BlackboardEduu563

Osman Ahmed
Osman Ahmed

Allah Beautiful Names

Taa- Nasto

What do you want your students to learn in an online Course?

Addressing this topic is not an easy task. However; simply, teachers want students to learn everything in the course. As my course is addressing history and culture of Fulani people, generally, I want my students to demonstrate some knowledge about how historical and cultural elements impacting education. Current educational research encourages teachers to get to know each of their students in order to enhance their classroom performance, motivation, and desire to learn. Most teachers create activities and implement strategies that they hope will engage students in the content and promote a lifelong love of learning. I understand the importance of knowing and caring about each student and his or her learning needs. Also, I understand that all students learn differently, and that my course will address the diverse learning styles in the classroom.

Within my course of three units that I am designing and covering, what are the most accurate time and way to discover our students’ learning styles? I can use my own assessing tools (formative & summative) to assess my students and get to know their learning styles, such as tests, project assignments, personal interviews, surveys, questionnaires or even quizzes or I can use the pre-made assessing tools, like Kaleidoscope profile, if the course is for high school students as Kaleidoscope has two versions of assessment, One is covering grades 3-6 and the other one is covering grades 7-12.
The Kaleidoscope Profile is an all-inclusive assessment of learning styles, revealing each student’s sensory preferences, perceptual styles, organizational styles, and temperament. It’s another opportunity for teacher to get to know his/her students better and for them to get to know one another on a deeper level.

Discovering student learning styles benefits you as a teacher, as well as your students. Meanwhile, knowing my students learning styles helps me:-
• Create an environment that supports how they learn.
• Understand how learning can be fun.
• Discover how they learn best.

Every teacher has different ways to help motivate lower level- students to improve for example, teacher’s expectation is playing an important role to make students interact effectively with course and classroom activities, giving frequent, early, positive feedback that supports students' beliefs that they can do well, assigning tasks that are neither too easy nor too difficult, helping students find personal meaning and value in the material, creating an atmosphere that is open and positive, helping students feel that they are valued members of a learning community.

Since my course allows integrating technology while addressing different historical and cultural topics into teaching process, it makes the lessons more interesting, engaging and motivating to students simultaneously helps students to reach higher levels of thinking in synthesizing, analyzing and evaluating sensitive historical and cultural issues.

Research has also shown that good everyday teaching practices can do more to counter student apathy and weakness than special efforts to attack motivation directly (Ericksen, 1978).

Most students respond positively to a well-organized course taught by an enthusiastic teacher who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students' motivation.

Bloom taxonomy is like Ibrahim Maslow’s Hierarchy of needs. A learner can not go up the hierarchy, unless all the biological needs are being met. So Bloom’s Taxonomy is starting from knowledge and ending by evaluation to know the learning objectives have been realized. Also I can use the assessing tools that I have already set to know my students’ outcomes.

Part Two
Robert Gagne’s theory of instruction has provided a great number of valuable ideas to instructional design, trainers and teachers. I will be integrating some technological tools to gain my students’ attention, such as PowerPoint slides, video and still pictures. My online course is on History and culture consists of three units. The learning objectives will be listed under each unit and by the end the students will be able to:
• Demonstrate an understanding of various cultures & historical events in the world through knowledge gained about their countries.
• An understanding of current historical events and cultural issues impacting education.
• Describe at least two major social/cultural problems of 21st century Sudan.
Material will be chunked into sections in two text books required for reading and assignments in addition to other two recommended books for further reading on specific topics as guidance for assignment. Learning will be facilitated by giving students some cues related to their own history & cultures to help them compare or discuss historical and cultural issues. Students will be easily tapped into prior knowledge by talking about their own historical and cultural elements and features to lead them to explore new knowledge. Thus, also motivates students to participate in different activities to improve their achievement. Students will be working in groups in the classroom and at homes as well as individual assignments to be accomplished by the end of the course. Students will gain skills that help them to deal, analyze and evaluate historical and cultural issues to settle conflicts that might occur in their communities. Different assessing tools such as formative assessment for ongoing activities and summative assessment for final course exam with quick feedback will be used to check and evaluate students’ performance and competency, as well as rubric will be used on the final course project as an extra work for extra credits, based on five criteria:- content, organization, relevance, creativity and presentation.
Date Modified: 26 Aug 09 3:59 PM MST

What do instructional Designers Do in Higher Education? A Written Symposium

Part: I:
What do instructional Designers Do in Higher Education? A Written Symposiu
The chapter starts to present the similarities and differences between USA and Australia in Higher education system. The five writers focused on the role of the instructional designers in higher education as their lives are similar to other faculty and professional staff members in higher education. The difference is their training and areas of professional concentration. Instructional designers working in support areas such as distance education or faculty development are practitioners. As the use of technologies increases in higher education, these individuals are becoming more critical to success of an organization. Instructional designer’s roles are to facilitate the development of learning and teaching strategies and introduce to faculty to distance learning production processes. This role needs sound knowledge of ID theory. Instructional designers should have sufficient skills to perform all tasks assigned to them. The role of instructional designers has changed from working with individual course leaders to group approach to meet the needs of changing educational initiatives to help build an online interaction among the students, and between students and instructor. Instructor designers might keep up to date with ID literature and educational theory and practice (e.g., constructivism, online pedagogy blended learning and so forth). The chapter also presents the basic components of instructional design such as what is need for educational program, goals, objectives, learners, contents, teaching methods technology (media) and how learners will be assessed and the course evaluated.
The chapter concludes the discussion of five professors to assure the role of instructional designer as a faculty developer, facilitator of the development of learning and teaching strategies, or developing of distance learning materials and community member.

Pat: II: Community of Practice
The role of an online instructor is to create and prepare a curriculum that fits teaching online and allows integration of different technologies. Instructor also prepares an online instructional environment setting that ties students to interact and collaborate in groups work. I use different communication tools to help students communicate with instructor and each other, such as blogging, group work and emails. Students have access to instructor email for any assistance and clarification related to course syllabus and assignment. I was able to build up an online virtual community to engage and tie my students in different activities through virtual asynchronous communication, using a discussion board or an email. Thus helps students individually to complete their assignments and display their inputs in discussion board, and every student at least receives one response from his peers. I, as an instructor of an online course insert my comments on student’s inputs and opinions related to the topic under discussion. Students will be assigned to read a chapter from the required textbook and make a reflection of one page. There are external links, recommended textbook, and an online book for extra reading on the topic. These resources help students to gather additional information about the required assignment. Students also will work on collaborative groups for multimedia presentation project; each group of three students is assigned to work on one topic and come together to share their findings in groups’ asynchronous presentation. Finally, students will asked to lodge their assessment & comments on each group work for rating, according to the rubric designed by the instructor on criteria: content, relevance, participation, organization, creativity and presentation.

What is Web 2.0

Refers to what was perceived as a second generation of web development and web design. It is characterised as facilitating communication Web 2.0 is a new generation and development of Webs that helps the useres disply his ideas and share knowledge with others in a collabrative virtual community. It facilitates the e-learning, distance learning and online courses. Many tools can be used to communicate with others to form a social netwoking net, such as black board, online Journal Twilker, blogging, Wikis, emails , tagging, Ajax, Flicker... so on. Listen to the delveloer of Web 2.0, Tim O'Reilly giving a definition to Web 2.0 and as well as the application of Web 2.0 is our life.Watch Three videos that show how web 2.0 does work and offer a soul and spirit to online community collaboration and interactions globally and makes our life easier to communicate learn from each other.

The Use of Rich Media

The course textbook defines the rich media as learning products that incorporate high -end media such as video, animation, sound and simulation (p.312). Another definition is found from this link: http://www.devshed.com/c/a/Smartphone-Development/Getting-Started-with-Rich-Media/ rich media is the single most defining characteristic of rich media content is its dynamic motion, which can either occur over time or as a direct result of user interaction. Examples of this “dynamic motion” include streaming newscasts, which occur over time, and webcasts that include a synchronized slide show, which require user interaction. Watch this video: http://www.cisco.com/web/solutions/dms/digital_signage.html
I. Rich media has great potential to incorporate sound into lessons. Audio is most commonly used in one of three ways: to present words in the form of narration; to add environmental sounds such as mechanical noise in a lesson on equipment or to add background music to the instruction, Moreno and Mayer (2002). A number of studies have compared learning from an animation with learning from a series of still pictures. The studies have found there is no significant difference between the two. However; in reviewing many literatures favored the use of graphics in helping students to recall the prior knowledge and experience to present lesson. Thus can be found in an online course of 16 weeks titled: Gender and Society submitted by Rosemary Dixon from University of Nevada, Reno: Course Tour the developer developed a course of 16 weeks. The course concentrates on Race, Gender, Class and Sexuality. The well organized course conations 6 icons and students every time they log in will see the home page and the third icon take the students directly to the syllabus. The developer used different graphics and icons pictures to gain the students’ attention and make the course very attractive to students simultaneously make surfing on the course topics very easy. Students will be able to transport from section to another without going back to the beginning of the course. The course was appropriately linked together. The course graphics help students to relate the current course topic with their previous experience and knowledge that existed in the long term memory ( schemata) in a way that reduces the cognitive load because the well organized course with explanatory graphics facilitate the interaction between the prior knowledge and current new lesson content. The developer used Camtasia slides to display the course content to make the material more interesting and at the same time without depressing the learning. The developer presented subject matter in a well organized way that attracts students to easily engage in different activities. Also using Camtesia slides with sound, animation and video helps the developer meet the needs of diverse learners’ styles. Students are assigned to engage in a discussion platform, online reading and learning, paper research and final essay. Thus also offers students another opportunity to get good scores and credit points. Assessments are designed to encourage students to utilize and demonstrate critical thinking skills. Assessment based on three exams, multiple questions, writing questions and feedback will be given along with rubric when grading. Students also are given a chance to complete feedback survey in weeks 4 and 10 and all reasonable adjustment could be made were made in real time. At the end of the semester students completed an overall course evaluation.

What are Learning Object and Distributed Learning?

In order to discuss this topic I have to find an answer to a question above to know different definitions of the learning objects as well as distributed learning. The learning object is defined as follows:
• Learning object is a resource, usually digital and web-based, that can be used and re-used to support learning.
• Learning objects are small electronic units of educational information that are flexible, reusable, customizable, interoperable, and retrievable.
• Also is Course materials developed according to a standard (eg, IMS) which allows easy sharing of materials. Materials are modular and can be used for a variety of purposes and outputs.
Simply learning object contains a single media element - a piece of video or text, for example - or it might contain a mix of text with graphics or animations with an audio commentary or you can regard learning objects at a micro level, as media assets - images, paragraphs of text, questions, audio clips and so on. Reusability is the main reason for using learning objects without much additional efforts. Since the learning objects are reusable, an instructor can continuously build upon existing learning objects and make them into better quality content packages.
Looking at the above definitions of learning objects; learning objects can be summed up into the following components:-
- instructional objectives
- Content
- Learning strategies ( Activities)
- Assessment
See these links: en.wikipedia.org/wiki/Learning Objects
http://www.fastrak-consulting.co.uk/tactix/features/objects/objects.htm
Distributed learning defines as students take courses from a variety of sources and delivery modes to customize a program of study. Often is used synonymously with online learning.
What is SCORM? SCORM is defined as Sharable Content Object Reference Model integrates a set of related technical standards, specifications, and guidelines designed to meet Advance Distributed Learning’s functional requirements as:
- Accessibility
- Interoperability
- Durability
- Reusability
SCORM tries to ensure that learning objects are reusable (over time and by different organizations or teachers), interoperable (connect with different learning management systems including links to the grade book), durable (survive thousands of users), and accessible (for visual and auditory impaired users).
Learning object offers teacher an opportunity to create good environment for instructional process and it helps enhance students’ learning skills. In my online course which I concentrate on history and culture, it seems to me very important to display historical and cultural objects to gain students’ attention. I support my online course with many pictures and videos with animations to motivate students to be more engaged in the course activities. I reviewed much more literature about the leanring objects, especially, a long study of how to use object learning to teach history and I found this study is helpful to follow its steps in teaching history and culture. The study uses the material in teaching history by displaying some material culture. I follow the same steps by using pictures in PowerPoint slides to show my students the important personalities in the history of Fulani people while teaching the topic on Kingdoms and conquests. For more information click this link: http://www.lib.niu.edu/1998/iht529802.html. Also another learning object that I feel will help me in preparing study units of online course, is the use of Issues on a video to teach the skills of 21st century in science . This is also is helpful for online courses as teachers can get students engaged virtually in a discussion synchronously to display their opinions about how the learning object enhances student skills of 21st century or synchronously through chatting: http://www.slideshare.net/njalfred/using-issues-to-teach-21st-century-skills-in-science-presentation . This is considered another way of using learning object to distribute learning opportunities to a large number of learners in distance learning. Learning object can help support teaching Language, this link show a teacher is training a ROBOT to pronounce some words: http://video.google.com/videoplay?docid=1785879237181736807&ei=L6-5SrDEE5_0qAPc3cCDAg&q=using+object+learning+to+teach+history&hl=en# the links above show the use of object learning in different educational setting. Finally, Learning objects have many benefits for both learners and administrators, as courses can be constructed to meet individual requirements. I think learning objects have great potential for online course which I am preparing now.. I think this video is helpful to teach cultural awareness, especially in sensitive topic. Watch http://video.google.com/videoplay?docid=-2820295854225356618&ei=Mm26StKML572qAPr5smQBg&q=using+material+culture+to+teach+history&hl=en#.
Go through these reverences for more information
References:
http://www.edu.gov.mb.ca/k12/dl/wbc/wbcgloss.html
http://www.fastrak-consulting.co.uk/tactix/features/objects/objects.htm
http://www.adlnet.gov/Documents/SCORM%20FAQ.aspx#scormq1
http://www.a scilite.org.au/ajet/ijet/v3n1/hamel/
http://www.irrodl.org/index.php/irrodl/article/viewArticle/32/378
http://vudat.msu.edu/learning_objects/
http://www.lib.niu.edu/1998/iht529802.html
http://www.slideshare.net/njalfred/using-issues-to-teach-21st-century-skills-in-science-presentation


Social network through Learning Objects

Fulani Important personalities in America

What are Learning Objecst and Distributed Learning?

In order to discuss this topic I have to find an answer to a question above to know different definitions of the learning objects as well as distributed learning. The learning object is defined as follows: • Learning object is a resource, usually digital and web-based, that can be used and re-used to support learning. • Learning objects are small electronic units of educational information that are flexible, reusable, customizable, interoperable, and retrievable. • Also is Course materials developed according to a standard (eg, IMS) which allows easy sharing of materials. Materials are modular and can be used for a variety of purposes and outputs. Simply learning object contains a single media element - a piece of video or text, for example - or it might contain a mix of text with graphics or animations with an audio commentary or you can regard learning objects at a micro level, as media assets - images, paragraphs of text, questions, audio clips and so on. Reusability is the main reason for using learning objects without much additional efforts. Since the learning objects are reusable, an instructor can continuously build upon existing learning objects and make them into better quality content packages. Looking at the above definitions of learning objects; learning objects can be summed up into the following components:- - instructional objectives - Content - Learning strategies ( Activities) - Assessment See these links: en.wikipedia.org/wiki/Learning Objects http://www.fastrak-consulting.co.uk/tactix/features/objects/objects.htm Distributed learning defines as students take courses from a variety of sources and delivery modes to customize a program of study. Often is used synonymously with online learning. What is SCORM? SCORM is defined as Sharable Content Object Reference Model integrates a set of related technical standards, specifications, and guidelines designed to meet Advance Distributed Learning’s functional requirements as: - Accessibility - Interoperability - Durability - Reusability SCORM tries to ensure that learning objects are reusable (over time and by different organizations or teachers), interoperable (connect with different learning management systems including links to the grade book), durable (survive thousands of users), and accessible (for visual and auditory impaired users). Learning object offers teacher an opportunity to create good environment for instructional process and it helps enhance students’ learning skills. In my online course which I concentrate on history and culture, it seems to me very important to display historical and cultural objects to gain students’ attention. I support my online course with many pictures and videos with animations to motivate students to be more engaged in the course activities. I reviewed much more literature about the leanring objects, especially, a long study of how to use object learning to teach history and I found this study is helpful to follow its steps in teaching history and culture. The study uses the material in teaching history by displaying some material culture. I follow the same steps by using pictures in PowerPoint slides to show my students the important personalities in the history of Fulani people while teaching the topic on Kingdoms and conquests. For more information click this link: http://www.lib.niu.edu/1998/iht529802.html. Also another learning object that I feel will help me in preparing study units of online course, is the use of Issues on a video to teach the skills of 21st century in science . This is also is helpful for online courses as teachers can get students engaged virtually in a discussion synchronously to display their opinions about how the learning object enhances student skills of 21st century or synchronously through chatting: http://www.slideshare.net/njalfred/using-issues-to-teach-21st-century-skills-in-science-presentation . This is considered another way of using learning object to distribute learning opportunities to a large number of learners in distance learning. Learning object can help support teaching Language, this link show a teacher is training a ROBOT to pronounce some words: http://video.google.com/videoplay?docid=1785879237181736807&ei=L6-5SrDEE5_0qAPc3cCDAg&q=using+object+learning+to+teach+history&hl=en# the links above show the use of object learning in different educational setting. Finally, Learning objects have many benefits for both learners and administrators, as courses can be constructed to meet individual requirements. I think learning objects have great potential for online course which I am preparing now.. I think this video is helpful to teach cultural awareness, especially in sensitive topic.

Gagne’s Nine Events of Instruction Versus Merrill’s First principles

Robert Gagne’s theory of instruction has provided a great number of valuable ideas to instructional design, trainers and teachers. Gagne believes that effective instruction should reach beyond traditional learning theories. He supports cumulative teaching that transitions from simple to complex skills. Gagne's nine steps of instruction are a series of steps to guide the instructor or instructional designer. According to the theory, using this series should help to insure that the learner understands the desired objective. Gagne suggests that learning tasks for intellectual skills can be organized in hierarchy according to complexity: stimulus recognition, response generation, procedure following rule application and problem- solving. The theory outlines nine instructional events and corresponding cognitive processes:

1. Gain Attention: Evokes the learners' interest in the subject. For example, show students a map of a country to talk about it.
2. Inform Learner of Objective: Let the learners know what they will be learning. For example, today we will learn some traditions of this country.

3. Recall Prior Knowledge: Get the learners to think about what they already know. For example, has anyone know something about this country?

4. Present Material: Teach the topic: such as teaching language through culture. For example, show student how the diverse culture affects this country.
5. Provide Guided Learning: Help the learners follow along as the topic is presented. For example, show pictures about traditional events.
6- Elicit Performance Ask learners to do what they have been taught. For example, give students some cultural elements to compare with theirs
7- Provide Feedback: Inform learners of their performance. For example, check students’ performance for help.

8- Assess Performance: Evaluate learners on their knowledge of the topic. For example, evaluate the students’ writing on the topic

9- Enhance Retention and Transfer: Aid learners in remembering and applying the new skill. For example, give students assignment/ home work to talk about their culture based on what they learned in the previous lessons. For more information watch this video:

V ideo

Merrill’s First Principles:-
Merrill defines the first principle of instruction as a prescriptive design principle on which various instructional design theories and models are in essential agreement.
Merrill's first and central principle of instruction is a task-centered learning. Task centered learning is not problem –based learning but it share some features. Task- centered principle which learning is promoted when learners are engaged in a task- centered instructional strategy involving a progression of whole real- world tasks. Concisely the whole instructional process is based on four principles:-
• Activation Principle: learning in promoted and encouraged when learners activate relevant cognitive structures by being directed to demonstrate relevant previous experience.
• Demonstration Principle: learning also is promoted when learners observe a demonstration of the skills to be learned that is consistent with topic being taught, also demonstration will enhance when learners are guided relate general to specific instances or observe media that is relevant to the topic.
• Application Principle: learning is promoted when learners engage in application of the new knowledge they learned with the quick feedback from the teacher.
• Integration principle: learning is promoted when learners integrate their new knowledge into their everyday life and application also enhances when learners create, invent or explore personal ways to use their new knowledge and skills. Both theories has emphasize on student centered by starting to give students some tasks that related to their previous knowledge as a recall to prior experience. Students connect their prior knowledge with current learning situation to explore new knowledge. Instructor engages his students into a task to learn new skills. For example, aids learners in remembering and applying the new skills (talk about diversity in school). I think the theories are related to together as Merrill summarized the Gagne’s nine steps in to four principles both started to warm up the learners using his previous knowledge and experiences with clear learning objectives. I can use both theories to help my students learn about the diverse culture within their school and through this diversity unity can be made happen. Students can prepare topics on culture. And participate in groups to search online for more I formation. Students will organize their online findings for presentation. Thus, will enhance students’ cultural awareness and respect to each other culture. Meanwhile they can be able to apply these skills to organize cultural events in their communities.

References:
http://cito.byuh.edu/merrill/text/papers/ReigeluthCarrFirstPrinciples.pdf
http://www.e-learningguru.com/articles/art3_3.htm
http://www.my-ecoach.com/idtimeline/theory/gagne.html
http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf

Applying Technology On Some Learning Theories

Part One:
Constructivism Vs Behaviorism
Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with Objectivism which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key .The Constructivism based on two notions. The first is that learners construct new understandings using what they already know (past experience). The second notion is that learning is active rather than passive. Learners confront their understanding in light of what they encounter in the new learning situation. I like what Dr. Maria Montessori said “The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child. “ The strength of this theory is that Social constructivist scholars view learning as an active process where learners should learn to discover principles, concepts and facts for themselves and encourage guesswork and intuitive thinking in learners. It concentrated on students as proconsumers of knowledge, and teacher’s role is a facilitator. I believe that this theory can be effectively used with computer to assign students to create and design activities according to their preferences and make reflection on different topics as well as sharing information. On the other hand, Behaviorism defined learning as the relatively permanent change in behavior brought about as a result of experience or practice. The focus of the behavioral approach is on how the environment impacts overt behavior. The weakness is using reinforcements to change the behavior is not effective all the time. Understanding human behavior through observation is not sufficient to explain human’s intended action. Behaviorism can be used to teach to students to learn new computer skills and do assignment through game- activities as a tool to change overt behavior. I think that according to textbook page 58, the difference between the constructivist and constructional design is, for example, constructivists learning environment create a place where learners may work together and support each other. (Case studies) and constructional design involves four learning-by-design principles (Papert 1980): individuals are active learners and control their own learning process, creative and reflective learners and focus on solving practical problems.

Part Two: Collaborative learning
I do like Piaget’s Theory of Collaborative learning. The collaborative learning offers learners opportunities to cooperatively learn, share information, & work on assignments/ projects in groups, thus enhances the interactions among the group members to build a cooperative learning community. Every one as an inherent part of learning community is assigned to complete his/ her work. Piaget pointed out” collaborative learning has a major role in constructive cognitive development. His theory is consistent with the other popular learning theories Vygotsky 1978, Fox, & Karen; Thomas & Funaro 1990 all are emphasizing on the importance of collaboration. Piaget felt that interaction between peers is equally shared. This contrasts adult-child or a teacher-student interaction, where usually the former is in control and the latter characteristically follows what the former professes, thus not following his/her own natural learning process.” The theory will support me to enhance the notion of student- centered. Students will work collaboratively to explore knowledge, share information to complete their assignment. Collaborative learning will help me to build an online virtual community to organize flexible environment for my students to learn, consequently promotes accessibility to online distance learning. Accordingly, my course can cover a large number of students in remote areas. Since Collaborative learning is about groups of students, and groups of students and teachers, constructing knowledge together, working through problems solving together, what I want specifically, my students to learn is the skills of collaborative learning, cooperation, teamwork, communication, facilitation, joint problem solving. Therefore, Collaborative learning is supporting online distance learning and covering large number of students in remote areas, consequently helps also close digital divide and inequities in education opportunities.
http://www.educationau.edu.au/jahia/Jahia/home/cache/offonce/pid/768

Fulani Traditions

Unit three will display amazing culture and traditions of Fulani as tool for the tribal solidarity as well as economic situation of the tribe which based on herding and little bit farming.
-Fula are primarily known to be pastoralists, but are also traders in some areas. Most Fula in the countryside spend long times alone on foot, moving their herds; they were the only major migrating people of West Africa, though most Fula now live in towns or villages. Wealth is counted by how large the herd of cattle is and how many cattle. Long ago Fulani tribes used to fight over cattle.
-The Fulani have long been in the cattle business. For centuries to be a Fulani meant to be a cattle owner. However, due to the increasing hardships; famine, drought and poverty, many no longer own cattle. But for a majority, they still own at least a small number of animals, whether that is the cherished cow, sheep or goats. Often times those that do not own any animals will hire out to herd for others.
-In the Fulani culture there are numerous taboos. One of the foremost taboos says a married woman should never speak the name of her husband, her in-laws or her first born child. Even if there is another person by the same name, she is forbidden to call them by their name. .
-A vast majority of Fulani live in rural settings. Due to tradition and their reserved nature they tend to have communities which are spread out. Each village may have a population of as many as 100 or more, but the homes or huts are scattered in groups of two or three
-Among the Fulani, the family includes one's immediate kin and extended family, all of whom are all treated as close kin. In rural areas, these groups tend to live close together and join in work efforts. In the towns and cities, they tend to be more widely dispersed. Each kin group (lenyol means family), normally recognizes a common male ancestor who lived several generations ago and founded the family. Following the teaching of Islam, the Fulani allow a man up to 4 wives. However, a man is to only take additional wives if he is able to support them. In the rural areas it is typical for a young man of 18 - 22 to marry as he is able to acquire the finances needed
-Pulaaku (ethics/ politeness) is the code of behavior that most strikingly sets the Fulani apart from other peoples. It is the ethic or soul of "Fulani-ness", and involves complex rules of interaction within Fulani society. It puts high value on self-control, modesty, and reserve within a particular understanding of shame and respect. Pulaaku prevents a Fulani from expressing need or discomfort or from showing emotion. The Fulani language, Fulfulde, and their songs, stories and proverbs, all express and reinforce the centrality of Pulaaku within Fulani culture and identity.
-As children grow up they learn to have a particular kind of relationship with their bodies, one which links their sense of their own masculinity with the ancestral traditions of Fulani. They will wait until the auspicious moment to perform important initiations such as circumcision, sharo, and cattle herding.

Babba Sadou Songs

Fulbe Music

West African Fulani Songs

Hausa-Fulani Songs