and evidence-informed policymaking. Based on the literature review, mapping of digital education resources in circulation, and examples of implementation of digital education initiatives from around the world, this report aims to provide insights that would help lead to the wise, innovative and ethical use of digital technology in education as a new dimension in achieving SDG 4 — inclusive and equitable quality education and lifelong learning opportunities for all. By so doing, it also attempts to contribute to a rethink of teaching and learning in the face of enormous opportunities and challenges brought about by digital technology in the times of change and turmoil.