An ancient Chinese proverb tells us OC Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.OCO The same can be said for development assistance. Solutions provided by outside OC expertsOCO are often rejected or politely shelved. However, solutions based on the principle of OC self-helpOCO are far more likely to take root. This book explores the self-help, peer learning approach of the Organisation for Economic Co-operation and Development (OECD), comparing it with that of IDRC. It focuses on the importance of networks to development and growth, and demonstrates that network management is fundamentally different from the management of companies, organizations, or other bodies that fall under a single authority. The book will be of interest to planners, policymakers, and researchers in the industrialized and developing worlds, and particularly in the new and emerging democracies of Eastern Europe."

This open access book explores new developments in various aspects of peer learning processes and outcomes. It brings together research studies examining how peer feedback, peer assessment, and small group learning activities can be designed to maximize learning outcomes in higher, but also secondary, education. Conceptual models and methodological frameworks are presented to guide teachers and educational designers for successful implementation of peer learning activities with the hope of maximizing the effectiveness of peer learning in real educational classrooms. There is a strong emphasis on how technology-enhanced tools can advance peer learning, both with respect to designing and implementing learning activities, as well as analyzing learning processes and outcomes. By providing empirical studies from different peer learning initiatives, both teachers and students in academic and professional contexts are informed about the state of the art developments of peer learning. This book contributes to the understanding of peer learning challenges and solutions in all level of education and provide avenues for future research. It includes theoretical, methodological, and empirical chapters which makes it a useful tool for both teaching and research.

While peer learning is often used informally by students - and for many can form an essential part of their HE experience - this book discusses methods of developing more effective learning through the systematic implementation of peer learning approaches.

Does the use of the Internet in any way contribute to a student’s learning process, and if yes, precisely what added value does this represent? This question – and more specifically the attempt to answer it – is what lies at the heart of this dissertation, which considers the issue from a number of perspectives based on experiences, opinions and academic theories. This is done through the analysis of a new and innovative educational concept: Virtual Action Learning. Virtual Action Learning (VAL) is an educational concept that was designed to connect with the personal learning environments of people who live in a world where technology and social media play a dominant role. In other words, a world in which information is processed in an interactive and visual manner within the context of ever-changing situations and processes that demand ever higher levels of individual responsibility. The application of VAL concerns a way of learning that is different from what is common: VAL is based on social-constructivist learning theory in combination with an intensive use of ICT in the student's learning process. This takes place in the Virtual Learning Community (VLC), an electronic learning environment developed to support the learning process. In addition to the educational characteristics of the VAL concept, a managerial perspective can be distinguished that involves the way in which schools and universities organise their processes in order to facilitate learning. This process approach, born in the nineteen-nineties, is grounded in a number of business theories. The VAL concept distinguishes three primary processes: the learning process, for which the student carries responsibility, and the processes related to teaching and assessment, for which the instructor is held responsible. With the help of design principles that are firmly based on theory, we first describe the way in which the learning process evolves. The ensuing assessment process is closely linked with the educational process, but is first and foremost geared towards the learning process of individual students. By connecting the above-mentioned process activities via a Feedback and Reflection Cycle, it becomes possible to establish a strong connection between a course’s contents and its related competences. To achieve this, we need to ensure that - throughout the course - participants are continuously engaged in a Meaningful Dialogue: interaction and the mutual exchange of constructive feedback, not only among students themselves, but also among students and their teachers. This is partly done in the VLC and partly during meetings held at school, a process for which new (virtual) educational forms have been designed and which focuses on the power of feedback provided and received by students on their specific learning products in the VLC. Within the VAL concept, the Meaningful Dialogue is considered to be the measure of good quality education that is supported by ICT.

The digitization changes qualification demands of knowledge workers and opens new forms of collaboration. Solutions are required for enhancing acquisition and transfer of knowledge as well as training professional skills such as critical thinking, communication and cooperation. Peer Learning (PL) provides potentials for coping with these demands. However, it faces practical challenges as its reusability is low, collaboration expertise is required, and lacks leveraging digitization potentials. In contrast, the body of Collaboration Engineering (CE) literature, provides insights as it is an approach to designing collaborative work practices for high-value recurring tasks and deploying those to practitioners to execute for themselves without collaboration expertise. In this light, three research questions shape the structure of the thesis. First, the thesis shows an analysis of the application domain and develops a teaching-learning approach for creating conditions for PL in large scale lectures. Second, it proposes an approach to designing reference processes for enhancing PL. Third, it presents three studies that illustrate the design, instantiation and evaluation of reference processes for enhancing PL in the field. As methodological approach the thesis uses Design Science and develops, instantiates and evaluates re-usable reference processes for enhancing PL.

"GRASPED Beyond Business" presents a transformative guide for those seeking to intertwine personal growth with professional development. It offers 20 innovative strategies, such as Blue Sky Thinking, Value-Added Services, and Sustainable Business Practices, designed to enhance both personal well-being and business acumen. The book serves as a comprehensive manual for achieving excellence in a world where personal and professional boundaries are increasingly blurred. This book's USP lies in its holistic approach, seamlessly integrating personal development strategies with innovative business tactics. Unlike other guides that focus solely on either professional success or personal growth, "GRASPED Beyond Business" bridges the gap, providing a balanced roadmap for thriving in both realms. Embark on a journey of innovation and growth with "GRASPED Beyond Business." This guide is your companion through the labyrinth of personal and professional development, offering fresh perspectives on achieving success and fulfillment in today's interconnected world.

Pearl Eliadis is a lawyer specializing in democratic governance and development, and has undertaken evaluations internationally and in Canada with a focus on human rights. --

A comprehensive exploration of technology's role in adult learning Technology and Innovation in Adult Learning introduces educators and students to the intersection of adult learning and the growing technological revolution. Written by an internationally recognized expert in the field, this book explores the theory, research, and practice driving innovation in both adult learning and learning technology, and illuminates a powerful approach to recognize and leverage these opportunities. Building on current trends and research in technology and its use, each chapter illustrates the need, opportunities, and examples of current and future technologies that scaffold adult learning, and provides comprehensive coverage of both current and emerging challenges. Many adult learning faculty, practitioners, and students realize that technology presents a growing and ever-present set of issues, yet few feel confident in identifying the opportunities that arise with each step forward. This book clarifies the interplay between adult learning and learning technology, and characterizes the cyclic exchange of information and opportunities that link these fields now and in the future. Understand the critical issues currently affecting adult learning Learn how technology is presenting both opportunities and challenges for the teaching and learning of adults in different contexts Examine recent research on learning technology for adult learners Discover how technological innovation can be applied now and how it will continue to shape the future of learning Adult learning is on the rise, and there is no mistaking technology's role; whether they're learning with or about technology, today's adult learners come with unique sets of needs and skills that demand specialized approaches. Traditional pedagogical techniques don't transfer directly, and learning technology requires its own unique approach to development and use. Technology and Innovation in Adult Learning equips practitioners to further adult learning and shape the future of the field, while providing a rich perspective for classroom inquiry and research.

The 21st century is here-are you ready?The Best of Corwin series showcases key chapters from critically acclaimed Corwin publications for a powerful compilation of perspectives on important education issues and topics. This collection offers some of the most important chapters from Corwin's leadership and educational technology books and focuses on 21st century challenges, technology and learning, and cyber safety. Best-selling author Lynne Schrum's edited volume explores the following topics and more:Ways to create the new educational environment today's learners needHow to lead change in schools Curriculum, instruction, and assessment in the 21st centuryMethods for creating a safe environment, including preventing cyberbullyingAssessing 21st century learning: how schools can examine progress and growthThis volume offers numerous tips, strategies, tools, and samples, including a sample Internet use contract and a sample acceptable use policy. If educators are well informed on the breadth and depth of 21st century skills and ways to approach them, they can prepare students today for life, postsecondary education, and careers.

Social sciences and social scientists have very important contributions in the development of societies. To attach great importance to working together on the common denominator of the disciplines, as the social phenomenon that concerns the society is in the field of sciences. Under the umbrella of social sciences; There are various academic disciplines such as economics, international relations, geography, history, law, philosophy, educational sciences, psychology, theology, hotel, linguistics, archeology, political science, musicology, business administration, tourism. The field of social, human and administrative sciences has the feature of presenting a registered feast to readers, academics and students who are interested in the field, with rich opportunities in terms of interdisciplinary studies. This study presents its current trajectory in social sciences. In this context, articles on important discussion topics of social sciences are included. This book, which takes place in groups in different disciplines in the field of social sciences, includes 19 studies in the fields of political science and public administration, international relations, business, marketing, healthcare management, fine arts, economics and archeology. This work, which will be read with interest by anyone who is interested in the field of Social Sciences, once again clearly reveals the social and human sciences by constantly developing.