TWB

 

- The 'Inspire and connect' learning space is based upon the TWB ICT initiative where it changes 'the locus of control from the teacher as sole source of knowledge to the teacher as both a knowledge expert and facilitator of student learning' (TWB, 2017). 

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- To deal with the central educational issue of constant change, the learning space will be extremely mobile and accessible to allow students to engage with the learning at any time or place. 

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-  Having this online learning space means that the teacher is providing education to thousands of children "teachers are multipliers of education, for each teacher reaches hundreds of young people. With the proper support, technology can help them become accelerators of human welfare" (TWB, 2017).

 

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Teaching and Learning:

 

The learning space will utilise mobile and android devices to connect to 'google classroom' online. Each stage of learners (K-2, 3-4, 5-6) will be broken into 3 seperate classrooms on the google classroom platform. The google classroom will contain weekly activities broken down into three sections; Literacy, mathematics & visual arts and students will directly upload their work into the device. Provisions will be made on how to complete this.

 

The learning space will be initally written in a language in which the students are fluent (Arabic). However, the learning space will utlise the English language as it is an essential communication aspect of extending their education beyond living in the refugee camps “Without knowledge of the English language, they can never get their way around the community, and they can’t acquire jobs that require a basic level of English skill” (Saleh, 2016). The content will also incorporate the Jordanian curriculum and will be based on the Ministry of Education’s guidelines.

 

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Literacy and numeracy

The space will hold a strong focus on foundational learning including the basic literacy and numeracy concepts. It will contain links to educational sites including Khan Academy for numeracy and Lit2go for literacy reading activities. This will allow students to progress through the literacy and numeracy learning at a pace that best suits them. The space will also utilise story telling and narrative through multiple avenues to allow students to express their feelings & experiences of living in their current situation. These open-ended tasks allows students to incorporate their own interests and therefore make the learning meaningful. In doing this, students will develop their personal learning space and will be provided with assistance to move through their current state of liminality. 

 

Visual Arts

The Zaatari camp is currently engaging in an ART initiative 'The Syrian refugee art initiative' (see post for specific initiative). The FLS will extend student's creativity through several visual arts learning experiences. I believe that addressing the long term emotional scars of living through years of conflict with psycho social support is critical and life-saving for children. Giving children an outlet to express their feelings, including through art, is an integral part of the learning space.

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Accessibility 

The FLS is extremely cost effective and only requires the access to android or apple devices with WIFI connection. Students need to create a gmail account and then will be given a class code (syn01a) to access the 'Inspire and connect' classroom. All applications/ websites are included in the google classroom document and are all accessible without any cost. This FLS would be initially introduced to the children in the Zaatari camp through the teachers that are currently working there as well as international aid organisations including UNISEF, UNESCO and other partners working to improve education in Jordan. Teachers can distribute resources such as paper & pencils. These aid organisations could also incorporate a link/ portal to the google classroom on their websites and contain the class code to make it easily accessible e.g. 'UNISEF connect'.

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Teachers working in the camp could also collaborate and add to the google classroom each week. Teachers could use daily living experiences to create appropriate and meaningful lessons that relate directly to improving conditions in the camp.

It would be ideal for students to be supported by a parent, relative, or others in the camp who can assist with translation, instruction and to build on their learning. Also, as the learning progresses, students will be encouraged to work collaboratively in group & partner activities to allow them to assist each other in moving through their liminal space.

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