MOOCs in fragile contexts
MOOCs in fragile contexts
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脆弱环境下的慕课
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发表时间：
2014
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通讯作者：
Barbara Moser
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作者：
Barbara Moser
挑战主要涉及教育内容、文化和语言敏感性、现场基础设施和应对这些挑战的适当需求。本文报告了一个案例研究，涉及两名生活在达达阿布难民营的难民，这些学习者遇到了难民限制，描述了随着课程的发展而采取的临时解决方案，并提出了为mooc在脆弱环境中提供可行的高等教育贡献的长期解决方案。《世界人权宣言》第26条指出，人人都有受教育的权利，这应有助于加强对人权和基本自由的尊重，促进国家间的理解、宽容和友谊，并有助于维护和平。然而，战争和自然灾害破坏了教育的提供，因为长期危机和早期重建主要侧重于粮食、水、保健、卫生、安全和住房等核心人道主义目标。面对强大的机构和2012年底全球超过1500万的难民人口，人道主义行为体有义务将重点放在眼前的危机和核心目标上，而不是提供教育，特别是在中学后和终身学习层面。然而，教育是一种至关重要的保护机制，有助于政治稳定，并在脆弱国家培养领导潜力，从而管理从脆弱到稳定的转变。虽然把教育作为人道主义行动的促进因素是最近才开始的，但是认识到难民教育的重要性却有很长的历史，可以追溯到1951年，当时通过了《关于难民地位的公约》，其中第22条概述了难民接受初等教育的权利。随后在1984年，教科文组织和难民专员办事处签署了一项谅解备忘录，将难民教育的责任分配给难民专员办事处。特别为流离失所者和难民。2000年，达喀尔行动框架再次强调了barEFA，并启动了紧急情况下的教育作为其主要方案之一。此后不久，紧急情况下的机构间教育网络（INEE）成立，作为一个全球性的、开放的成员网络，在人道主义发展框架内共同努力，确保所有人在紧急情况和危机后恢复中享有接受优质教育和安全学习环境的权利。该机构的成立大大有助于提高人们对紧急情况下非正规和正规教育方案的必要性的认识。全国应急教育协会的重点有两方面：确定确保应急教育达到一定水平的质量和问责制的方法；以及将教育主流化作为优先的人道主义应对措施。他们的努力最终在2004年制定并通过了《紧急情况下的教育最低标准》。通过借鉴《儿童权利公约》、《达喀尔全民教育框架》、《联合国千年发展目标》和《球体项目人道主义宪章》，紧急情况下的最低国家素质。2010年，INEE发布了《教育、准备、应对和恢复最低标准》的修订版；这些仍然是紧急情况下教育的重点。在联合国难民事务高级专员办事处（难民专员办事处）采用的三种方法中，将教育视为快速反应的一个组成部分、向儿童提供即时保护和防止侵犯人权行为的人道主义方法当然是最接近该组织任务的方法；第二种方式，即人权方式，实际上与核心任务更加一致，但执行起来却不那么一致。第三种发展方法是最具前瞻性的，因为它把教育视为一项长期投资，重点是使难民儿童融入国家学校和重建国家教育系统。联邦外交部瑞士发展与合作署（SDC）的Barbara Moser-Mercer 115研究跟踪|对正规教育、非正规教育和非正式教育进行了分类，在《2013-2016年脆弱背景下的mooc国际合作信息》中，这种方法也得到了更明确的体现；但也越来越重要，尤其是由于开放学习计划的承诺，特别是鉴于新兴的MOOC模式。难民营是勉强生存的地方。这与他们长期背井离乡的情况密切相关。他们的机智往往掩盖了一种绝望和缺乏目标的感觉，因为许多难民在难民营中度过了他们生命的大部分时间。他们留在营地的为数不多的选择中，要么在该国另一地区或国外重新安置，要么遣返，对许多人来说，一线希望仍然是重建自己的社区和社会的前景。无论他们更喜欢哪一种选择，教育是他们迄今为止拥有的唯一资产，同时也是改善生活和改善生计的最有希望的前景。因此，动机驱动着他们的学习欲望，尤其是在中学和终身学习阶段。但是，在新教育举措的可持续性方面也存在相当大的不安；因此，在扩大实际的学习活动之前，与新学习者群体的初步接触需要耐心和意愿。尽管虚拟学习和移动技术带来了巨大的希望，但如果学习材料和学习成果往往得不到满足，或者学习者干脆辍学，那么学习动机就很难持续下去。数百英里和数千英里之外的距离是计算机或移动界面（Moser-Mercer， k除草剂，& Class, 2014）。了解实际情况并将其分享给接受援助的人（Anderson, Brown, & Jean, 2012），是学习者坚持课程并成功完成课程的基础。虽然动机在任何学习环境中都是学习的一个组成部分，但它在不造成伤害方面的重要性要大得多；提高难民对Ian原则的希望。参与教育倡议，发展教育机会和试点教育项目的需求，以及国际人道主义法。因此，在实地设计、发展和执行教育项目需要深入了解法律框架（国际难民法），从实地人道主义组织提供的保护，到迅速适应不断变化的环境的必要安全培训。
challenges that relate mainly to educational content, cultural and linguistic sensitivity, on-site infrastructure and appropriate needed that address these challenges. This paper reports on a case study involving two refugees living in Dadaab Refugee constraints encountered by these learners, describes temporary solutions adopted as the course evolved, and proposes longterm solutions to be envisaged for MOOCs to provide a viable higher education contribution in fragile environments. Education in fragile states – charting the territory Article 26 of the Universal Declaration of Human Rights states that everyone has the right to education which should contribute to the strengthening of respect for human rights and fundamental freedoms, promote understanding, tolerance and friendship among nations, and contribute to maintaining peace. However, wars and natural disasters disrupt the provision of education, as chronic crises and early reconstruction focus primarily on core humanitarian objectives such as food, water, health, sanitation, security and shelter. Faced with formidable gencies, and a global refugee population of over 15 million at the end of 2012, humanitarian actors are obliged to focus on the immediate crises at hand and on core objectives, rather than on the provision of education, especially at post-secondary and life-long learning levels. And yet, education represents a vital protection mechanism, contributes to political stability, and develops leadership potential in fragile states, so as to manage the tion from fragility to stability. While the integration of education as an enabler in humanitarian action is of relatively recent origin, recognition of the importance of education for refugees has a long history going back to 1951 when the Convention Relating to the Status of Refugees was adopted which outlines in Article 22 the right to primary education for refugees. This was followed, in 1984, by the signing of a Memorandum of Understanding between UNESCO and UNHCR that allocated the responsibility for refugee education to UNHCR. The especially for displaced persons and refugees. In 2000 the Dakar Framework for Action re-emphasized the barEFA and launched Education in Emergencies as one of its major programs. Shortly thereafter the Interagency Network for Education in Emergencies (INEE) was founded as a global, open network of members working together within a humanitarian development framework to ensure all persons the right to quality education and a safe learning environment in emergencies and post-crisis recovery. The founding of INEE contributed greatly to increasing awareness of the need for non-formal and formal education programs in emergency situations. INEE’s focus was twofold: identifying ways of ensuring a certain level of quality and accountability in emergency education; and on mainstreaming education as a priority humanitarian response. Their efforts culminated in the development and adoption, in 2004, of the INEE Minimum Standards for Education in Emergencies. By drawing on the Convention on the Rights of the Child, the Dakar Education for All Framework, the UN Millennium Development Goals and the Sphere Project’s Humanitarian Charter, the Minimum cational quality in emergencies. In 2010 INEE issued the revised version of the Minimum Standards for Education, Preparedness, Response and Recovery; these remain the of education in emergencies. Education as a humanitarian response – working on the ground Of the three approaches applied by the United Nations High Commissioner for Refugees (UNHCR), the humanitarian approach, which views education as a component of a rapid response, providing immediate protection to children and preventing human rights abuses, is certainly the one closest to the organization’s mandate; the second, the human rights approach, actually aligns even more closely to the core mandate, but is less consistently implemented. The third, developmental approach, is the most forward-looking in that it views education as a long-term investment and focuses on integrating refugee children in national schools and rebuilding national education systems. This approach also features more clearly in the Message on International Cooperation 2013-2016 MOOCs in fragile contexts Barbara Moser-Mercer 115 Research Track | of the Swiss Agency for Development and Cooperation (SDC) in the Federal Department of Foreign Affairs of grate formal, non-formal and informal education; but with increasingly important, not least as a result of the promise of open learning initiatives in general, and in light of the emerging MOOC paradigm in particular. refugee camp is that of bare survival. This is closely folin the face of protracted displacement from their home communities. Their resourcefulness often masks a sense of hopelessness and lack of purpose with many refugees having spent the better part of their lives in camps. Of the few options available to them remaining in camp, being resettled either in another part of the country or abroad, and repatriation for many the silver-lining on the horizon remains the prospect of rebuilding their own communities and societies. Irrespective of which option they prefer, education is by far the only asset they own, and at the same time the most promising prospect for bettering their lives and for improving their livelihoods. Motivation thus drives their desire to learn, especially at the secondary and life-long learning levels. But there is also considerable uneasiness with regard to the sustainability of new educational initiatives; thus, initial contacts with new groups of learners require patience and a willingness to invest in before scaling up the actual learning activities. Despite the great promise of virtual learning and mobile technology, motivation to learn remains less sustainable if learning materials and that learning outcomes are often not reached, or that learners simply drop out. The distance dreds and thousands of miles away is a computer or mobile interface (Moser-Mercer, Kherbiche, & Class, 2014). Understanding and sharing the realities on the ground, to the people at the receiving end of aid (Anderson, Brown, & Jean, 2012), lays the foundation for learners staying on course and successfully completing a course. While motivation is an integral part of learning in any kind of learning environment, it assumes much greater importance in the relates to not doing harm; raising refugees’ hopes about ian principle. Engaging in educational initiatives, developing education offers and piloting education projects in requirements, but also International Humanitarian Law. Design, development and implementation of education projects on the ground thus require an intimate knowledge of the legal framework (International Refugee Law, from protection offered by a humanitarian organization on the ground, requisite training regarding security in adapt quickly to changing circumstances.