CHAPTER ONE
INTRODUCTION
1.0.1 Civic Education
Societies have long had an interest in the ways in which their young are prepared for citizenship and in how they learn to take part in civic life. Today that interest might better be described as a concern-in fact as a growing concern, particularly in democratic societies. There is evidence aplenty that no country, including our own Nigeria, has achieved the level of understanding and acceptance of the rights and responsibilities among the totality of its citizens that is required for the maintenance and improvement of any constitutional democracy.
Nigerians should realize that civic education is essential to sustain our constitutional democracy. The habits of the mind, as well as "habits of the heart," the dispositions that inform the democratic ethos, are not inherited. As Alexis de Tocqueville pointed out, each new generation is a new people that must acquire the knowledge, learn the skills, and develop the dispositions or traits of private and public character that undergird a constitutional democracy. Those dispositions must be fostered and nurtured by word and study and by the power of example.
Civic education, therefore, is-or should be-a prime concern. There is no more important task than the development of an informed, effective, and responsible citizenry. Democracies are sustained by citizens who have the requisite knowledge, skills, and dispositions. Absent a reasoned commitment on the part of its citizens to the fundamental values and principles of democracy, a free and open society cannot succeed. It is imperative, therefore, that educators, policymakers, and members of civil society make the case and ask for the support of civic education from all segments of society and from the widest range of institutions and governments.
What is Civic Education?
Civic Education in a democracy is education in self-government. Democratic self-government means that citizens are actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be attained when all persons alike share in the government to the utmost." In other words, the ideals of democracy are most completely realized when every member of the political community shares in its governance.
Civic education informs the citizens of their rights. These rights are categorized under;
• Personal rights such as freedom of thought, conscience, expression, and association and freedom of residence, movement, and travel.
• Political rights such as freedom of speech, press, assembly, and petition, as well as the right to vote and run for public office.
• Economic rights such as the right to acquire, use and transfer property, to choose one's work or change employment, to join a labor union or a professional organization, to establish and operate a business, to obtain a copyright or patent, and to enter lawful contracts.
A tort, in common law jurisdictions, is a civil wrong that unfairly causes someone else to suffer loss or harm resulting in legal liability for the person who commits the tortious act, called a tortfeasor.
There is a need to effectively annex trending learning technology such as E-learning to spread this awareness.
1.0.2 E-Learning
While the term “e-learning” has been thrown around quite a lot in recent years, many are still unaware of what it actually means and how it can help them achieve success in both their professional and personal lives.
When it comes to education, the model has been pretty straight forward - up until the early ‘00s education was in a classroom of students with a teacher who led the process. Physical presence was a no-brainer, and any other type of learning was questionable at best. Then the computer evolution happened and it radically changed the learning landscape. In essence, e-learning is a computer based educational tool or system that enables one to learn anywhere and at any time. Today e-learning is mostly delivered through the internet, although in the past it was delivered using a blend of computer-based methods like CD-ROM.
There is a plethora of different e-learning systems (otherwise known as Learning Management Systems, or LMSs for short) and methods, which provides the learners with the ability to fit learning around their lifestyles, effectively allowing even the busiest person to further a career and gain new qualifications.
E-learning is a multi-faceted phenomenon which comprises intertwined social and technical dimensions that can be viewed for effects at individual, group and communal levels. Effects are more than pedagogical. As e-learning leaves the classroom and is found anywhere, anytime and with anyone, for education, work and leisure, it becomes woven into the fabric of everyday life and thus becomes a social and sociological concern.
1.1 Background of the Study
Though Africa is a late-starter as far as e-learning is concerned, of late, the volume of students enrolling for e-learning courses is on the increase as more various institutions adopt this new method of awareness. While this is a healthy sign of an ICT driven society, a literature review which considered all categories of e-learning systems including learners with special needs in the visual, hearing or cognitive disabilities has shown that there is no detailed e-learning assessment process that adapts to all teaching contexts, encompasses the needed assessment dimensions and their criteria ( Latifa et al).
E-learning can offer great opportunities to students, including those with disabilities, but still few practitioners know exactly how to make it accessible. Although there are many technical standards and specifics to make e-learning platforms accessible, the pedagogical and didactic perspective of accessibility is not enough studied; disabled students can access to the e-learning platform but not to contents, resources, activities, and collaboration and interaction tool. When we talk about accessibility we refer to typical didactical contents for example a graph, a diagram, an image or a table. They form a critical didactical content for learner with cognitive disabilities. “Accessibility is defined as meaning that people with disabilities have access” (COM 2000).
There is a need for the widespread of e-learning in our society, a consolidated assessment methodology for e-learning systems that can be used to orientate or educate the general public of their civic rights and responsibility. Coupled with the increasing concern for civic education, it is therefore important and of great necessity to have a multimedia-based e-learning system that is accessible to all categories of learners. This is especially necessary because e-learning is the fastest and trending education technology.
Multimedia-Based E-learning system is the focus of this research project with particular interest in Civic education of tortious acts.
1.2 Statement of the Problem
There is a high level of civic ignorance in the society, even amidst the elite. E-learning technology has not been fully annexed to orientate the public on their civic responsibilities.
There is therefore, a need for a Multimedia-based E-learning System that tackles the problems of civic unawareness by effectively utilizing the strength of multimedia in online learning.
1.3 Aim And Objectives Of The Study
The aim of this Study is to develop a Multimedia-based E-learning System for Civic Education of tortious acts.
The objectives of this study are to:
1. To design a Multimedia based E-learning System that focuses on civic education of tortious acts.
2. To implement a prototype of the E-learning system.
1.4 Significance of the Study
The E-learningSystem can be of immense benefit to all and sundry. The inclusion of multimedia in online learning which focuses on the civic education of tortious acts can greatly influence the level of understanding of citizens’ rights. A few of the significance of the study are listed below:
Improved learning: Multimedia included in e-learning lessons actually improves learning by adapting to the peculiarities of the users
Accessibility: harnessing the power of Multimedia provides an accessible content delivery to all, especially special learners.
Widespread awareness: emphasis on Multimedia-based E-learning which focuses on civic education of tortious acts allows for widespread awareness and education of tortious acts , and how to deal with them among especially among citizens across all sphere of life.
1.5 Scope and Limitations of the Project
This study focuses on the education of some tortious acts common in the Nigerian society. The implementation focus of the study effectively utilize Multimedia to educate on basic civil rights of the Nigerian citizen. The system will focus on teaching and assessment.
1.6 Definition of Terms
E-Learning: learning conducted via electronic media, especially via the internet.
Methodology: a method or organizing principle underlying an area of study.
Graphics: the presentation of information in form of pictures, diagrams, symbols and moving objects.
Multimedia: the combined use of several media, as sound and full-motion video in computer application.
INTRODUCTION
1.0.1 Civic Education
Societies have long had an interest in the ways in which their young are prepared for citizenship and in how they learn to take part in civic life. Today that interest might better be described as a concern-in fact as a growing concern, particularly in democratic societies. There is evidence aplenty that no country, including our own Nigeria, has achieved the level of understanding and acceptance of the rights and responsibilities among the totality of its citizens that is required for the maintenance and improvement of any constitutional democracy.
Nigerians should realize that civic education is essential to sustain our constitutional democracy. The habits of the mind, as well as "habits of the heart," the dispositions that inform the democratic ethos, are not inherited. As Alexis de Tocqueville pointed out, each new generation is a new people that must acquire the knowledge, learn the skills, and develop the dispositions or traits of private and public character that undergird a constitutional democracy. Those dispositions must be fostered and nurtured by word and study and by the power of example.
Civic education, therefore, is-or should be-a prime concern. There is no more important task than the development of an informed, effective, and responsible citizenry. Democracies are sustained by citizens who have the requisite knowledge, skills, and dispositions. Absent a reasoned commitment on the part of its citizens to the fundamental values and principles of democracy, a free and open society cannot succeed. It is imperative, therefore, that educators, policymakers, and members of civil society make the case and ask for the support of civic education from all segments of society and from the widest range of institutions and governments.
What is Civic Education?
Civic Education in a democracy is education in self-government. Democratic self-government means that citizens are actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be attained when all persons alike share in the government to the utmost." In other words, the ideals of democracy are most completely realized when every member of the political community shares in its governance.
Civic education informs the citizens of their rights. These rights are categorized under;
• Personal rights such as freedom of thought, conscience, expression, and association and freedom of residence, movement, and travel.
• Political rights such as freedom of speech, press, assembly, and petition, as well as the right to vote and run for public office.
• Economic rights such as the right to acquire, use and transfer property, to choose one's work or change employment, to join a labor union or a professional organization, to establish and operate a business, to obtain a copyright or patent, and to enter lawful contracts.
A tort, in common law jurisdictions, is a civil wrong that unfairly causes someone else to suffer loss or harm resulting in legal liability for the person who commits the tortious act, called a tortfeasor.
There is a need to effectively annex trending learning technology such as E-learning to spread this awareness.
1.0.2 E-Learning
While the term “e-learning” has been thrown around quite a lot in recent years, many are still unaware of what it actually means and how it can help them achieve success in both their professional and personal lives.
When it comes to education, the model has been pretty straight forward - up until the early ‘00s education was in a classroom of students with a teacher who led the process. Physical presence was a no-brainer, and any other type of learning was questionable at best. Then the computer evolution happened and it radically changed the learning landscape. In essence, e-learning is a computer based educational tool or system that enables one to learn anywhere and at any time. Today e-learning is mostly delivered through the internet, although in the past it was delivered using a blend of computer-based methods like CD-ROM.
There is a plethora of different e-learning systems (otherwise known as Learning Management Systems, or LMSs for short) and methods, which provides the learners with the ability to fit learning around their lifestyles, effectively allowing even the busiest person to further a career and gain new qualifications.
E-learning is a multi-faceted phenomenon which comprises intertwined social and technical dimensions that can be viewed for effects at individual, group and communal levels. Effects are more than pedagogical. As e-learning leaves the classroom and is found anywhere, anytime and with anyone, for education, work and leisure, it becomes woven into the fabric of everyday life and thus becomes a social and sociological concern.
1.1 Background of the Study
Though Africa is a late-starter as far as e-learning is concerned, of late, the volume of students enrolling for e-learning courses is on the increase as more various institutions adopt this new method of awareness. While this is a healthy sign of an ICT driven society, a literature review which considered all categories of e-learning systems including learners with special needs in the visual, hearing or cognitive disabilities has shown that there is no detailed e-learning assessment process that adapts to all teaching contexts, encompasses the needed assessment dimensions and their criteria ( Latifa et al).
E-learning can offer great opportunities to students, including those with disabilities, but still few practitioners know exactly how to make it accessible. Although there are many technical standards and specifics to make e-learning platforms accessible, the pedagogical and didactic perspective of accessibility is not enough studied; disabled students can access to the e-learning platform but not to contents, resources, activities, and collaboration and interaction tool. When we talk about accessibility we refer to typical didactical contents for example a graph, a diagram, an image or a table. They form a critical didactical content for learner with cognitive disabilities. “Accessibility is defined as meaning that people with disabilities have access” (COM 2000).
There is a need for the widespread of e-learning in our society, a consolidated assessment methodology for e-learning systems that can be used to orientate or educate the general public of their civic rights and responsibility. Coupled with the increasing concern for civic education, it is therefore important and of great necessity to have a multimedia-based e-learning system that is accessible to all categories of learners. This is especially necessary because e-learning is the fastest and trending education technology.
Multimedia-Based E-learning system is the focus of this research project with particular interest in Civic education of tortious acts.
1.2 Statement of the Problem
There is a high level of civic ignorance in the society, even amidst the elite. E-learning technology has not been fully annexed to orientate the public on their civic responsibilities.
There is therefore, a need for a Multimedia-based E-learning System that tackles the problems of civic unawareness by effectively utilizing the strength of multimedia in online learning.
1.3 Aim And Objectives Of The Study
The aim of this Study is to develop a Multimedia-based E-learning System for Civic Education of tortious acts.
The objectives of this study are to:
1. To design a Multimedia based E-learning System that focuses on civic education of tortious acts.
2. To implement a prototype of the E-learning system.
1.4 Significance of the Study
The E-learningSystem can be of immense benefit to all and sundry. The inclusion of multimedia in online learning which focuses on the civic education of tortious acts can greatly influence the level of understanding of citizens’ rights. A few of the significance of the study are listed below:
Improved learning: Multimedia included in e-learning lessons actually improves learning by adapting to the peculiarities of the users
Accessibility: harnessing the power of Multimedia provides an accessible content delivery to all, especially special learners.
Widespread awareness: emphasis on Multimedia-based E-learning which focuses on civic education of tortious acts allows for widespread awareness and education of tortious acts , and how to deal with them among especially among citizens across all sphere of life.
1.5 Scope and Limitations of the Project
This study focuses on the education of some tortious acts common in the Nigerian society. The implementation focus of the study effectively utilize Multimedia to educate on basic civil rights of the Nigerian citizen. The system will focus on teaching and assessment.
1.6 Definition of Terms
E-Learning: learning conducted via electronic media, especially via the internet.
Methodology: a method or organizing principle underlying an area of study.
Graphics: the presentation of information in form of pictures, diagrams, symbols and moving objects.
Multimedia: the combined use of several media, as sound and full-motion video in computer application.
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