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
Wednesday, September 23, 2009
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.
Wednesday, September 9, 2009
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
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
Tuesday, September 1, 2009
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
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
Saturday, August 29, 2009
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.
-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.
Saturday, August 22, 2009
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About Me
- Teaching-Learning
- I am working with Defense Language Institute at Monterey Bay. I have received my education in Sudan, Yemen and America. I have got MA in educational technology, 2010 at Chapman university, Monterey City California and Post master at the University of North Carolina at Greensboro. (UNCG). in 2004and MBA in Sudan in 1998. I got American citizenship in August 2008. I am married; I have five children , two in college and one in high school.Suheil still early grade one and Suheib is a baby of three years old, playing at home. My email address is assiraiwoo@yahoo.com. Phone number is 8312246829.