# data[].attributes.attachment_link.readable_text
Authentic global education environment: Created by a group of teachers to have online global connections and collaboration with the help of digital technologies

Wide range of school subjects involved in research

Core competencies emphasis: Linguistic, Communicative, Socio-Cultural, Compensatory, and Cognitive

Skills development:

1. reading, writing, listening, and speaking,

2. collaboration with peers and a teacher,

3. responsibility for cooperative work,

4. problem solving

5. critical thinking

6. creativity

7. global awareness (PenPal Schools, n.d.)

Pros

Free participation

Lessons reach all types of learners and are easy to use

High-interest lessons that support subject skills development with global connections

Supports peer feedback through giving and earning positive reviews. This helps students reflect on their writing and practices their digital citizenship skills (Common Sense, n.d.; PenPal Schools, 2020)

For teachers: No additional preparation is required. The lessons, activities, and evaluation tools are all ready to use.

Cons

Lack of real-time correspondence

Cannot get a reply from pen pals in time

More support for individual differentiation in terms of different cultures could be used (Common Sense, n.d.).

Criticisms

Ryan (2015) argues that global partnership projects bring advantages to students from Western urban schools in developing and increasing their awareness of issues in the developing world and make them recognize their power and position to be agents of positive change.

However, this also perpetuates colonialism and imperialism towards developing countries. Ryan (2015) points out that some global action projects "reinforce stereotypical, imperialistic perspectives of the developing and developed world" (p. 18). Additionally, these stereotypes are largely unexamined within the context of some global action initiatives for elementary students. Students need to understand the interconnectedness of the world and know how the actions of people in one place create consequences for those in another (Ryan, 2015).

Concerning the PenPal Schools, Bali (2014) identifies power dynamics related to differences in technology access, language fluency as well as intercultural knowledge and maturity. She believes the global education projects process contains inequalities and power imbalances. For example, there is a huge digital divide in African partner countries. They lack technologies to participate equally and their voices are not properly represented.

To conclude, PenPal Schools has been successful in reaching the aims of connecting people globally although it is not perfect to include all voices.

# data[].attributes.attachment_link.description
Authentic global education environment: Created by a group of teachers to have online global connections and collaboration with the help of digital technologies Wide range of school subjects involved in research Core competencies emphasis: Linguistic, Communicative, Socio-Cultural, Compensatory, and Cognitive Skills development: 1. reading, writing, listening, and speaking, 2.

# data[].attributes.attachment_link.description
Global Oneness Project - Stories and Lessons for Growing Minds by Brittany Gaetan | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.headline
Penny Seilyon Chun - Global Oneness Project

# data[].attributes.subject
Penny Seilyon Chun - Global Oneness Project

# data[].attributes.body
A critical review of The Global Oneness Project

# data[].attributes.attachment_link.readable_text
A Critical Review for Educators

High-quality film example: The Church Forests of Ethiopia

The project also offers educator resources to accompany the stories, including:

lesson plans for elementary, middle, and high school students,

conversation cards,

in-depth guides,

webinars,

contests,

and projects.

The current contest: The Environment Is in You

A Critical Review: Benefits
Basic Information

Access to all of the Project's resources are free of cost, eliminating one major potential barrier to participation. There are no ads and no subscriptions.

The project was founded in 2006 as an initiative of the Kalliopeia Foundation. The foundation offers programs to help people understand the interdependent responsibility that we have on Earth.

The Global Oneness Project broadens students' perspectives and worldviews by exposing them to stories from individuals and communities all over the world. By including the perspectives of those from different cultures and circumstances, educators will be able to help students question their biases and consider the worldviews of others. For example, Bali (2014) writes about an intercultural dialogue program at the American University in Cairo where the majority of students felt that it improved their ability to communicate with those from a different culture and understand different worldviews.

Taking Action

Ryan (2015) discusses the potential of global action projects in school communities, writing that there is an increased importance being placed on active citizenship, participation, universal human rights, social justice, and the development of responsible citizens in all levels of community. The Global Oneness Project collaborates with schools and organizations on shared efforts to create a better world for all through the UN Sustainable Development Goals.

Vasquez, Janks, & Comber (2019) discuss approaches to critical literacy pedagogy - a common theme in the approaches being "understanding the relationship between texts, meaning-making, and power in order to undertake transformative social action that contributes to the achievement of a more equitable social order" (Janks & Vasquez, 2011, p. 1). They also note research that shows that designing and producing texts (not just analyzing them) increased student interest and investment.

The UN Sustainable Development Goals are included in the available lesson plans and include actionable items such as signing up for Black Lives Matter as part of a lesson plan for Unheard Voices: Black Lives Matter and Activism (photo essay). By providing recommendations and resources to educators and students on steps to take to make a difference in the community based on what was learned in the lesson plan, the Project allows students to extend their critical literacy out into the world beyond their classroom and become more engaged with the topic.

Multimodal Literacy

Vasquez, Janks, & Comber (2019) mention the importance of multimodal practices in teaching critical literacy. The Global Oneness Project uses multiple formats to tell stories, from films to essays to virtual reality, as noted above. By telling stories through various formats, the Project not only teaches the content/perspective of the stories themselves but also develops their multimodal literacies.

Bali (2013) discusses the use of technology as beneficial because it widens access to those without resources or opportunities to travel and interact with culturally different others. Although the Global Oneness Project does include direct communication with others, technology is used to create and distribute high-quality films and photos. Additionally, there is an element of interaction as students are able to contribute to and view others' photos and other entries to the student gallery, projects, and contests.

A Critical Review: Possible Challenges

Suggestions for Use (Elementary School)
Critical Literacy
The Global Oneness Project provides detailed lesson plans that accompany the stories told on their website. The lesson plans include quotes from the stories, questions to ask students, when exactly to pause the video to ask relevant questions, external resources, and more. It can be tempting to use these plans and resources as-is, but it's important to think critically about what the lessons may be leaving out and to include/change anything necessary to ensure that it fits into a critical pedagogy. Vasquez, Janks, and Comber (2019) describe what constitutes critical literacy, highlighting the fact that there is no such thing as a neutral text or practice. As students navigate the content of the Global Oneness Project, they should be encouraged to look at the issues in different ways, analyze them, and look for possibilities for improvement. In order to get students to engage in critical literacy, educators must assess the material in the stories and resources with a critical lens.
Example: Marie's Dictionary
For example, there is a lesson plan for grades 3-6 that accompanies the film Marie's Dictionary, which is about a Native American woman named Marie who is the last known speaker of the Indigenous language, Wukchumni. The lesson centers on endangered languages, language's relationship with culture and heritage, and the importance of indigenous language revitalization. Despite the subject area, the lesson somewhat skims over the important issue of why these languages are endangered in the first place. In this case, it is important to augment the provided lesson plan for a critical pedagogy. Students should be asked about the language being used in the classroom (e.g. What language are we speaking right now? What does that mean?) and taught about European colonization and the systems of oppression that resulted in this widespread language loss. This is just one specific example of how teachers can make changes or add to the available curriculum resources to ensure that the lessons promote questioning of the systems of power that surround us.
Culturally Responsive Pedagogy
It is also vital for teachers to be culturally responsive as they move through the lesson plans. For example, if a lesson is dialogue-heavy, teachers could change some of the discussion based tasks to a writing-based task or introduce multimodal response activities so that the English-fluent/Western students aren't being privileged within the lesson (Bali, 2014). Another way to be culturally responsive would be by drawing from students' cultural knowledge, especially if the story being told is relevant to the student(s) (Vasquez, Janks, & Comber, 2019; Deplit, 2006)

References

Bali, M. (2014). Why doesn't this feel empowering? The challenges of web-based intercultural dialogue. Teaching in Higher Education, 19(2), 208-215.

Delpit, L. (2006). Other people's children: Cultural conflict in the classroom. The New Press.

Janks, H. (2009). Literacy and power. Routledge.

Ryan, S. (2015). Elementary School Global Partnership Projects: Are Good Intentions Good Enough?. Cultural and Pedagogical Inquiry, 7(1).

Vasquez, V. M., Janks, H., & Comber, B. (2019). Critical literacy as a way of being and doing. Language Arts, 96(5), 300-311.

Vaughan-Lee, C. (2019). The Power of Immersive Storytelling: A tool for transformative learning. Childhood Education, 95(3), 23-31.

# data[].attributes.attachment_link.description
A Critical Review for Educators High-quality film example: The Church Forests of Ethiopia lesson plans for elementary, middle, and high school students, conversation cards, in-depth guides, webinars, contests, and projects. The current contest: The Environment Is in You A Critical Review: Benefits Basic Information Access to all of the Project's resources are free of cost, eliminating one major potential barrier to participation.

# data[].attributes.body
A critical review on iEARN program.

# data[].attributes.attachment_link.readable_text
In this digital flyer, you will read about the International Education and Resource Network (iEARN) and the educational approaches that guide the work of this community of educators. You will also find an analysis of the strengths and weaknesses of this program from a critical literacy perspective, and recommendations on how to use the resources in class.

Who is writing this text? I am a Spanish instructor who is studying in English for the first time. I completed a BA in History in my home country, Mexico, and now I am studying a master's in education in Canada, where I have lived for the last five years. I have only taught formally to adults. My analysis is grounded in this background.

Course EDU 7150 - University of Ottawa - Adriana Xhrouet Aguilera - February 2022

# data[].attributes.attachment_link.description
In this digital flyer, you will read about the International Education and Resource Network (iEARN) and the educational approaches that guide the work of this community of educators. You will also find an analysis of the strengths and weaknesses of this program from a critical literacy perspective, and recommendations on how to use the resources in class.

# data[].attributes.body
https://www.smore.com/uw792-jane-goodall-institute-canada

# data[].attributes.attachment_link.readable_text
Our Impact Take Action Our campaigns invite you, your friends, and your family to take action, and inspire others to do the same. We give you stories, education, petitions, and shareables to make a difference on the things that matter most to you. Learn more about our Roots & Shoots youth program (Jane's favourite program).

# data[].attributes.attachment_link.description
Our Impact Take Action Our campaigns invite you, your friends, and your family to take action, and inspire others to do the same. We give you stories, education, petitions, and shareables to make a difference on the things that matter most to you. Learn more about our Roots & Shoots youth program (Jane's favourite program).

# data[].attributes.body
https://www.smore.com/3g0mb

# data[].attributes.attachment_link.description
Mental Health Literacy - Critical Review of a Global Education Program by Emma Ryan | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.body
Here's my review of PenPal Schools: https://www.smore.com/rfkn7

# data[].attributes.attachment_link.description
PenPal Schools
Newsletter by : Sasha Scott

# data[].attributes.attachment_link.description
Global Oneness Project
A global education program analysis

# data[].attributes.body
A critical review of the TakingITGlobal for Educators program that aims to develop student leaders and increase engagement in addressing social challenges.

# data[].attributes.attachment_link.readable_text
A critical review of the TIGed program

About TakingITGlobal (TIGed)

TIGed works with individuals, educators, and institutions to connect youth (aged 15-30) with opportunities to address social challenges. The purpose of TIGed is to empower youth to address local and global issues. This initiative supports educators in connecting their classrooms with others through the use of technology. The goal is to enhance learning opportunities and to increase student engagement in global sustainability and peaceful inclusion.

There are a number of ways that TIGed supports educators in their global education programs, there are initiatives to Collaborate Globally, to Connect with Peers, as well as a number of Curriculum-linked Resources. Additionally, TIGed offers Certification and Training opportunities at competitive pricing.

There are currently over 25, 000 educators, 500 schools in 150 countries engaged in the TIGed programming, making it a diverse global classroom experience. Their programming focuses on three areas: global citizenship, environmental stewardship, and student voice.

TIGed is free for educators and is easy to join, you can do so here.

21st Century Approaches to Teaching and Learning Using Digital Technologies

The TIGed goal is to focus on social issues and develop youth leadership in humanitarian and environmental issues to encourage social justice. There are benefits to students developing their critical literacy skills needed to understand social and global inequities and develop the competencies to address them through informed decisions, democratic citizenship, and acting and thinking ethically (Vasquez et al, 2019). TIGed offers educators resources to empower their students to learn about social issues and even develop programs to address these challenges.

Additionally, TIGed offers opportunities for students to develop an understanding of internet safety resources. Open Education Resources (OER) require literacy skills and competencies of both educators and students. TIGed provides opportunities for learners and teachers to develop their competencies in safe ways. Educators and students benefit from developing their skills in determining the quality and relevancy of OER in such open learning environments and being able to safely interact effectively in open learning environments (O'Byrne et al., 2015). TIGed provides resources for best practices on effectively connecting real global issues into the classroom using various forms of technology.

TIGed identifies how social media has helped students learn about and develop interests in social and civic issues such as politics and humanitarian causes. The more connected students have become the more aware they are of social inequities and justice issues. Using new technology, including social media, blogging and filmmaking, allows for students to better connect with their causes and interests (Cantril et al., 2014).

Here's a quick video that explains how TIGed supports global education in the classroom.

Benefits and Challenges with TIGed
Improved access and connectedness Improved engagement Accessibility
For additional information on how TIGed began and what they do, here's an interview cofounder Jennifer Corriero did for NBC News LEARN posted April 30, 2020

References:

Ainscow. (2016). Diversity and Equity: A Global Education Challenge. New Zealand Journal of Educational Studies, 51(2), 143-155. https://doi.org/10.1007/s40841-016-0056-x

Cantril, C., Filipiak, D., Garcia, A., et al. (2014). Openly networked. Teaching in the networked classroom, pp. 71-86. Irvine, CA: The digital media and learning research hub.

Dwyer, B. (2016). Teaching and Learning in the Global Village: Connect, Create, Collaborate, and Communicate. The Reading Teacher, 70(1), 131-136. https://doi.org/10.1002/trtr.1500

International Bureau of Education - United Nations, Education, Scientific, and Cultural Organization (2016). Training Tools for Curriculum Development - Reaching Out to All Learners: a Resource Pack for Supporting Inclusive Education. http://www.ibe.unesco.org/sites/default/files/resources/ibe-crp-inclusiveeducation-2016_eng.pdf

Manion, C., & Weber, N. (2018). Global Education for Ontario Learners: Practical Strategies. A Summary of the Research. Toronto, ON: Ontario Ministry of Education.

O'Byrne, I., Roberts, V., LaBonte, R., & Graham, L. (2014). Teaching, Learning, and Sharing Openly Online. Journal of Adolescent & Adult Literacy, 58(4), 277-280. https://doi.org/10.1002/jaal.365

Vasquez, V. M., Hilary Janks, & Barbara Comber. (2019). Critical Literacy as a Way of Being and Doing. Language Arts, 96(5), 300-311.

TIGed Contact Information:

TIG

# data[].attributes.attachment_link.description
A critical review of the TIGed program TIGed works with individuals, educators, and institutions to connect youth (aged 15-30) with opportunities to address social challenges. The purpose of TIGed is to empower youth to address local and global issues. This initiative supports educators in connecting their classrooms with others through the use of technology.

# data[].attributes.attachment_caption
A critical reflection of the Elements of AI MOOC and its potential applications in the classroom.

# data[].attributes.body
https://www.smore.com/k6y0m

# data[].attributes.attachment_link.readable_text
A globalised approach to education about data and AI

The politics of Digital Education

Reduced Barriers to Participation

Persisting Barriers to Participation

Advantages to Learning through MOOCS with Classroom Instruction Accompaniment

Please take the time to fill out the form below to provide your peers with more suggestions for how they might be able to use MOOCS in the classroom

Encourage learners to engage with elements of AI virtually

# data[].attributes.attachment_link.description
A globalised approach to education about data and AI The politics of Digital Education Reduced Barriers to Participation Persisting Barriers to Participation Advantages to Learning through MOOCS with Classroom Instruction Accompaniment Please take the time to fill out the form below to provide your peers with more suggestions for how they might be able to use MOOCS in the classroom Encourage learners to engage with elements of AI virtually

# data[].attributes.body
A review of the Northern Youth Abroad program which facilitates travel placements for youth living in remote Northern communities both in Canada and internationally.

# data[].attributes.attachment_link.readable_text
Promoting Young Confident Northern Leaders

Who are they? What do they do?

Northern Youth Abroad creates leadership opportunities for youth living across the Northwest Territories and Nunavut. NYA invites applicants all over the north to apply for placements around Canada and Internationally. They facilitate life-changing experiences for Northern youth typically coming from isolated and remote areas. This opportunity allows them to travel to new places, learn new cultures and participate in community life through various types of work! The program is founded on experiential and cross-cultural learning which helps students build global connections for the future while fostering confidence and independence.

A Critical Review: Through the lens of Digital Equity and Decolonization

Digital Equity: It is a well known fact that remote northern communities lack access to consistent high speed internet and adequate technological resources. Fortunately, the NYA program is largely experiential and only relies upon technology during the application phase. However, as mentioned by Bach, A.J., Wolfson, T., & Crowell J.K (2018), digital exclusion in general can intersect with both social and economic exclusion. Therefore, the digital divide may impact who has access to applying to the program to begin with depending on what type of technological resources they have access to in their town. Students who are on social media may see NYA advertisements online and have the chance to learn about the program ahead of the necessary deadlines. Furthermore, those who are familiar with how to use google documents and conduct research will be at an advantage for being selected given their work will appear more polished. Overall, the NYA program does not require digital technology to participate but those who have access to quality tech and internet will be at an advantage for being selected.

Decolonization: The premise of the NYA program is to bridge the gap between indigenous youth and opportunity by providing accessibility and connection. Furthermore, NYA seeks to empower youth to become leaders and ambassadors within their own communities so that they can be the change they wish to see. These motives are both genuine and valuable for indigenous youth, however, at risk of appearing to "save these youth" by providing access to Western ways of life, the program could strive to also emphasize the students' contributions to the community they are visiting. From experience, I learned so much from the indigenous students I taught so I can only imagine what host families and NYA placement centers could gain from their cultural knowledge and perspectives. Perhaps, they could reframe the experience as more of a reciprocal learning experience than a one-sided gift of opportunity for the Northern student. Finally, Cote-Meek (2020) explains how one perspective of decolonizing education is to ensure one "does something with what one was learned" so to not engage in what they call "superficial knowledge" (Cote-Meek, S., Moeke-Pickering, T., p. 143, 2020). I agree and believe an actively social element could be added to the NYA program. Upon return, students could be given a challenge/task from their placement to implement and share what they have learned with their community leaders in some sort of collaborative initiative.

# data[].attributes.attachment_link.description
Promoting Young Confident Northern Leaders Northern Youth Abroad creates leadership opportunities for youth living across the Northwest Territories and Nunavut. NYA invites applicants all over the north to apply for placements around Canada and Internationally. They facilitate life-changing experiences for Northern youth typically coming from isolated and remote areas.

# data[].attributes.body
Pulitzer Center's Education Program: Fostering local and global connections through underreported news stories.

# data[].attributes.attachment_link.readable_text
By Sarah Schmidt - February 2022

Founded in 2006, the Pulitzer Center recognizes the urgency of supporting credible and responsible journalism to inform, engage, and raise awareness of the interconnected global issues in order to bridge the divides of class, politics, race, and religion on a local and global scale.

To demonstrate the value of credible journalism, news literacy, and global citizenship the Pulitzer Center engages the public through education programs, public outreach, as well as directly supporting current and future journalists and quality journalism.

Benefits

The Center focuses on public interest journalism. Coverage of topics ranges from climate change, global health, rainforests, Indigenous communities, migration and refugees, racial justice, to women's rights. The educational resources and initiatives are designed to incorporate elements of critical news and media literacies to create opportunities for students to critically analyze and identify connections to global issues at their local level and to be active and responsible producers of their own activities (Vasquez, Janks, & Comber, 2019). Through these experiences, students develop their critical thinking skills and capacity to become local and global change agents (Song, 2017).

The Education Program designed its variety of resources and initiatives to support interdisciplinary and multi-level curriculum integration. Much of the resources are designed to support both distance learning and in-class work. This helps to address concerns of the digital divide where not all classrooms or students have access to the required technology to individually engage in the content.

The educational resources are often presented in a multimodal manner to increase student engagement and comprehension of the digital content. This reflects the growing trend where students are likely to prefer more visual and interactive forms of online media to learn about the world, rather than traditional print media, especially when out of classroom settings (Harshman, 2017).

Professional Development is available to educators to increase their own understanding and capacity for teaching on news and media literacy topics as well as introducing concepts of global issues to their students effectively. Opportunities and resources are offered in a variety of digital and in-person modes, including newsletters, conferences, webinars, paid-for fellowships, and workshops.

Limitations

The language options are limited to highlighting primarily English and English-translated (with some inclusion of Spanish-language written texts) written and video news stories, curriculum resources, and professional development for both educators and students. While the program is designed to be freely accessible to K-12 learners worldwide, this limits the accessibility and meaning-making for students in English-dominant classrooms or who live in countries where English is not a primary language.

While there are opportunities for students and educators to directly connect with experts and leaders in journalism, there are currently no initiatives designed to enable direct connections and collaborations between student peers beyond their classroom walls. This limits the opportunities to foster student communication, understanding, and awareness of diverse perspectives and experiences around the world (Delacruz, 2018; Dwyer, 2016).

As the Pulitzer Center is located in the United States, there is a centering of American perspectives and curriculum in the resources and initiatives. This has the potential to limit how students situated in non-American classrooms create meaningful local connections to the global issues they are encountering in the digital resources. Additionally, the prevalence of American-centered lesson plans limits the resources for educators in non-American classrooms or requires them to engage in additional adaptations efforts to ensure relevant content and examples so that students are interested, can engage, and make local connections.

# data[].attributes.attachment_link.description
Founded in 2006, the Pulitzer Center recognizes the urgency of supporting credible and responsible journalism to inform, engage, and raise awareness of the interconnected global issues in order to bridge the divides of class, politics, race, and religion on a local and global scale.

# data[].attributes.body
A critical review of the PenPal Schools.

Happy Reading!

# data[].attributes.body
A critical review for the TeachSDGs global education program! Enjoy! =)

# data[].attributes.attachment_link.description
A Critical Review: TeachSDGs - By: Rawan Abou Zid by Rawan Ab | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.body
I was super nervous and hesitant to try out Smore but it is so easy to use and I had fun designing my resource! I hope you all enjoy :)

# data[].attributes.attachment_link.readable_text
To get started with PenPal Schools, teachers first need to sign up and create an account. Visit www.penpalschools.com and click the Sign Up button: Then, click Teacher to create a teacher account: Next, you'll be asked to select a topic: After you select a topic, you'll need to click the green Join This Topic button.

# data[].attributes.attachment_link.description
To get started with PenPal Schools, teachers first need to sign up and create an account. Visit www.penpalschools.com and click the Sign Up button: Then, click Teacher to create a teacher account: Next, you'll be asked to select a topic: After you select a topic, you'll need to click the green Join This Topic button.

# data[].attributes.body
World's Largest Lesson promotes and provides support for the teaching, learning, and implementation of the Sustainable Development Goals.

# data[].attributes.attachment_link.readable_text
By presenting the significant concepts in simple, creative and engaging ways, children/students are learning that even small adjustments can make a BIG difference, potentially building stronger communities and a brighter future for all. Children are not simply bystanders but can drive change and share their passion and knowledge with others, especially if they are invested in the change. Resources are found in the form of lesson plans, books/comics, videos, workshops and website links making it a great digital tool that empower students in various ways. The ability to translate to various languages with ease is also a bonus of the digital technology provided. The resources are also free, making this a great Open Educational Resource which is easily accessible.
https://worldslargestlesson.globalgoals.org/resources/?_sft_language=english

# data[].attributes.attachment_link.description
By presenting the significant concepts in simple, creative and engaging ways, children/students are learning that even small adjustments can make a BIG difference, potentially building stronger communities and a brighter future for all. Children are not simply bystanders but can drive change and share their passion and knowledge with others, especially if they are invested in the change.

# data[].attributes.attachment_caption
Health and Education through the Arts (HEART)

# data[].attributes.body
HEART is an educational program developed by Save the Children that provides psychosocial support to vulnerable children through different forms of arts.

# data[].attributes.attachment_link.readable_text
Why do I have to complete a CAPTCHA?

Completing the CAPTCHA proves you are a human and gives you temporary access to the web property.

What can I do to prevent this in the future?

If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware.

If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices.

Another way to prevent getting this page in the future is to use Privacy Pass. You may need to download version 2.0 now from the Chrome Web Store.

# data[].attributes.body
A critical review of the World Health Organization (WHO) Academy. Their multilingual digital learning platform offers healthcare professionals opportunities to engage in critical learning about culturally and socially diverse health topics and concerns. Additionally, educators have access to learning resources to supplement course content and teaching.

# data[].attributes.attachment_link.description
WHO Academy
Transforming lifelong learning for healthcare professionals

# data[].attributes.body
A critical review of iEARN program that allows students to engage in Global issues and try to find solutions to these issues.

# data[].attributes.attachment_link.readable_text
iEARN, International Education and Resource Network, is a non-profit organisation founded in 1988, with a mission to raise global citizens. It aims to connect and empower young people around the world to collaboratively solve problems through action-based project works. This collaboration positively impacts literacy skills, critical thinking and problem-solving in areas such as science, social studies, citizenship and global education (Bragaw, 2001).

iEARN Collaboration Centre

Tools used to enhance learning:

iEARN Global Project Themes

How are the themes approached?

Incorporating iEARN in my class

# data[].attributes.attachment_link.description
iEARN, International Education and Resource Network, is a non-profit organisation founded in 1988, with a mission to raise global citizens. It aims to connect and empower young people around the world to collaboratively solve problems through action-based project works.

# data[].attributes.body
A critical review of Global and Indigenous Health Nursing (GAIHN)-McGill that aims to address and improve global & indigenous health issues from a nursing perspective.

# data[].attributes.attachment_link.description
Global & Indigenous Health Nursing
To understand global & indigenous health in nursing context

# data[].attributes.body
Global Oneness Project: A Platform for Bringing Multimodal Storytelling and Global Perspectives into the High School Classroom

# data[].attributes.attachment_link.readable_text
Why do I have to complete a CAPTCHA?

Completing the CAPTCHA proves you are a human and gives you temporary access to the web property.

What can I do to prevent this in the future?

If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware.

If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices.

Another way to prevent getting this page in the future is to use Privacy Pass. You may need to download version 2.0 now from the Chrome Web Store.

# data[].attributes.body
#Slacktivism or Legitimate Social Debate? A Critical Review of #ProtectTheFacts, a Global Education Campaign.

# data[].attributes.attachment_link.description
#ProtectTheFacts
A Global Education Campaign