abstract Adaptive Hypermedia (AH) can be considered the solution to the problems arising from the " one-size-fits-all " approach to information delivery prevalent throughout the WWW today. Adaptive Educational Hypermedia (AEH) aims to deliver educational content appropriate to each learner, adapted to his or her preference and educational background. The development of AEH authoring tools has l...

In order to make optimal educational use of social spaces offered by thousands of international communities in the second generation web applications termed Web 2 or Social Web, ICT competences as well as social skills are needed for both teachers and learners. The paper outlines differences in competence structures of Net Natives (who came of age in the 21st century) and the Net Generation of ...

This paper examines a four-month program of pedagogical training for Japanese Teachers of English (JTEs) in Canada based on a yardstick provided for communicative language teaching (CLT) in-service education and training (INSET) programs for teachers who teach English as a foreign language (EFL). In particular, with the purpose of determining the overall effectiveness of the Canadian pedagogica...

Purpose – The aim of this paper is to explore the rationale for teaching sustainability and engineering ethics within a decision-making paradigm, and critically appraise ways of achieving related learning outcomes. Design/methodology/approach – The paper presents the experience of the School of Civil Engineering at the University of Sydney in teaching environmental sustainability and engineerin...

Asks the question: what if the focus of educational supervision was to shift from inspecting individual teacherbehaviour to examining and improving three sets of key organizational variables – work processes, social architecture, and environmental relationships? What if supervision could be transformed from performance evaluation into a process for designing high performing schools? Presents th...

Implementing a new lifelong learning paradigm is hardly possible by only increasing the number of educational resources and using more information and communication technology. It should be based on promoting educational actors’ critical awareness of the educational context and their autonomy. This paper reveals the potential of educational actors’ autonomy as a core value of lifelong learning....

The evaluation and reevaluation of the fundamental didactic principles suppose the acceptance at the level of an instructive-educative activity of a new educational paradigm. Thus, its understanding implies an assumption at a conceptual-theoretical level of some approaches where the didactic aspects find their usefulness by relating to value principles. This situation expresses in fact focus on...

The social environments based on the Web 2.0 paradigm have modified the way people behave on the Web. One of the direct consequences of this change is that the amount of online resources produced and shared by users has increased considerably. Amongst them, it is possible to find materials that can be exploited for educational purposes. For example, YouTube, Flickr, Slideshare, more and more of...

Nearly half a century or so of unsuccessful attempts to achieve structural equity in educational outcomes exposes the ultimate ineffectiveness of conventional educational practices. This is of great concern because in the era of ‘fast capitalism’ and the globally competitiveness of the ‘New Work Order’, educational achievement by working class and ‘minority’ group students, and therefore our co...