In conflict-affected contexts and protracted crises, teachers are a key resource available to support vulnerable children. Children in refugee contexts live in complex social, political and emotional conditions that create barriers for a stable life and learning environment. Teachers of refugee children require a deep understanding of the societal conditions that their students live in, and knowledge and skills to deal with sensitive issues that may be related to difficulties they face. Such children and young people may have been victims of violence, may have been traumatized, and, in some cases, have lost parents or relatives. These circumstances can have an enormous impact on their emotional wellbeing as well as their ability to learn. This course will help teachers find practical solutions that build on their innovative pedagogical practices and contextual knowledge relating to education. It will do this by enabling participants to exchange tried and tested teaching methods based on their real experiences of teaching in crisis contexts, and support them to become transformative educators. The course takes the form of an open, online collaboration for all teachers and education practitioners working in these challenging conditions to share their experiences, skills and models of good practice to tackle the problems together.
Defining the environment for teaching and learning • Identifying what makes a good learning space? • Identifying dimensions of the learning environment • Moving forward with ideas for changing the current learning and teaching environment
Exploring the reality: Living conditions impacting the teaching and learning processes • Identifying the educational settings in contexts of mass displacement • Discussing and exploring case studies related to living conditions of students that impact teaching and learning - Students absenteeism
Responding to the students’ needs and aspirations • Doing transformative teaching and learning • Understanding our limitations and limits Dealing with controversial issues within a rigid curriculum
Digital tools to help learners • Digital tools to help teachers • Sharing our best ideas and good practices
Diana Laurillard, Professor of Learning with Digital Technologies, UCL Knowledge Lab Developing the Learning Designer and Course Resource Appraisal Modeller tools for teachers. Projects: MOOCs on Blended Learning Essentials for teachers; The transformational Potential of MOOCs; Future Education in the RELIEF Centre; Neural-informed game-based interventions for low-progress learners with Learning Sciences Lab Singapore; Teacher Community Knowledge with the AICFE, Beijing. Formerly Head of the e-Learning Strategy Unit at Department for Education and Skills (2002-5); Pro-Vice Chancellor for learning technologies at the Open University (1995-2002); member of the Dearing Committee. . Book: Teaching as a Design Science, Routledge.
Dr Eileen Kennedy Eileen Kennedy is a Senior Research Associate in online learning with the Centre for Global Higher Education, and the RELIEF Centre, and is based at the UCL Knowledge Lab, UCL Institute of Education. Her research explores ways of enhancing and supporting the online learning experience and sharing practice in online and blended learning. This has involved developing learning design tools (with Diana Laurillard), creating teacher communities online (e.g. through MOOCs) and researching the experience of learning online. Formerly: taught sociology at various universities for over ten years.
I am Associate Professor in Education, Health Promotion and International Development at UCL Institute of Education.
Director of the Centre for Lebanese Studies. Maha’s research focuses on the sociology and politics of education particularly equity and equality in education.