Feb 29, 2020
It’s a myth that wisdom comes only with age, the writer argues. Young women and girls offer new tools to use
This is a great article by Rebecca Solnit which celebrates generational learning as bi-directional.
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It’s a myth that wisdom comes only with age, the writer argues. Young women and girls offer new tools to use
This is a great article by Rebecca Solnit which celebrates generational learning as bi-directional.
Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
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Bridging the generational gap! 🌐👩💻👨💼 Reverse mentoring in the digital age fosters mutual learning between experienced professionals and younger generations. Discover how this approach drives innovation, inclusivity, and teamwork in the workplace. 💼✨
Master milliner Rick made headpieces for Nicole Kidman. Now he's passing his knowledge to a teenager
One of the most beautiful elements of the fibre arts is that their survival depends on them being passed down through generations. For industries such as millinery, sewing, knitting, crochet and lacework it’s vital that younger people learn the intricate skills earlier generations have developed over centuries. Rick McGill, 77, is a master milliner. Kirrilly Webb, 19, is in the midst of studying…
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Importance of digital technology in facing the COVID-19 crisis.
Available research evidence further reveals that the creation of enabling literacy learning spaces has been shaped by a range of developments in different societies and economies, including the integration of digital information and communication technologies (ICT) — such as computers, tablets, e-books and mobile technology — into all kind of teaching and learning spaces of literacy and numeracy.
Such developments have further accelerated during the COVID-19 crisis. While technology-based environments have the potential to enhance access and outreach, motivate learners to engage or re-engage in learning, improve the quality of teaching and learning, and boost the possibilities for lifelong learning, they are not a self-contained solution. In addition, many difficulties have to be overcome and some prerequisites must be met to harness the potential of digital environments including related policies and strategies; physical, hardware and software infrastructures; human and financial resources; implementation modalities; and relevant teaching and learning contents and methodologies.Keeping learners engaged amid competing priorities has been a major challenge since the beginning of the COVID-19 crisis. Case study-based research suggests that well-established programmes, with sustainable funding and partnership models, strong learning infrastructures and long experience with multimodal and blended ways of teaching and learning, were better positioned to ensure continuity of learning. In addition, openness, creativity, flexibility and commitment to continuous improvement and service to their learners have also contributed to creating and sustaining enabling learning environments during the pandemic.
The recently conducted UNESCO survey on the COVID-19 impact on youth and adult literacy reveals that those literacy providers who managed to transition to distance learning faced numerous challenges, too, above all a lack of funds, limited capacity to equip and support learners and teachers with related devices, materials and skills and poor or unavailable Internet connections. On the positive side, survey findings point to more awareness of the importance of social, emotional and mental well-being of all stakeholders for literacy programmes to be successful and resilient. There is also a renewed investment in teachers to better prepare them for flexible teaching and learning approaches. And, an expanded vision of literacy is increasingly observable.
Innovative experiences of programmes nominated for the 2022 UNESCO International Literacy Prizes.
A number of 2022 UNESCO International Literacy Prizes candidates share their experiences with using and transforming community and other places into effective learning spaces including existing libraries, religious places, prisons, workshops and workplaces, outdoors under trees and above all, the homes of families. These spaces present the advantage that they are, in principle, open to everybody and easily accessible. As safety and proximity play an important role, delivery of learning resources (mobile library) or classes ‘at the doorstep’ in community spaces or in learners’ homes can make a difference in times of lockdown, as well as for displaced, disabled or elderly persons and girls and women. Parents and families are invited to assist children with learning at home and to join online learning activities, strengthening thereby school-home communication and relations during the pandemic. Furthermore, candidates mention alternative pathways, condensed curricula of literacy programmes, and differentiated planning, among other initiatives, aiming at the engagement of learners in motivational, participatory and need-based learning.
The in-depth review of the 16 finalist nominations for the 2022 UNESCO International Literacy Prizes illustrates how a broad variety of spaces can be leveraged, adapted and transformed to support literacy learning across all age groups. Those programmes targeting children mainly use school classrooms, homes and community spaces (e.g., libraries) for their activities. Very few programmes exclusively use virtual learning spaces claiming that they get to transform any space into a literacy learning space as long as the learner has a tablet with the project’s pre-downloaded content or gadgets with access to the Internet. However, most of them apply hybrid teaching and learning approaches (in-person and distance learning). The vast majority (14) of finalist programmes use high-tech solutions (e.g., online platform, apps), while five programmes employ low-tech solutions (e.g., TV, radio, SMS), and seven rely also on no-tech solutions (e.g., printed learning materials). Yet, most of the candidates combine different solutions. The links between the different spaces are ensured through regular meetings, (online) knowledge exchange, and partnership collaboration. The analysed programmes give account of a broad range of learning spaces they use, inside and outside of the education system. This reflects an ongoing trend of expanding learning spaces beyond the classroom and educational institutions, particularly observable in non-formal education. In the context of school closures during the pandemic — in addition to distance and online learning — home-based learning has moved family literacy and intergenerational learning as well as community involvement into focus.
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Voting open for Irish Blog Awards 2016 - can you spare a vote?
Voting open for Irish Blog Awards 2016 – can you spare a vote?
I am still recovering from the delight and shock of Thesilvervoice making the shortlist in two different categories for the Littlewoods Ireland Blog Awards 2016 and renewed thanks to all my supporters and readers who make keeping the blog so worthwhile.
Thesilvervoice has been shortlisted in the Personal list in EDUCATION & SCIENCE and in ARTS & CULTURE categories. This blog originated under…
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This is how our elderly should be treated and our children brought up. Our palliative care in this country is terrible: we are so intent on keeping older people safe that we forget to give them something to stay safe for. They need meaning and purpose in their lives as we all do, and to be surrounded by youth is a great way to give that to them. Intergenerational learning let's both age groups learn to be unafraid of the future, thankful for the past, and content with the present.
This immediately sparked my interest and is such a lovely idea. But the video at the end had me in tears--it hits me in the heart. What a beautiful and innovative way for preschoolers to learn and for older residents to be active and have a sense of purpose at a time when they may feel like they have lost those elements.