Mobile and Connected Learning as drivers of Higher Education in Emergencies
How could we re-imagine higher-level learning for refugees on the move?
2016 Think Piece + discussion.pdf : Download
The 2016 Think Piece considers the role of mobile and connected learning as a driving force in Higher Education in Emergencies. It lays out InZone's view on the gradual integration of refugees into the European higher education system, and includes reflections from a public event in which four key questions were debated:
- How can higher education re-imagine the notion of humanitarian “assistance” and empower refugee and non-refugee learners to co-design educational content and thus make learning a participatory process?
- What public-private partnerships would be needed for refugee learners on the move to benefit from higher education
- Mobile technology offers particular assistance to women and the disadvantaged by broadening their access to information and connecting them with other people. How would we imagine the empowerment of female refugee learners on the move?
- How can mobile devices be leveraged to customize educational content for refugee learners on the move?
© 2016 InZone
How to cite this ThinkPiece:
Moser-Mercer, B. (2016). Participatory Innovation – Mobile and Connected Learning as a driving force in Higher Education in Emergencies. Unpublished manuscript, InZone, University of Geneva, Switzerland. Retrieved from http://inzone.unige.ch/index.php?module=clip&type=user&func=display&tid=4&pid=31&urltitle=mobile-and-connected-learning-as-drivers-of-higher-education-in-emergencies
How to partner?
- Basic training modules
- CAS in Humanitarian Interpreting
- Multilingual communication in the field
- Professional ethics in humanitarian interpreting
- Virtual learning in complex contexts