A context based approach to adapt training strategy for handicraft women from third world countries
Valérie Monfort, Maha Khemaja · 2013
Teaching strategies using social constructivism as a referent include teaching in contexts that might be personally meaningful to students, negotiating taken-as-shared meanings with students, class discussion, small-group collaboration, and valuing meaningful activity over correct answers. Emphasis is growing on the teacher's use of multiple epistemologies, to maintain dialectic tension between teacher guidance and student-initiated exploration, as well as between social learning and individual learning. Social context and culture can impede training strategy. We are involved in a research project studying the manner handicraft women of third world or emergent countries use new technologies. We aim to train women to help them developing their business and creativity. We propose a specific manner to train women taking into social and cultural aspects. Then we define an ontology-based implementation to support the training approach. This research work is based on a concrete implementation.