A free book by Tony Bates which is short and simple for those starting out in elearning.
“This booklet is now available. It can either be downloaded as a pdf from the Contact North|Contact Nord website, or printed locally on demand and then can be physically given to instructors. Of course it is likely to be most effective if used in conjunction with Teaching in a Digital Age, but the booklet is written to stand on its own.
So I am hoping that you will find the 10 Fundamentals booklet useful, that you will pass it on or make it available to ‘resistant’ or undecided instructors, and that this will encourage them to seriously consider teaching online.”
This framework is based on Results-based Management (RBM) to strengthen transparency and accountability, as well as help track outcomes systematically according to objectives.
This guidance emphasizes that in the process of National ACE Strategy development, special attention must be given to stakeholder participation. A central component of all phases, it must be equitable and broad-based, ensuring marginalized groups are given a voice.
The guidelines also provide an overview of ACE funding sources, and an explanation of ‘climate readiness’ for countries to more easily access financing for ACE activities. Finally, guidance is provided on monitoring, evaluation and reporting, emphasizing the importance of linking to the SDGs and GAP on ESD.
Free PDF published by UNESCO in 2016
Adding Some TEC-VARIETY by Curtis J. Bonk and Elaine Khoo
Unfortunately, most online content remains lifeless today. Legions of learners are interminably bored. Part of the reason is that their online and blended courses fail to effectively utilize the smartphones, tablets, and other wireless and mobile technologies strapped to their bodies or tucked into in their tote bags. At this very moment, tens of millions of learners around the planet are navigating through seemingly endless pages of their online courses. Unfortunately, most of these learners are swimming in this sea of content without much hope for interaction, collaboration, or engagement. The emergence of massive open online courses (MOOCs), where learners in a single course can number in the hundreds of thousands, has made the present situation even more precarious and a remedy more urgent.
We propose the TEC-VARIETY framework as a solution to the lack of meaningful engagement. It can shift learners from nearly comatose states to actively engaged ones. Adding Some TEC-VARIETY helps instructors focus on how to motivate online learners and increase learner retention. It also is a comprehensive, one-stop toolkit for online instructors to inspire learners and renew their own passion for teaching. Using 10 theoretically driven and proven motivational principles, TEC-VARIETY offers over 100 practical yet innovative ideas based on decades of author experience teaching in a variety of educational settings.
Agroecology: The ecology of sustainable food systems
by Stephen Gliessmann
Agroecology is a science, a productive practice, and part of a social movement that is at the forefront of transforming food systems to sustainability. Building upon the ecological foundation of the agroecosystem, Agroecology: The Ecology of Sustainable Food Systems, Third Edition provides the essential foundation for understanding sustainability in all of its components: agricultural, ecological, economic, social, cultural, and even political. It presents a case for food system change and why the current industrial model of food production and distribution is not sustainable.
Food, globalization and sustainability
by Peter Ossterveer and David A Sonnenfeld
Published 2012 by Routledge
Food is increasingly traded internationally, thereby transforming the organization of food production and consumption globally and influencing most food-related practices. This transition is generating unfamiliar challenges related to sustainability of food provision, the social impacts of international trade and global food governance. Distance in time and space between food producers and consumers is increasing and new concerns are arising. These include the environmental impact of food production and trade, animal welfare, the health and safety of food and the social and economic impact of international food trade.
This book provides an overview of the principal conceptual frameworks that have been developed for understanding these changes. It shows how conventional regulation of food provision through sovereign national governments is becoming elusive, as the distinctions between domestic and international, and between public and private spheres, disappear. At the same time multi-national companies and supranational institutions put serious limits to governmental interventions. In this context, other social actors including food retailers and NGOs are shown to take up innovative roles in governing food provision, but their contribution to agro-food sustainability is under continuous scrutiny. The authors apply these themes in several detailed case studies, including organic, fair trade, local food and fish. On the basis of these cases, future developments are explored, with a focus on the respective roles of agricultural producers, retailers and consumers.
The second ‘green skills’ forum organised by Cedefop and the OECD-LEED in February 2014 provided an open space for discussion between researchers, policy-makers, social partners and international organisations on skills development and training needs for a greener economy. The focus of this second staging of the event was ‘green skills and innovation for inclusive employment growth’. The discussions were aimed at identifying obstacles and challenges lying ahead for the development of skills, education and training policies suitable to address the transition to greener and job-rich growth: to set out strategies, initiatives and policy approaches tackling key skills issues for green growth; compare methods and tools used in monitoring and evaluating developments in labour markets; indicate how research can support better targeted policy-making and skills strategies; and identify gaps in knowledge and provide guidance for future research and collaboration for transitioning to a low-carbon economy.
“Online learning: Lessons learned from developing, tutoring and monitoring online courses”, Fox, Anne 2014
Available as an Apple iBook and as a PDF.
Why this book?
I have worked on several international projects which tend to bring together a varied group of people who have had different amounts of experience with developing and running online courses. My role in the projects has usually been that of quality assurance and monitoring. This book explains the picture I have in my head when I am thinking about an effective online learning experience.
The experiences described have also come from my work as an online tutor
with The Consultants-E , as Danish ambassador for the Campus NooA online learning portal and as an online coach of teacher teams for the action research course offered by Powerful Learning Practice. Many of the examples come from my two current projects, M-HOUSE and dCCD FLITE.
This book collates many of the issues which have arisen regarding online
learning and its implementation.
The Climate Change Playbook: 22 Systems Thinking Games for More Effective Communication about Climate Change
by Dennis Meadows, Linda Booth Sweeney, Gillian Martin Mehers
Advocates and teachers often find it difficult to communicate the complexities of climate change, because the people they are trying to reach hold so many mistaken assumptions. They assume, for example, that when climate change becomes an obvious threat to our everyday lives, there will still be time enough to make changes that will avoid disaster. Yet at that point it will be too late. Or they assume we can use our current paradigms and policy tools to find solutions. Yet the approaches that caused damage in the first place will cause even more damage in the future.
Even the increasingly dire warnings from scientists haven’t shaken such assumptions. Is there another way to reach people?
Unleashing the Potential Transforming Technical and Vocational Education and Training
by P.T.M. Marope, B. Chakroun and K.P. Holmes
2015 free download
This book will be of interest to the broad TVET community and beyond. It is intended as a resource for policy-makers to analyse contextual trends and intersecting demands on education and training systems. I hope that the experience shared and the integrated analytical approach proposed will help UNESCO Member States transform their TVET systems to more effectively meet the development needs of present and future generations.