联合国教科文组织2019教诲信息化奖开始提名了！人工智能应用项目申请看这里_项目_教科文组织

2024-11-09 23:06:25 文字写作

联合国教科文组织哈马德·本·伊萨·哈利法国王教诲信息化奖现已开始提名。
该奖项2019年的主题是利用人工智能发展教诲、创新传授教化与学习方法。

联合国教科文组织2019教诲信息化奖开始提名了！人工智能应用项目申请看这里_项目_教科文组织文字写作

人工智能（AI）和神经学的进步不仅为改进传授教化方法、支持终生和个性化学习供应了各种新的探索渠道，还有利于加速创造并推动新的传授教化模式。
为实现可持续发展目标4（优质教诲），教科文组织及其互助伙伴致力于通过发展高效且符合伦理的人工智能运用来优化教诲供给和学习过程，提高学习成果。

今年该奖项将分别用于褒奖精彩的人工智能办理方案及人工智能中的神经学运用，奖项的设置旨在提高学习成果、授予西席权能、发展教诲做事，同时提倡在教诲中以原谅、公正的态度利用人工智能。

教科文组织总干事将依照国际评审团的建议挑选2名得胜者。
授奖仪式在巴黎举行，良好者将得到干系证书及2.5万美元的褒奖。

申请人哀求

任何正在进行与今年奖项主题（利用人工智能发展教诲、提高学习成果或为西席赋能）有关项目的个人、机构或非政府组织（NGO）都具备候选资格。

有关评比标准和候选人条件的详细信息

https://en.unesco.org/themes/ict-education/ict-education-prize/nomination

申请步骤

申请人应先注册账户

并通过在线平台填写报名表格

http://www.unesco.org/ict-ed-prize

详情请参阅用户指南及解释

https://en.unesco.org/themes/ict-education/ict-education-prize/nomination

申请人必须得到教科文组织会员国全国委员会或与教科文组织有正式互助关系的非政府组织的保举。

建议申请人在申请开始前与干系非政府组织或本国联合国教科文组织全国委员会取得联系。
不接管自我推举。

每个教科文组织成员国政府及与教科文组织有正式互助关系的非政府组织最多可保举3个候选人/机构。
获保举项目应符合评比标准，并与2019年主题符合。

保举截止韶光

2019年10月31日（巴黎韶光午夜）

更多信息请联系

ictprize@unesco.org

UNESCO ICT in Education Prize: call for nominations open to projects leveraging AI

The UNESCO King Hamad Bin Isa Al-Khalifa Prize for the use of ICT in education is now accepting candidatures. The theme of the 2019 edition is the use of Artificial Intelligence (AI) to innovate education, teaching and learning.

Artificial Intelligence (AI) and advancements in neuroscience have the potential to enhance teaching methodologies, support lifelong learning and personalize learning through various ways, as well as propel and accelerate the discovery of new delivering modes of education. Keeping in with Sustainable Development Goal 4 on education, UNESCO with its partners is aiming to explore the effective and ethical use of AI applications to reduce barriers to access education and optimize learning processes with a view to improve learning outcomes.

In 2019, the Prize will award AI-powered solutions as well as applications of neuroscience in AI aiming to improve learning outcomes, toempower teachers and toenhance the delivery of education services, whileadvocating for inclusive and equitable use of these technologies in education.

Two winners will be selected by the Director-General of UNESCO based on the recommendations of an international Jury, and each winner will receive a reward of US$ 25,000 and a diploma during a ceremony in Paris.

Who can apply?

Any individual, institution, or non-governmental organization (NGO) with an established ongoing project relevant to the specific theme of the year i.e. that uses AI-powered solutions to enhance education, improve learning outcomes or empower teachers.

More information on selection criteria and eligibility

https://en.unesco.org/themes/ict-education/ict-education-prize/nomination

How to apply?

First create an account and then

fill in an online form via the online platform

http://www.unesco.org/ict-ed-prize

See detailed user guide and instructions

https://en.unesco.org/themes/ict-education/ict-education-prize/nomination

For the application to be considered, it should be nominated by either the National Commission of the UNESCO Member State or an NGO in official partnership with UNESCO.

All applicants are encouraged to get in touch with the NGO or National Commission ahead of the application process. Self-nominations will not be accepted.

Governments of UNESCO Member States as well as NGOs in official partnership with UNESCO are invited to elicit and nominate up to three projects, which are in line with the 2019 theme and meet the selection criteria.

Deadline for nominations

31 October 2019 (midnight, Paris time)

Contact

ictprize@unesco.org

2018荷兰、芬兰项目获奖 The Use of ICTs to ensure education for excluded vulnerable groups.

Can’t Wait to Learn,CWTL\公众迫不及待去学习\公众—荷兰

荷兰国际性非政府组织荷兰战役儿童(War Child Holland)为冲突地区儿童研发了一款基于游戏的学习工具——\"大众迫不及待去学习\"大众(Can’t Wait to Learn,CWTL),该工具得到2018年度UNESCO哈马德·本·伊萨·哈利法国王教诲信息化奖。

ThingLink visual learning technology——芬兰

来自芬兰的ThingLink visual learning technology，通过交互式图像、***和360°媒体，创造独特的体验。

2017印度、摩洛哥项目获奖 The Use of ICTs to Increase Access to Quality Education

联合国教科文组织总部将于2018年3月7日举行仪式，颁发2017年度联合国教科文组织哈马德·本·伊萨·哈利法国王教诲创新奖。
2017年度获奖者为印度CLIX项目和摩洛哥GENIE操持项目。

CLIX项目（关联学习操持项目）- 印度

CLIx (The Connected Learning Initiative), India

塔塔社会科学研究所开拓的CLIX项目利用信息通信技能，提高社会做事不敷的社区学生接管中学和高档教诲的机会。
它以3种措辞（印地语、泰卢固语和英语）供应高质量的基于平台的稠浊学习体验。
迄今为止，该操持已惠及印度4个邦的478所政府高中，共计1767名西席和46420逻辑学生。

GENIE操持 - 摩洛哥 GENIE, Morocco

GENIE操持于2005年启动，是由摩洛哥教诲和职业培训部与高档教诲和科学研究部共同制订并履行的一项大规模、长期国家政策和倡议，旨在纳入信息通信技能，以改进中小学教诲的遍及和质量。
项目包括有效的国家信息通信技能教诲运用政策的核心元素，如根本举动步伐、西席培训、数字资源开拓和传授教化实践改革等。
项目为超过1万所学校供应根本举动步伐、数字设备和互联网连接，并通过向全国30多万西席和学校管理职员供应在职培训，推动传授教化创新。
本项目的大力履行使该国学校教诲比例已提高至95％，辍学率低落53％。

2016德国、孟加拉国项目获奖The Use of ICTs in Education for Disadvantaged Groups

“Harnessing the Power of ICTs in Higher Education for Refugees” of Kiron Open Higher Education (Germany)

The project contributes to overpass the four challenges identified by the UNHCR Commissioner for Higher Education for refugees to access higher education: legal, financial, language barriers and colleges capacities. Kiron focuses on refugees, asylum seekers and internally displaced people in Germany, France, Belgium, Turkey and Jordan. 2,700 students have been benefiting of the program in partnership with 51 universities. It enables access to higher education through digital solutions. Kiron proposes an online phase harnessing the potential of Massive Open Online Courses (MOOCs) followed by an offline phase when students study in one university and graduate with an accredited university degree. Furthermore, the project also provides a coaching service with a psycho-social support and a personalized curricula.

“Online School” of Jaago Foundation (Bangladesh)

总部设在达卡的加哥(JAAGO)基金会 (link is external)是由孟加拉国的一群年轻人发起成立的，JAAGO在孟加拉语里是“唤醒”的意思，这个基金会旨在为最偏远地区的孩子供应优质教诲，冲破贫穷的恶性循环。
2011年，他们想出了一个非常大略的办理方案：通过***会议技能和互联网把村落庄教室与都城地区的精良西席连接起来。
项目最初仅仅覆盖了80逻辑学生，但很快他们就得到了孟加拉国最大的电信运营商GrameenPhone Ltd 的互助和支持，开办了10所线上学校，这个基金会还运作着一些常规学校，为13所学校的18,000逻辑学生和一所孤儿院供应免费的国际化水准教诲。

2015哥斯达黎加、新加坡项目获奖Pedagogical Innovation in the Use of ICTs in Teaching and Learning

“National Program of Educational Informatics” (PRONIE) of the Omar Dengo Foundation (Costa Rica)

The project contributes to improving the quality and equity of learning opportunities within the public education system through the use of digital technologies. It gives priority to marginalized children and youth from rural and marginal urban areas. Since 1988, 8,674,521 students have benefited from the program in pre-schools, primary schools, secondary schools and TVET schools. The program PRONIE has developed an outstanding systematic approach to enhance students’ capacities to create ICT products across the school system. Furthermore, the program also focuses on teachers’ continuous training and monitoring to improve their teaching skills in educational informatics.

“Open Source Physics@Singapore (link sends e-mail)” project of the Ministry of Education of the Republic of Singapore

The project is rewarded for its project. The project has been developed by the Educational Technology Division of the Ministry of Education since 2012. Its goal is to give users, including students and teachers, the freedom to learn from, build on and share well designed ICT resources for teaching and learning physics. An outstanding innovative tool, “Open Source Physics@Singapore (link sends e-mail)” for learning physics using an open platform, including open source code and open content, was developed. Both students and teachers work in a collaborative and innovative way, benefiting from the adaptable resources that it provides for better learning and teaching. So far, 9,800 students have been reached by the program in primary, secondary and TVET schools. In addition, the software application enhanced collaboration between the educational community, the Ministry and industry. It is easily scalable to a larger community as the tools and content are available worldwide.

2011德国、韩国项目获奖Education Youth for Responsible Global Citizenship

Internet-ABC, Germany

Internet-ABC offers children, parents and educators support and information on how to handle the web safely. The content is ad-free, safe and easily accessible to everyone. Attractive and engaging sites invite 5-12-year-old children to play, learn and communicate, while reinforcing their knowledge of safe Internet use. The www.internet-abc.de (link is external) website attracts 100,000 users per month on average.

Dr Yuhyun Park, Co-Founder and CEO of iZ HERO, Republic of Korea

iZ HERO is a digital leadership initiative that empowers 6-12-year-old children to become future leaders in the digital era by fostering essential skills and value-based digital citizenship. This international research-driven, award-winning programme includes a holistic online play-and-learn tool and a suite of offline programmes. It has demonstrated educational efficacy in improving children’s attitudes toward Internet risks such as cyber bullying, game addiction and online predators through academic research. To date, over 1.5 million people have visited the iZ HERO Exhibition at the Singapore Science Centre and around 70 per cent of primary schools and target students in Singapore have participated in the iZ HERO initiative.

2010英国、委内瑞拉项目获奖Digital Literacy: Preparing Adult Learners for Lifelong Learning and Flexible Employment

National Institute of Continuing Adult Education (NIACE), United Kingdom

NIACE is the leading non-governmental body promoting the interests of adult learners in England and Wales. NIACE is a membership organization with paid staff, including a specialist Digital Learning Team. Its work draws on both theoretical and practical knowledge of the methods and pedagogies which work best in offering learning opportunities to adults. It has developed a national network of 6,000 Internet access centres to serve adults in both rural and urban areas.

Venezuelan Fundación Infocentro, Bolivarian Republic of Venezuela

The “Technological Literacy for Older Adults” project was submitted by the Infocentro Foundation. Following its own “Pedagogy of Patience” philosophy, facilitators of the Infocentros network have experience and expertise in working with the elderly. They use a variety of strategies, techniques and resources and adapt educational practices to older users to help them overcome their technological fears and familiarize themselves with computers. Some 680 Infocentros across the country enable adults and other users to achieve lifelong learning, and have helped more than 900,000 people at national level achieve technological literacy.

2009俄罗斯、约旦项目获奖Teaching, learning and e-Pedagogy: Teacher Professional Development for Knowledge Societies

Alexei Semenov, Rector of the Moscow Institute of Open Education, Russian Federation

Teacher professional development is the major mission of the Moscow Institute of Open Education (MIOE), led by Professor Alexei Semenov. Every year, the Institute organizes dedicated e-pedagogy development for 5,000 to 10,000 teachers and introductory modules for 30,000 teachers with extensive web-based content and technologies.

Jordan Education Initiative, Jordan

The Jordan Education Initiative (JEI) is one of Her Majesty Queen Rania Al Abdullah’s non-profit organizations which works with the Ministry of Education to drive innovation by leveraging private-sector participation. JEI was created as a pioneer model for developing education, based on fostering ingenuity, harnessing the power of technology and coupling it with proven modern teaching strategies to transform the school environment into a cradle of discovery and creativity and allow Jordanian students to imagine and realize a future reality. Since its launch in 2003, JEI has impacted the lives of thousands and made a very tangible positive impact on students, teachers, families, communities and the economy.

2008中国、埃及项目获奖Digital Opportunities for All: Preparing Students for 21st Century Skills

上海电视大学凭借“市民数字化终生学习系统培植”项目

Shanghai TV University, People's Republic of China

在2008年度的奖项评比中，中国上海电视大学凭借“市民数字化终生学习系统培植”项目，在联合国教科文组织47个成员报告的67个项目中脱颖而出。
联合国教科文组织总干事松浦晃一郎说，上海电视大学利用卫星技能，将学习网络覆盖到全市230个社区学习中央，取得了良好的社会效果。
他还特殊夸奖学校向边远地区以及非洲一些发展中国家供应远程教诲做事的做法。

Dr Hoda Baraka, First Deputy to the Minister of Communications and Information Technology, EgyptThe comprehensive “ICT-In-Education Programme: Towards Ubiquitous Reachability to All Learners” was started in the Ministry of Communications and Information Technology (MCIT) in 2003 to reach out to learners through formal and informal educational practices in schools and universities, as well as non-formal education streams of systematic educational activities outside schools and universities. This project was developed by Dr Huda Baraka, First Deputy to the Minister of Communications and Information Technology. She has led the implementation of many national projects for the use of information and communication technologies in the field of education.

2007美国、比利时项目获奖Open Education

Curriki, United States of America

Curriki’s driving mission is to make education more equitable through a global open educational resource (OER) community of educators, parents and students, enabling teachers to make learning more personalized and helping students reach their full potential. The online community gives teachers, students and parents universal access to a wealth of peer-reviewed “K-12” (kindergarten to 12th grade) curricula and powerful online collaboration tools. Curriki built the first website for open instruction and assessment. Founded by Sun Microsystems in 2004, the organization has operated as an independent non-profit organization since 2007.

Claroline Connect, Belgium

Claroline Consortium has implemented an e-learning and e-working platform (learning management system) released under an open-source GNU General Public License (GPL). It is a platform for distance training and collaborative work. Translated into 35 languages, Claroline allows hundreds of institutions from 93 countries to create free online courses.

Adaptable to different trainings, Claroline has been developed according to teachers’ pedagogical experiences and needs. It supports course managers in their projects and stimulates them to set up efficient resources promoting the acquisition of knowledge and skills.

2006韩国、芬兰项目获奖Enhancing Teaching and Learning

The Cyber Home Learning System (CHLS) for primary and secondary students, the Korean Ministry of Education and Human Resources Development (MOEHRD) and the Korea Education and Research Information Service (KERIS), Republic of Korea

The Korea Education and Research Information Service (KERIS) was established in 1999 as an exclusive national institute to promote the effective use of information and communication technologies (ICTs) in education. The Cyber Home Learning System is a nation-wide e-learning system aiming to provide elementary and secondary school students in Korea with a quality education service after school hours. It has helped reduce private tutoring expenses, enhance the quality of public education, and achieve equity in education and education welfare by narrowing the education gap between regions and income levels.

来源：联合国教科文组织微信"大众年夜众号

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