Result 21-30 of 80

  • Coding in the Contemporary School

    Coding has recently become a buzzword in education. Teaching programming skills to students is perceived as a long-term solution to the ‘skills gap’ between the number of technology jobs in the industry today and the graduates qualified to fill them. Many specialists claim teaching word-processing and working on spreadsheets etc. is not enough in the 21st century. Students should instead consider focusing on creating their own programs and making computers work for our common benefit. It is estimated that the number of unfilled ICT vacancies in Europe only will reach over 800,000 during the next five years and it is predicted that there will be approximately 26 billion devices on the ‘Internet of Things’ by 2020. Such astonishing statistics prove that a large number of coders will be needed in the years to come. In the European e-Skills Manifesto published last year, it was said, “The world is going digital and so is the labour market(…). Skills like coding are the new literacy. Whether you want to be an engineer or a designer, a teacher, nurse or web entrepreneur, you’ll need digital skills”.

  • Intercultural Homestay Programme between I.T.S Deledda-Fabiani, Trieste, Italy and St. Mark’s Girls Senior Secondary School

    A group of 6 students and 2 teachers from I.T.S Deledda-Fabiani, Trieste have just come back from our second visit to St. Mark's Girls Senior Secondary School, New Delhi from 8-16 April 2015. This was a reciprocal exchange after hosting 12 Indian students last September. It was an unforgettable experience for my students and me. The visit to India gave us the opportunity to learn about the Indian school system, get in touch with a culture so different from ours and create new interpersonal relationships.

  • Online Collaborations from Students to Students

    The following article was written by 2 students of an ASEF ClassNet Online Collaboration, Ms Janeli Rammo and Ms Mariaana-Aleksandra Tereste. “Your life should consist of more than commuting, working, eating, surfing the Internet, sleeping and watching TV. Your life should be filled with purpose-driven experiences and projects that bring excitement, passion, energy, and authentic meaning and joy into your life.” ― Richie Norton, The Power of Starting Something Stupid: How to Crush Fear, Make Dreams Happen, and Live without Regret

  • Synchronous Communication in Projects

    Synchronous communication means real time communication between students (and teachers), most commonly in the form of text chat, Skype sessions or online meetings (for example on Blackboard Collaborate or WebEx). Several studies suggest that social presence is higher in synchronous discussions than in asynchronous ones. Social presence has been linked to several desirable aspects of student perception and learning. That can lead to students’ perception of increased learning, project satisfaction and emotional satisfaction. Other benefits of the high level of social presence include: fostering critical thinking, making interaction intrinsically rewarding, the construction and negotiation of knowledge and the establishment of the community of learners. Schwier and Balbar (2002) claim that using synchronous tools contributes to the “continuity and convenience” of the class, helps sustain regular contact and creates a sense of urgency and immediacy. Students feel a stronger sense of community, they feel more motivated and committed because a quick response is expected. Thanks to that discussions are often more passionate.

  • Rome-Delhi Exchange 2013-2014: A New Adventure Thanks to ASEF!

    We are the students of ITIS Stanislao Cannizzaro Secondary School of Colleferro (Rome), Italy and our teachers are Ms Daniela Ianni and Ms Anna Dello Iacono. Our school has been participating in ASEF Classroom Network (ASEF ClassNet) Programme and its activities over the past 11 years. During this period of time we have taken part in many cultural “adventures” both online and face-to-face. The ASEF ClassNet gave us the opportunity to meet new people, experience cultures and know their traditions from all over the world.

  • One Student’s Reflections on an ASEF Online Collaboration

    God created world, man created boundaries! But as it is rightly said, "Where there is a will, there is a way", and Asia-Europe Foundation (ASEF) has definitely succeeded in going beyond such boundaries and helping in global collaboration.

  • MI.World to New Delhi, India

    The objective of the Millennia Institute (MI) world trip to New Delhi, India is to expose MI students to the finer aspects of North Indian culture - dance, education system, food and cultural activities. The exposure to North Indian culture took place at different levels; from the students’ homestay with their host families, to immersion in school activities, to educational visits to historical sites. Educational tours of significant architecture and historical sites including Qutub Minah in Delhi, Taj Mahal and the Jaipur fort in Agra provided students with an opportunity to understand and appreciate the historical and political structures in India. MI students also participated and presented about Singapore and its cultural acceptance and tolerance with students in St. Marks.

  • Asynchronous Communication in Projects

    Although research so far has clearly described the independent advantages and disadvantages of using synchronous and asynchronous tools, there are almost no studies investigating the pedagogical outcomes when they are converged. When such research does exist, it tends to focus on solving problems with the media itself, rather than its pedagogical role. It is not enough to assume that the combination of synchronous and asynchronous tools carries the benefits of each type of media in isolation. In particular, it is important to understand how individuals’ synchronous communication affects their asynchronous threaded discussions if we are to identify the pedagogical benefits and pitfalls of using a synchronous tool within an asynchronous online learning and cooperation environment.

  • Indian students stay with Italian families for cross-cultural experience

    As a follow-up of the Online Collaborations (ASEF ClassNet), ITS G. Deledda in Triest hosted 11 students and their teacher, Ms Anjali Handa from St. Mark's Girls Senior Secondary School. It is the second time we took part in a student homestay exchange with the Indian school from New Delhi. They arrived on 27 September and left on 1 October 2014 to continue their Italian tour to Benevento and Rome, hosted by two other Italian schools. It was a wonderful experience which gave our school the chance to get in direct touch with a completely different culture and a school system, in addition to opening up new horizons.

  • Malaysian and Indian Student Delegations visit their Hungarian counterparts

    I joined the ASEF Classroom Network in 2006 and since then have been taking part in both the conferences and Online Collaborations. Each year, our school take part in 2 to 5 Online Collaborations. I also took over the “Chain Stories” Online Collaboration initiated by Ms Helen Tind and continued under the name of “Story Trees”, an Online Collaboration which won a Merit Award at the Bali Conference in 2013.

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