This short report is developed for a child-focused organization that provides a range of training in the humanitarian refugee settings. The organization is in charge of child protection, ensuring children’s physical, social, emotional and cognitive development through different psychosocial activities and life skills sessions held in traditional classrooms. Furthermore, the organization uses the same approach to build and strengthen the capacity of partner organization staffs, local authorities and community structures. The organization is currently planning to run tablet-based sessions in different centers for children and adolescents, an approach that supports different new technologies and pedagogies, described as eLearning innovations.
The emergence of the knowledge society and the knowledge-based economy marks a new era for education and training. In response to the growing global demand for higher education, recent studies highlight that there is remarkable increasing use of technology in education. As eLearning evolves, different education institutions and training providers are gradually forced to adopt very recent innovations that meet the current education needs according to their spheres.
Table of Contents
I. Innovation in e-learning
II. Example of Recommendable Innovations
2.1. Digital games
2.2. Place-based learning
2.3. Social Media
III. Discussion on the above Innovations
3.1. Digital games and playful learning
3.2. Place-based learning
3.3. Social Media
IV. Conclusion
Objectives and Research Themes
This report aims to identify and discuss current eLearning innovations suitable for a child-focused humanitarian organization. It explores how modern pedagogical approaches and digital tools can be integrated into refugee settings to enhance child protection, psychosocial development, and staff capacity building.
- Integration of digital games and playful learning in traditional and remote settings.
- Implementation of place-based learning to foster community interaction and skill development.
- Utilization of social media as a platform for collaborative professional development and problem-solving.
- Transformation of education through tablet-based sessions for children and adolescents in refugee environments.
Excerpt from the Book
2.1. Digital games
Digital games are interactive program or computer or mobile device-simulated applications that offer fun and rewarding digital interactions to users. They are adaptation of traditional game systems, with rules, player representation, and environment managed through electronic means. They are normally meant to provide entertainment, but can quite possibly serve learning purposes. According to Michael (2018), games are highly engaging as they keep the mind actively involved in a virtual environment. They not only keep players engaged but also engage their thought process, require them to solve problems, acquire new knowledge and learn new skills. For example, the popular solitaire card game sharpens the mind by keeping player attentive.
Therefore, digital games can be purposefully structured to serve as an educational simulation to players and help them achieve a particular learning objective, for example helping learners to learn a new skill, behaviour or acquire new information (Christie, 2009). This play-based approaches to teaching focuses on the process more than the outcome and allows for exploration of different issues from a variety of perspectives. It also develops playful values through participation in spaces that allow experimentation and positive failure. (Ferguson et al.,2019).
Summary of Chapters
I. Innovation in e-learning: Defines innovation in the context of eLearning as the application of new or improved solutions to meet modern learning needs.
II. Example of Recommendable Innovations: Introduces digital games, place-based learning, and social media as potential innovative strategies for education.
III. Discussion on the above Innovations: Explores the practical application of the proposed innovations within a specific child-focused humanitarian organization context.
IV. Conclusion: Summarizes the essential components of successful eLearning innovations, including personalization, interactivity, and just-in-time delivery.
Keywords
Innovation in e-Learning, Place-based Learning, Social Media Learning, Digital Games in Learning, Playful Learning, Humanitarian Education, Child Protection, Psychosocial Activities, Life Skills, Mobile Technologies, Tablet-based Learning, Action Learning, Personalized Learning, User-centric Environments, Interactivity.
Frequently Asked Questions
What is the core focus of this report?
This report examines current educational innovations and their potential implementation in a child-centered organization working within humanitarian refugee contexts.
What are the primary thematic fields covered?
The report focuses on digital games for playful learning, place-based learning methodologies, and the use of social media for professional and educational collaboration.
What is the main goal of the proposed innovations?
The primary goal is to address current educational needs in refugee settings by integrating technology to support psychosocial development, skill acquisition, and capacity building.
Which scientific method is applied?
The report conducts a conceptual analysis and literature review to link current pedagogical trends with practical applications in humanitarian refugee environments.
What does the main section address?
The main section discusses the effectiveness of digital games, place-based learning, and social media, specifically detailing how they can be adapted to improve learning outcomes for children and staff in the field.
Which keywords characterize this work?
Key terms include Innovation in e-Learning, Playful Learning, Digital Games, Place-based Learning, Social Media Learning, and humanitarian education.
How can digital games improve learning in refugee settings?
By using tablet-based games in child-friendly spaces, the organization can provide engaging, goal-oriented activities that enhance cognitive development, math, and literacy skills.
How does social media facilitate professional development for staff?
Social media enables the creation of small, diverse groups of practitioners to share perspectives, reflect on contents, and engage in action learning to solve common problems effectively.
- Quote paper
- Dr. Sixbert SANGWA (Author), 2019, A Brief Report on Current Educational Innovations, Munich, GRIN Verlag, https://www.grin.com/document/1012779
