Ảnh hồ sơ
Tác giả/ Nhà nghiên cứu

Elisabeth Badinter

Tiểu sử
Elisabeth Badinter là một triết gia, tác giả và nhà sử học người Pháp, nổi tiếng với các chuyên luận triết học về nữ quyền và vai trò của phụ nữ trong xã hội. Tạp chí Marianna năm 2010 từng vinh danh Badinter là tri thức gia có ảnh hưởng nhất nước Pháp. Bà sở hữu khối tài sản khoảng 1,3 tỷ USD, bà Badinter hiện là tác giả giàu có nhất thế giới.
Ngày sinh
1944
Chức vụ
Thành viên Viện Nghiên cứu Giáo dục
Email
Xem đầy đủ

Thực thể liên kết

Bộ lọc

1
2009 - 200912010 - 201912020 - 20222
4
Làm mới bộ lọc

Cài đặt

Kết quả tìm kiếm

Đang hiển thị 1 - 4 của tổng số 4 kết quả
  • Hình ảnh thu nhỏ
    Ấn phẩm
    Contextualised open educational practices
    (AOSIS, 2022) Olivier, Jako, du Toit-Brits, Charlene, Bunt, Byron J.Dhakulkar, Amit; Elisabeth Badinter
    This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.
  • Hình ảnh thu nhỏ
    Ấn phẩm
    "Leveraging New Technologies for Professional Learning in Education: Digital Literacies as Culture Shift in Professional Development"
    (SAGE Publications, 2009-01) Elisabeth Badinter; Viện Nghiên cứu Giáo dục
    Providing just-in-time job-embedded professional learning using a technologically mediated model achieves professional growth goals and encourages teachers to build digital literacy competencies and incorporate new technologies in instructional approaches in the classroom. This article highlights the lessons learned from an award-winning professional learning program developed by the Advanced Broadband Enabled Learning program (ABEL), a Research and Innovation initiative at York University in Toronto, Canada. Ongoing research into this program reveals that teachers who are learning via technologies refine their understanding of digital literacy, and develop curriculum designs and instructional strategies that facilitate differentiated instruction through digitally mediated designs, increase student engagement in learning, and improve student achievement.
  • Hình ảnh thu nhỏ
    Ấn phẩm
    There Is No 'Virtual Learning': The Materiality of Digital Education
    (University of Alicante, 2021-01-15) Gourlay, Lesley; Elisabeth Badinter; Viện Nghiên cứu Giáo dục
    The distinction between face-to-face and distant digitally-mediated educational engagement is a complex one, and the two modes are often combined in practice, via ‘blended learning’ or the use of a VLE to support campus-based teaching. The current Covid-19 pandemic has thrown this distinction into relief, in a context where educationalists have been forced to move to fully distant engagement in a very short timeframe. This paper explores how this predicament has brought to the fore the nature of our engagement with digital knowledge practices and screen-based communication, arguing that the notion of ‘virtual learning’ is a flawed one. Instead, adopting a sociomaterial perspective, it argues that all aspects of digital engagement are in fact grounded in material and embodied entanglements with devices and other artefacts.
  • Hình ảnh thu nhỏ
    Ấn phẩm
    E-learning, M-learning and D-learning: Conceptual definition and comparative analysis
    (SAGE Publications, 2018) Sujit Kumar Basak, Marguerite Wotto, Paul Bélanger; Elisabeth Badinter
    In the 21st century, the information and communication technology explosion increases the uses of digital devices for many purposes in the world of work and in formal and non-formal education. This study analyzes existing literature on the basis of the definition of the concepts, terminology used, differences, fundamental perspectives, benefits, disadvantages, and finally the similarities and differences of the e-learning (electronic learning), m-learning (mobile learning), and d-learning (digital learning). It reveals that e-learning and m-learning are subsets of d-learning. On the other hand, some learning tools could be considered as m-learning as well as e-learning.