Ressources
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C'est quoi une information? Année de publication: 2015 Auteur: Olivier Marquézi | Mathieu Decarli Auteur institutionnel: Radio France | Réseau Canopé | France Télévisions | La Generale de Production Un film d’animation qui aborde des questions telles que « Qu’est-ce qu’un média », « Qu’est-ce qu’une information », « Qu’est-ce qu’une source ?... ». Autant de sujets pour amener les élèves à une pratique raisonnée autour des écrans, de l’information, du métier de journaliste. 
Explained: What is False Information? Année de publication: 2020 Auteur institutionnel: Dublin West Education Centre (DWEC) 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. 
함께 사는 세상 만들기 Année de publication: 2004 Auteur institutionnel: APCEIU This book, in essence, aims to introduce Education for International Understanding (EIU) to high school students, college students and teachers at all levels as well as the general public. The growing interconnectedness and interdependence compels all of us to understand the world beyond our immediate living space, to critically reflect on issues affecting us and others, and to work together to make our world a more peaceful and sustainable one. It requires values education that is transformative and participatory in nature to arouse genuine interests and passions to learn more and eventually to make positive changes. The book is comprised of five parts, organized by five thematic areas of EIU, namely, intercultural understanding, globalization, human rights, peace and Education for Sustainable Development (ESD). It introduces carefully chosen topics and discussions which may pique readers’ interest in some of the issues at stake, thus, encourage them to critically reflect on the complexities surrounding the issues and motivate them to engage further. Using an interdisciplinary lens, the book also borrows some ideas and approaches commonly practiced in critical anthropology. 함께 사는 세상 만들기 Année de publication: 2004 Auteur institutionnel: APCEIU 유네스코 아시아태평양 국제이해교육원에서는 국제이해교육을 가르치는 교사와 배우고자 하는 고등학생들에게 도움을 주기 위하여 고등학생을 위한 국제이해교육 교재를 출간하게 되었습니다우리 교육원은 아시아·태평양 지역의 45개 나라들과 함께 국제이해교육을 학교와 시민사회에서 강화하고 발전시킬 책임을 부여받았기 때문에, 여러가지 국제 회의와 연수과정, 전문가 협의회 등을 통해 이 과목의 교육 내용과 교과 과정에 대한 그림을 그려보는 노력을 부단히 전개하고 있습니다. 우리 교육원은 국내·외 여러 전문가들과 함께 많은 토론을 거쳐 국제이해교육의 기본 골격을 ① 문화 간 이해, ② 세계화, ③ 인권, ④ 평화, ⑤ 지속가능발전의 다섯 가지로 정했으며, 이를 바탕으로 초·중·고 국제이해교육 교육과정을 개발했습니다.우리 교육원은 앞으로 수년간 이러한 토대 위에서 교육자료나 수업 모형 등을 개발해보려고 합니다. 이번에 발간되는 교재 『함께 사는 세상 만들기』도 이러한 노력의 한 결실입니다. 이 책이 세계화 시대의 사회구조와 문제들을 파악하고, 함께 살 수 있는 가치관과 태도를 길러주는 데 크게 도움이 될 수 있기를 바랍니다. 
Ten Clues for Rethinking Curriculum Année de publication: 2021 Auteur: Renato Opertti Auteur institutionnel: UNESCO International Bureau of Education (IBE) This discussion document highlights the urgency of rethinking curriculum in light of reinforcing the commitments of the Education 2030 Agenda on learning, disruptive systemic worldwide societal changes, and crucially, the profound transformation of education and education systems post Covid-19. Curriculum is always at the core of giving effect to social aspirations and ideals on the why, what, how, when, and where of teaching, learning, and assessing. We propose a series of 10 interconnected clues to deepen on the systemic and holistic understanding of curriculum as contributing to lay foundations for a better, sustainable and fair future. These clues are: understanding the new generations; combatting factors related to vulnerability; reinforcing understanding between school and families; deepening glo-local education; enhancing the focus on the person; promoting synergies among values; valuing diversity; focusing on education that enhances freedom; moving toward hybrid modes of education; and inspiring affection for educators. 
UNESCO-SADC: Cooperation 2019 Année de publication: 2020 Auteur institutionnel: UNESCO Harare UNESCO and SADC have a long standing history that culminated in the signing of a Memorandum of Understanding (MOU) in 1996. In 2017, UNESCO and SADC developed a Joint Programme of Action (JPA) which identifies concrete area of cooperation. These include education; technical and vocational education and training (TVET); youth; HIV and health education; science, technology and innovation (STI); water security, renewable energy and disaster risk management; culture; communication and information (including media for SDGs); and data for development.The purpose of this magazine is to highlight UNESCO’ work to improve education quality in the southern Africa region in partnership with SADC. 
South-South and Triangular Cooperation in Action Année de publication: 2018 Auteur institutionnel: UNESCO | UN. Office for South-South Cooperation (UNOSSC) This publication is UNESCO’s first dedicated report on South-South cooperation and triangular cooperation. It presents an overall picture of the progress achieved to support technical cooperation, capacity building and knowledge sharing through South-South and triangular cooperation in UNESCO’s areas of competence with highlights of specific examples. It paves the way for deepening future cooperation in this area. La cooperación Sur-Sur y la cooperación triangular en acción Année de publication: 2018 Auteur institutionnel: UNESCO | UN. Office for South-South Cooperation (UNOSSC) Esta publicación es el primer informe específico de la UNESCO sobre la cooperación Sur-Sur y la cooperación triangular. Se presenta un panorama general de los avances en la cooperación técnica, la creación de capacidades y el intercambio de conocimientos mediante la cooperación SurSur y la cooperación triangular en las esferas de competencia de la UNESCO y se mencionan ejemplos concretos. Se allana el camino para profundizar la cooperación en este ámbito en el futuro. 
Let's Prepare: A Plan For Media Education Année de publication: 2020 Auteur institutionnel: KAVI National Audiovisual Institute (Finland) This guide helps you to prepare a media education plan. The plan and its preparation can be made in many different ways and in different scope. The themes and questions of the guide help to take into account the different aspect of media education work. You can choose the relevant questions based on your own perspective. This guide is based on the workshop conducted in the Finnish Media Education Forum 2020. 
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.