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The Primer on the Flexible Learning Options (FLOs) of the University of Perpetual Help is designed to help parents and students to understand flexible learning processes for the Basic Education Department.
Status and Trends of Educational Media in India: Allusion to Dr Bhupen Hazari...CEMCA
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The document discusses the changes that have occurred in education due to the COVID-19 pandemic. It notes that physical classes have been suspended and over 21 million students enrolled in remote learning for the current school year. Some parents find distance learning impractical and worry about increased costs. The pandemic has greatly impacted the education sector and it is unknown when changes will end. Educational institutions have faced challenges in leading and managing changes brought by the pandemic.
Skills and strategies for higher education in the Corona AgeMJ Xavier
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Current Trend in Education - Online SchoolingVioletaGCordova
This document discusses the challenges of online schooling during the pandemic. It notes that many students who were previously successful are now struggling with hybrid and online learning models due to lack of social interaction, video fatigue, and technology issues. It also acknowledges that students from low socioeconomic backgrounds face even greater barriers. The document examines the different learning modalities used in the Philippines, and shares survey results from one school that found many students lack devices and internet access needed for online learning. It reflects on the poor academic performance from the previous school year that used primarily modular learning. Solutions proposed to address the digital divide include identifying students who can access online learning, tapping donors, using community spaces with internet access, and utilizing radio/TV-based instruction
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
1) The document discusses the history of distance learning during times of crisis such as pandemics and natural disasters. It provides examples from the 1918 Spanish Flu pandemic, a 1948 polio epidemic in New Zealand, and school closures during SARS in 2003 and H1N1 in 2008.
2) Emergency remote teaching is described as a temporary shift to remote instruction during a crisis that may not be well-planned or robust, but provides temporary access to education. The goal is to set up instruction quickly and reliably during the emergency period.
3) Effective blended learning is said to enable, engage, elevate, and extend learning through strategic combinations of in-person and online activities and assessments. Technology should ampl
- Richard Mayer developed the cognitive theory of multimedia learning which posits that people learn more deeply from words and pictures than from words alone.
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- Mayer identified 12 principles of multimedia instructional design based on this theory, such as the coherence, signaling, and multimedia principles.
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
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Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
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The document discusses emerging trends in education, including learning management systems (LMS), massive open online courses (MOOCs), and mobile learning. It provides details on LMS features and free LMS platforms like Moodle. MOOCs are defined as online courses with unlimited participation available through the web. Examples of MOOC participation and global MOOC initiatives are described. Mobile learning is rising due to proliferation of mobile devices and its ability to support informal, contextual "anywhere, anytime" learning.
HKERA 2017 - The Development of an Invitational Education Graduate ProgramMichael Barbour
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'Post-normal learning & Teaching' Edinburgh Napier University School of Compu...Louise Drumm
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COVID-19 and Disruption in Management and Education Academics: Bibliometric M...faisalpiliang1
COVID-19, What to do now? This issue has had devastating effects in all domains of society
worldwide. Lockdowns, the lack of freedom and social distancing meant the closure of a country’s
entire activity. Having effects at all levels, beside incalculable ones in health, it is argued that scientific
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the proposed objective. The bibliometrics corroborates that shortage. Finally, the contributions and
implications for theory and practice are presented, followed by the limitations and suggestions for
future research.
On Wednesday 19 August, ESRI researchers Selina McCoy, Eamonn Carroll, Georgiana Mihut and Gretta Mohan presented a study titled 'Lessons from the pandemic: Supporting student engagement'.
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A comprehensive school physical activity program (CSPAP) is recommended to increase physical activity and promote health and academic achievement in children. A CSPAP includes five components: quality physical education, physical activity before and after school, physical activity during school like recess and classroom breaks, staff involvement, and family/community engagement. Coordinating these components can help schools establish a culture of physical activity and ensure children meet recommended activity levels of 60 minutes per day.
This document provides a rationale for teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. It discusses how PDHPE aims to develop students' health knowledge, skills, values and attitudes to lead healthy lives. It also discusses the benefits of teaching movement education, which involves developing students' fundamental movement skills. Movement education is shown to support students' physical, cognitive, social and academic development. The document advocates for parental and teacher guidance to help students reach their full potential in PDHPE.
The document discusses the importance of PDHPE (Personal Development, Health and Physical Education) in primary schools. It notes that physical inactivity is a leading cause of health issues globally. A game sense approach to teaching PDHPE focuses on modifying games to develop students' decision-making, problem-solving, and understanding of concepts rather than just techniques. This allows students of all abilities to be actively involved and learn lifelong skills. The document advocates introducing fundamental movement skills into early PDHPE using a game sense approach to build a strong foundation for students' future health and participation in physical activity.
The document discusses the importance of Physical Development, Health and Physical Education (PDHPE) in primary schools. It notes that PDHPE promotes healthy lifestyles in children and teaches safety skills. PDHPE aims to develop students who can make informed decisions about their health and minimize risky behaviors. Research also shows links between physical activity, cognitive development, and academic performance. The document argues that PDHPE should receive more focus in school curriculums.
The document discusses the Game Sense approach to physical education within the NSW PDHPE curriculum. Game Sense focuses on developing fundamental movement skills through a student-centered, games-based method. It incorporates technical coaching to develop skills while providing progression for all ability levels. Game Sense promotes an inclusive, supportive learning environment where students actively participate, learn socially, and interpret experiences. The approach provides opportunities for students to learn and apply interchangeable techniques through invasion games, striking games, net/wall games, and target games.
This document discusses the author's experiences and views on physical education. It covers topics like physical activity, sport, health, wellbeing and the characteristics of physical education teachers. It also summarizes academic literature on effective physical education instruction and the importance of the subject for students' development. The document advocates that physical education is valuable for modeling healthy behaviors and developing lifelong habits.
The document discusses personal experiences with physical education, health, and wellbeing. It covers topics like physical education, sport, physical activity, and play. It also reflects on stereotypes of physical education teachers and argues that physical education is important for teaching healthy lifestyle habits and fitness skills to students. Several academic sources are referenced that discuss issues like effective teaching strategies and debates around skills and fitness levels in children.
The document discusses the new Australian National HPE Curriculum. It aims to provide consistent HPE education across the country by addressing declining standards. The curriculum covers strands like health, physical activity, and relationships. It seeks to develop students' identities, health literacy, and interaction skills through learning sequences and activities focused on topics like mental wellbeing, fitness, and influences on identity. Overall, the new syllabus aims to level the playing field for HPE education nationwide in line with goals of the Melbourne Declaration.
The document discusses strategies to increase student motivation and participation in physical education classes. It notes that low physical activity is linked to health issues, and activity levels decline with age. Barriers to participation include lack of skills, time, support and self-motivation. The Bilateral Integration exercise program and Better Movers and Thinkers approach aim to develop motor skills and executive functioning to help students experience success in PE and be more engaged. Individualized programs and varying activities may help address barriers and encourage lifelong physical activity.
PDHPE (Personal Development, Health and Physical Education) is an important subject in primary schools for several reasons. It aims to teach students skills like problem solving, communicating, and decision making to increase their well-being and help them live a healthy and fulfilling life. PDHPE also focuses on social, physical, emotional, cognitive, and developmental growth. It promotes physical activity and teaches students to make educated decisions to act responsibly. The subject encourages the adoption of an active lifestyle and essential movement patterns.
Movement Education (ME) is a student-centered approach to teaching physical education that focuses on developing fundamental movement skills through dynamic games and non-competitive activities. ME helps children develop physical literacy and benefits their social, physical, and psychological development. In ME classes, teachers select developmentally-appropriate activities to teach the 12 fundamental movement skills and guide students' motor skills progression from initial to mature stages.
The document discusses the Game Sense approach to physical education and youth sport. Game Sense focuses on developing fundamental skills and tactics through a student-centered, games-based method. It emphasizes learning techniques and applying them in a variety of contexts while developing an understanding of how skills, tactics, and decision-making relate. Game Sense also integrates coaching of specific skills within a progression framework to suit all students. The goal is to provide an inclusive, supportive environment where students can actively participate, learn socially, and interpret experiences to improve their physical, mental and social well-being.
PDHPE in primary schools encourages understanding of self and others, promotes physical activity, and emphasizes informed decision making. It supports students' physical, social, cognitive, emotional, and movement skill development. PDHPE uniquely contributes to the curriculum by developing the whole student. The primary years are important for gaining fundamental movement skills that support lifelong physical activity and health. PDHPE incorporates aspects of wellbeing including social, mental, physical and spiritual development to help students adopt responsible roles in society.
PDHPE in primary schools encourages understanding of self and others, promotes physical activity, and emphasizes informed decision making. It supports students' physical, social, cognitive, emotional, and movement skill development. PDHPE uniquely contributes to the curriculum by developing the whole student. It focuses on health, physical activity, and fundamental movement skills, which are important to establish during primary school. The goal is for students to lead healthy, active lives and adopt responsible roles in society.
Perception of the Students between the School’s Support in Academics and Spor...ijtsrd
In the emergence of the existing curriculum K to 12, where the students are the primary emphasis, the perceptions of the students are important in quality monitoring systems which are crucially needed to enable monitoring and evaluation of these important outcomes, such as the student activities. This study examined the perceptions of students regarding the support of the school between academic and sports activities. It focuses more on the school’s support towards sports activities on how will the school provide the students “a healthy mind in a healthy body†in motivating them, as well as to promote and sustain the sports activities. This would be beneficial to the students in order to provide them an engaging and conducive learning environment inside and outside the school premises aside from academic activities which are the encouragement to promote and sustain sports activities, as their perceptions become evident throughout the study. According to the perception of the students, it is clearly interpreted that the school gives more support in academic activities compared to sports activities therefore the school should promote and sustain the sports activities through training, enough training hours and sports activities, number of trainers, scope and time span of sports activities, and dissemination of information. Almighty C. Tabuena "Perception of the Students between the School’s Support in Academics and Sports towards the Promotion and Sustainability of Sports Activities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30609.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30609/perception-of-the-students-between-the-school%E2%80%99s-support-in-academics-and-sports-towards-the-promotion-and-sustainability-of-sports-activities/almighty-c-tabuena
Life Skills Development through School EducationIOSR Journals
Abstract: As part of the life skills program there are close links between the department and other subjects,
including Science, RS, Thinking Skills, Current Affairs and Games/ PE. Life skills are also developed through
assemblies, which are led by individual members of staff and by forms or other groups. A life skill encourages
capacity to think rationally both inside and outside the classroom.
Keywords: Life skills, abilities, UNICEF, Child rights.
PDHPE in schools is important as it improves quality of life and encourages understanding of oneself and others through participation in physical activity. It develops knowledge, skills, and values to promote lifelong healthy and active living. Students learn through varied active experiences to gain perspective on health, develop movement abilities, and appreciate themselves and others. PDHPE provides key messages on safety, nutrition, relationships, sexuality, growth, and identity to support young people's health and help build an inclusive community.
PDHPE in schools is important as it improves quality of life and encourages understanding of oneself and others through participation in physical activity. It develops knowledge, skills, and values to promote lifelong healthy and active living. Students learn through varied active experiences to gain perspective on health, develop movement abilities, and appreciate themselves and others. PDHPE provides key messages on safety, nutrition, relationships, sexuality, growth, and identity to support young people's health and help build an inclusive community.
PDHPE in schools is important as it improves quality of life and encourages understanding of oneself and others. It helps develop knowledge, skills, and values to promote lifelong physical activity. PDHPE aims to educate students to develop a healthy, fulfilling life and become responsible community members. Students must learn through active experiences to gain skills and appreciation for themselves and others. PDHPE provides messages on safety, nutrition, relationships, sexuality, growth and development, and identity.
Evaluation of Physical Education, Sports and Recreation for the GiftedIOSR Journals
Abstract: Physical education, sports and recreation for the gifted was the topic dealt with in this article. The
concept of physical education as it refers to the body, with reference to various bodily characteristics was also
discussed. Academic success and well-being of the gifted with regard to physical education has been
stressed,special physical education program for the gifted being exceptional learners was discussed, and special
instructional media and resources for the gifted as distinct for sports and games from the modern technology
was addressed. Recreation, leisure services, camping and outdoor activities are also areas that were discussed
in this work. Recreation and leisure being characterized by five descriptive terms was also addressed.
Recreation for the gifted for developing their sophisticated routines in dance, tumbling, gymnastics, apparatus,
and synchronized swimming have been discussed in this work. Assessment of the gifted in physical education
using variety of methods was also stressed in this work. It was recommended that, classes for the gifted who are
high achievers need to be taught by physical educators who know how to design and implement programs for
such exceptional students.
Key words: Gifted, Sport, Recreation, Physical education, Learners
Similar to The rights to inclusive quality physical education post covid-19 (20)
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As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
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• insights into the European Union's landmark legislative proposal aimed at regulating AI
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Presenters:
Miriama Podskubova - Attorney at Law
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Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
The rights to inclusive quality physical education post covid-19
1. The Rights to Inclusive
Quality Physical Education
post-Covid era
Presenter: Ms. Reema Alpana
Graduate Assistant, SIE, SPACE, USP
2. Inclusive Education
• Barrier-free education that allows increased and full participation of all learners,
focused on overcoming and removing barriers to learning (O’Brien 2020; Slee,
2019; Sharma, Loreman and Macanawai, 2016).
• This requires more than just enrolling SWDs in general education setting. It
includes:
Curriculum adaptation [through instructional strategies &
materials, curricular content and assessment practices]
Differentiated instruction
Task analysis
Conducive learning environment
Individual Education Plans
3. To be effective, change (including physical education) must be:
• meaningful and relevant to the people who are participating
and must be underpinned by an understanding of their
culture and history (Armstrong, Armstrong, & Spandagou,
(2010, 2011)).
4. Why invest in
Inclusive Quality Physical Education (IQPE)?
“physical inactivity is the fourth leading cause of death worldwide” (Kohl et al.,
2012, p. 294).
Mental health issues have increased during/post-Covid19.
People with underlying health conditions are at more risk.
According to Bailey (2005) “it is worth noting that some children and young
people within society seem to be relatively disadvantaged in terms of levels of
sporting participation and are also more generally at risk of exclusion” (p.78).
5. IQPE will help by:
Developing collaborative skills and teamwork.
Improving confidence.
Developing people who could potentially thrive as a result of their
involvement in sport (future Paralympians).
Promoting good heath as well as mental and emotional well being.
Promoting sports as viable leisure activities.
Promoting sport and physical education as community activities.
6. Myths
SWDs will not be able to participate in PE class;
It will be too costly to include SWDs in PE class;
SWDs will get injured easily;
SWDs will always need additional resources and support.
7. Training teachers to facilitate IQPE
Teacher training institutions (TTIs) play a fundamental role in shaping physically literate
teachers.
PE teachers need to be trained to teach ‘all students’, be open minded, have broad
definitions of ability and also be skilled at differentiating learning goals, success criteria
and activities, while using diverse ways to assess them.
At USP: There is a mandatory SIE course in all undergraduate teacher training programs.
We also offer teacher training specifically for SIE. From 2022 USP is planning to offer PE
as a major under the teacher training programs.
Past practices should not become ‘norms’, but the experiences they give should be used
as incentives to build a better tomorrow.
9. References
Armstrong, A.C, Armstrong, D and Spandagou, I (2010) Inclusive Education: International Policy and Practice. UK. SAGE Publications Limited.
Armstrong, D, Armstrong, A.C, and Spandagou, I (2011) Inclusion: by choice or by chance? International Journal of Inclusive Education.Vol 15 No1 pp 29 – 40
Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71–90. doi:
10.1080/0013191042000274196 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
Brien, Trevor. (2020). Understanding the Socio-Emotional Impact of Dyslexia in the Inclusive Classroom. 10.5772/intechopen.94203.
Kohl, H. W., Craig, C. L., Lambert, E. V., Inoue, S., Alkandari, J. R., Leetongin, G., … Lancet Physical Activity Series Working Group. (2012). The pandemic of physical
inactivity: Global action for public health. The Lancet, 380(9838), 294–305. doi: 10.1016/S0140-6736(12)60898-8 [Crossref], [PubMed], [Web of Science ®], [Google
Scholar]
Slee, Roger (2019) Belonging in an age of exclusion, International Journal of Inclusive Education, 23:9, 909-922, DOI: 10.1080/13603116.2019.1602366
Sharma, Umesh; Loreman, Tim & Macanawai, Setareki (2016) Factors contributing to the implementation of inclusive education in Pacific Island countries,
International Journal of Inclusive Education, 20:4, 397-412, DOI: 10.1080/13603116.2015.1081636
Wendy Barber (2018) Inclusive and accessible physical education: rethinking ability and disability in pre-service teacher education, Sport, Education and Society,
23:6, 520-532, DOI: 10.1080/13573322.2016.1269004
Editor's Notes
Mental health does not only affect adults but also leaves a lasting impact on children. Life-style patterns are established during childhood, and behaviors established in adolescence may therefore impact future patterns of physical activity, health, and subjective well-being (Engström, 2008; Inchley, 2013). A healthy and active life-style will not only protect us from NCD but help us battle communicable and life threatening diseases such as Covid-19.
Schools and teachers are learning to challenge the normative definition of ability and disability and they play a central role in shaping a child’s learning and experiences in PE. Teachers and schools need embrace IE in all aspects of schooling.