Fostering Shared Understanding and Sustainable Competence Development in Practices of Inclusion through Intercultural Dialogic eLearning

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Resumé

The purpose of this paper is theoretically to explore and describe the value of Intercultural Dialogical eLearning as a tool for fostering a shared understanding and sustainable competence development in practices of inclusion. For the Danish education system it appears a major challenge that the government has passed a legislation of inclusion. The new law changes the paradigms of special needs education and moves 33.000 children from the special needs education system to the ordinary primary and secondary school system (Ministeriet for Børn og Undervisning, 2011. How can schools in a short time bring further education to their employees and how can they develop a new mental set of values for solving this task? The purpose is to create a shared understanding for the task and develop a new practice that brings ownership to the necessary change through the use of learning tools and methodologies such as meta-learning (M-L) and e-learning-to-learn (eL2L).
OriginalsprogEngelsk
TidsskriftJournal of Educational Multimedia and Hypermedia
ISSN1055-8896
StatusAfsendt - 2019

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education system
Sustainable development
Education
inclusion
further education
school system
electronic learning
learning
primary school
secondary school
legislation
employee
paradigm
Law
methodology
school
Values
education
Personnel
time

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