Building mathematics cellular phone learning communities

Directory of Open Access Journals (Sweden)

Wajeeh M. Daher

2011-04-01

Full Text Available Researchers emphasize the importance of maintaining learning communities and environments. This article describes the building and nourishment of a learning community, one comprised of middle school students who learned mathematics out-of-class using the cellular phone. The building of the learning community was led by three third year pre-service teachers majoring in mathematics and computers. The pre-service teachers selected thirty 8th grade students to learn mathematics with the cellular phone and be part of a learning community experimenting with this learning. To analyze the building and development stages of the cellular phone learning community, two models of community building stages were used; first the team development model developed by Tuckman (1965, second the life cycle model of a virtual learning community developed by Garber (2004. The research findings indicate that a learning community which is centered on a new technology has five 'life' phases of development: Pre-birth, birth, formation, performing, and maturity. Further, the research finding indicate that the norms that were encouraged by the preservice teachers who initiated the cellular phone learning community resulted in a community which developed, nourished and matured to be similar to a community of experienced applied mathematicians who use mathematical formulae to study everyday phenomena.

A Longitudinal Assessment of an Initial Cohort in a Psychology Learning Community

Science.gov (United States)

Buch, Kim; Spaulding, Sue

2008-01-01

Discipline-based learning communities have become a popular strategy for improving student performance and satisfaction. This article describes the goals and features of a university-based, first-year psychology learning community (PLC) implemented in Fall 2003. We also report the results of a longitudinal assessment of the impact of the PLC on…

Community action research track: Community-based participatory research and service-learning experiences for medical students.

Science.gov (United States)

Gimpel, Nora; Kindratt, Tiffany; Dawson, Alvin; Pagels, Patti

2018-04-01

Community-based participatory research (CBPR) and service-learning are unique experiential approaches designed to train medical students how to provide individualized patient care from a population perspective. Medical schools in the US are required to provide support for service-learning and community projects. Despite this requirement, few medical schools offer structured service-learning. We developed the Community Action Research Track (CART) to integrate population medicine, health promotion/disease prevention and the social determinants of health into the medical school curriculum through CBPR and service-learning experiences. This article provides an overview of CART and reports the program impact based on students' participation, preliminary evaluations and accomplishments. CART is an optional 4‑year service-learning experience for medical students interested in community health. The curriculum includes a coordinated longitudinal program of electives, community service-learning and lecture-based instruction. From 2009-2015, 146 CART students participated. Interests in public health (93%), community service (73%), primary care (73%), CBPR (60%) and community medicine (60%) were the top reasons for enrolment. Significant improvements in mean knowledge were found when measuring the principles of CBPR, levels of prevention, determining health literacy and patient communication strategies (all p's Projects were disseminated by at least 65 posters and four oral presentations at local, national and international professional meetings. Six manuscripts were published in peer-reviewed journals. CART is an innovative curriculum for training future physicians to be community-responsive physicians. CART can be replicated by other medical schools interested in offering a longitudinal CBPR and service-learning track in an urban metropolitan setting.

What's the VALUE of Information Literacy? Comparing Learning Community and Non-Learning Community Student Learning Outcomes

Science.gov (United States)

Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.

2016-01-01

Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…

Professional Learning in Unlikely Spaces: Social Media and Virtual Communities as Professional Development

Directory of Open Access Journals (Sweden)

Kathleen P. King

2011-12-01

Full Text Available In this case study, results demonstrate that an individual’s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individual’s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phenomenon. The significance of the research includes purposefully facilitating professional learning through informal learning contexts, including social media and online communities beyond technology-centric fields. Discussion and recommendations include using social media and virtual communities as instructional strategies for graduate studies and continued learning beyond formal education.

Community Based Learning and Civic Engagement: Informal Learning among Adult Volunteers in Community Organizations

Science.gov (United States)

Mundel, Karsten; Schugurensky, Daniel

2008-01-01

Many iterations of community based learning employ models, such as consciousness raising groups, cultural circles, and participatory action research. In all of them, learning is a deliberate part of an explicit educational activity. This article explores another realm of community learning: the informal learning that results from volunteering in…

Facilitating communities in designing and using their own community health impact assessment tool

International Nuclear Information System (INIS)

Cameron, Colleen; Ghosh, Sebanti; Eaton, Susan L.

2011-01-01

Reducing health inequities and improving the health of communities require an informed public that is aware of the social determinants of health and how policies and programs have an impact on the health of their communities. People Assessing Their Health (PATH) is a process that uses community-driven health impact assessment to build the capacity of people to become active participants in the decisions that affect the well-being of their community. The PATH process is both a health promotion and a community development approach that builds people's ability to bring critical analysis to a situation and to engage in effective social action to bring about desired change. Because it increases analytical skills and provides communities with their own unique tool to assess the potential impact of projects, programs or policies on the health and well-being of their community it is an empowering process. PATH was originally used in three communities in northeastern Nova Scotia, Canada in 1996 when the Canadian health care system was being restructured to a more decentralized system. Since then it has been used in other communities in Nova Scotia and India. This paper will describe the PATH process and the use of the community health impact assessment as well as the methodology used in the PATH process. The lessons learned from PATH's experiences of building capacity among the community in Canada and India will be presented.

Impacts of Sustained Institutional Participation in Service-Learning: Perspectives from faculty, staff and administrators

Directory of Open Access Journals (Sweden)

Amanda L. Vogel

2011-11-01

Full Text Available The movement for greater civic engagement in higher education in the United States has taken hold across the core academic missions of teaching, research and service. One manifestation of this movement has been growing participation in service-learning, a teaching method grounded in community-university partnerships in which students provide services that simultaneously address community-identified concerns and meet key learning objectives. In order to assess the benefits of long-term sustained institutional involvement in service-learning, in 2007–2008 we interviewed 23 faculty members, staff and administrators from 16 academic institutions that had participated in a national demonstration program for service-learning, which ended in 1998. We found that 15 of these institutions had sustained service-learning to some degree and 12 had integrated service-learning into the curriculum, with varying degrees of institutional support. Interview participants described five main impacts of their institutions’ sustained participation in service-learning: 1 increased community engagement and community-engaged scholarship, and increased valuation of both, among participating faculty members; 2 greater capacity for community-university partnerships among academic and community partners; 3 improved community-university relations; 4 diffusion of service-learning and/or principles of community-university partnerships to other departments and schools; and 5 recruitment of students seeking community engagement opportunities. This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty, and increase community-engaged activities at participating academic institutions. These findings suggest that funding agencies, faculty members and academic administrators can use service-learning as a strategy to foster a

Experiencing community psychology through community-based learning class projects: reflections from an American University in the Middle East.

Science.gov (United States)

Amer, Mona M; Mohamed, Salma N; Ganzon, Vincent

2013-01-01

Many introductory community psychology courses do not incorporate community-based learning (CBL), and when they do, it is most often in the form of individualized volunteer hours. We present an alternative model for CBL in which the entire class collaborates on an experiential project that promotes community action. We believe that such an approach better embodies the values and methods of the discipline and has a more powerful impact on the students and stakeholders. It may be especially effective in developing countries that do not have an established network of service infrastructures; in such nations the onus is on the teachers and learners of community psychology to contribute to transformative change. In this article practical guidelines are provided by the instructor regarding how to structure and implement this CBL model. Additionally, two students describe how the CBL experience solidified their learning of course concepts and significantly impacted them personally.

Collaborative distance learning: Developing an online learning community

Science.gov (United States)

Stoytcheva, Maria

2017-12-01

The method of collaborative distance learning has been applied for years in a number of distance learning courses, but they are relatively few in foreign language learning. The context of this research is a hybrid distance learning of French for specific purposes, delivered through the platform UNIV-RcT (Strasbourg University), which combines collaborative activities for the realization of a common problem-solving task online. The study focuses on a couple of aspects: on-line interactions carried out in small, tutored groups and the process of community building online. By analyzing the learner's perceptions of community and collaborative learning, we have tried to understand the process of building and maintenance of online learning community and to see to what extent the collaborative distance learning contribute to the development of the competence expectations at the end of the course. The analysis of the results allows us to distinguish the advantages and limitations of this type of e-learning and thus evaluate their pertinence.

Experience Learning and Community Development

Directory of Open Access Journals (Sweden)

Nena Mijoč

1996-12-01

Full Text Available Research in the field of education, carried out in living and working environment, which has undergone so profound changes recently, is of extreme importance. In schools, courses and seminars, one cannot prepare him/herself for the changes as these are often so rapid that it is impossible to foresee them. Therefore, one can only learn by experience. In defining the term 'experience learning', the teoreticians vary greatly. In this paper, experience learning is understood as a process of learning taking part mainly outside the planned educational process and including an active and participative attitude towards environment and people. Original and direct experience can thus serve as a basis for gaining new comprehensions, for planning future activities as well as for a reinterpretation of the past experiences. Let us first mention the basic factors of successful experience learning, such as an individual's character features, possibilities for learning, learning atmosphere and positive stimulations. It has been estimated that local community can increase or decrease the possibilities for experience learning. However, the relation is active in other direction too: the more experience learning bas been asserted in a community, the greater its influence on social and cultural development of the community. On has to bear in mind that well-planned education for local community and stimulating sociocultural animation can facilitate the development of local community.

Broadening the Learning Community Experience: An Outdoor Orientation Program's Impact on Engagement, Persistence, and Retention

Science.gov (United States)

Nolan, Christy David

2013-01-01

The Keystone Learning Community was implemented by the Department of Campus Recreation to address retention at the institution. This learning community for incoming freshmen consists of two phases. Phase I is as an outdoor orientation program that includes a three day, two night canoeing and camping experience lead by upperclassmen leaders.…

Building global learning communities

Directory of Open Access Journals (Sweden)

Averill Gordon

2013-09-01

Full Text Available Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning communities around a community of practice of learning researchers and practitioners. The results include the development of a framework for utilising mobile social media to support collaborative curriculum development across international boundaries. We conclude that this framework is potentially transferrable to a range of educational contexts where the focus is upon student-generated mobile social media projects.

Toward a Social Approach to Learning in Community Service Learning

Science.gov (United States)

Cooks, Leda; Scharrer, Erica; Paredes, Mari Castaneda

2004-01-01

The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and…

BIG DATA AND E-LEARNING: THE IMPACT ON THE FUTURE OF LEARNING INDUSTRY

Directory of Open Access Journals (Sweden)

Valentin PAU

2015-11-01

Full Text Available In nowadays, one of the most interesting aspects of e-Learning is that he is continuously evolving, where, the big data architecture represents an important component over which the e-Learning communities has stopped more and more. In our work paper we will analyze the technological benefits of the big data concept and the impact on the future of e-Learning but also we will mention the critical aspects regarding the integrity of the data.

The Learning Community.

Science.gov (United States)

Boo, Mary Richardson; Decker, Larry E.

This guide to community education offers strategies and suggestions for responding to the call for more community involvement in partnership efforts that will benefit education and society. First, a brief introduction summarizes the philosophy of community education, defining it as a belief that learning is lifelong and that self-help efforts…

E-Model for Online Learning Communities.

Science.gov (United States)

Rogo, Ellen J; Portillo, Karen M

2015-10-01

The purpose of this study was to explore the students' perspectives on the phenomenon of online learning communities while enrolled in a graduate dental hygiene program. A qualitative case study method was designed to investigate the learners' experiences with communities in an online environment. A cross-sectional purposive sampling method was used. Interviews were the data collection method. As the original data were being analyzed, the researchers noted a pattern evolved indicating the phenomenon developed in stages. The data were re-analyzed and validated by 2 member checks. The participants' experiences revealed an e-model consisting of 3 stages of formal learning community development as core courses in the curriculum were completed and 1 stage related to transmuting the community to an informal entity as students experienced the independent coursework in the program. The development of the formal learning communities followed 3 stages: Building a Foundation for the Learning Community, Building a Supportive Network within the Learning Community and Investing in the Community to Enhance Learning. The last stage, Transforming the Learning Community, signaled a transition to an informal network of learners. The e-model was represented by 3 key elements: metamorphosis of relationships, metamorphosis through the affective domain and metamorphosis through the cognitive domain, with the most influential element being the affective development. The e-model describes a 4 stage process through which learners experience a metamorphosis in their affective, relationship and cognitive development. Synergistic learning was possible based on the interaction between synergistic relationships and affective actions. Copyright © 2015 The American Dental Hygienists’ Association.

Community impact management

International Nuclear Information System (INIS)

Baril, R.G.

1983-01-01

Industrial expansion, whether for resource extraction, refining, production or distribution and particularly the construction of energy facilities, usually has many effects on communities. In the early 1970s, as more experience was gained with large projects and as communities became more sensitive to their needs and rights, the negative effects of projects gained some prominence. Communities questioned whether it was in their best interest to accept changes that large corporations would impose on them. It is in this context that Ontario Hydro, in 1977, set up the first of four community impact agreements for the construction of generating stations. This paper discusses these community impact agreements and how they have become the framework for the management of community impacts. Also, the paper discusses a model for compensating social impacts

The Impact of an Interdisciplinary Learning Community Course on Pseudoscientific Reasoning in First-Year Science Students

Science.gov (United States)

Franz, Timothy M.; Green, Kris H.

2013-01-01

This case study examined the development and evaluation of an interdisciplinary first-year learning community designed to stimulate scientific reasoning and critical thinking. Designed to serve the needs of scholarship students majoring in mathematics and natural sciences, the six-credit learning community course was writing-intensive and…

College Teaching and Community Outreaching: Service Learning in an Obesity Prevention Program

Science.gov (United States)

Himelein, Melissa; Passman, Liz; Phillips, Jessica M.

2010-01-01

Background: Service learning can enrich students' knowledge, skills and commitment to occupational goals while positively affecting communities. Undergraduate students in a course on obesity engaged in service learning by assisting with a family-based obesity prevention program, Getting Into Fitness Together (GIFT). Purpose: The impact of GIFT on…

A Professional Learning Community Journey

Directory of Open Access Journals (Sweden)

Diana Maliszewski

2008-06-01

Full Text Available Four teachers (three classroom teachers and a teacher-librarian explain how their school applied a professional learning community framework to its operational practices. They discuss the process, the benefits, and the challenges of professional learning communities.

Learning Communities for University Students At-Risk of School Failure: Can They Make a Difference?

Science.gov (United States)

Tharp, Terri J.

2009-01-01

This study investigated the impact of learning communities on the academic success of university students at-risk of academic failure. The effects of learning communities (LC) at Middle Tennessee State University (MTSU) on cumulative GPAs, retention rates, and earned cumulative hours of students with ACT sub-scores of 17 or 18 in math who were…

Analysis of the Carnegie Classification of Community Engagement: Patterns and Impact on Institutions

Science.gov (United States)

Driscoll, Amy

2014-01-01

This chapter describes the impact that participation in the Carnegie Classification for Community Engagement had on the institutions of higher learning that applied for the classification. This is described in terms of changes in direct community engagement, monitoring and reporting on community engagement, and levels of student and professor…

Community Learning and University Policy: An Inner-City University Goes Back to School

Directory of Open Access Journals (Sweden)

Lloyd Axworthy

2016-05-01

Full Text Available For at least a decade now, the University of Winnipeg (U of W, an urban institution on Treaty One land in the heart of the Métis Nation, has challenged existing academic models and practices, and has incorporated strategies that address the social divide between Indigenous and non-Indigenous peoples in order to more effectively serve the learning needs of its surrounding community. This article demonstrates how an inner-city university has used internal policies and programs to help support the self-determination of Indigenous peoples. Six community learning initiatives were recently evaluated for impact. This article will provide an overview of the positive outcomes of these learning initiatives on a community of underrepresented learners.

Evaluation of the Implementation of Professional Learning Communities and the Impact on Student Achievement

Science.gov (United States)

Bostic, Cristi M.

2013-01-01

This dissertation evaluated the implementation of professional learning communities in a large suburban school district in North Carolina. The presence of shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions for relationships, and supportive conditions for…

Professional Learning in Unlikely Spaces: Social Media and Virtual Communities as Professional Development

OpenAIRE

Kathleen P. King

2011-01-01

In this case study, results demonstrate that an individual’s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individual’s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phe...

Evaluating the Impacts of Professional Development: A Mixed Method Study of Adult Education Learning Communities

Science.gov (United States)

Dilworth, Jessica S.

2010-01-01

Adult education programs providing classes to students preparing for high school equivalency and learning English that demonstrate characteristics of learning organizations may be better able to thrive when confronted with less-than-ideal circumstances. Many of these programs organize adult educators into learning communities as the context for…

The Negative Impact of Community Stressors on Learning Time: Examining Inequalities between California High Schools

Science.gov (United States)

Mirra, Nicole; Rogers, John

2015-01-01

Allocated classroom time is not the same as time available for learning--a host of economic and social stressors undermine learning time in schools serving low-income students. When time is limited, it is hard to meet rigorous learning standards. The challenge is compounded in high-poverty schools where community stressors place additional demands…

From Innovation to Impact at Scale: Lessons Learned from a Cluster of Research-Community Partnerships

Science.gov (United States)

Schindler, Holly S.; Fisher, Philip A.; Shonkoff, Jack P.

2017-01-01

This paper presents a description of how an interdisciplinary network of academic researchers, community-based programs, parents, and state agencies have joined together to design, test, and scale a suite of innovative intervention strategies rooted in new knowledge about the biology of adversity. Through a process of co-creation, collective pilot-testing, and the support of a measurement and evaluation hub, the Washington State Innovation Cluster is using rapid cycle, iterative learning to elucidate differential impacts of interventions designed to build child and caregiver capacities and address the developmental consequences of socioeconomic disadvantage. Key characteristics of the Innovation Cluster model are described and an example is presented of a video-coaching intervention that has been implemented, adapted, and evaluated through this distinctive, collaborative process. PMID:28777436

Learning and Best Practices for Learning in Open-Source Software Communities

Science.gov (United States)

Singh, Vandana; Holt, Lila

2013-01-01

This research is about participants who use open-source software (OSS) discussion forums for learning. Learning in online communities of education as well as non-education-related online communities has been studied under the lens of social learning theory and situated learning for a long time. In this research, we draw parallels among these two…

A "Fine Balance" in Truth and Fiction: Exploring Globalization's Impacts on Community and Implications for Adult Learning in Rohinton Mistry's Novel and Related Literature

Science.gov (United States)

Jubas, Kaela

2005-01-01

Globalization continues to interest researchers and practitioners as it unfolds around us. This article contributes to the analysis of globalization's discourse, objectives and outcomes, by exploring the impact of globalization on community and its implications for adult learning. Using selected themes from a work of fiction to frame this…

THE SCHOOL AS A LEARNING COMMUNITY

Directory of Open Access Journals (Sweden)

Cintya Arely Hernández-López

2015-07-01

Full Text Available In the present study is to weight the learning communities, starting to know the approach that has a school in the Chihuahua state to become a learning community, expecting describe how the school gathers the elements to operate as such. The method that was in use was the study of case, resting on the technologies of observation, interview and survey, same that complemented each other with the information that came from the survey and from the analysis of the “portafolio”. The case of study though it presents characteristics that demonstrate inside a community of learning as quality, collaborative work however the institution does not possess the opening and the participation of the involved ones, being an obstacle for the consolidation and benefit of the educational community; ith what there meets distant the possibility that this politics to turn to the school in a community of learning could be consolidate.

Professional Learning Community Process in the United States: Conceptualization of the Process and District Support for Schools

Science.gov (United States)

Olivier, Dianne F.; Huffman, Jane B.

2016-01-01

As the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US,…

Professional/Peer-Learning Community: Impacts on Workplace Training at Bangkok Metropolitan Administration (BMA) Schools

Science.gov (United States)

Phusavat, Kongkiti Peter; Delahunty, David; Kess, Pekka; Kropsu-Vehkapera, Hanna

2017-01-01

Purpose: The study aims to examine the issues relating to workplace learning at the upper secondary school level. This study is based on the two questions. How should the professional/peer-learning community or PLC be developed and deployed to help strengthen in-service teacher training? The second question is what are the success factors which…

Addressing Cultural Competency in Pharmacy Education through International Service Learning and Community Engagement

Directory of Open Access Journals (Sweden)

Rosemin Kassam

2013-08-01

Full Text Available This paper describes the design, implementation and evaluation of a course in international service learning and community engagement for pharmacy undergraduate students. The course offered students opportunities to cultivate cultural competency in an international setting foreign to their own—Sub-Saharan Africa. The experience consisted of pre-departure preparation seminars followed by subsequent community immersion to experience, explore and confront personal attitudes and perceptions. A key feature of this course was its emphasis on a continuing cycle of learning, community engagement and reflection. Three students participated, a near-maximum cohort. Their daily self-reflections were qualitatively analyzed to document the impact of their cultural learning and experiences and revealed meaningful learning in the domains of self-assessment and awareness of their personal and professional culture, exposure to a participatory health delivery model involving the patient, the community and a multidisciplinary team and opportunities to engage in patient care in a different cultural setting. This proof-of-concept course provided students with experiences that were life-changing on both personal and professional levels and confirmed the viability and relevance of international service learning for the pharmacy field within its university-wide mandate.

Deinstitutionalization: Its Impact on Community Mental Health Centers and the Seriously Mentally Ill

Science.gov (United States)

Kliewer, Stephen P.; McNally Melissa; Trippany, Robyn L.

2009-01-01

Deinstitutionalization has had a significant impact on the mental health system, including the client, the agency, and the counselor. For clients with serious mental illness, learning to live in a community setting poses challenges that are often difficult to overcome. Community mental health agencies must respond to these specific needs, thus…

Analyzing Learning in Professional Learning Communities: A Conceptual Framework

Science.gov (United States)

Van Lare, Michelle D.; Brazer, S. David

2013-01-01

The purpose of this article is to build a conceptual framework that informs current understanding of how professional learning communities (PLCs) function in conjunction with organizational learning. The combination of sociocultural learning theories and organizational learning theories presents a more complete picture of PLC processes that has…

Building Learning Communities: Foundations for Good Practice

Science.gov (United States)

Davies, Alison; Ramsay, Jill; Lindfield, Helen; Couperthwaite, John

2005-01-01

The School of Health Sciences at the University of Birmingham provided opportunities for the development of student learning communities and online resources within the neurological module of the BSc Physiotherapy degree programme. These learning communities were designed to facilitate peer and independent learning in core aspects underpinning…

The Use of Economic Impact Studies as a Service Learning Tool in Undergraduate Business Programs

Science.gov (United States)

Misner, John M.

2004-01-01

This paper examines the use of community based economic impact studies as service learning tools for undergraduate business programs. Economic impact studies are used to measure the economic benefits of a variety of activities such as community redevelopment, tourism, and expansions of existing facilities for both private and public producers.…

Twenty-First Century Learning: Communities, Interaction and Ubiquitous Computing

Science.gov (United States)

Leh, Amy S.C.; Kouba, Barbara; Davis, Dirk

2005-01-01

Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and…

Learning to Learn: A Hidden Dimension within Community Dance Practice

Science.gov (United States)

Barr, Sherrie

2013-01-01

This article explores ways of learning experienced by university dance students participating in a community dance project. The students were unfamiliar with community-based practices and found themselves needing to remediate held attitudes about dance. How the students came to approach their learning within the dance-making process drew on…

Teaching & Learning for International Students in a 'Learning Community': Creating, Sharing and Building Knowledge

Directory of Open Access Journals (Sweden)

Linzi Kemp, PhD

2010-08-01

Full Text Available This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a learning community approach to teaching, educators can ensure that students gain workplace skills such as collaboration, creativity, critical thinking, and problem solving. In this case study, it is shown how an active learning community, introduced into a blended teaching environment (face-to-face and virtual, effectively supported international undergraduates in the building of knowledge and workplace skills.

Improving the quality of learning in science through optimization of lesson study for learning community

Science.gov (United States)

Setyaningsih, S.

2018-03-01

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

The Prevalence of Neuromyths in Community College: Examining Community College Students' Beliefs in Learning Styles and Impacts on Perceived Academic Locus of Control

Science.gov (United States)

Palis, Leila Ann

2016-01-01

It was not known if and to what extent there was a relationship between the degree to which community college students believed that learning was enhanced when teachers tailored instruction to individual learning styles and student perceived academic locus of control (PAC). Learning styles theory and locus of control theory formed the theoretical…

Virtual Communities of Collaborative Learning for Higher Education

Directory of Open Access Journals (Sweden)

Gilda E. Sotomayor

2014-11-01

Full Text Available This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have come under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work of professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, wich are necessary to build the Knowledge Society.

Enhancing project-oriented learning by joining communities of practice and opening spaces for relatedness

Science.gov (United States)

Pascual, R.

2010-03-01

This article describes an extension to project-oriented learning to increase social construction of knowledge and learning. The focus is on: (a) maximising opportunities for students to share their knowledge with practitioners by joining communities of practice, and (b) increasing their intrinsic motivation by creating conditions for student's relatedness. The case study considers a last year capstone course in Mechanical Engineering. The work addresses innovative practices of active learning and beyond project-oriented learning through: (a) the development of a web-based decision support system, (b) meetings between the communities of students, maintenance engineers and academics, and (c) new off-campus group instances. The author hypothesises that this multi-modal approach increases deep learning and social impact of the educational process. Surveys to the actors support a successful achievement of the educational goals. The methodology can easily be extended to further improve the learning process.

Challenging the empowerment expectation: Learning, alienation and design possibilities in community-university research

Directory of Open Access Journals (Sweden)

Joe Curnow

2017-06-01

Full Text Available As community-university partnerships have become mainstream, researchers have argued that these approaches have the potential to be transformative, supporting community learning and creating capacity for community development. While this remains the dominant narrative of community research, some researchers have questioned the impacts of community research on frontline community, or peer, researchers who represent partnerships in their communities. These studies complicate the narrative, suggesting that learning and capacity building are not straightforward processes. While on the whole community-university partnerships tend to be empowering for community researchers, research is needed to understand the experiences of community researchers for whom this is not the case. My research examines a Toronto-based community-university participatory action research partnership, asking what community researchers learnt through their participation. I argue that, while community researchers learnt a great deal from their participation, the overall impact was not empowerment, but alienation. They did have their knowledge of community validated, and they built research skills, developed grievances through their conversations with neighbours and interrogated the links between grievances, all of which were important aspects of their participation. However, through the process they developed, or entrenched, a sense of powerlessness and dependence on the university researchers to take up their cause politically. This contradicts the aspirations of community-university partnership models, especially participatory action research, and raises questions about the inevitability of empowering social action stemming from these research projects. I argue that the disempowerment that the community researchers reported points to the need for community research to be embedded within existing social action organisations and infrastructure to provide clearer pathways to

What Research Tells Us about the Impact and Challenges of Smaller Learning Communities

Science.gov (United States)

Levine, Thomas H.

2010-01-01

In the United States, considerable financial and human resources have been devoted to breaking some large high schools into smaller learning communities (SLCs). This article reviews research that compares SLCs to comprehensive high schools on a variety of measures. Extant research neither supports nor refutes the promise of SLCs to improve…

Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture

Science.gov (United States)

Kociuruba, Jerry P., Jr.

2017-01-01

Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive…

Why STEM Learning Communities Work: The Development of Psychosocial Learning Factors through Social Interaction

Science.gov (United States)

Carrino, Stephanie Sedberry; Gerace, William J.

2016-01-01

STEM learning communities facilitate student academic success and persistence in science disciplines. This prompted us to explore the underlying factors that make learning communities successful. In this paper, we report findings from an illustrative case study of a 2-year STEM-based learning community designed to identify and describe these…

Designing Professional Learning Communities through Understanding the Beliefs of Learning

Science.gov (United States)

Ke, Jie; Kang, Rui; Liu, Di

2016-01-01

This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers' conceptions/beliefs of students' learning and their own learning in China. It examines Chinese pre-service math teachers' conceptions of student learning and their related…

75 FR 35881 - Smaller Learning Communities Program

Science.gov (United States)

2010-06-23

... Part II Department of Education Smaller Learning Communities Program; Notice #0;#0;Federal... EDUCATION Smaller Learning Communities Program Catalog of Federal Domestic Assistance (CFDA) Number: 84.215L. AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION: Notice of final...

Nurturing social responsibility through community service-learning: Lessons learned from a pilot project.

Science.gov (United States)

Dharamsi, Shafik; Espinoza, Nancy; Cramer, Carl; Amin, Maryam; Bainbridge, Lesley; Poole, Gary

2010-01-01

Community service-learning (CSL) has been proposed as one way to enrich medical and dental students' sense of social responsibility toward people who are marginalized in society. We developed and implemented a new CSL option in the integrated medical/dental curriculum and assessed its educational impact. Focus groups, individual open-ended interviews, and a survey were used to assess dental students', faculty tutors' and community partners' experiences with CSL. CSL enabled a deeper appreciation for the vulnerabilities that people who are marginalized experience; students gained a greater insight into the social determinants of health and the related importance of community engagement; and they developed useful skills in health promotion project planning, implementation and evaluation. Community partners and faculty tutors indicated that equal partnership, greater collaboration, and a participatory approach to course development are essential to sustainability in CSL. CSL can play an important role in nurturing a purposeful sense of social responsibility among future practitioners. Our study enabled the implementation of an innovative longitudinal course (professionalism and community service) in all 4 years of the dental curriculum.

Integrating Community into the Classroom: Community Gardening, Community Involvement, and Project-Based Learning.

Science.gov (United States)

Langhout, Regina Day; Rappaport, Julian; Simmons, Doretha

2002-01-01

Culturally relevant, ongoing project-based learning was facilitated in a predominantly African American urban elementary school via a community garden project. The project involved teachers, students, university members, and community members. This article evaluates the project through two classroom-community collaboration models, noting common…

Service-learning and learning communities: two innovative school projects that are mutually enriched

Directory of Open Access Journals (Sweden)

Carmen ÁLVAREZ ÁLVAREZ

2015-12-01

Full Text Available This article reflects on the interrelationships that exist between two educational projects of today: service-learning (ApS and learning communities (CdA. The ApS is an educational methodology applied worldwide where a single project combines a learning based on experience with the implementation of a service to the community. CdA is a school transformation project to achieve that the information society does not exclude any person, constituting a reality in more than one hundred and ninety schools in Spain and Latin America. Between the two, it is possible to show differences, especially in what refers to its theoretical substrates, but in actual teaching practice in schools there is some harmony, particularly in the so closely that they cultivate both projects with the school community. Therefore, we conclude that service-learning and learning communities can occur as two innovative and relevant today projects which can be mutually enriching: because for both the approach school-community-environment and volunteering is essential.

Epistemic Communities, Situated Learning and Open Source Software Development

DEFF Research Database (Denmark)

Edwards, Kasper

2001-01-01

This paper analyses open source software (OSS) development as an epistemic community where each individual project is perceived as a single epistemic community. OSS development is a learning process where the involved parties contribute to, and learn from the community. It is discovered that theory...... of epistemic communities does indeed contribute to the understanding of open source software development. But, the important learning process of open source software development is not readily explained. The paper then introduces situated learning and legitimate peripheral participation as theoretical...

International learning communities for global and localcitizenship

Directory of Open Access Journals (Sweden)

Hana Cervinkova

2011-10-01

Full Text Available In this paper, I describe our ongoing international project in engaged educationalethnography and participatory action research with young adults and consider itsrelevance for a discussion on the community-building role of adult education in aglobalized context. I use the example of our case study to suggest that adult educatorscan generate viable communities by creating learning spaces that nurture criticalconsciousness, a sense of agency, participation and social solidarity amonginternationally and culturally diverse young adult learners. Furthermore, I argue thatparticipation in international learning communities formed through this educationalprocess can potentially help young adults become locally and globally engaged citizens.International learning communities for global citizenship thus present a proposition forconceptualizing the vital role of adult community education in supporting democraticglobal and local citizenship in a world defined in terms of cross-cultural and longdistanceencounters in the formation of culture.

Complicating College Students' Conception of the American Dream through Community Service Learning

Science.gov (United States)

Seider, Scott C.; Gillmor, Susan C.; Rabinowicz, Samantha A.

2010-01-01

This study considered the impact of the SERVE Program upon participating college students' belief in the American Dream. The SERVE Program is a community service learning program sponsored by the philosophy and theology departments at Ignatius University. Using a mixed methods approach, the authors found that participating students demonstrated…

Learning from Community: Agenda for Citizenship Education

Science.gov (United States)

Ghosh, Sujay

2015-01-01

Citizenship is about individual's membership in the socio-political community. Education for citizenship conceives issues such as quality education, learning society and inclusion. Educational thinking in India has long valued community as a learning resource. With empirical experiences drawn from the programme of "Ecology and Natural…

Bullying in Virtual Learning Communities.

Science.gov (United States)

Nikiforos, Stefanos; Tzanavaris, Spyros; Kermanidis, Katia Lida

2017-01-01

Bullying through the internet has been investigated and analyzed mainly in the field of social media. In this paper, it is attempted to analyze bullying in the Virtual Learning Communities using Natural Language Processing (NLP) techniques, mainly in the context of sociocultural learning theories. Therefore four case studies took place. We aim to apply NLP techniques to speech analysis on communication data of online communities. Emphasis is given on qualitative data, taking into account the subjectivity of the collaborative activity. Finally, this is the first time such type of analysis is attempted on Greek data.

Transitioning from learning healthcare systems to learning health care communities.

Science.gov (United States)

Mullins, C Daniel; Wingate, La'Marcus T; Edwards, Hillary A; Tofade, Toyin; Wutoh, Anthony

2018-02-26

The learning healthcare system (LHS) model framework has three core, foundational components. These include an infrastructure for health-related data capture, care improvement targets and a supportive policy environment. Despite progress in advancing and implementing LHS approaches, low levels of participation from patients and the public have hampered the transformational potential of the LHS model. An enhanced vision of a community-engaged LHS redesign would focus on the provision of health care from the patient and community perspective to complement the healthcare system as the entity that provides the environment for care. Addressing the LHS framework implementation challenges and utilizing community levers are requisite components of a learning health care community model, version two of the LHS archetype.

Computer-facilitated community building for E-learning

NARCIS (Netherlands)

Nijholt, Antinus; Petrushin, V.; Kommers, Petrus A.M.; Kinshuk, X.; Galeev, I.

2002-01-01

This is a short survey of tools and ideas that are helpful for community building for E-learning. The underlying assumption in the survey is that community building for students and teachers in a joint learning and teaching situation is useful. Especially student-student interaction in student life

Proposing Community-Based Learning in the Marketing Curriculum

Science.gov (United States)

Cadwallader, Susan; Atwong, Catherine; Lebard, Aubrey

2013-01-01

Community service and service learning (CS&SL) exposes students to the business practice of giving back to society while reinforcing classroom learning in an applied real-world setting. However, does the CS&SL format provide a better means of instilling the benefits of community service among marketing students than community-based…

Holding the Reins of the Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities

Science.gov (United States)

Cranston, Jerome

2009-01-01

Using a naturalistic inquiry approach and thematic analysis, this paper outlines the findings of a research study that examined 12 Manitoba principals' conceptions of professional learning communities. The study found that these principals consider the development of professional learning communities to be a normative imperative within the…

Integrative and Deep Learning through a Learning Community: A Process View of Self

Science.gov (United States)

Mahoney, Sandra; Schamber, Jon

2011-01-01

This study investigated deep learning produced in a community of general education courses. Student speeches on liberal education were analyzed for discovering a grounded theory of ideas about self. The study found that learning communities cultivate deep, integrative learning that makes the value of a liberal education relevant to students.…

Healthcare Learning Community and Student Retention

Science.gov (United States)

Johnson, Sherryl W.

2014-01-01

Teaching, learning, and retention processes have evolved historically to include multifaceted techniques beyond the traditional lecture. This article presents related results of a study using a healthcare learning community in a southwest Georgia university. The value of novel techniques and tools in promoting student learning and retention…

A Professional Learning Community Approach

African Journals Online (AJOL)

This paper provides insights into how Life Sciences teachers in the Eastern Cape can be supported through professional learning communities (PLCs) as a potential approach to enhancing their biodiversity knowledge. PLCs are communities that provide the setting and necessary support for groups of classroom teachers to ...

Change Management in Dental Education: A Professional Learning Community.

Science.gov (United States)

Palatta, Anthony M

2018-06-01

Professional learning communities (PLCs) are defined as "a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way." PLCs have been found to be an effective change management strategy in business and education when confronted by rapid change. The American Dental Education Association's Commission on Change and Innovation in Dental Education new national program-ADEA CCI 2.0-includes the development of a PLC. By employing an "engage and learn" model PLC centered on continuous quality improvement and systems thinking, dental faculty can identify internal and external barriers to change that could lead to innovative solutions to complex issues. This article argues that a PLC is a viable change management strategy to counteract the effect of multiple external forces impacting dental education and thus to develop future-ready faculty.

A professional learning community model: a case study of primary teachers community in west Bandung

Science.gov (United States)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

Learning to walk the community of practice tightrope

Directory of Open Access Journals (Sweden)

Denise Edgar

2016-11-01

Full Text Available Background: The Community of Practice Research was established as a new local health district service initiative. The community comprises novice and experienced multidisciplinary health researchers. Aims: This paper reflects our experience of being Community of Practice Research members and aims to explore the practice development principles aligned to the purpose, progress and outcomes of this community. Conclusions: The journey is compared to walking a tightrope from the beginning to the end. Success in moving forward is attributed to positive leadership and group dynamics enabling a supportive environment. This environment allowed for different types of learning: new research skills and new understandings about oneself. Competing demands such as fluctuating membership and leadership, and the selection of a large initial project were identified as barriers to the Community of Practice Research. Implications for practice: As well as contributing to communities’ shared goals members should identify and make explicit their own learning goals to themselves, the community and their managers Community of practice meetings should include regular facilitated reflection about the learning that is occurring, the challenges and assumptions being made by the group, and the way forward A community of practice uses social processes to aid learning and collaboration across disciplines and organisations and therefore has potential to promote local culture change

Student experiences of the adolescent diversion project: a community-based exemplar in the pedagogy of service-learning.

Science.gov (United States)

Davidson, William S; Jimenez, Tiffeny R; Onifade, Eyitayo; Hankins, Sean S

2010-12-01

Service-learning partnerships between universities and surrounding communities striving to create systems-level change must consider an emphasis in critical community service; a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community. This article describes: a qualitative study with ADP students, the historical context of ADP, what and how students learned through their involvement in ADP, and reframes the work of this project as a form of service-learning pedagogy. Inductive content analysis was employed to identify underlying themes across participants related to their personal experiences of ADP and its impact in their lives. Findings were compared with service-learning outcomes and other quantitative studies conducted with past ADP cohorts from the literature. Consistent with past studies, ADP students become more negative toward social systems involved with their youth. This finding may explain an increase in feelings of political commitment following involvement in ADP. Consistent with service-learning outcomes, results demonstrate that ADP should be further documented as not only an effective community-based program but also as an exemplar in the pedagogy of service-learning. This study highlights why service-learning opportunities for students are not just one way to teach students, they are opportunities to bridge relationships within communities, bring life to theoretical concepts, and build the foundations necessary for educated citizens that will one day take lead roles in our society.

Distance Learning for Community Education

Science.gov (United States)

Cook, Anthony A.

2010-01-01

This article takes a look at the influence of technology on curriculum and teaching. It specifically examines the new wave of available technology and the opportunity for schools to make inroads into community outreach by engaging new, technological learning methods. The relationship among community education, public school relations, and distance…

Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning

Science.gov (United States)

Gaudioso, Jennifer A.

2017-01-01

Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning Jennifer Gaudioso Principal Professional Learning Communities (PPLCs) have emerged as a vehicle for professional development of principals, but there is little research on how principals experience PPLCs or how districts can support…

Engaging students in a community of learning: Renegotiating the learning environment.

Science.gov (United States)

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Science Professional Learning Communities: Beyond a singular view of teacher professional development

Science.gov (United States)

Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

2013-07-01

Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

Learning Analytics for Communities of Inquiry

Science.gov (United States)

Kovanovic, Vitomir; Gaševic, Dragan; Hatala, Marek

2014-01-01

This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two…

Conceptualizing impact assessment as a learning process

International Nuclear Information System (INIS)

Sánchez, Luis E.; Mitchell, Ross

2017-01-01

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

Conceptualizing impact assessment as a learning process

Energy Technology Data Exchange (ETDEWEB)

Sánchez, Luis E., E-mail: lsanchez@usp.br [Escola Politécnica, University of São Paulo, Av. Prof. Mello Moraes, 2373, 05508-900 São Paulo (Brazil); Mitchell, Ross, E-mail: ross.mitchell@ualberta.net [Shell International Exploration & Production BV (Netherlands)

2017-01-15

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

Science.gov (United States)

Afterschool Alliance, 2014

2014-01-01

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

Community garden: A bridging program between formal and informal learning

Directory of Open Access Journals (Sweden)

Ranjan Datta

2016-12-01

Full Text Available Community garden activities can play a significant role in bridging formal and informal learning, particularly in urban children’s science and environmental education. It promotes relational methods of learning, discussing, and practicing that will integrate food security, social interactions, community development, environmental activism, and cultural integration. Throughout the last five years of my community garden activities, I have learned that community garden-based practices adhere to particular forms of agency: embracing diversity, sharing power, and trust building as a part of everyday learning. My auto-ethnographic study provides valuable insights for environmental educators whose goals include, incorporating ethnic diversity as well as engaging children in research, ultimately leading to community action.

A Qualitative Analysis of Pesantren Educational Management: School Culture and Leadership of a Professional Learning Community

Directory of Open Access Journals (Sweden)

Nyimas Mu'azzomi

2017-12-01

Full Text Available The purpose of this paper is to explore supportive and shared leadership structures at one Indonesian Islamic boarding school (Pesantren as a function of school culture policies and procedures in a professional learning community in the disctrict. A qualitative study was conducted at one Pesantren located in Jambi, an Indonesian province in west part of Sumatra island. We interviewed three administrators and five teachers to get in-depth information about the purpose of this paper. The interview transcriptions were translated, coded, divided into themes, and elaborated in the findings of the paper. The findings of study conclude that Pesantren leaders in the perspective of the participants must provide supportive and shared leadership structures for teachers in order to create positive cultures and effective a professional learning community for the development of the Pesantren. Leaders of the Pesantren must directly cooperate with teaching staff to provide policies and procedures for teachers in the leadership structure to directly impact school improvement through professional learning community collaborative attempts. This study was conducted based on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. This study is significant to the community as specific cases informing educational leaders especially in Islamic education on mechanisms that may be leveraged to ensure successful implementation of policies and procedures on the leadership and school culture of a professional learning community literature.

Effective Strategies for Sustaining Professional Learning Communities

Science.gov (United States)

Bennett, Patricia R.

2010-01-01

Professional Learning Communities (PLCs), in which educators work collaboratively to improve learning for students, need effective strategies to sustain them. PLCs promote continuous improvement in student learning and build academic success with increased teacher expertise. Grounded in organizational systems theory, participative leadership…

Guidelines for Lifelong Education Management to Mobilize Learning Community

Science.gov (United States)

Charungkaittikul, Suwithida

2018-01-01

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong…

Social networks and performance in distributed learning communities

OpenAIRE

Cadima, Rita; Ojeda Rodríguez, Jordi; Monguet Fierro, José María

2012-01-01

Social networks play an essential role in learning environments as a key channel for knowledge sharing and students' support. In distributed learning communities, knowledge sharing does not occur as spontaneously as when a working group shares the same physical space; knowledge sharing depends even more on student informal connections. In this study we analyse two distributed learning communities' social networks in order to understand how characteristics of the social structure can enhance s...

Engaging Karen refugee students in science learning through a cross-cultural learning community

Science.gov (United States)

Harper, Susan G.

2017-02-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.

Asthma in the community: Designing instruction to help students explore scientific dilemmas that impact their lives

Science.gov (United States)

Tate, Erika Dawn

School science instruction that connects to students' diverse home, cultural, or linguistic experiences can encourage lifelong participation in the scientific dilemmas that impact students' lives. This dissertation seeks effective ways to support high school students as they learn complex science topics and use their knowledge to transform their personal and community environments. Applying the knowledge integration perspective, I collaborated with education, science, and community partners to design a technology enhanced science module, Improving Your Community's Asthma Problem. This exemplar community science curriculum afforded students the opportunity to (a) investigate a local community health issue, (b) interact with relevant evidence related to physiology, clinical management, and environmental risks, and (c) construct an integrated understanding of the asthma problem in their community. To identify effective instructional scaffolds that engage students in the knowledge integration process and prepare them to participate in community science, I conducted 2 years of research that included 5 schools, 10 teachers, and over 500 students. This dissertation reports on four studies that analyzed student responses on pre-, post-, and embedded assessments. Researching across four design stages, the iterative design study investigated how to best embed the visualizations of the physiological processes breathing, asthma attack, and the allergic immune response in an inquiry activity and informed evidence-based revisions to the module. The evaluation study investigated the impact of this revised Asthma module across multiple classrooms and differences in students' prior knowledge. Combining evidence of student learning from the iterative and evaluation studies with classroom observations and teacher interviews, the longitudinal study explored the impact of teacher practices on student learning in years 1 and 2. In the final chapter, I studied how the Asthma module and

A general picture of the learning communities: characteristics, similarities and differences.

NARCIS (Netherlands)

Verkleij, K.A.M.; Francke, A.L.; Voordouw, I.; Albers, M.; Gobbens, R.J.J.

2016-01-01

Background: Because learning communities of community care nurses and nursing lectures are a new phenomenon, it is of interest to evaluate en monitor the learning communities. the Netherlands Institute for Health Services Research, NIVEL, was commissioned to monitor the realization of the learning

Mentoring: A Natural Role for Learning Community Faculty

Science.gov (United States)

Hessenauer, Sarah L.; Law, Kristi

2017-01-01

The purpose of this article is to highlight mentoring as an important piece of leading a learning community. The authors will share a definition of mentoring which is applicable to the learning community experience. Characteristics of mentoring will be described, including types of mentoring and mentor-mentee relationships. The authors will apply…

Tools to Make Online Students and Community Partners in a Service Learning Project More "AT-EASE"--Evidence from a Finance Class

Science.gov (United States)

Butchey, Deanne

2014-01-01

The impact of service learning as a pedagogy to ensure efficient and effective experiential learning is well recognized, but in business schools, there is a perception that a steep learning curve exists for the students, faculty, and community. We use a tool to motivate and build competence in participants of a service learning project undertaken…

CAPACITY BUILDING PROCESS IN ENVIRONMENTAL AND HEALTH IMPACT ASSESSMENT FOR A THAI COMMUNITY.

Science.gov (United States)

Chaithui, Suthat; Sithisarankul, Pornchai; Hengpraprom, Sarunya

2017-03-01

This research aimed at exploring the development of the capacitybuilding process in environmental and health impact assessment, including the consideration of subsequent, capacity-building achievements. Data were gathered through questionnaires, participatory observations, in-depth interviews, focus group discussions, and capacity building checklist forms. These data were analyzed using content analysis, descriptive statistics, and inferential statistics. Our study used the components of the final draft for capacity-building processes consisting of ten steps that were formulated by synthesis from each respective process. Additionally, the evaluation of capacity building levels was performed using 10-item evaluation criteria for nine communities. The results indicated that the communities performed well under these criteria. Finally, exploration of the factors influencing capacity building in environmental and health impact assessment indicated that the learning of community members by knowledge exchange via activities and study visits were the most influential factors of the capacity building processes in environmental and health impact assessment. The final revised version of capacitybuilding process in environmental and health impact assessment could serve as a basis for the consideration of interventions in similar areas, so that they increased capacity in environmental and health impact assessments.

Learning communities and overcoming poverty in Brazil

Directory of Open Access Journals (Sweden)

Tatiana Santos Pitanga

2015-09-01

Full Text Available Object: Brazil has implemented social programs to meet the Millennium Development Goals of reducing poverty and inequality. Despite the good results still there are ghettos and educational and social inequalities. Moreover Learning Communities are responding to these needs by promoting education based on successful actions scientifically proven of which promote educational change and social inclusion. The aim of this article is to highlight the characteristics of Learning Communities that allow overcoming poverty, and in this perspective, explain the implementation of the Learning Communities in Brazil and how, in this way, it is creating the conditions for effective overcoming give poverty and inequality in this country.Design / methodology: This article is based on documentary analysis of reports of the INCLUD-ED - the project on school education more scientific resources has been funded by the European Union, United Nations / ECLAC, Brazilian public agencies and websites of official institutions that promote Learning Communities in Brazil. Brazilian Institute of Geography and Statistics are also collected.Contributions and results: It highlights successful actions that contribute to overcoming poverty and social exclusion. Such actions are based on dialogic learning, democratic management and the formation of heterogeneous groups. It is observed that in Brazil are carrying out such actions and the ongoing expansion of the project in the country is creating the conditions for effective poverty reduction.Added value: This article reveals specific elements of overcoming poverty through education.

 e-Learning in Virtual Communities of Practice - And Beyond?

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2007-01-01

The work of Lave and Wenger on learning in 'communities of practice' has evoked a considerable response in e-learning environments through-out the world including Denmark in the last few decades. Within the development of web-based second language learning, the ideas of learning in communities...... interaction and case studies of e-learning language platforms within the area of teaching Danish as a second language for adult foreigners. The concepts of communities of practice are also discussed and developed....... individual process. The aim of this paper is to investigate aspects of the Danish development of e-learning platforms and, especially students' and teachers' very differing perceptions of e-learning and the concepts behind it. The analysis is based on student and teacher interviews, research on language...

On-line Professional Learning Communities: Increasing Teacher Learning and Productivity in Isolated Rural Communities

Directory of Open Access Journals (Sweden)

Dora Salazar

2010-08-01

Full Text Available On-line and distance professional learning communities provides teachers with increased access and flexibility as well as the combination of work and education. It also provides a more learner-centered approach, enrichment and new ways of interacting with teachers in isolated rural areas. For educational administrators, on-line learning offers high quality and usually cost-effective professional development for teachers. It allows upgrading of skills, increased productivity and development of a new learning culture. At the same time, it means sharing of costs, of training time, increased portability of training, and the exchange of creativity, information, and dialogue.

A History of Learning Communities within American Higher Education

Science.gov (United States)

Fink, John E.; Inkelas, Karen Kurotsuchi

2015-01-01

This chapter describes the historical development of learning communities within American higher education. We examine the forces both internal and external to higher education that contributed to and stalled the emergence of learning communities in their contemporary form.

Learning through Participatory Action Research for Community Ecotourism Planning.

Science.gov (United States)

Guevara, Jose Roberto Q.

1996-01-01

Ecologically sound tourism planning and policy require an empowering community participation. The participatory action research model helps a community gain understanding of its social reality, learn how to learn, initiate dialog, and discover new possibilities for addressing its situation. (SK)

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children.

Science.gov (United States)

Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis

2014-01-01

The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the

Aligning Needs, Expectations, and Learning Outcomes to Sustain Self-Efficacy through Transfer Learning Community Programs

Science.gov (United States)

Leptien, Jennifer R.

2015-01-01

This chapter addresses strengths and difficulties encountered in implementing transfer learning community models and how efficacy is supported through transfer learning community programming. Transfer programming best practices and recommendations for program improvements are presented.

Teacher Collaboration and Student Learning in a Professional Learning Community

Science.gov (United States)

Vaughan, Mary Elaine

2013-01-01

Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

Moving Into Communities: Developing Cultural Competence with Pre-service Educators through Community Service-Learning Experiences

Directory of Open Access Journals (Sweden)

Heather Coffey

2012-04-01

Full Text Available Research in teacher education suggests that field experiences in community settings can offer pre-service teachers a context for understanding the link between theory and practice. This paper documents the experiences of pre-service educators who participated in service-learning partnerships for thirty hours in multiple community settings in the southeast United States. Pre-service teachers not only volunteered in the community, but they also engaged in critically reflective journal writing and participated in evaluative class discussions. Students praised the benefits of a service experience in both school and community placements and discussed how interactions with the community agencies gave them the insight into how community organizations often play a significant role in the lives of the underserved students they will eventually teach. The author argues that the inclusion of a service-learning component in early pre-service teacher education field experiences has the potential to facilitate the examination of the relationships between community organizations and schools and encourage development of cultural competence among pre-service teachers. KEYWORDSservice-learning, pre-service teacher preparation, community partnerships

Building Global Learning Communities

Science.gov (United States)

Cochrane, Thomas; Buchem, Ilona; Camacho, Mar; Cronin, Catherine; Gordon, Averill; Keegan, Helen

2013-01-01

Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC) for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning…

Community-based research in action: tales from the Ktunaxa community learning centres project.

Science.gov (United States)

Stacy, Elizabeth; Wisener, Katherine; Liman, Yolanda; Beznosova, Olga; Lauscher, Helen Novak; Ho, Kendall; Jarvis-Selinger, Sandra

2014-01-01

Rural communities, particularly Aboriginal communities, often have limited access to health information, a situation that can have significant negative consequences. To address the lack of culturally and geographically relevant health information, a community-university partnership was formed to develop, implement, and evaluate Aboriginal Community Learning Centres (CLCs). The objective of this paper is to evaluate the community-based research process used in the development of the CLCs. It focuses on the process of building relationships among partners and the CLC's value and sustainability. Semistructured interviews were conducted with key stakeholders, including principal investigators, community research leads, and supervisors. The interview transcripts were analyzed using an open-coding process to identify themes. Key challenges included enacting shared project governance, negotiating different working styles, and hiring practices based on commitment to project objectives rather than skill set. Technological access provided by the CLCs increased capacity for learning and collective community initiatives, as well as building community leads' skills, knowledge, and self-efficacy. An important lesson was to meet all partners "where they are" in building trusting relationships and adapting research methods to fit the project's context and strengths. Successful results were dependent upon persistence and patience in working through differences, and breaking the project into achievable goals, which collectively contributed to trust and capacity building. The process of building these partnerships resulted in increased capacity of communities to facilitate learning and change initiatives, and the capacity of the university to engage in successful research partnerships with Aboriginal communities in the future.

Pragmatism, Pedagogy, and Community Service Learning

Science.gov (United States)

Yoder, Scot D.

2016-01-01

In this paper I explore Goodwin Liu's proposal to ground the pedagogy of service-learning in the epistemology of pragmatism from the perspective of a reflective practitioner. I review Liu's epistemology and his claim that from within it three features common to service-learning--community, diversity, and engagement--become pedagogical virtues. I…

Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

Science.gov (United States)

Li, Sissi L.

At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning environment demands not only conceptual understanding but also learning to be a scientist. However, the success of student learning is typically measured in test performance and course grades while assessment of student development as science learners is largely ignored. This dissertation addresses this issue with the development of an instrument towards a measure of physics learning identity (PLI) which is used to guide and complement case studies through student interviews and in class observations. Using the conceptual framework based on Etienne Wenger's communities of practice (1998), I examine the relationship between science learning and learning identity from a situated perspective in the context of a large enrollment science class as a community of practice. This conceptual framework emphasizes the central role of identity in the practices negotiated in the classroom community and in the way students figure out their trajectory as members. Using this framework, I seek to understand how the changes in student learning identity are supported by active engagement based instruction. In turn, this understanding can better facilitate the building of a productive learning community and provide a measure for achievement of the curricular learning goals in active engagement strategies. Based on the conceptual framework, I developed and validated an instrument for measuring physics learning identity in terms of student learning preferences, self-efficacy for learning physics, and self-image as a physics learner. The instrument was pilot tested with a population of Oregon State University students taking calculus based

Cultural Narratives: Developing a Three-Dimensional Learning Community through Braided Understanding

Science.gov (United States)

Heck, Marsha L.

2004-01-01

Paula Underwood's "Learning Stories" braid together body, mind, and spirit to enable understanding that does not easily unravel. They tell of relationships among individual and community learning that parallel other ancient and contemporary ideas about learning in caring communities. Underwood's tradition considers learning sacred; everyone's…

A Review of the Instructional Practices for Promoting Online Learning Communities

Science.gov (United States)

Hung, Woei; Flom, Elicia; Manu, Jacob; Mahmoud, Enaz

2015-01-01

An effective learning community helps foster positive student learning experiences and outcomes. However, in distance learning environments, the communication barriers inevitably hinder the interaction among the students because of the lower levels of social presence. These barriers present challenges in building learning communities in an online…

Bridging Learning Communities Through Experiential Learning with GIST: 2Y College Experience

Science.gov (United States)

Sorey, N.; Phillips, C. D.

2017-12-01

This study reviews successes of community engagement through experiential learning with GIST across academic disciplines that leverage topics with technology and community relationships throughout a two-year campus and the community at large. This approach allowed for a diversification of populations reached through college student engagement and community outreach efforts. Technological frameworks and development of best practice resources to support students and faculty were shown to increase the capacity for undergraduate research experiences, K12 short course offerings during the summer, and the formation of a STEM-focused student organization. The RSO has participated in activities that include educational technology development, participating in the growth and development of the area's maker movement community, and geoscience outreach and education. Development of the program thus far and lessons learned have resulted in a proposal for an areal-based informal pathway linking the K12 community to area colleges by integrating geoscience outreach with GIST through the maker movement.

Planning for Technology Integration in a Professional Learning Community

Science.gov (United States)

Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

2017-01-01

Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

Regional profile, energy-impacted communities: Region VIII

Energy Technology Data Exchange (ETDEWEB)

None

1979-03-01

This report has data on population, administration, finance, housing, health and safety, human services, education, and water and sewage for 325 energy-impacted communities. A review of current and potential energy developments in the region shows over 900 energy resource impacts listed for the 325 impacted communities. Coal development represents over one-third of the developments listed. Communities reporting coal development are distributed as follows: Colorado (36), Montana (42), North Dakota (61), South Dakota (13), Utah (73), and Wyoming (35). Energy-conversion initiatives represent another high incidence of energy-resource impact, with uranium development following closely with 83 communities reporting uranium development impact in the region. These projections indicate continued development of regional energy resources to serve national energy requirements. The 325 impacted communities as reported: Colorado (46), Montana (73), North Dakota (62), South Dakota (21), Utah (80), and Wyoming (43) follow a distribution pattern similar to that of future projects which illustrates that no area of the region will escape the impacts of energy development. (ERA citation 04:041706)

Creating a Village: The Impact of the Opportunity to Participate in Synchronous Web Conferencing on Adult Learner Sense of Community

Science.gov (United States)

Gable, Karla

2012-01-01

Community is a place where people go to feel comfortable. It is important to develop strategies for enhancing a sense of community in the online learning environment designed for adult learners. The purpose of this study was to determine if adding a synchronous conferencing experience to an asynchronous course impacted overall sense of community,…

Communities of practice: Participation patterns and professional impact for high school mathematics and science teachers

Science.gov (United States)

Printy, Susan M.

Improving the quality of teachers in schools is a keystone to educational improvement. New and veteran teachers alike need to enhance their content knowledge and pedagogical skills, but they must also examine, and often change, their underlying attitudes, beliefs, and values about the nature of knowledge and the abilities of students. Best accomplished collectively rather than individually, the interactions between teachers as they undertake the process of collaborative inquiry create "communities of practice." This dissertation investigates the importance of science and mathematics teachers' participation in communities of practice to their professional capabilities. The study tests the hypothesis that the social learning inherent in community of practice participation encourages teachers to learn from others with expertise, enhances teachers' sense of competence, and increases the likelihood that teachers' will use student-centered, problem-based instructional techniques aligned with national disciplinary standards. The researcher conceptualizes communities of practice along two dimensions that affect social learning: legitimate participation in activities and span of engagement with school members. Differences in teachers' subject area and the curricular track of their teaching assignment contribute to variation in teachers' participation in communities of practice along those dimensions. Using data from the National Educational Longitudinal Study, first and second follow-up, the study has two stages of multi-level analysis. The first stage examines factors that contribute to teachers' participation in communities of practice, including teachers' social and professional characteristics and school demographic and organizational characteristics. The second stage investigates the professional impact of such participation on the three outcome variables: teacher learning, teacher competence, and use of standards-based pedagogy. Hierarchical linear models provide

Bridging Communities: Culturing a Professional Learning Community that Supports Novice Teachers and Transfers Authentic Science and Mathematics to the Classroom

Science.gov (United States)

Herbert, B. E.; Miller, H. R.; Loving, C. L.; Pedersen, S.

2006-12-01

Professional Learning Community Model for Alternative Pathways (PLC-MAP) is a partnership of North Harris Montgomery Community Colleges, Texas A&M University, and 11 urban, suburban, and rural school districts in the Greater Houston area focused on developing a professional learning community that increases the retention and quality of middle and high school mathematics and science teachers who are being certified through the NHMCCD Alternative Certification Program. Improved quality in teaching refers to increased use of effective inquiry teaching strategies, including information technology where appropriate, that engage students to ask worthy scientific questions and to reason, judge, explain, defend, argue, reflect, revise, and/or disseminate findings. Novice teachers learning to adapt or designing authentic inquiry in their classrooms face two enormous problems. First, there are important issues surrounding the required knowledgebase, habit of mind, and pedagogical content knowledge of the teachers that impact the quality of their lesson plans and instructional sequences. Second, many ACP intern teachers teach under challenging conditions with limited resources, which impacts their ability to implement authentic inquiry in the classroom. Members of our professional learning community, including scientists, mathematicians and master teachers, supports novice teachers as they design lesson plans that engage their students in authentic inquiry. The purpose of this research was to determine factors that contribute to success or barriers that prevent ACP secondary science intern and induction year teachers from gaining knowledge and engaging in classroom inquiry as a result of an innovative professional development experience. A multi-case study design was used for this research. We adopted a two-tail design where cases from both extremes (good and poor gains) were deliberately chosen. Six science teachers were selected from a total of 40+ mathematics and science

A pedagogical design pattern framework for sharing experiences and enhancing communities of practice within online and blended learning

DEFF Research Database (Denmark)

May, Michael; Neutszky-Wulff, Chresteria; Rosthøj, Susanne

2016-01-01

for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. The framework of pedagogical design patterns were...... applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing...... new E-learning patterns for online and blended learning courses are discussed....

Michigan Journal of Community Service Learning. Volume 13, Number 1, Fall 2006

Science.gov (United States)

Howard, Jeffrey, Ed.

2006-01-01

The "Michigan Journal of Community Service Learning" ("MJCSL") is a national, peer-reviewed journal consisting of articles written by faculty and service-learning educators on research, theory, pedagogy, and issues pertinent to the service-learning community. The "MJCSL" aims to: (1) widen the community of…

Community Agency Voice and Benefit in Service-Learning

Science.gov (United States)

Miron, Devi; Moely, Barbara E.

2006-01-01

Supervisors from 40 community agencies working with a university-based service-learning program were interviewed regarding the extent of their input in service-learning program planning and implementation "(Agency Voice), Interpersonal Relations" with service-learning students, "Perceived Benefit" of the service-learning…

Accelerated Schools as Professional Learning Communities.

Science.gov (United States)

Biddle, Julie K.

The goal of the Accelerated Schools Project (ASP) is to develop schools in which all children achieve at high levels and all members of the school community engage in developing and fulfilling the school's vision. But to fully implement the ASP model, a school must become a learning community that stresses relationships, shared values, and a…

Recommendations from the Field: Creating an LGBTQ Learning Community

Science.gov (United States)

Jaekel, Kathryn S.

2015-01-01

This article details the creation of a lesbian, gay, bisexual, transgender, and queer (LGBTQ) learning community. Created because of research that indicates chilly campus climates (Rankin, 2005), as well as particular needs of LGBTQ students in the classroom, this learning community focused upon LGBTQ topics in and out of the classroom. While…

Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries

NARCIS (Netherlands)

Nistor, Nicolae; Dascalu, Mihai; Stavarache, Lucia Larise; Serafin, Yvonne; Trausan-Matu, Stefan

2016-01-01

Nistor, N., Dascalu, M., Stavarache, L.L., Serafin, Y., & Trausan-Matu, S. (2015). Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries. In G. Conole, T. Klobucar, C. Rensing, J. Konert & É. Lavoué (Eds.), 10th European Conf. on Technology Enhanced

Community Garden: A Bridging Program between Formal and Informal Learning

Science.gov (United States)

Datta, Ranjan

2016-01-01

Community garden activities can play a significant role in bridging formal and informal learning, particularly in urban children's science and environmental education. It promotes relational methods of learning, discussing, and practicing that will integrate food security, social interactions, community development, environmental activism, and…

Measuring the Impacts of a Volunteer-Based Community Development Program in Developing Volunteers' Leadership Skills

Science.gov (United States)

Meier, Amy; Singletary, Loretta; Hill, George

2012-01-01

This article summarizes the results of an evaluation of the impacts of a community development program to develop leadership skills in its adult volunteers. The evaluation featured 20 questions about leadership skills learned as a result of volunteer experiences. Data analysis strategies beyond a simple means ranking resulted in evidence…

Volunteering as a community mother--a pathway to lifelong learning.

Science.gov (United States)

Molloy, Mary

2007-05-01

This paper describes a study that was undertaken to investigate the effects of participating in a community volunteering programme (the Community Mothers Programme) on volunteers (Community Mothers). The aim of the study was to investigate if volunteering in this programme acted as a pathway to lifelong learning; did the volunteers recognise the learning of new knowledge and/or skills, and did their participation in the programme trigger them to progress to further education in other settings? A self-administered questionnaire method was used for data collection: 115 questionnaires being distributed to volunteers, with a response rate of eighty-two (71 per cent). Findings show that the majority of the respondents cited the learning of new knowledge and/or skills as a result of their participation in the Community Mothers Programme. Learning appeared to stem from the various training and activities, suggesting an educational process within the volunteer setting. Findings also show that the majority of respondents had progressed to further education. In this instance, therefore, volunteering did appear to act as a pathway to lifelong learning.

Virtual Communities of Collaborative Learning for Higher Education

Science.gov (United States)

Sotomayor, Gilda E.

2014-01-01

This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have appeared under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and…

Service-Learning from the Perspective of Community Organizations

Science.gov (United States)

Petri, Alexis

2015-01-01

As a central construct in the theory of service-learning, reciprocity for community partners is not often the subject of scholarship, especially scholarship that seeks to understand the benefits and opportunity costs of service-learning. This article explores how reciprocity works in higher education service-learning from the perspective of…

Home-School Links: Networking the Learning Community.

Science.gov (United States)

1996

The topic of networking the learning community with home-school links is addressed in four papers: "Internet Access via School: Expectations of Students and Parents" (Roy Crotty); "The School Library as Community Information Gateway" (Megan Perry); "Rural Access to the Internet" (Ken Eustace); and "NetDay '96:…

The Impact of Course Delivery Systems on Student Achievement and Sense of Community: A Comparison of Learning Community versus Stand-Alone Classroom Settings in an Open-Enrollment Inner City Public Community College

Science.gov (United States)

Bandyopadhyay, Pamela

2010-01-01

This study examined the effects of two types of course delivery systems (learning community classroom environments versus stand-alone classroom environments) on the achievement of students who were simultaneously enrolled in remedial and college-level social science courses at an inner city open-enrollment public community college. This study was…

Distributed Collaborative Learning Communities Enabled by Information Communication Technology

NARCIS (Netherlands)

H.L. Alvarez (Heidi Lee)

2006-01-01

textabstractHow and why can Information Communication Technology (ICT) contribute to enhancing learning in distributed Collaborative Learning Communities (CLCs)? Drawing from relevant theories concerned with phenomenon of ICT enabled distributed collaborative learning, this book identifies gaps in

Community of Practice: A Path to Strategic Learning

Energy Technology Data Exchange (ETDEWEB)

Nancy M. Carlson

2003-04-01

To explore the concept of community of practice, the research initially concentrates on a strategic business process in a research and applied engineering laboratory discovering essential communication tools and processes needed to cultivate a high functioning cross-disciplinary team engaged in proposal preparation. Qualitative research in the human ecology of the proposal process blends topic-oriented ethnography and grounded theory and includes an innovative addition to qualitative interviewing, called meta-inquiry. Meta-inquiry uses an initial interview protocol with a homogeneous pool of informants to enhance the researcher's sensitivity to the unique cultures involved in the proposal process before developing a formal interview protocol. In this study the preanalysis process uses data from editors, graphic artists, text processors, and production coordinators to assess, modify, enhance, and focus the formal interview protocol with scientists, engineers, and technical managers-the heterogeneous informants. Thus this human ecology-based interview protocol values homogeneous and heterogeneous informant data and acquires data from which concepts, categories, properties, and both substantive and formal theory emerges. The research discovers the five essential processes of owning, visioning, reviewing, producing, and contributing for strategic learning to occur in a proposal community of practice. The apprenticeship, developmental, and nurturing perspectives of adult learning provide the proposal community of practice with cohesion, interdependence, and caring, while core and boundary practices provide insight into the tacit and explicit dimensions of the proposal process. By making these dimensions explicit, the necessary competencies, absorptive capacity, and capabilities needed for strategic learning are discovered. Substantive theory emerges and provides insight into the ability of the proposal community of practice to evolve, flourish, and adapt to the

A Study on College EFL Learning Community Based on QQ International

Directory of Open Access Journals (Sweden)

WEI Li

2013-03-01

Full Text Available An EFL Learning Community has been set up online via a free messaging tool QQ International to consolidate and apply the knowledge learnt in class. One sub-community aims at developing multicultural awareness while the other focuses on expertise training in English for the undergraduates in several universities. Our innovative approach is that the trainees interact with other participants with virtual icons, virtual roles and specific achievement goals according to curriculum-related scenarios. The project team utilized surveys and observations to analyze the advantages and disadvantages from different perspectives and gain further insight into the nature of member participation, knowledge application and learning interests. Results revealed that EFL Learning Community promoted learning interests and training efficiency, contributed to interprofessional collaboration and interpersonal cooperation, with the implication that levels of moderate anonymity are the most optimal for role-plays in a learning community both online and in real life.

Building online learning communities in a graduate dental hygiene program.

Science.gov (United States)

Rogo, Ellen J; Portillo, Karen M

2014-08-01

The literature abounds with research related to building online communities in a single course; however, limited evidence is available on this phenomenon from a program perspective. The intent of this qualitative case study inquiry was to explore student experiences in a graduate dental hygiene program contributing or impeding the development and sustainability of online learning communities. Approval from the IRB was received. A purposive sampling technique was used to recruit participants from a stratification of students and graduates. A total of 17 participants completed semi-structured interviews. Data analysis was completed through 2 rounds - 1 for coding responses and 1 to construct categories of experiences. The participants' collective definition of an online learning community was a complex synergistic network of interconnected people who create positive energy. The findings indicated the development of this network began during the program orientation and was beneficial for building a foundation for the community. Students felt socially connected and supported by the network. Course design was another important category for participation in weekly discussions and group activities. Instructors were viewed as active participants in the community, offering helpful feedback and being a facilitator in discussions. Experiences impeding the development of online learning communities related to the poor performance of peers and instructors. Specific categories of experiences supported and impeded the development of online learning communities related to the program itself, course design, students and faculty. These factors are important to consider in order to maximize student learning potential in this environment. Copyright © 2014 The American Dental Hygienists’ Association.

Internet Relationships: Building Learning Communities through Friendship

Science.gov (United States)

Bikowski, Dawn

2007-01-01

The experiences of students in an online learning community were explored in this qualitative case study using social presence theory as an interpretive lens. Participants included five undergraduate students in a certificate program at a large Midwestern university. Students who felt a sense of community online most highly valued the friendship…

Teaching social responsibility through community service-learning in predoctoral dental education.

Science.gov (United States)

Brondani, Mario A

2012-05-01

Social responsibility refers to one's sense of duty to the society in which he or she lives. The Professionalism and Community Service (PACS) dental module at the University of British Columbia is based upon community service-learning and helps dental students to understand the challenges faced by vulnerable segments of the population as they actively reflect on experiences gathered from didactic and experiential activities. This article aims to illustrate the extent to which PACS has fostered awareness of social responsibility through the British Columbia Ministry of Education's Performance Standards Framework for Social Responsibility. Reflections were gathered from students in all four years of the D.M.D. program and were analyzed thematically in three categories of the framework: Contribution to the Classroom and Community, Value of Diversity in the Community, and Exercise of Responsibilities. The constant comparison analysis of the reflective qualitative data revealed that the students directly or indirectly addressed these three categories in their reflections as they synthesized their understanding of community issues and their collaborative roles as socially responsible members of the dental profession. Follow-up studies are needed to explore the impact of community-based dental education upon students' perceptions and understanding of social responsibility and professionalism regarding underserved communities.

Learning in later life: Universities, teaching, intergenerational learning and community cohesion

Directory of Open Access Journals (Sweden)

Keith Percy

2013-07-01

Full Text Available There are no settled concepts in the field of learning in later life. The paper begins by suggesting that generalised statements about older people’s learning are suspect and that the way in which we talk about it shifts over time. In particular, there is a range of claims about methods of learning and teaching appropriate to older people but most have little support from empirical research. The paper then focuses on the evaluation of a small innovation project, funded by national government, at Lancaster University, 2009-10. The project sought to involve members of a local University of the Third age group in learning activity on the nearby university campus, partly using undergraduate teaching provision. It aimed to test ideological reservations within the U3A group about association with a public institution of higher education and about mixing the ‘purity’ of self-help learning for older adults, in the British U3A tradition, with more formal methods of learning. The outcomes of the project evaluation suggested that most older learners participating valued their opportunity to use university learning resources and that the British U3A ideology did not inhibit them from doing so. It also suggests that the University benefited from the presence of the older learners and that the surrounding community potentially might have done. A brief discussion of implications for intergenerational learning, community cohesion and marginalised older people follows. The paper concludes that British universities should and, perhaps, could relate more dynamically and emphatically with the provision of opportunities for learning in later life.

Community as classroom: teaching and learning public health in rural Appalachia.

Science.gov (United States)

Florence, James; Behringer, Bruce

2011-01-01

Traditional models for public health professional education tend to be didactic, with brief, discrete practica appended. National reports of both practitioners and academicians have called for more competency-driven, interdisciplinary-focused, community-based, service-oriented, and experientially-guided learning for students across the curriculum. East Tennessee State University began its own curricular revisioning in health professions education nearly 2 decades ago with a grant from the W.K. Kellogg Foundation, emphasizing competencies development through community-based learning in community-academic partnerships. This article describes 3 examples that grew from that initiative. In the first example, students in multiple classes delivered a longitudinal community-based employee wellness intervention for a rural county school district. BS public health students conducted needs assessments and prepared health education materials; MPH students conducted health assessments and worked with school wellness councils to deliver client-centered interventions; DrPH students supervised the project and provided feedback to the schools using participatory methods. In the second example, MPH students in a social-behavioral foundations course used experiential learning to investigate the region's elevated cancer mortality ranking. Following meetings with multiple community groups, students employed theoretical constructs to frame regional beliefs about cancer and presented findings to community leaders. One outcome was a 5-year community-based participatory research study of cancer in rural Appalachia. In the third example, MPH students in a health-consulting course assessed local African Americans' awareness of the university's health and education programs and perceptions of their community health issues. Students learned consultation methods by assisting at multiple regional African American community meetings to discover issues and interest that resulted in the

COMMUNICATIVE COMPETENCE DEVELOPMENT OF INTENDING TEACHERS BY MEANS OF LEARNING COMMUNITIES

Directory of Open Access Journals (Sweden)

Irina Evgenyevna Krasilova

2014-07-01

Full Text Available In the information society the role of learning communities in professional training of an individual specialist is growing. Ideas of social constructivism determine the development of the Internet, on which the modern information and learning environment is mainly based.  The article contains definitions of a university learning community and learning community means; a model of communicative competence development of intending teachers of foreign languages by means of a learning community (informational and educational, technical, organizational and methodological; criteria for evaluating the level of communicative competence development. The author considers the communicative competence of intending teachers a part of their professional competence. The model has been tested at a teacher training university. The article presents some results of the experiment and the main conclusions that allow experts to judge the effectiveness of the model and its applicability in vocational education.DOI: http://dx.doi.org/10.12731/2218-7405-2014-3-8

Learning Nursing in the Workplace Community: The Generation of Professional Capital

Science.gov (United States)

Gobbi, Mary

This chapter explores the connections between learning, working and professional communities in nursing. It draws on experiences and research in nursing practice and education, where not only do isolated professionals learn as a result of their actions for patients and others, but those professionals are part of a community whose associated networks enable learning to occur. Several characteristics of this professional community are shared with those found in Communities of Practice (CoPs) (Lave and Wenger, 1991; Wenger, 1998), but the balance and importance of many elements can differ. For instance, whilst Lave and Wenger (1991) describe many aspects of situated learning in CoPs that apply to nurses, their model is of little help in understanding the ways in which other professions as well as patients/clients and carers influence the development of nursing practice. Therefore, I shall argue that it is not just the Community of Practice that we need to consider

45 CFR 2517.600 - How are funds for community-based service-learning programs distributed?

Science.gov (United States)

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false How are funds for community-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2517.600 How are funds for community-based service-learning programs distributed? All...

Online Education in the Community College

Science.gov (United States)

Johnson, Steven G.; Berge, Zane

2012-01-01

This paper looks at three areas impacting online education at the community college level. Community colleges account for more than half of all online students in the United States as of 2006. This makes the success of online learning at the community college level a critical part of the growing online learning movement. Using data for…

The impact of a faculty learning community on professional and personal development: the facilitator training program of the American Academy on Communication in Healthcare.

Science.gov (United States)

Chou, Calvin L; Hirschmann, Krista; Fortin, Auguste H; Lichstein, Peter R

2014-07-01

Relationship-centered care attends to the entire network of human relationships essential to patient care. Few faculty development programs prepare faculty to teach principles and skills in relationship-centered care. One exception is the Facilitator Training Program (FTP), a 25-year-old training program of the American Academy on Communication in Healthcare. The authors surveyed FTP graduates to determine the efficacy of its curriculum and the most important elements for participants' learning. In 2007, surveys containing quantitative and narrative elements were distributed to 51 FTP graduates. Quantitative data were analyzed using descriptive statistics. The authors analyzed narratives using Burke's dramatistic pentad as a qualitative framework to delineate how interrelated themes interacted in the FTP. Forty-seven respondents (92%) identified two essential acts that happened in the program: an iterative learning process, leading to heightened personal awareness and group facilitation skills; and longevity of learning and effect on career. The structure of the program's learning community provided the scene, and the agents were the participants, who provided support and contributed to mutual success. Methods of developing skills in personal awareness, group facilitation, teaching, and feedback constituted agency. The purpose was to learn skills and to join a community to share common values. The FTP is a learning community that provided faculty with skills in principles of relationship-centered care. Four further features that describe elements of this successful faculty-based learning community are achievement of self-identified goals, distance learning modalities, opportunities to safely discuss workplace issues outside the workplace, and self-renewing membership.

Community Opinion and Satisfaction with the Leadership at an Urban Community Educational Learning Center during an Organizational Transformation Process: A Frontline Perspective from Community Stakeholders

Science.gov (United States)

Lewis, Joseph Lee

2013-01-01

This study examined selected community stakeholders' perception of the current leadership at their local community educational learning center during an organizational transformation and cultural change process. The transition from a community college to an educational learning center, mandated in 2006 by the Accredition Commission and agreed on…

Familia and Comunidad-Based Saberes: Learning in an Indigenous Heritage Community

Science.gov (United States)

Urrieta, Luis, Jr.

2013-01-01

This article explores how children and youth learned indigenous heritage "saberes" (knowings) through intent community participation in Nocutzepo, Mexico. The "familia" (family) and "comunidad" (community)-based saberes were valuable for skills acquisition, but most important for learning indigenous forms of…

"Learning" in a Transgressive Professional Community

DEFF Research Database (Denmark)

Jensen, Carsten Juul; Drachmann, Merete; Jeppesen, Lise Kofoed

2015-01-01

to deal with overwhelming experiences concerning the naked bodies of patients and death, useful application of theoretical knowledge, the path from novice to advanced beginner, and adjusting to the workplace community. The conclusion is that the learning of nursing students during their first clinical in......This material is a part of a longitudinal development project which seeks to comprehend learning experiences of nursing students during their first clinical in-service placement. The study has a qualitative methodology, inspired by Michael Eraut’s thoughts on learning in the workplace. When...... the workplace perspective is applied, learning seems to be concentrated on actual situations which the learner is in, in contrast to employing constructed concepts. The nursing students’ learning seems to be oriented towards socialization in the clinic as a workplace. This means that the nursing students seek...

The Impact of Computer Assisted Instruction As It Relates to Learning Disabled Adults in California Community Colleges.

Science.gov (United States)

Brower, Mary Jo

A study was conducted to determine the advantages and disadvantages of using computer-assisted instruction (CAI) with learning disabled (LD) adults attending California community colleges. A questionnaire survey of the directors of the LD programs solicited information on the availability of CAI for LD adults, methods of course advertisement,…

Musicians working in community contexts : perspectives of learning

NARCIS (Netherlands)

Smilde, Rineke

2012-01-01

This paper will explore types of learning, which takes place when musicians work in situations where they have to connect to community contexts. It will first address musicians’ changing professional roles in the changing sociocultural landscape and the need for lifelong learning and emergence of

Auditory learning through active engagement with sound: Biological impact of community music lessons in at-risk children

Directory of Open Access Journals (Sweden)

Nina eKraus

2014-11-01

Full Text Available The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements in the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1,000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for one year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to an instrumental training class. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. These findings speak to the potential of active engagement with sound (i.e., music-making to engender experience-dependent neuroplasticity during trand may inform the development of strategies for auditory

Reciprocal Exchange: Understanding the Community Partner Perspective in Higher Education Service-Learning

Science.gov (United States)

Petri, Alexis Nicolle

2012-01-01

This study investigates service-learning from the community partners' perspective, especially in terms of reciprocity. As a central construct in the theory of service-learning, reciprocity for community partners is virtually unknown. Little scholarship exists that explains or explores the benefits and opportunity costs of service-learning. One…

Community-based medical education: is success a result of meaningful personal learning experiences?

Science.gov (United States)

Kelly, Len; Walters, Lucie; Rosenthal, David

2014-01-01

Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME. The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning. The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.

The development of socially responsible life-sciences teachers through community service learning.

Directory of Open Access Journals (Sweden)

J.J. Rian de Villiers

2012-03-01

Full Text Available In South Africa, polices in higher education are urging tertiary institutions to produce graduates who are socially responsible citizens. One method of achieving this is through service-learning initiatives. Zoos as community partners can provide exciting educational opportunities for students to do animal behaviour studies and to develop their social responsibility. A sample of 58 preservice life-sciences teachers from a South African university completed a questionnaire on their animal behaviour studies. This study sought to determine how animal behaviour studies could successfully be incorporated as a community service-learning project in a zoo setting, what the educational value of these studies was and what the benefits were of incorporating this community service-learning component in the life-sciences course. The incorporation of the service-learning component into the zoology course led to the students’ personal and professional development, knowledge about themselves, sensitivity to cultural diversity, civic responsibility and insights into the ways in which communities operate. For a successful service-learning project, lectures, students and community partners should all have a sense of engagement. A number of suggestions are made to improve the incorporation of this service-learning component into the existing zoology course.

45 CFR 2517.300 - Who may participate in a community-based service-learning program?

Science.gov (United States)

2010-10-01

...-learning program? 2517.300 Section 2517.300 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2517.300 Who may participate in a community-based service-learning program...

School to community: service learning in hospitaliy and tourism

Science.gov (United States)

Kimberly Monk; Jessica Bourdeau; Michele Capra

2007-01-01

In the effort to augment hospitality and tourism education beyond classroom instruction and internships, the added instructional methodology of community service learning is suggested. Service learning is an instructional method where students learn and develop through active participation in organized experiences that meet actual needs, increasing their sense of...

Beyond the ivory tower: service-learning for sustainable community ...

African Journals Online (AJOL)

Teaching, research and community service have since earliest times been regarded as the three core functions of the university. The concept and practice of service-learning has succeeded in uniting these core functions. Whereas the quality of student learning resulting from service-learning experiences is of crucial ...

Community and Social Network Sites as Technology Enhanced Learning Environments

DEFF Research Database (Denmark)

Ryberg, Thomas; Christiansen, Ellen

2008-01-01

This paper examines the affordance of the Danish social networking site Mingler.dk for peer-to-peer learning and development. With inspiration from different theoretical frameworks, the authors argue how learning and development in such social online systems can be conceptualised and analysed....... Theoretically the paper defines development in accordance with Vygotsky's concept of the zone of proximal development, and learning in accordance with Wenger's concept of communities of practice. The authors suggest analysing the learning and development taking place on Mingler.dk by using these concepts...... supplemented by the notion of horizontal learning adopted from Engestrm and Wenger. Their analysis shows how horizontal learning happens by crossing boundaries between several sites of engagement, and how the actors' multiple membership enables the community members to draw on a vast amount of resources from...

Evaluation of asynchronous E-learning in the geography curriculum: enriching learning quality in Saudi high schools

OpenAIRE

Al Dobaikhi, Hend; Woollard, John

2011-01-01

The impacts of emerging ICT into educational curricula Asynchronous discussion forumDiscussion groups via e-learning environmentPosting questions and commentsSelf-efficacy in asynchronous e-learning Web community participationCollaborative learning can be fosteredPositive impacts on objectives of educational curriculum

Teaching and learning community work online: can e-learning promote competences for future practice?

OpenAIRE

Larsen, Anne Karin; Visser-Rotgans, Rina; Hole, Grete Oline

2011-01-01

This article presents a case study of an online course in Community Work and the learning outcomes for an international group of students participating in the course. Examples from the process of, and results from the development of virtual-learning material are presented. Finally, the students' learning experience and competences achieved by the use of innovative learning material and ICT communication tools are presented.

Developing an Understanding of Higher Education Science and Engineering Learning Communities

Science.gov (United States)

Coll, Richard K.; Eames, Chris

2008-01-01

This article sets the scene for this special issue of "Research in Science & Technological Education", dedicated to understanding higher education science and engineering learning communities. We examine what the literature has to say about the nature of, and factors influencing, higher education learning communities. A discussion of…

Engineering Hybrid Learning Communities: The Case of a Regional Parent Community

Directory of Open Access Journals (Sweden)

Sven Strickroth

2014-09-01

Full Text Available We present an approach (and a corresponding system design for supporting regionally bound hybrid learning communities (i.e., communities which combine traditional face-to-face elements with web based media such as online community platforms, e-mail and SMS newsletters. The goal of the example community used to illustrate the approach was to support and motivate (especially hard-to-reach underprivileged parents in the education of their young children. The article describes the design process used and the challenges faced during the socio-technical system design. An analysis of the community over more than one year indicates that the hybrid approach works better than the two separated “traditional” approaches separately. Synergy effects like advertising effects from the offline trainings for the online platform and vice versa occurred and regular newsletters turned out to have a noticeable effect on the community.

Conceptualisation of knowledge construction in community service-learning programmes in nursing education

Directory of Open Access Journals (Sweden)

Sindi Z. Mthembu

2013-06-01

Full Text Available Background: Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. Objectives: The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. Method: A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. Results: The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

Science.gov (United States)

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different

Network Analysis of a Virtual Community of Learning of Economics Educators

Science.gov (United States)

Fontainha, Elsa; Martins, Jorge Tiago; Vasconcelos, Ana Cristina

2015-01-01

Introduction: This paper aims at understanding virtual communities of learning in terms of dynamics, types of knowledge shared by participants, and network characteristics such as size, relationships, density, and centrality of participants. It looks at the relationships between these aspects and the evolution of communities of learning. It…

Social Networks and Performance in Distributed Learning Communities

Science.gov (United States)

Cadima, Rita; Ojeda, Jordi; Monguet, Josep M.

2012-01-01

Social networks play an essential role in learning environments as a key channel for knowledge sharing and students' support. In distributed learning communities, knowledge sharing does not occur as spontaneously as when a working group shares the same physical space; knowledge sharing depends even more on student informal connections. In this…

Power and Privilege: Community Service Learning in Tijuana

Science.gov (United States)

Camacho, Michelle Madsen

2004-01-01

As social scientists engage their own subjectivity, there is greater awareness of their own touristic "gaze," or at least the power relations that are evoked in the researcher-subject interaction. In teaching students involved in community service learning, the challenge is to provide a learning experience that addresses power inequities…

Design of environmental education module towards the needs of aboriginal community learning

Science.gov (United States)

Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

2017-05-01

Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

Implementing Quality Service-Learning Programs in Community Colleges

Science.gov (United States)

Vaknin, Lauren Weiner; Bresciani, Marilee J.

2013-01-01

This cross-case comparative study at Western Community College and the University of the Coast explored through a constructive lens the characteristics that lead to sustainable, high quality service-learning programs and how they are implemented at institutions of higher education. The researchers determined that both Western Community College and…

Building A Drought Science Learning Community: Education and Engagement in an NSF CAREER Grant

Science.gov (United States)

Quiring, S. M.

2011-12-01

This paper describes the education and engagement plan of the NSF CAREER award that I received in 2011 (Role of Soil Moisture in Seasonal to Interannual Climate Variability in the U.S. Great Plains; NSF Award #1056796). A key component of this plan is the development of a Drought Science Learning Community. A learning community is a program of courses and activities, which may include social and academic activities outside the classroom, that form a single program of instruction. Learning communities serve to increase faculty-student and student-student interaction, improve active and collaborative learning, and develop curricular coherence. The goal of a learning community is to encourage integration of learning across courses and to involve students with one of the grand challenges facing society. Students will be recruited from a Freshman Year Seminar (FYS) that I teach every Fall. Students who belong to the learning community will participate in the Water Management and Hydrological Sciences Seminar Series, relevant field trips, and monthly brown bag lunch meetings where students and faculty will discuss their current research projects and recently published scientific articles. Students who participate in learning community activities will benefit from a common intellectual experience that will help them to develop linkages between courses, regular interactions with faculty mentors, and the opportunity to contribute to faculty research. All students will be encouraged to complete an undergraduate thesis as the capstone experience of their participation in the learning community. In addition to describing the organization of the education and engagement plan, I will also discuss expected outcomes, best practices and lessons learned.

Pedagogical innovation from the perspective of professional learning communities

Directory of Open Access Journals (Sweden)

Sánchez-Cortés, Ana María

2016-12-01

Full Text Available This study aimed to verify the relationship between the participation of teachers in professional learning communities and the teaching practices related to the socio-constructivist model. For this purpose, a quantitative non-experimental model with a cross-sectional design was implemented, using the results of the survey entitled "Teaching and learning international survey", which was applied by the OECD in 2008 in 24 countries. The results of the conducted study determined that the dimensions of professional learning communities have a weak positive relationship with the categories of teaching practices. Additionally, the investigation addressed the differences in the responses of teachers according to variables, such as age, gender, teaching experience, and level of education.

Developing a Professional Learning Community among Preservice Teachers

Science.gov (United States)

Bond, Nathan

2013-01-01

This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

Community of inquiry model: advancing distance learning in nurse anesthesia education.

Science.gov (United States)

Pecka, Shannon L; Kotcherlakota, Suhasini; Berger, Ann M

2014-06-01

The number of distance education courses offered by nurse anesthesia programs has increased substantially. Emerging distance learning trends must be researched to ensure high-quality education for student registered nurse anesthetists. However, research to examine distance learning has been hampered by a lack of theoretical models. This article introduces the Community of Inquiry model for use in nurse anesthesia education. This model has been used for more than a decade to guide and research distance learning in higher education. A major strength of this model learning. However, it lacks applicability to the development of higher order thinking for student registered nurse anesthetists. Thus, a new derived Community of Inquiry model was designed to improve these students' higher order thinking in distance learning. The derived model integrates Bloom's revised taxonomy into the original Community of Inquiry model and provides a means to design, evaluate, and research higher order thinking in nurse anesthesia distance education courses.

Is the Learning Community of Economics and Accounting Effective? Empirical Assessment of Class Achievements

Science.gov (United States)

Stumph, Carolyn Fabian; Kim, Myeong Hwan; Han, Yongseung; Minke, Susan

2017-01-01

Learning communities are increasingly used at colleges and universities, as one of the goals of a learning community is to increase interaction among students and teach them how to apply knowledge. The goal of this research is to assess the learning community of the economics and accounting students in their class performance measured by class…

Technology Integration through Professional Learning Community

Science.gov (United States)

Cifuentes, Lauren; Maxwell, Gerri; Bulu, Sanser

2011-01-01

We describe efforts to build a learning community to support technology integration in three rural school districts and the contributions of various program strategies toward teacher growth. The Stages of Adoption Inventory, classroom observations, the Questionnaire for Technology Integration, interviews, STAR evaluation surveys, a survey of…

Community as Teacher Model: Health Profession Students Learn Cultural Safety from an Aboriginal Community

Science.gov (United States)

Kline, Cathy C.; Godolphin, William J.; Chhina, Gagun S.; Towle, Angela

2013-01-01

Communication between health care professionals and Aboriginal patients is complicated by cultural differences and the enduring effects of colonization. Health care providers need better training to meet the needs of Aboriginal patients and communities. We describe the development and outcomes of a community-driven service-learning program in…

Building Ocean Learning Communities: A COSEE Science and Education Partnership

Science.gov (United States)

Robigou, V.; Bullerdick, S.; Anderson, A.

2007-12-01

The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

Why Teach Social Entrepreneurship: Enhance Learning and University-Community Relations through Service-Learning Outreach

Science.gov (United States)

Wessel, Stacy; Godshalk, Veronica M.

2004-01-01

This article focuses on providing a convincing argument for incorporating social entrepreneurship into the business professor's classroom. The outreach provided by social entrepreneurship enhances learning and promotes university-community relations. Service-learning engagement activities, in the form of social entrepreneurship, create a three-way…

It takes a community to engage a community: a model for public engagement about the impacts of nuclear research and development

International Nuclear Information System (INIS)

Dalzell, M.T.J.; Main, M.G.; Root, J.H.

2014-01-01

The Forum for Accountability and Communities Talking nuclear Science - 'nuclearFACTS' - is a cornerstone of the Sylvia Fedoruk Canadian Centre for Nuclear Innovation's strategy to engage the people of Saskatchewan in evidence-based conversations about the impacts of the nuclear research, development and training activities supported by the Fedoruk Centre. The event is the primary mechanism through which the Fedoruk Centre's community of researchers reports on the progress of their work to the Fedoruk Centre and to their peers in a collegial environment. Intended to be an annual event, the inaugural nuclearFACTS was held 28 August 2013, with leaders of five projects in nuclear medicine, energy and safety systems, materials research using nuclear techniques and social environmental research. The one day event included a peer-to-peer forum as well as a public colloquium and press briefing. The public colloquium clearly demonstrated that this unique approach, enlisting the participation of a willing community of experts, highlighting the impacts of their work using straightforward, concise explanations can lead to successful public engagement. This paper will discuss some of the lessons learned from the first nuclearFACTS and plans for future events. (author)

It takes a community to engage a community: a model for public engagement about the impacts of nuclear research and development

Energy Technology Data Exchange (ETDEWEB)

Dalzell, M.T.J.; Main, M.G.; Root, J.H., E-mail: matthew.dalzell@usask.ca, E-mail: marci.main@usask.ca, E-mail: john.root@usask.ca [Sylvia Fedoruk Canadian Centre for Nuclear Innovation, Saskatoon, SK (Canada)

2014-07-01

The Forum for Accountability and Communities Talking nuclear Science - 'nuclearFACTS' - is a cornerstone of the Sylvia Fedoruk Canadian Centre for Nuclear Innovation's strategy to engage the people of Saskatchewan in evidence-based conversations about the impacts of the nuclear research, development and training activities supported by the Fedoruk Centre. The event is the primary mechanism through which the Fedoruk Centre's community of researchers reports on the progress of their work to the Fedoruk Centre and to their peers in a collegial environment. Intended to be an annual event, the inaugural nuclearFACTS was held 28 August 2013, with leaders of five projects in nuclear medicine, energy and safety systems, materials research using nuclear techniques and social environmental research. The one day event included a peer-to-peer forum as well as a public colloquium and press briefing. The public colloquium clearly demonstrated that this unique approach, enlisting the participation of a willing community of experts, highlighting the impacts of their work using straightforward, concise explanations can lead to successful public engagement. This paper will discuss some of the lessons learned from the first nuclearFACTS and plans for future events. (author)

Lifelong Learning for All in Asian Communities: ICT Based Initiatives

Science.gov (United States)

Misra, Pradeep Kumar

2011-01-01

The necessity to adjust to the prerequisites of the knowledge based society and economy brought about the need for lifelong learning for all in Asian communities. The concept of lifelong learning stresses that learning and education are related to life as a whole - not just to work - and that learning throughout life is a continuum that should run…

A participatory approach to social impact assessment: the interactive community forum

International Nuclear Information System (INIS)

Becker, Dennis R.; Harris, Charles C.; McLaughlin, William J.; Nielsen, Erik A.

2003-01-01

The Interactive Community Forum is a method of social impact assessment that seeks community members' judgments of social impacts resulting from project alternatives in an environmental impact assessment. The method employs a participant-driven description of the social system along with a set of community constructs to guide in the identification of anticipated social impacts. A diversity of participants with different areas of community involvement are exposed to a structured small group process where information is shared and community-level impacts are deliberated. Based on group discussion, participants project social impacts and identify measures necessary for their mitigation. The Interactive Community Forum thereby provides a means to integrate local knowledge into an Environmental Impact Statement and inform environmental decision-making through a modified public involvement process

Closer to Learning: Social Networks, Trust, and Professional Communities

Science.gov (United States)

Liou, Yi-Hwa; Daly, Alan J.

2014-01-01

Researchers, educators, and policymakers suggest the use of professional learning communities as one important approach to the improvement of teaching and learning. However, relatively little research examines the interplay of professional interactions (structural social capital) around instructional practices and key elements of professional…

Teaching Community-Based Learning Course in Retailing Management

Science.gov (United States)

Rhee, Eddie

2018-01-01

This study outlines the use of a community-based learning (CBL) applied to a Retailing Management course conducted in a 16-week semester in a private institution in the East Coast. The study addresses the case method of teaching and its potential weaknesses, and discusses experiential learning for a real-world application. It further addresses CBL…

From conditioning to learning communities: implications of fifty years of research in e-learning interaction design

Directory of Open Access Journals (Sweden)

Andrew Ravenscroft

2003-12-01

Full Text Available This paper will consider e-learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e-learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné, cognitivist (Pask, Piaget and Papert, situated (Lave, Wenger and Seely-Brown, socioconstructivist (Vygotsky, socio-cultural (Nardi and Engestrom and community-based (Wenger and Preece. Emerging from this review is the argument that effective elearning usually requires, or involves, high-quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e-learning.

Self-Driven Service Learning: Community-Student-Faculty Collaboratives Outside of the Classroom

Directory of Open Access Journals (Sweden)

Veronica A. Segarra

2015-08-01

Full Text Available Service learning is a community engagement pedagogy often used in the context of the undergraduate classroom to synergize course-learning objectives with community needs.  We find that an effective way to catalyze student engagement in service learning is for student participation to occur outside the context of a graded course, driven by students’ own interests and initiative.  In this paper, we describe the creation and implementation of a self-driven service learning program and discuss its benefits from the community, student, and faculty points of view.  This experience allows students to explore careers in the sciences as well as identify skill strengths and weaknesses in an environment where mentoring is available but where student initiative and self-motivation are the driving forces behind the project’s success.  Self-driven service learning introduces young scientists to the idea that their careers serve a larger community that benefits not only from their discoveries but also from effective communication about how these discoveries are relevant to everyday life.

Adult Learning for Social Change in Museums: An Exploration of Sociocultural Learning Approaches to Community Engagement

Science.gov (United States)

Kim, Junghwan; You, Jieun; Yeon Park, Soo

2016-01-01

This integrative literature review critically examined how scholars were articulating the work of museums to make a space for "adult learning for social change through community engagement". We applied sociocultural adult learning theories (situated learning and cultural-historical activity theory), to 25 theoretical and empirical…

Paradoxes of Social Networking in a Structured Web 2.0 Language Learning Community

Science.gov (United States)

Loiseau, Mathieu; Zourou, Katerina

2012-01-01

This paper critically inquires into social networking as a set of mechanisms and associated practices developed in a structured Web 2.0 language learning community. This type of community can be roughly described as learning spaces featuring (more or less) structured language learning resources displaying at least some notions of language learning…

Utilizing Peer Mentor Roles in Learning Communities

Science.gov (United States)

Rieske, Laura Jo; Benjamin, Mimi

2015-01-01

For a number of learning community programs, peer mentors provide an additional layer of staffing support. This chapter highlights peer mentor roles from a sample of programs and suggests important components for the construction of these roles.

Impact of Interactive Video Communication Versus Text-Based Feedback on Teaching, Social, and Cognitive Presence in Online Learning Communities.

Science.gov (United States)

Seckman, Charlotte

A key element to online learning is the ability to create a sense of presence to improve learning outcomes. This quasi-experimental study evaluated the impact of interactive video communication versus text-based feedback and found a significant difference between the 2 groups related to teaching, social, and cognitive presence. Recommendations to enhance presence should focus on providing timely feedback, interactive learning experiences, and opportunities for students to establish relationships with peers and faculty.

Towards a lifelong learning society through reading promotion: Opportunities and challenges for libraries and community learning centres in Viet Nam

Science.gov (United States)

Hossain, Zakir

2016-04-01

The government of Viet Nam has made a commitment to build a Lifelong Learning Society by 2020. A range of related initiatives have been launched, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day" - a day aimed at encouraging reading and raising awareness of its importance for the development of knowledge and skills. Viet Nam also aims to implement lifelong learning (LLL) activities in libraries, museums, cultural centres and clubs. The government of Viet Nam currently operates more than 11,900 Community Learning Centres (CLCs) and is in the process of both renovating and innovating public libraries and museums throughout the country. In addition to the work undertaken by the Viet Nam government, a number of enterprises have been initiated by non-governmental organisations and non-profit organisations to promote literacy and lifelong learning. This paper investigates some government initiatives focused on libraries and CLCs and their impact on reading promotion. Proposing a way forward, the paper confirms that Viet Nam's libraries and CLCs play an essential role in promoting reading and building a LLL Society.

Impact analysis and community development needs at the salt site

International Nuclear Information System (INIS)

Gray, S.; Boryczka, M.; Hines, B.

1984-01-01

The Office of Nuclear Waste Isolation (ONWI) has developed a socioeconomic program for a nuclear waste repository constructed in salt. The program is comprised of three elements: impact assessment, impact mitigation, and impact monitoring. The first element, impact assessment, is the focus of ONWI's current activities. Socioeconomic data has been collected for seven salt sites in Texas, Utah, Mississippi and Louisiana. Demographic, economic, community service, governmental and social structure information has been assembled into data base reports for each site area. These socioeconomic reports will be the basis for analyzing community-related impacts. Socioeconomic effects are currently being evaluated for the environmental assessment document required by the Nuclear Waste Policy Act. The approach to evaluating socioeconomic impacts for the environmental assessment impact includes developing the data base necessary for evaluation; assessing impacts of baseline population projected by the states; assessing project-related impacts through the use of an inmigration model and responding to socioeconomic issues raised in public meetings and hearings. The siting, construction, and operation of nuclear repositories will involve an extended period of time and an increased workforce, which can result in some impacts similar to those of other large development projects. The communities affected by a repository site will face increased demands for housing, community services (transportation, sewer and water, schools, etc.) and land, as well as a desire to maintain the community's ''character''. The management of this expansion and other related community impacts should be structured to meet community needs and goals. The management process should include the formation of an impact management comment, a public participation program, and a technical assistance program

Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities

Science.gov (United States)

Schrader, Dawn E.

2015-01-01

Social media provide new means and opportunities for learning that are consistent with major tenets of both social and cognitive constructivism, and extend the process of learning and meaning construction to more diverse communities and universally accessible shared activities that are jointly and concurrently engaged in by both peers and experts.

Community-Based Learning. Adding Value to Programs Involving Service Agencies and Schools.

Science.gov (United States)

Cumming, Jim

Community-based learning (CBL) is a structured approach to learning and teaching that connects meaningful community experience with intellectual development, personal growth, and active citizenship. Enthusiasm for CBL is emerging in Australia and elsewhere because it is seen as the following: strategy for whole-school reform, especially in…

Exploring body-anchored and experience-based learning in a community of practice

DEFF Research Database (Denmark)

Stelter, Reinhard

2008-01-01

which, in a second step, is presented as part of the social realm and as one of the prerequisites of learning in a community of practice. This integration is established and becomes visible through the following two concepts: 1. Reification as the outflow of co-ordinated action, and 2. narratives......The article aims to integrate body-anchored and experience-based learning in the theoretical concept of learning in a community of practice. Present moment, epoché, intentional orientation and meaning making are introduced as the four basic premises for body-anchored and experience-based learning...

The Impact of Road Construction on Subjective Well-Being in Communities in Madre de Dios, Peru.

Science.gov (United States)

Riley-Powell, Amy R; Lee, Gwenyth O; Naik, Nehal S; Jensen, Kelly E; O'Neal, Christina; Salmón-Mulanovich, Gabriela; Hartinger, Stella M; Bausch, Daniel G; Paz-Soldan, Valerie A

2018-06-15

The interoceanic highway (IOH) in Madre de Dios, Peru has driven dramatic change in the Peruvian Amazon basin. We conducted a mixed methods study to examine the impact of these changes on the subjective well-being (SWB) of four communities on the IOH. Themes that emerged qualitatively included changing health threats, environmental degradation, and the impact of increased migration. To achieve a higher level of SWB, respondents emphasized the need for higher incomes, opportunities to learn new skills, and a better education for their children. Potential threats to SWB included marital problems and poorer health. Quantitative analyses suggested that social support and a sense of security impacted reported SWB scores based on life satisfaction, and the impact of income on life satisfaction was mediated by food security. Although long-term residents felt that specific determinants of SWB had both increased (food variety, transport and access to work) and decreased (access to natural resources and hunting), the majority reported that their lives had improved overall. Health had been affected by the IOH in both negative ways (increased dengue and road accidents) and positive ways (improved access to health services). Our results suggest that the rapidly-changing communities near the IOH link well-being to health, income, community, and the environment.

The Impact of Road Construction on Subjective Well-Being in Communities in Madre de Dios, Peru

Directory of Open Access Journals (Sweden)

Amy R. Riley-Powell

2018-06-01

Full Text Available The interoceanic highway (IOH in Madre de Dios, Peru has driven dramatic change in the Peruvian Amazon basin. We conducted a mixed methods study to examine the impact of these changes on the subjective well-being (SWB of four communities on the IOH. Themes that emerged qualitatively included changing health threats, environmental degradation, and the impact of increased migration. To achieve a higher level of SWB, respondents emphasized the need for higher incomes, opportunities to learn new skills, and a better education for their children. Potential threats to SWB included marital problems and poorer health. Quantitative analyses suggested that social support and a sense of security impacted reported SWB scores based on life satisfaction, and the impact of income on life satisfaction was mediated by food security. Although long-term residents felt that specific determinants of SWB had both increased (food variety, transport and access to work and decreased (access to natural resources and hunting, the majority reported that their lives had improved overall. Health had been affected by the IOH in both negative ways (increased dengue and road accidents and positive ways (improved access to health services. Our results suggest that the rapidly-changing communities near the IOH link well-being to health, income, community, and the environment.

Combining forces. Distributed Leadership and a professional learning community in primary and secondary education

NARCIS (Netherlands)

Hulsbos, Frank; Van Langevelde, Stefan; Evers, Arnoud

2018-01-01

This report describes an in depth case study of two good practice schools where a professional learning community and distributed leadership are highly developed. The goal of this study was to learn what conditions in the school support a professional learning community and distributed leadership.

Myanmar: The Community Learning Centre Experience.

Science.gov (United States)

Middelborg, Jorn; Duvieusart, Baudouin, Ed.

A community learning centre (CLC) is a local educational institution outside the formal education system, usually set up and managed by local people. CLCs were first introduced in Myanmar in 1994, and by 2001 there were 71 CLCs in 11 townships. The townships are characterized by remoteness, landlessness, unemployment, dependency on one cash crop,…

Motivation, Empowerment, and Innovation: Teachers' Beliefs about How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning

Science.gov (United States)

Trust, Torrey

2017-01-01

Educators around the world participate in virtual communities, social media sites, and online networks in order to gain support and ideas for improving their practice. Many researchers have explored how and why teachers participate in these online spaces; however, there is limited research on how participation might impact teaching and learning.…

A Logical Approach to Supporting Professional Learning Communities

Directory of Open Access Journals (Sweden)

Ralph Seward

2011-12-01

Full Text Available Collaborative knowledge sharing requires that dialogues successfully cross organizational barriers and information silos. Successful communication in person or in a virtual community involves a willingness to share ideas and consider diverse viewpoints. This research examines a science, technology, engineering, and mathematics (STEM content management system called NASATalk, which offers public and private blog posts, file sharing, asynchronous discussion, and live chat services. The service is designed to provide a virtual environment where educators can share ideas, suggestions, successes, and innovations in STEM teaching and learning activities. This study features qualitative data from STEM education groups that helped extend the design of the NASATalk Web 2.0 collaborative tools and features. The analysis shows that the context, e-collaborative tools, integration strategies, and outcomes varied, but also contributed additional space, time, tools, integration strategies, and outcomes through the virtual collaborative learning environment. This study is designed to inform the STEM education community as well as those offering virtual community resources and tools of the added value of using virtual communities to help STEM educators work together in collaborative, virtual environments to discuss ways they can improve their instruction and student performance.

Investigating student communities with network analysis of interactions in a physics learning center

Directory of Open Access Journals (Sweden)

Eric Brewe

2012-01-01

Full Text Available Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

Investigating student communities with network analysis of interactions in a physics learning center

Science.gov (United States)

Brewe, Eric; Kramer, Laird; Sawtelle, Vashti

2012-06-01

Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC) that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

Science.gov (United States)

Goodyear, Victoria A

2017-03-01

It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

Psychology of Learning Spaces: Impact on Teaching and Learning

Science.gov (United States)

Granito, Vincent J.; Santana, Mary E.

2016-01-01

New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…

Emergence of a learning community: a transforming experience at the boundaries

Science.gov (United States)

Raia, Federica

2013-03-01

I narrate a process of transformation, a professional and personal journey framed by an experience that captured my attention shaping my interpretation and reflections. From a critical complexity framework I discuss the emergence of a learning community from the cooperation among individuals of diverse social and cultural worlds sharing the need to change a traditional professional development program structure and develop a new science education Masters Degree/Certification program. I zoom into the continual redefinition of the community, its evolution and complex interrelations among its participants and the emergence of a learning community as a boundary space having an emancipatory role and allowing growth and learning. I analyze the dialectical relationship between agents' behavior either impeding growth or having an emancipatory function of a mindful RelationalAct in a complex adaptive system framework.

Attitude toward learning of community medicine: A cross-sectional study among medical school students

Directory of Open Access Journals (Sweden)

Japhereena Murugavel

2017-01-01

Full Text Available Background: Community medicine strives to protect and promote the health and well-being of the community through primary health care approach. However the preference of community medicine as career among medical school students and curriculum of community medicine is pivotal. Aim: The study intended to find the attitude towards learning of community medicine and also to assess the preference of post graduation specialty among medical school students. Materials and Methods: A cross sectional study conducted at a teaching hospital located in Tamil Nadu, South India. The study questionnaire was administered to a total of 500 study participants and the data collected were analyzed using SPSS IBM version 21.0. Results: Almost 97% were of the opinion that community medicine subject is mandatory. Eighty three percent were interested in learning the principles. Only 21.8% students wanted to pursue post graduation in community medicine. Lack of attraction in terms of scientific technical interest, workplace conditions, and research potential has been reported for being not interested. Conclusion: Majority enjoyed to learn principles of community medicine at undergraduate curriculum but only few preferred to opt community medicine as post graduate specialty. Therefore there is a room to influence the medical students positively towards learning community medicine in curriculum.

Facilitators' perceptions of problem-based learning and community-based education

Directory of Open Access Journals (Sweden)

Annali E Fichardt

2000-10-01

Full Text Available In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Preparing for a Global Scientific Workforce: Lessons Learned by the Chemistry Community

Science.gov (United States)

Baranovic, M.; Nameroff, T.

2005-12-01

Globalization has significant implications for science, science education, and the workforce. Flows of capital and knowledge are altering patterns of economic and technological development. Technology is allowing science to be conducted in real time on a global scale. International connections and mobility are increasing worldwide. At the same time science is becoming a truly global endeavor, the convergence of disciplines suggests that scientists from different backgrounds can learn from each other's experiences in addressing these challenges and opportunities. This presentation reviews some of the impacts of globalization on the chemically related sciences, students, and profession. As a result of globalization, today's practitioners of chemistry need an ever-expanding skill set to succeed. In addition to a strong command of the basic principles of chemistry, students and practitioners need to know how to work on multicultural teams, have knowledge of other languages, and be able to communicate effectively. The American Chemical Society (ACS) is coming to terms with and responding to changes in the nature of chemistry and its practice. This presentation will explore some of the innovative efforts of ACS to meet the challenges for chemistry in an era of globalization. The Earth and space sciences community may benefit from the chemistry community's "lessons learned."

Field visit placements: An integrated and community approach to learning in children's nursing.

LENUS (Irish Health Repository)

Cummins, Ann

2010-03-01

This paper reports on the development of a new initiative, field visit placements towards and integrated and community approach to learning for nursing students. To date, limited literature exists on the potential of community field visits as meaningful learning opportunities for nursing students. Drawing on our experiences, the structure and processes involved in implementing field visits are described in this paper. Students evaluated the field visits positively indicating that they provided a wealth of learning opportunities that enhanced their knowledge and awareness of services available to children and their families in the community. The potential of field visits to promote an integrated and community approach to placements in children\\'s nursing is discussed.

Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

Science.gov (United States)

Griffith, Louise Ann

2009-01-01

Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

Applications of Situated Learning to Foster Communities of Practice

Science.gov (United States)

Edmonds-Cady, Cynthia; Sosulski, Marya R.

2012-01-01

The authors discuss 2 macro-level community practice courses, examining how each applies the concepts of situated learning to foster the development of communities of practice through use of a unique model for antioppressive practice. The theoretical underpinnings and a discussion of the implementation of each stage of the model is provided. The…

Developing leadership practices in hospital-based nurse educators in an online learning community.

Science.gov (United States)

Stutsky, Brenda J; Spence Laschinger, Heather K

2014-01-01

Hospital-based nurse educators are in a prime position to mentor future nurse leaders; however, they need to first develop their own leadership practices. The goal was to establish a learning community where hospital-based nurse educators could develop their own nursing leadership practices within an online environment that included teaching, cognitive, and social presence. Using a pretest/posttest-only nonexperimental design, 35 nurse educators from three Canadian provinces engaged in a 12-week online learning community via a wiki where they learned about exemplary leadership practices and then shared stories about their own leadership practices. Nurse educators significantly increased their own perceived leadership practices after participation in the online community, and teaching, cognitive, and social presence was determined to be present in the online community. It was concluded that leadership development can be enhanced in an online learning community using a structured curriculum, multimedia presentations, and the sharing and analysis of leadership stories. Educators who participated should now be better equipped to role model exemplary leadership practices and mentor our nurse leaders of the future.

Promoting Community Conversations About Research to End Suicide: learning and behavioural outcomes of a training-of-trainers model to facilitate grassroots community health education to address Indigenous youth suicide prevention.

Science.gov (United States)

Wexler, Lisa; Trout, Lucas; Rataj, Suzanne; Kirk, Tanya; Moto, Roberta; McEachern, Diane

2017-01-01

Alaska Native (AN) youth suicide remains a substantial and recalcitrant health disparity, especially in rural/remote communities. Promoting Community Conversations About Research to End Suicide (PC CARES) is a community health intervention that responds to the need for culturally responsive and evidence-supported prevention practice, using a grassroots approach to spark multilevel and community-based efforts for suicide prevention. This paper describes theoretical and practical considerations of the approach, and assesses the feasibility and preliminary learning and behavioural outcomes of the training-of-trainers model. It details the training of a first cohort of intervention facilitators in Northwest Alaska (NWA). Thirty-two people from 11 NWA village communities completed the PC CARES facilitator training, preparing them to implement the intervention in their home communities. Facilitator pre-post surveys focused on readiness to facilitate, a group quiz assessed participants' understanding of relevant research evidence, and practice facilitation exercises demonstrated competency. Curriculum fidelity and accuracy scores were calculated using audio recordings from learning circles conducted by facilitators in their home communities. Facilitator reflections describe the successes of the model and identify several areas for improvement. As of March 2017, 20 of the 32 trained facilitators in 10 of the 11 participating villages have hosted 54 LCs, with a total of 309 unique community members. Coding of these LCs by 2 independent raters indicate acceptable levels of fidelity and accurate dissemination of research evidence by facilitators. Facilitator reflections were positive overall, suggesting PC CARES is feasible, acceptable and potentially impactful as a way to translate research to practice in under-resourced, rural AN communities. PC CARES represents a practical community education and mobilisation approach to Indigenous youth suicide prevention that displays

The Impact of Green Open Space on Community Attachment—A Case Study of Three Communities in Beijing

Directory of Open Access Journals (Sweden)

Yuemei Zhu

2017-04-01

Full Text Available With the development of urbanization in China, the quality of urban life and community attachment have attracted increasing attention of the governments and society. Existing research on community attachment has mainly examined how individual characteristics affect community attachment, such as their length of residence and socioeconomic status. However, some scholars have become interested in exploring the effects of green open space on community attachment. This research examined whether the distribution of green open space in communities had significant effects on community attachment, and both the impact and path were also investigated. Through a questionnaire survey, relevant data in three communities of Beijing were collected. The impact of green open space layout on community attachment was evaluated by using hierarchical regression, and the impact path was examined by using a structural equation model. The results showed that green open space in a community had significant effects on the community attachment, with centralized green open space layout having a greater effect than that of dispersed green open space. Moreover, the more complex the shape of green open space is, the greater the impact is. The degree of satisfaction with the green open space had direct effects on the community attachment. The accessibility and perceived area of green open space could indirectly have an impact on the community attachment by affecting the degree of satisfaction with the green open space. Nevertheless, residents’ perceived importance of green open space could affect the community attachment directly and indirectly, as it affects the degree of satisfaction.

Students Negotiating and Designing Their Collaborative Learning Norms: A Group Developmental Perspective in Learning Communities

Science.gov (United States)

Hod, Yotam; Ben-Zvi, Dani

2015-01-01

This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking…

Transformative unlearning: safety, discernment and communities of learning.

Science.gov (United States)

Macdonald, Geraldine

2002-09-01

This paper aims to stimulate awareness about the intellectual and emotional work of 'unlearning' in knowledge workers in the emerging learning age. The importance of providing a safe space for dialogue to promote transformative learning, through building 'communities of learning', is highlighted. Unlearning is conceptualized within a transformative education paradigm, one whose primary orientation is discernment, a personal growth process involving the activities of receptivity, recognition and grieving. The author utilizes the metaphor of an unfolding spiral path to explore her experience of needing to 'unlearn' a trusted nursing practice prior to 'learning' new best caring practices related to infant sleep positions. Macro and micro approaches to facilitating unlearning in organizations, in learners and in nurses are suggested.

Virtual communities of practice in web-based second language learning

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2013-01-01

in communities of practice and of situated and collaborative learning have deeply inspired educators and teachers and, to a certain degree, become the theoretical and practical framework for developing web-based learning platforms, while findings from this research indicate that students perceive e...

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

Science.gov (United States)

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

Enhancing Sustainability Curricula through Faculty Learning Communities

Science.gov (United States)

Natkin, L. W.; Kolbe, Tammy

2016-01-01

Purpose: Although the number of higher education institutions adopting sustainability-focused faculty learning communities (FLCs) has grown, very few of these programs have published evaluation research. This paper aims to report findings from an evaluation of the University of Vermont's (UVM's) sustainability faculty fellows (SFF) program. It…

Developing Structured-Learning Exercises for a Community Advanced Pharmacy Practice Experience

OpenAIRE

Thomas, Renee Ahrens

2006-01-01

The recent growth in the number of pharmacy schools across the nation has resulted in the need for high-quality community advanced pharmacy practice experience (APPE) sites. A vital part of a student's education, these APPEs should be structured and formalized to provide an environment conducive to student learning. This paper discusses how to use a calendar, structured-learning activities, and scheduled evaluations to develop students' knowledge, skills, and abilities in a community pharmacy...

Developing structured-learning exercises for a community advanced pharmacy practice experience.

Science.gov (United States)

Thomas, Renee Ahrens

2006-02-15

The recent growth in the number of pharmacy schools across the nation has resulted in the need for high-quality community advanced pharmacy practice experience (APPE) sites. A vital part of a student's education, these APPEs should be structured and formalized to provide an environment conducive to student learning. This paper discusses how to use a calendar, structured-learning activities, and scheduled evaluations to develop students' knowledge, skills, and abilities in a community pharmacy setting.

Examining Behavioral, Relational, and Cognitive Engagement in Smaller Learning Communities: A Case Study of Reform in One Suburban District

Science.gov (United States)

Davis, Heather A.; Chang, Mei-Lin; Andrzejewski, Carey E.; Poirier, Ryan R.

2010-01-01

The purpose of this project was to examine the impact of Smaller Learning Community reform on students' behavioral, relational, and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605).…

Mobilising Community? Place, Identity Formation and New Teachers' Learning

Science.gov (United States)

Somerville, Margaret; Rennie, Jennifer

2012-01-01

This paper analyses data from a longitudinal study which foregrounds the category of "place" to ask: How do new teachers learn to do their work, and how do they learn about the places and communities in which they begin teaching? Surveys and ethnographic interviews were carried out with 35 new teachers over a three-year period in a…

Sociocultural Perspective of Science in Online Learning Environments. Communities of Practice in Online Learning Environments

Science.gov (United States)

Erdogan, Niyazi

2016-01-01

Present study reviews empirical research studies related to learning science in online learning environments as a community. Studies published between 1995 and 2015 were searched by using ERIC and EBSCOhost databases. As a result, fifteen studies were selected for review. Identified studies were analyzed with a qualitative content analysis method…

impacts of alternative farm policies on rural communities

Science.gov (United States)

J. Michael Bowker; James W. Richardson

1989-01-01

The purpose of this study was to describe an LP/IO model for evaluating the economic impacts of alternative farm policies on rural communities and demonstrate its capabilities by analyzing the impacts of three farm policies on a rural community in Texas. Results indicate that in the noncrop sector, two groups of industries are most affected by farm policy. The first...

Reimagining Communities and Implementing Social Learning: Contemporary Community Theatre Development in Taiwan, Hong Kong and Singapore

Science.gov (United States)

Wang, Wan-Jung

2014-01-01

Since the 1990s, Hong Kong, Singapore and Taiwan have encountered political, social, economic and cultural challenges. During this period, their community theatres have played distinctive roles in activating their public space to reimagine their communities, form dialogues with their governments and construct learning experiences amongst various…

Together We Can Live and Learn. Living-Learning Communities as Integrated Curricular Experiences

Science.gov (United States)

Dunn, Merrily S.; Dean, Laura A.

2013-01-01

This article briefly outlines the history of living-learning communities (LLC) in colleges and universities. It details conceptualization, design, implementation and assessment of such programs. Model recreation and leisure LLC are highlighted and discussed.

Self-regulated Learning in a Hybrid Science Course at a Community College

Science.gov (United States)

Manuelito, Shannon Joy

Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative

The Applicability of eLearning in Community-Based Rehabilitation

Directory of Open Access Journals (Sweden)

Karly Michelle Dagys

2015-12-01

Full Text Available Community-based rehabilitation (CBR strives to enhance quality of life for individuals with disabilities and their families by increasing social participation and equalizing opportunities in the global south. Aligning with the Sustainable Development Goals, CBR also aims to address the high rates of poverty faced by individuals with disability. Empowerment, a pillar of CBR, involves strengthening the capacity of people with disabilities, their families, and their communities to ensure reduction of disparities. This article outlines a scoping review that guided by the question: “What is known from the existing literature about the applicability of eLearning for capacity building in CBR?” This review did not uncover literature related to eLearning in CBR; however findings suggest that other disciplines, not explicitly tied to CBR, currently use eLearning to educate and empower professionals in the global south. We argue that eLearning technology could be an effective and sustainable solution for CBR programming in the global south for capacity development. Such technology could increase individuals with disabilities’ access to education and could provide opportunities for wider dissemination of knowledge, beyond typical funding cycles. With a goal of informing future CBR practice in eLearning, this article concludes by highlighting key lessons taken from other disciplines that have utilized eLearning in the global south.

Using Web 2.0 for Learning in the Community

Science.gov (United States)

Mason, Robin; Rennie, Frank

2007-01-01

This paper describes the use of a range of Web 2.0 technologies to support the development of community for a newly formed Land Trust on the Isle of Lewis, in NW Scotland. The application of social networking tools in text, audio and video has several purposes: informal learning about the area to increase tourism, community interaction,…

Implementing Community Service Learning through Archaeological Practice

Science.gov (United States)

Nassaney, Michael S.

2004-01-01

The Anthropology Department at Western Michigan University has sponsored an annual archaeological field school since the mid-1970s. Over the past decade, students have worked with community and government organizations, learning to apply archaeological methods to real world problems to preserve and interpret significant heritage sites. They come…

Building a Community Memory in Communities of Practice of E-Learning: A Knowledge Engineering Approach

Science.gov (United States)

Sarirete, Akila; Chikh, Azeddine; Noble, Elizabeth

2011-01-01

Purpose: The purpose of this paper is to define a community memory for a virtual communities of practice (CoP) based on organizational learning (OL) concept and ontologies. Design/methodology/approach: The paper focuses on applying the OL concept to virtual CoP and proposes a framework for building the CoP memory by identifying several layers of…

International Community-Based Service Learning: Two Comparative Case Studies of Benefits and Tensions

Science.gov (United States)

Akhurst, Jacqueline

2016-01-01

The drives to internationalise the UK curriculum and psychology students' desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students' motivations to make contributions to others; with the potential to enhance students' learning and cultural sensitivities. The…

One Happy Union: Infusing Community-Based Learning Projects through Online Instruction

Science.gov (United States)

Lee, Jason W.; Kane, Jennifer; Cavanaugh, Terence

2015-01-01

Both community-based learning (CBL) and online learning are popular pedagogical practices, with distinct benefits and issues for teaching and learning. The integration of these practices may seem challenging, but they can be compatible. This article seeks to provide effective examples and support for conducting CBL projects in online courses while…

Using Mobile Learning: Determinates Impacting Behavioral Intention

Science.gov (United States)

Lowenthal, Jeffrey N.

2010-01-01

This study examined the factors or determinates that impact the behavioral intention of students to use mobile learning (m-learning) technology. These determinates include performance expectancy, effort expectancy, and self-management of learning, all mediated by age, gender, or both. Regression coefficients showed strong and significant…

Sustaining Community-University Partnerships: Lessons learned from a participatory research project with elderly Chinese

Directory of Open Access Journals (Sweden)

XinQi Dong

2011-11-01

Full Text Available The strength of community-engaged research has been well documented in public health literature. It is recognised as a useful approach for eliminating health disparities by linking research and practice. While the framework of community-engaged research encompasses a broad range of research collaborations, community-based participatory research (CBPR places most emphasis on involving the community as a full, equitable partner throughout the collaboration. Despite growing interest in and demand for community-university partnerships, less attention is given to the issue of partnership sustainability. The purpose of this article is to present the challenges faced in sustaining a community-university partnership when conducting a CBPR project with an elderly Chinese population in Chicago’s Chinatown. Lessons and strategies learned from the cultural and linguistic complexities of the Chinese community are also detailed. In addition, based on a well-accepted sustainability conceptual framework, we reflect on the initial stage, mid-term actions and long-term goals of developing partnership sustainability. Working with the Chinese community required trust and respect for its unique cultural values and diversity. The cultural, social and environmental contexts within which the partnership operated served as critical forces for long-term sustainability: a culturally sensitive approach is instrumental in sustaining community-university partnership. Also discussed are the significant implications for evidence-based, impact-driven partnerships to develop culturally appropriate strategies to meet the needs of diverse populations. Keywords Community-based participatory research, community health partnerships, health promotion, Chinese Americans, ageing

Creating Professional Learning Communities: The Work of Professional Development Schools

Science.gov (United States)

Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

2008-01-01

If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those…

Community leaders' perspectives on socio-economic impacts of power-plant development

International Nuclear Information System (INIS)

Hastings, M.; Cawley, M.E.

1981-01-01

The primary focus of this research effort was to identify and measure the socioeconomic impacts of power plant development on non-metropolitan host communities. A mail survey, distributed to community leaders in 100 power plant communities east of the Mississippi River, was utilized to gather information from 713 respondents. Community leaders were questioned as to the plant's impact on (a) community groups, (b) aspects of community life, (c) overall community acceptance and (d) attitudes toward power plant development. Overall, the trends and patterns of plant impact on the host communities were found to be largely positive. Specifically, local employment opportunities were generally enhanced with the advent of the power plant. Directly related to power plant development was the overall improvement of the local economic situation. Off-shoots from such in the economic area included related general improvements in the community quality of life. While the vast majority of community leaders responded with positive comments on power plant presence, adverse impacts were also mentioned. Negative comments focused on environmental problems, deterioration of roads and traffic conditions, and the possibility of nuclear accidents. Despite these negative impacts, almost two-thirds of the community leaders would definitely support the reconstruction of the same energy facility. Power plant development, therefore, is generally perceived as both a positive and beneficial asset for the host area. (author)

Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

Science.gov (United States)

Bannister, Nicole A.

2009-01-01

This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

Developing a Culture of Assessment through a Faculty Learning Community: A Case Study

Science.gov (United States)

Schlitz, Stephanie A.; O'Connor, Margaret; Pang, Yanhui; Stryker, Deborah; Markell, Stephen; Krupp, Ethan; Byers, Celina; Jones, Sheila Dove; Redfern, Alicia King

2009-01-01

This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant…

Students' Feedback of mDPBL Approach and the Learning Impact towards Computer Networks Teaching and Learning

Science.gov (United States)

Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

2018-01-01

This study presents students' feedback and learning impact on design and development of a multimedia learning in Direct Problem-Based Learning approach (mDPBL) for Computer Networks in Dian Nuswantoro University, Indonesia. This study examined the usefulness, contents and navigation of the multimedia learning as well as learning impacts towards…

Tacit Knowledge in Online Learning: Community, Identity, and Social Capital

Science.gov (United States)

Oztok, Murat

2013-01-01

This article discusses the possibilities that tacit knowledge could provide for social constructivist pedagogies; in particular, pedagogies for online learning. Arguing that the tacit dimension of knowledge is critical for meaning making in situated learning practices and for a community of practice to function, the article considers whether…

Service Learning: An Empowerment Agenda for Students and Community Entrepreneurs

Science.gov (United States)

Scholtz, Desiree

2018-01-01

Service learning (SL) presents apposite opportunities for students to share with and learn from businesses for mutually beneficial development and experience. This article focuses on a SL project conducted by undergraduate students in South Africa, to devise advertising and marketing strategies for community businesses. The reciprocity of benefits…

The urban and community health pathway: preparing socially responsive physicians through community-engaged learning.

Science.gov (United States)

Meurer, Linda N; Young, Staci A; Meurer, John R; Johnson, Sheri L; Gilbert, Ileen A; Diehr, Sabina

2011-10-01

One of five options for the new required Medical College of Wisconsin Pathways program, the Urban and Community Health Pathway (UCHP), links training with community needs and assets to prepare students with the knowledge, skills, and attitudes to provide effective care in urban, underserved settings; promote community health; and reduce health disparities. Students spend at least 10 hours per month on pathway activities: 4 hours of core material delivered through readings, didactics, case discussions, and site visits; and at least 6 hours of experiential noncore activities applying core competencies, guided by an Individualized Learning Plan and faculty advisor. Noncore activities include community-engaged research, service-learning activities or other relevant experiences, and submission of a synthesis paper addressing pathway competencies. The first cohort of students began their pathways in January 2010. Of 560 participating students, 95 (of which 48 were first-year, 21 second-year, and 26 third-year students) selected UCHP. Core sessions focused on public health, social determinants, cultural humility, poverty, the local healthcare system, and safety net. During noncore time, students engaged in projects addressing homelessness, obesity, advocacy, Hmong and Latino health, HIV, asthma, and violence prevention. Students enjoyed working with peers across classes and favored interactive, community-based sessions over didactics in the classroom. Students' papers reflected a range of service and scholarly activities and a deepened appreciation of social and economic influences on health. The UCHP enriches the traditional curriculum with individualized, community-based experiences to build knowledge about health determinants and skills in partnering with communities to improve health. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

An Analysis of Gender and Major Differences upon Undergraduate Student Attitudes about Community Service Learning

Science.gov (United States)

Shukla, P. K.; Shukla, Monica P.

2014-01-01

Community Service Learning (CSL) believes that university and colleges should incorporate community based service projects into courses. There are faculty and administrator supporters who argue for such proposals to require community service learning components into classes, but there are also faculty and administrator critics of such proposals.…

Problem-Based Learning: An Overview of its Process and Impact on Learning

Directory of Open Access Journals (Sweden)

Elaine H.J. Yew

2016-12-01

Full Text Available In this review, we provide an overview of the process of problem-based learning (PBL and the studies examining the effectiveness of PBL. We also discuss a number of naturalistic and empirical studies that have examined the process of PBL and how its various components impact students’ learning. We conclude that the studies comparing the relative effectiveness of PBL are generally consistent in demonstrating its superior efficacy for longer-term knowledge retention and in the application of knowledge. Studies on the process of PBL, however, are still inconclusive as to which component(s of PBL most significantly impact students’ learning, although causal studies have demonstrated that all the phases of PBL are necessary in influencing students’ learning outcomes.

CyberPsychological Computation on Social Community of Ubiquitous Learning

Science.gov (United States)

Zhou, Xuan; Dai, Genghui; Huang, Shuang; Sun, Xuemin; Hu, Feng; Hu, Hongzhi; Ivanović, Mirjana

2015-01-01

Under the modern network environment, ubiquitous learning has been a popular way for people to study knowledge, exchange ideas, and share skills in the cyberspace. Existing research findings indicate that the learners' initiative and community cohesion play vital roles in the social communities of ubiquitous learning, and therefore how to stimulate the learners' interest and participation willingness so as to improve their enjoyable experiences in the learning process should be the primary consideration on this issue. This paper aims to explore an effective method to monitor the learners' psychological reactions based on their behavioral features in cyberspace and therefore provide useful references for adjusting the strategies in the learning process. In doing so, this paper firstly analyzes the psychological assessment of the learners' situations as well as their typical behavioral patterns and then discusses the relationship between the learners' psychological reactions and their observable features in cyberspace. Finally, this paper puts forward a CyberPsychological computation method to estimate the learners' psychological states online. Considering the diversity of learners' habitual behaviors in the reactions to their psychological changes, a BP-GA neural network is proposed for the computation based on their personalized behavioral patterns. PMID:26557846

School-community learning partnerships for sustainability: Recommended best practice and reality

Science.gov (United States)

Wheeler, Leone; Guevara, Jose Roberto; Smith, Jodi-Anne

2018-05-01

Effective partnerships across different stakeholders are essential to the collaboration required for learning cities to contribute to sustainable development. Through partnerships, formal educational institutions, such as schools and universities, play a vital role in establishing and sustaining learning cities, often by facilitating the meaningful participation of different local community members. The research presented in this article examines the characteristics of effective school-community partnerships in the literature and compares it to the results of a three-year research study which examined 16 case studies of school-community partnerships in the state of Victoria in Australia. Using participatory action research, the researchers identified four approaches to implementing partnerships for sustainability, explored challenges to achieving an idealised partnership, and made recommendations for establishing successful partnership networks. The researchers propose that partnerships be viewed as a dynamic resource rather than merely a transactional arrangement that addresses the identified challenges of time, funding, skills and personnel. Furthermore, the use of "partnership brokers", such as local government or non-government organisations, is recommended to expand the current school-centred approach to partnerships. These insights aim to contribute to providing quality education and lifelong learning through partnerships - outcomes crucial for establishing and sustaining learning cities.

With Educational Benefits for All: Campus Inclusion through Learning Communities Designed for Underserved Student Populations

Science.gov (United States)

Fink, John E.; Hummel, Mary L.

2015-01-01

This chapter explores the practices of learning communities designed for specific, underserved student populations, highlighting on-campus examples and culminating with a synthesized list of core practices from these "inclusive" learning communities.

Learning in networks Community of Practice: a new approach to entrepreneurial learning

NARCIS (Netherlands)

Schrooten, G.B.J. (Gerrit)

2009-01-01

Educational programs teaching entrepreneurial behaviour and knowledge are crucial to a vital and healthy economy. The concept of building a Communities of Practice (CoP) could be very promising. CoP’s are formed by people who engage in a process of collective learning in a shared domain of

Collaborative Learning in the Scientific Community of Practice

International Nuclear Information System (INIS)

Jesionkowska, J.

2016-01-01

Full text: The paper describes research done in the scope of doctoral project. The aim of the study is to discover how to improve the process of collaborative learning in the community of scientists by the development of a community of practice. A mixed methods approach was used combining data from content analysis, interviews and questionnaires. Results show that such community helps to build relationships and network with others, it motivates to share work-related knowledge, represents an area of common interest for organization, but also that it is mainly driven by the willingness of members and is lacking instruments to share ideas. (author

Analysis and Lessons Learned from an Online, Consultative Dialogue between Community Leaders and Climate Experts

Science.gov (United States)

Sylak-Glassman, E.; Clavin, C.

2016-12-01

Common approaches to climate resilience planning in the United States rely upon participatory planning approaches and dialogues between decision-makers, science translators, and subject matter experts. In an effort to explore alternative approaches support community climate resilience planning, a pilot of a public-private collaboration called the Resilience Dialogues was held in February and March of 2016. The Resilience Dialogues pilot was an online, asynchronous conversation between community leaders and climate experts, designed to help communities begin the process of climate resilience planning. In order to identify lessons learned from the pilot, we analyzed the discourse of the facilitated dialogues, administered surveys and conducted interviews with participants. Our analysis of the pilot suggests that participating community leaders found value in the consultative dialogue with climate experts, despite limited community-originated requests for climate information. Community leaders most often asked for advice regarding adaptation planning, including specific engineering guidance and advice on how to engage community members around the topic of resilience. Community leaders that had access to downscaled climate data asked experts about how to incorporate the data into their existing planning processes. The guidance sought by community leaders during the pilot shows a large range of hurdles that communities face in using climate information to inform their decision-making processes. Having a forum that connects community leaders with relevant experts and other community leaders who have familiarity with both climate impacts and municipal planning processes would likely help communities accelerate their resilience efforts.

Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities

Science.gov (United States)

White, Jonathan R.

2017-01-01

Computer-assisted language learning (CALL) has greatly enhanced the realm of online social interaction and behavior. In language classrooms, it allows the opportunity for students to enhance their learning experiences. "Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities" is an ideal…

The Impact of Individual Learning Accounts: A Study of the Early and Potential Impact of Individual Learning Accounts on Learning Providers and Learning. Research Report.

Science.gov (United States)

Gray, Michael; Peters, Jane; Fletcher, Mick; Kirk, Gordon

The impact of individual learning accounts (ILAs) on the success of learners in post-16 education sector in the United Kingdom was explored through an examination of available research on ILAs. The following were among the study's 12 messages for providers, the Department for Education and Skills, and the Individual Learning Account Centre: (1)…

Making the Most of Professional Learning Communities

Science.gov (United States)

Hughes-Hassell, Sandra; Brasfield, Amanda; Dupree, Debbie

2012-01-01

As more and more schools implement professional learning communities (PLCs), school librarians often ask: What is the role of school librarians in PLCs? What should they be doing to contribute? What are their colleagues in other schools doing? In this article the authors explore these questions by first describing eight potential roles for school…

Building up STEM education professional learning community in school setting: Case of Khon Kaen Wittayayon School

Science.gov (United States)

Thana, Aduldej; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education is new issue of teaching and learning in school setting. Building up STEM education professional learning community may provide some suggestions for further collaborative work of STEM Education from grounded up. This paper aimed to clarify the building up STEM education learning community in Khon Kaen Wittayayon (KKW) School setting. Participants included Khon Kaen University researchers, Khon Kaen Wittayayon School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning activities and research showed some issues of KKW STEM community of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of KKW, sharing activities of STEM, and good things from some key STEM teachers' ambition. The paper may has implication of supporting STEM education in Thailand school setting.

Mentoring as a Formalized Learning Strategy with Community Sports Volunteers

Science.gov (United States)

Griffiths, Mark; Armour, Kathleen

2012-01-01

The aim of our study was to examine formalized mentoring as a learning strategy for volunteer sports coaches and to consider implications for other volunteer groups in the community. Despite the increasingly popular use of mentoring as a learning and support strategy across professional domains, and the sheer scale of volunteer sports coach…

34 CFR 692.30 - How does a State administer its community service-learning job program?

Science.gov (United States)

2010-07-01

...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of... Administer Its Community Service-Learning Job Program? § 692.30 How does a State administer its community service-learning job program? (a)(1) Each year, a State may use up to 20 percent of its allotment for a...

Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts

Science.gov (United States)

Lotz-Sisitka, Heila; Mukute, Mutizwa; Chikunda, Charles; Baloi, Aristides; Pesanayi, Tichaona

2017-12-01

Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms - viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.

Success factors of social innovations by a community-based learning course (CBLC)

NARCIS (Netherlands)

Wink, G.; Casimir, G.; Goris, M.

2014-01-01

This is the success story of a community-based learning course (CBLC) project addressing the concerns of the international community of students and staff of Wageningen University and Research Centre (WageningenUR). A joint effort of this community, WageningenUR and social entrepreneurs resulted in

Making an Impact: Stories with Data, Tips, and Lessons Learned from Collaborating With and Across Communities

Science.gov (United States)

Drapkin, J. K.; Ramamurthy, P.; Vant-Hull, B.; Mazumdar, S.; Glenn, A.; Jusino, C.; Corbin, C.; Brooke, H.; Keefe, J.; Schuerman, M.

2016-12-01

Those most at risk during heat waves and floods - are often the socio-economically vulnerable. Yet very few studies exist of indoor temperatures during heat waves or of standing water events at the neighborhood level during extreme events. ISeeChange, a community weather and climate journal, is developing tools and testing techniques in a series of community pilots in Harlem and New Orleans to assess if a combination of citizen science and journalism can bridge the gap. Our consortium of media (WNYC,Adapt NYC, ISeeChange), scientists (CUNY, CoCoRaHS, NASAJPL), and community partners (WE ACT for Environmental Justice, tenant, and neighborhood associations) are collaborating to engage with residents, report radio stories, as well as develop scientifically valuable information for decision-making. Community volunteers place temperature and humidity sensors inside residences (Harlem) or photograph standing water using specific methodologies (New Orleans). Sensor data, photographs, and text documenting the impacts of extreme weather on residents are posted on the ISeeChange platform via mobile app or community ambassadors. Preliminary results of the Harlem pilot show that indoor temperatures are far more stable than outdoor temperatures, so can be both cooler during the day but warmer at night; preliminary work on the New Orleans pilot is set to begin in fall 2016. A full analysis of the Harlem pilot will be presented along with preliminary results of the New Orleans pilot.

A Convergent Mixed-Methods Exploration of the Effects of Community-Engaged Coursework on Graduate Student Learning.

Science.gov (United States)

Dinour, Lauren M; Szaro, Jacalyn; Blumberg, Renata; Bose, Mousumi

2018-03-06

To examine the impact of a community-engaged assignment on graduate student learning in the nutritional sciences. Convergent mixed-methods design with parallel data collection and terminal merging of data. Data were composed of grant proposals, reflection papers, and informal course evaluations from 2 semesters of the same course. Fall students wrote proposals on behalf of a community partner whereas spring students wrote fictitious grants to improve nutrition on their campus. A large public university in northeastern US. Students enrolled in the fall (n = 19) or spring (n = 14) semester of the same graduate nutrition course. Grant quality, student engagement, and collaboration with peers. Quantitative rubric-based rating of grant proposals, emergent and thematic qualitative coding of open-ended responses, and independent-samples t test of Likert-scale questions. Data were compared between semesters and reported in a contiguous narrative approach. Students across semesters experienced academic and personal gains from the assignment. Comparatively, fall students expressed enhanced engagement, improved group dynamics, more frequent application of the assignment to their lives, and a better aggregate grant score. Both experiential and community-engaged coursework can enhance learning outcomes at the graduate level and prepare students for careers in nutrition. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

The impact on career development of learning opportunities and learning behavior at work

NARCIS (Netherlands)

van der Sluis, E.C.; Poell, R.F.

2003-01-01

This study focuses on the individual career development process of M.B.A.s on the job, in an era emphasizing personal responsibility for learning and development. The impact of learning opportunities and individual learning behavior was analyzed through repeated measures. Hierarchical regressions

The Effectiveness of the Gesture-Based Learning System (GBLS and Its Impact on Learning Experience

Directory of Open Access Journals (Sweden)

Moamer Ali Shakroum

2016-06-01

Full Text Available Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS.The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive, affective outcomes, etc. at the same time when used to understand the impact of GBLS. Moreover, none of these studies considered the difference in students’ characteristics such as learning styles and spatial abilities. Therefore, a comprehensive empirical research on the impact of the GBLS mode on learning outcomes is needed. The purpose of this paper is to fill in the gap and to investigate the effectiveness of the GBLS mode on learning using Technology Mediated Learning (TML models. This study revealed that the GBLS mode has greater positive impact on students’ learning outcomes (cognitive and affective outcomes when compared with other two learning modes that are classified as Computer Simulation Software Learning (CSSL mode and conventional learning mode. In addition, this study also found that the GBLS mode is capable of serving all students with different learning styles and spatial ability levels. The results of this study revealed that the GBLS mode outperformed the existing learning methods by providing a unique learning experience that considers the differences between students. The results have also shown that the Kinect user interface can create an interactive and an enjoyable learning experience.

Binational Learning Communities: A Work in Progress

Science.gov (United States)

Gross, Joan

2015-01-01

The author, having directed, taught and evaluated five study-abroad programmes in three different countries, created her own programme based on the pros and cons she had observed. In December 2013, she completed a pilot run of a binational learning community focused on food, culture and social justice in Ecuador and Oregon, and here she shares…

Learning through Teaching: A Microbiology Service-Learning Experience

Directory of Open Access Journals (Sweden)

Ginny Webb

2015-11-01

Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.

Development of inclusive communities of learning through relationship building and feedback

DEFF Research Database (Denmark)

Christiansen, René Boyer; Bruun, Mette; Vestergaard, Linda Rask

2016-01-01

successfully? A report from the Danish Ministry of Education in 2015 showed that inclusion, well-being and the development of learning communities have not yet succeeded according to ambition by 2016. The report suggested among other things that these matters should be addressed by practitioners......n Denmark the goal of the new reform of the primary school from 2013 was to develop and raise the pupils' academic skills, but the reform also has a strong focus on students' well-being and development of inclusive learning communities. The question is how this is developed or are managed...... and researchers on both a macro, meso and micro level. This project, which is still in its starting phase, is based on the issues of the micro level to target teachers and educators who work in classes marked by students in complex learning situations in the so-called LKT-problems (Learning, Contact and Well...

Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training)

OpenAIRE

Aamir Sarwar; Chitapa Ketavan; Nadeem Shafique Butt

2015-01-01

The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used), options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study con...

Outcomes of an Academic Service-Learning Project on Four Urban Community Colleges

Science.gov (United States)

Greenwood, Debra Abston

2015-01-01

Service-learning has a rich history in higher education, with a multitude of studies indicating positive learning, community engagement, and moral development outcomes of student participants. The majority of the research findings, however, have represented four-year colleges. And while there are limited outcome studies of service-learning in…

A Service-Learning Initiative within a Community-Based Small Business

Science.gov (United States)

Simola, Sheldene

2009-01-01

Purpose: The purpose of this paper is to extend previous scholarly writing on community service-learning (SL) initiatives by looking beyond their use in the not-for-profit sector to their potential use in community-based small businesses. Design/methodology/approach: A rationale for the appropriateness of using SL projects in small businesses is…

The World of Wonder Accelerated Learning Community: A Case Study.

Science.gov (United States)

Biddle, Julie K.

This report presents a case study of the World of Wonders Accelerated Learning Community School (WOW). A community school in Ohio is a new kind of public school-an independent public school that is nonsectarian and nondiscriminatory. The report presents three contexts for the study--historical, local and methodological--and highlights some of the…

Community and School Gardens as Spaces for Learning Social Resilience

Science.gov (United States)

Reis, Kimberley; Ferreira, Jo-Anne

2015-01-01

Can community and school gardens help people learn to build social resilience to potential food shortages? We seek to address this question through an examination of the ways in which gardens can teach individual and community resiliency in times of emergency, pockets of food insecurity, and the challenges presented by climate change. We focus on…

Teaching and learning about community development online: Insights and lessons learned

Directory of Open Access Journals (Sweden)

Judith Kulig

2007-06-01

Full Text Available This paper discusses the development, delivery, and evaluation of a successful graduate course in community development offered to students across Canada via the Internet. The review of literature points to common themes in distance education, community development and health promotion. The course, "Health Promotion: Community Development Approaches", is presented as a case example with descriptions of the curriculum, delivery methods, learning resources, activities and recommendations for future offerings of the course and for distance education in general. Although web-based distance education is challenging and requires instructors and learners to adapt, it can be an effective way to learn about concepts, and model the principles and ideology that are at the core of community development. Résumé : Le présent article aborde l’élaboration, la prestation et l’évaluation d’un cours de niveau supérieur traitant du développement communautaire offert aux étudiants de l’ensemble du Canada par Internet. L’examen de la documentation souligne les sujets communs dans l’éducation à distance, le développement communautaire et la promotion de la santé. Le cours « Health Promotion: Community Development Approaches » est présenté à titre d’exemple avec les descriptions du plan de cours, des modes de prestation, des ressources d’apprentissage, des activités et des recommandations pour les cours qui seront donnés ultérieurement et pour l’éducation à distance en général. Bien que l’éducation à distance effectuée au moyen du Web présente des défis et qu’elle exige des instructeurs et des apprenants qu’ils s’adaptent, il peut s’agir d’une méthode efficace pour en apprendre sur les concepts et pour présenter les principes et idées à la base du développement communautaire.

UPAYA MENGEMBANGKAN LEARNING COMMUNITY SISWA KELAS X SMA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBASIS CTL PADA PEMBELAJARAN FISIKA

Directory of Open Access Journals (Sweden)

Wahyudi -

2012-04-01

Full Text Available Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran kooperatif tipe STAD berbasis CTL pada pembelajaran fisika dalam mengembangkan learning community dan meningkatkan hasil belajar siswa serta mengetahui dampak penerapannya terhadap learning community dan hasil belajar siswa kelas X-7 SMA N 1 Tahunan Jepara. Hasil penelitian menunjukkan meningkatnya hasil belajar serta berkembangnya learning community siswa kelas X-7 SMA N 1 Tahunan Jepara setelah penerapan model pembelajaran kooperatif tipe STAD berbasis CTL pada pokok bahasan listrik dinamis.This research is describe the implementation of cooperative learning model STAD CTL-based for Physics learning subject to develop learning community, improve students learning and also find out the outcome of its implementation  to the learning community and learning result of SMA N 1 Tahunan Jepara Students class of X-7. The research result shows that there is an improvement of students’ learning result and also a development of learning community of N 1 Tahunan Jepara Students class of X-7 after implementing cooperative learning model STAD CTL-based for Dynamic Electricity topic.

A pedagogical design pattern framework for sharing experiences and enhancing communities of practice within online and blended learning

Directory of Open Access Journals (Sweden)

Chresteria Neutszky-Wulff

2016-12-01

Full Text Available ”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching and learning; specifically in the context of technology-enhanced learning (e-learning. Several attempts have been made to establish a framework for describing and sharing such e-learning patterns, but so far they have had limited success. At a series of workshops in a competence-development project for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. In this study, the new pedagogical design pattern framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing new E-learning patterns for online and blended learning courses are discussed.

A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes

Directory of Open Access Journals (Sweden)

Ismo Hakala

2011-05-01

Full Text Available Blended learning based on lecture videos and face-to-face teaching provides good opportunities for students for participation in education, regardless of time or place. The article describes a blended learning solution that is based on face-to-face teaching and the use of streaming lecture videos as it has developed in connection with master studies in mathematical information technology. The particular focus of this article is on the use of lecture videos and the impacts of blended learning on participation in education and on learning outcomes. According to the results, lecture videos have become very popular among students. Moreover the use of lecture videos increases participation activeness, and the increase in participation has a positive impact on completion of courses. However, the use of lecture videos does not seem to have any clear-cut effect on grades obtained.

Teachers' professional development in a community: A study of the central actors, their networks and web-based learning

Directory of Open Access Journals (Sweden)

Jiri Lallimo

2008-07-01

Full Text Available The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community.According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices.On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher

Unpacking the Roles of the Facilitator in Higher Education Professional Learning Communities

Science.gov (United States)

Margalef, Leonor; Pareja Roblin, Natalie

2016-01-01

Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the…

Service-Learning in the Financial Planning Curriculum: Expanding Access to the Community

Science.gov (United States)

Annis, Paul M.; Palmer, Lance; Goetz, Joseph

2010-01-01

Service-learning projects are a cornerstone of student experiential learning. Such programs have proven to be mutually beneficial to communities and students within a variety of family and consumer sciences courses. However, there is a paucity of literature addressing service-learning efforts within the field of financial planning. There is an…

Student Reported Growth: Success Story of a Master of Science in Education Learning Community Program

Directory of Open Access Journals (Sweden)

Sharon Kabes, EdD

2010-08-01

Full Text Available Quantitative and qualitative data collected from students who have completed a Master of Science in Education Learning Community Program support the effectiveness of the learning community model in facilitating professional growth and transformation. Instructors model constructivist theory. Peer review, collaboration, and reflective analysis of theory and practice are essential components of the model. The program facilitates growth as educators build their understanding about teaching and learning, transfer their ideas and processes into the classroom, and take an active leadership role in promoting change in classrooms, school, and larger community.

Creating a Community of Practice: Lessons Learned from the Center for Astronomy Education (Invited)

Science.gov (United States)

Brissenden, G.

2009-12-01

The Center for Astronomy Education (CAE) is devoted to improving teaching and learning in Astro 101. To accomplish this, a vital part of CAE is our broader community of practice which includes over 1000 instructors, graduate and undergraduate students, and postdocs. It is this greater community of practice that supports each other, helps, and learns from each other beyond what would be possible without it. As our community of practice has grown, we at CAE have learned many lessons about how different facets of CAE can best be used to promote and support our community both as a whole and for individual members. We will discuss the various facets of CAE, such as our online discussion group Astrolrner@CAE (http://astronomy101.jpl.nasa.gov/discussion) and its Guest Moderator program, our CAE Regional Teaching Exchange Coordinator program, our CAE Workshop Presenter Apprenticeship Training program, our online This Month’s Teaching Strategy, monthly newsletters, and various types of socializing and networking sessions we hold at national meetings. But more importantly, we will discuss the lessons we’ve learned about what does and does not work in building community within each of these facets.

Workplace Learning: Dilemmas for the European Steel Industry

Science.gov (United States)

Stroud, Dean; Fairbrother, Peter

2006-01-01

The focus in recent studies of workplace learning has been on "communities of practice" and the ways that learning is shaped by such communities. In the process, there has been a downplaying of the importance of broader institutional arrangements, including the impact of organisational structures and management practice, as well as…

Communities in Action: Lifelong Learning for Sustainable Development

Science.gov (United States)

Noguchi, Fumiko; Guevara, Jose Roberto; Yorozu, Rika

2015-01-01

This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the "Kominkan-CLC International Conference on Education for Sustainable Development," which took place in Okayama City, Japan, in October 2014. To inform…

Supporting Clinical Practice Candidates in Learning Community Development

Science.gov (United States)

DeJarnette, Nancy K.; Sudeck, Maria

2015-01-01

The purpose of this qualitative research study was to monitor pre-service teacher candidates' progression and implementation of the learning community philosophy along with classroom management strategies. The study took place during their final semester of clinical practice. Data were collected from self-reports, surveys, university supervisor…

Inquiry-Based Learning for a Virtual Learning Community to Enhance Problem-Solving Ability of Applied Thai Traditional Medicine Students

Science.gov (United States)

Chanprasitchai, Ong-art; Khlaisang, Jintavee

2016-01-01

The recent growth in collaborative and interactive virtual learning communities integrating innovative digital technologies and contemporary learning frameworks is contributing enormously to the use of e-learning in higher education in the twenty-first century. The purpose of this study was to describe the development of a virtual learning…

Constructing Leadership Identities through Participation in a Leadership Living-Learning Community

Science.gov (United States)

Priest, Kerry Louise

2012-01-01

This case study conceptually illustrated how a leadership living-learning community provided an educational context well suited to enhance development of leaders within changing leadership and educational paradigms. Specifically, it highlighted how both leadership and learning have come to be viewed as sociocultural processes, and presented…

Socio-semantic Networks of Research Publications in the Learning Analytics Community

NARCIS (Netherlands)

Fazeli, Soude; Drachsler, Hendrik; Sloep, Peter

2013-01-01

Fazeli, S., Drachsler, H., & Sloep, P. B. (2013). Socio-semantic Networks of Research Publications in the Learning Analytics Community. In M. d'Aquin, S. Dietze, H. Drachsler, E. Herder, & D. Taibi (Eds.), Linked data challenge, Learning Analytic and Knowledge (LAK13) (pp. 6-10). Vol. 974, Leuven,

Communities of Practice and Social Learning Systems: the Career of a Concept

Science.gov (United States)

Wenger, Etienne

The concept of community of practice was not born in the systems theory tradition. It has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory (Lave, 1988; Bourdieu, 1977; Giddens, 1984; Foucault, 1980; Vygotsky, 1978). But the concept of community of practice is well aligned with the perspective of systems traditions. A community of practice itself can be viewed as a simple social system. And a complex social system can be viewed as constituted by interrelated communities of practice. In this essay I first explore the systemic nature of the concept at these two levels. Then I use this foundation to look at the applications of the concept, some of its main critiques, and its potential for developing a social discipline of learning.

Community Colleges and Underappreciated Assets: Using Institutional Data to Promote Success in Online Learning

Science.gov (United States)

Hachey, Alyse; Conway, Katherine; Wladis, Claire

2013-01-01

Adapting to the 21st century, community colleges are not adding brick and mortar to meet enrollment demands. Instead, they are expanding services through online learning, with at least 61% of all community college students taking online courses today (Pearson, 2011). As online learning is affording alternate pathways to education for students, it…

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

Science.gov (United States)

Bringle, Robert G.

2017-01-01

This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other…

Nursing Living-Learning Communities and Student Retention: A Qualitative Study.

Science.gov (United States)

Bauer, Renee N; Kiger, Susan

Living-learning communities have been known to promote student performance and a sense of collegiality. Most studies on this topic have utilized quantitative methods. This qualitative comparison case study examined personal experiences associated with residing in a living-learning community. The study was conducted to explore findings associated with promoting student retention. A secondary goal was to explore student experiences with mentoring. Data were collected using taped recordings of live interviews at two universities that have nursing-themed housing. The targeted sample size was 14. Themes that emerged from the data were mutual support, importance of the resident assistant, and self-determination. Nursing students enjoy themed housing and especially desire the resident assistant to be a nursing student.

Harnessing the Barriers That Impact on Students' English Language Learning (ELL

Directory of Open Access Journals (Sweden)

Hussain Ahmed Liton

2016-08-01

Full Text Available This study strives to single out the barriers and obstacles in terms of academic, course curriculum system and socio-cultural issues that impact on students‟ learning English language adversely in the prep year level at Jazan University, Saudi Arabia. This paper especially focuses on the factors affecting EFL (English as a Foreign Language students‟ teaching/learning engagement and progression at Jazan Community College (JCC based on the semi interview of teachers, administrators and classroom observations. The author administered the interview process based on a questionnaire and at the same time, the interviewees‟ reflections were noted down. The recorded data were analyzed qualitatively and quantitatively. The results of the research are expectedly surprising and contributing to EFL educational improvements and adjustments for all stakeholders in terms of instructional effectiveness. The data analysis in particular showed that most of the interviewing voices reflect students‟ negative stance towards learning English due to cross-cultural factors, lack of motivation and EFL teaching method and curriculum strategic defects in pre-university stage. In addition, this paper hypothesizes some effective and viable suggestions based on research investigation.

Listening and Learning: Community Indicator Profiles of Knight Foundation Communities and the Nation.

Science.gov (United States)

John S. and James L. Knight Foundation, Miami, FL.

This volume presents information from a social indicators project designed to shed light on factors affecting civic health in twenty-six communities where John S. and James L. Knight published newspapers and provided grants to improve quality of life. Seven chapters discuss research results: (1) "Listening and Learning" (e.g., growth of…

Leading for Change: Creating a Professional Learning Community for Collaborative Relationships and Shared Leadership

Science.gov (United States)

Martin, Linda

2013-01-01

This action research study examines school reform through the development of a professional learning community for teacher-leaders. Through action research, this study organized a select group of teacher-leaders into a professional learning community to engage in a series of readings through a book club. The purpose of the book club was to develop…

A Tutorial Task and Tertiary Courseware Model for Collaborative Learning Communities

Science.gov (United States)

Newman, Julian; Lowe, Helen; Neely, Steve; Gong, Xiaofeng; Eyers, David; Bacon, Jean

2004-01-01

RAED provides a computerised infrastructure to support the development and administration of Vicarious Learning in collaborative learning communities spread across multiple universities and workplaces. The system is based on the OASIS middleware for Role-based Access Control. This paper describes the origins of the model and the approach to…

Enhancing Self-Efficacy in Elementary Science Teaching with Professional Learning Communities

Science.gov (United States)

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-01-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in…

College Student Effort Expenditure in Online versus Face-to-Face Courses: The Role of Gender, Team Learning Orientation, and Sense of Classroom Community

Science.gov (United States)

Yang, Yan; Cho, YoonJung; Mathew, Susan; Worth, Sheri

2011-01-01

The study investigated the differential impact of sense of classroom community on effort in online versus face-to-face courses while controlling for potential effects of gender and team learning orientation. The interaction effects from ANOVA results suggested a gender difference across the two course delivery formats, with male students expending…

Finding the community in sustainable online community engagement: Not-for-profit organisation websites, service-learning and research

Directory of Open Access Journals (Sweden)

Alice Dodd

2017-06-01

Full Text Available This article explores the use of action research (2008–2014 based on a case study of the Sustainable Online Community Engagement (SOCE Project, a service-learning project in which University of South Australia students build websites for not-for-profit (NFP organisations, to demonstrate that effective teaching, public service and research are interdependent. A significant problem experienced in the SOCE project was that, despite some training and ongoing assistance, the community organisations reported that they found it difficult to make effective use of their websites. One of the proposed solutions was to develop an online community of the participating organisations that would be self-supporting, member-driven and collaborative, and enable the organisations to share information about web-based technology. The research reported here explored the usefulness of developing such an online community for the organisations involved and sought alternative ways to assist the organisations to maintain an effective and sustainable web presence. The research used a three-phase ethnographic action research approach. The first phase was a content analysis and review of the editing records of 135 organisational websites hosted by the SOCE project. The second phase was an online survey sent to 145 community organisation members responsible for the management of these websites, resulting in 48 responses. The third phase consisted of semi-structured, in-depth interviews with 18 of the website managers from 12 of these organisations. The research revealed the extent to which organisations were unable to manage their websites and found that the proposed solution of an online community would not be useful. More importantly, it suggested other useful strategies which have been implemented. In Furco’s (2010 model of the engaged campus, public engagement can be used to advance the public service, teaching and research components of higher education’s tripartite

Using a multi-state Learning Community as an implementation strategy for immediate postpartum long-acting reversible contraception.

Science.gov (United States)

DeSisto, Carla L; Estrich, Cameron; Kroelinger, Charlan D; Goodman, David A; Pliska, Ellen; Mackie, Christine N; Waddell, Lisa F; Rankin, Kristin M

2017-11-21

Implementation strategies are imperative for the successful adoption and sustainability of complex evidence-based public health practices. Creating a learning collaborative is one strategy that was part of a recently published compilation of implementation strategy terms and definitions. In partnership with the Centers for Disease Control and Prevention and other partner agencies, the Association of State and Territorial Health Officials recently convened a multi-state Learning Community to support cross-state collaboration and provide technical assistance for improving state capacity to increase access to long-acting reversible contraception (LARC) in the immediate postpartum period, an evidence-based practice with the potential for reducing unintended pregnancy and improving maternal and child health outcomes. During 2015-2016, the Learning Community included multi-disciplinary, multi-agency teams of state health officials, payers, clinicians, and health department staff from 13 states. This qualitative study was conducted to better understand the successes, challenges, and strategies that the 13 US states in the Learning Community used for increasing access to immediate postpartum LARC. We conducted telephone interviews with each team in the Learning Community. Interviews were semi-structured and organized by the eight domains of the Learning Community. We coded transcribed interviews for facilitators, barriers, and implementation strategies, using a recent compilation of expert-defined implementation strategies as a foundation for coding the latter. Data analysis showed three ways that the activities of the Learning Community helped in policy implementation work: structure and accountability, validity, and preparing for potential challenges and opportunities. Further, the qualitative data demonstrated that the Learning Community integrated six other implementation strategies from the literature: organize clinician implementation team meetings, conduct

Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community

Science.gov (United States)

Harper, Susan G.

2017-01-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as…

Food security: what the community wants. Learning through focus groups.

Science.gov (United States)

Hargrove, D; Dewolfe, J A; Thompson, L

1994-01-01

We used focus groups to learn the range of issues threatening food security of low income residents in our community. Five major themes emerged from the discussions: literacy, money, time, mental health and self-esteem, suggesting several approaches that could help ensure food security: 1) education, 2) sharing of resources, 3) coalition building, and 4) advocacy. Education programs have to be practical, allowing for demonstrations and hands-on learning while emphasizing skill building and problem solving. Incorporating a social aspect into learning may compensate for the social isolation and would capitalize on the impressive mutual support we witnessed. Strategies based on self-help and peer assistance may counteract low self-esteem and overcome suspicion of health professionals. A community-wide effort is needed to address the factors contributing to food insecurity. We envision the formation of a coalition of professionals, agencies, and low income people to develop a comprehensive strategy for achieving food security.

Cost Comparison Model: Blended eLearning versus traditional training of community health workers.

Science.gov (United States)

Sissine, Mysha; Segan, Robert; Taylor, Mathew; Jefferson, Bobby; Borrelli, Alice; Koehler, Mohandas; Chelvayohan, Meena

2014-01-01

Another one million community healthcare workers are needed to address the growing global population and increasing demand of health care services. This paper describes a cost comparison between two training approaches to better understand costs implications of training community health workers (CHWs) in Sub-Saharan Africa. Our team created a prospective model to forecast and compare the costs of two training methods as described in the Dalburge Report - (1) a traditional didactic training approach ("baseline") and (2) a blended eLearning training approach ("blended"). After running the model for training 100,000 CHWs, we compared the results and scaled up those results to one million CHWs. A substantial difference exists in total costs between the baseline and blended training programs. RESULTS indicate that using a blended eLearning approach for training community health care workers could provide a total cost savings of 42%. Scaling the model to one million CHWs, the blended eLearning training approach reduces total costs by 25%. The blended eLearning savings are a result of decreased classroom time, thereby reducing the costs associated with travel, trainers and classroom costs; and using a tablet with WiFi plus a feature phone rather than a smartphone with data plan. The results of this cost analysis indicate significant savings through using a blended eLearning approach in comparison to a traditional didactic method for CHW training by as much as 67%. These results correspond to the Dalberg publication which indicates that using a blended eLearning approach is an opportunity for closing the gap in training community health care workers.

Exploring home visits in a faith community as a service-learning opportunity.

Science.gov (United States)

du Plessis, Emmerentia; Koen, Magdalene P; Bester, Petra

2013-08-01

Within South Africa the Psychiatric Nursing Science curriculum in undergraduate Baccalaureate nursing education utilizes home visits as a service-learning opportunity. In this context faith communities are currently unexplored with regards to service-learning opportunities. With limited literature available on this topic, the question was raised as to what are these students' and family members' experience of home visits within a faith community. To explore and describe nursing students' and family members' experiences of home visits within a faith community. A qualitative approach was used that was phenomenological, explorative and descriptive and contextual in nature. The research was conducted within a faith community as service learning opportunity for Baccalaureate degree nursing students. This community was situated in a semi-urban area in the North-West Province, South Africa. Eighteen (n=18) final year nursing students from different cultural representations, grouped into seven groups conducted home visits at seven (n=7) families. Comprehensive reflective reporting after the visits, namely that the students participated in a World Café data collection technique and interviews were conducted with family members. Three main themes emerged: students' initial experiences of feeling overwhelmed but later felt more competent; students' awareness of religious and cultural factors; and students' perception of their role. Two main themes from the family members emerged: experiencing caring and growth. There is mutual benefit for nursing students and family members. Students' experiences progress during home visits from feeling overwhelmed and incompetent towards a trusting relationship. Home visits in a faith community seems to be a valuable service learning opportunity, and the emotional competence, as well as spiritual and cultural awareness of nursing students should be facilitated in preparation for such home visits. Copyright © 2012 Elsevier Ltd. All rights

Automated Library Networking in American Public Community College Learning Resources Centers.

Science.gov (United States)

Miah, Adbul J.

1994-01-01

Discusses the need for community colleges to assess their participation in automated library networking systems (ALNs). Presents results of questionnaires sent to 253 community college learning resource center directors to determine their use of ALNs. Reviews benefits of automation and ALN activities, planning and communications, institution size,…

Using communities of practice towards the next level of knowledge-management maturity

Directory of Open Access Journals (Sweden)

Lameshnee Chetty

2012-07-01

Full Text Available Background: Effective communities of practice undoubtedly impact organisations’ knowledgemanagement and contribute towards building a learning-organisation culture. Communitiesof practice represent an environment conducive to learning and for exchanging ideas, andthey are a formal learning forum. However, the level of organisational learning to whichcommunities of practice contribute is difficult to measure.Objectives: The research was conducted to analyse the impact of communities of practiceon building a learning organisation. The organisational system, culture and people offerthe key towards leveraging knowledge as a strategic resource in a learning organisation.The awareness of the organisation concerning knowledge management was measured on areplicated knowledge-management maturity model.Method: The organisational knowledge base was analysed prior to the implementation of thecommunities of practice and was compared to the situation three years later. The research wasbased on experiential learning cycles that consisted of five consequential but perpetual stages,namely reflect, plan, act, observe and reflect again.Results: The results indicated that communities of practice were instrumental in leveraging theorganisation to the next level in the knowledge-management maturity model. A collaborationframework was developed for each business unit to work towards a common goal byharnessing the knowledge that was shared.Conclusion: Although a positive impact by communities of practice is visible, an instrumentfor the measurement of intellectual capital is necessary. It is recommended that the monetaryvalue of knowledge as an asset is determined so that the value of the potential intellectualcapital can be measured.

Community Learning Process: A Model of Solid Waste Reduction and Separation

Directory of Open Access Journals (Sweden)

Jittree Pothimamaka

2008-07-01

Full Text Available The main purpose of this research was to study and develop an appropriate model of waste reduction and separation in the community under the community learning process. This is a research and development (R&D study with mixed methodology consisting of four steps. Step One: Research was conducted to obtain information on solid waste disposal in Bang Sue District, Bangkok Metropolis, Thailand, employing group discussions with community members and data collection from the field. Step Two: The activities for development of the model consisted of group discussions, workshops, and development of a test of knowledge and behaviors concerning solid waste disposal using the 1A3R practice concept. Step Three : Experimentation with the model consisting of pre testing and post testing of knowledge and behaviors concerning solid waste disposal ; door to door imparting of appropriate knowledge and behaviors concerning solid waste disposal ; and collecting of data on the rate and amount of generated waste, and waste separation. Step Four: Evaluation of the developed model consisting of assessments based on physical indicators of the waste, opinions of experts, and impacts on participating communities. The findings revealed that (1 the post experiment knowledge and behavior mean scores of community members in the sample significantly increased over their pre experiment counterparts; and (2 the rate of waste generation decreased while waste separation increased. The proposed model of solid waste reduction and separation was accepted, and has four main components:(1 Community Practice: solid waste should be separated in the household into three types: food waste, marketable waste and non marketable waste must be clearly separated from household waste.(2 Knowledge sharing: door to door imparting of knowledge and behaviors on solid waste reduction and separation based on the 1A3R practice concept should be promoted.(3 Community mastery: the community organization

Impact of disinfection on drinking water biofilm bacterial community.

Science.gov (United States)

Mi, Zilong; Dai, Yu; Xie, Shuguang; Chen, Chao; Zhang, Xiaojian

2015-11-01

Disinfectants are commonly applied to control the growth of microorganisms in drinking water distribution systems. However, the effect of disinfection on drinking water microbial community remains poorly understood. The present study investigated the impacts of different disinfectants (chlorine and chloramine) and dosages on biofilm bacterial community in bench-scale pipe section reactors. Illumina MiSeq sequencing illustrated that disinfection strategy could affect both bacterial diversity and community structure of drinking water biofilm. Proteobacteria tended to predominate in chloraminated drinking water biofilms, while Firmicutes in chlorinated and unchlorinated biofilms. The major proteobacterial groups were influenced by both disinfectant type and dosage. In addition, chloramination had a more profound impact on bacterial community than chlorination. Copyright © 2015. Published by Elsevier B.V.

Engaging Community College Students Using an Engineering Learning Community

Science.gov (United States)

Maccariella, James, Jr.

The study investigated whether community college engineering student success was tied to a learning community. Three separate data collection sources were utilized: surveys, interviews, and existing student records. Mann-Whitney tests were used to assess survey data, independent t-tests were used to examine pre-test data, and independent t-tests, analyses of covariance (ANCOVA), chi-square tests, and logistic regression were used to examine post-test data. The study found students that participated in the Engineering TLC program experienced a significant improvement in grade point values for one of the three post-test courses studied. In addition, the analysis revealed the odds of fall-to-spring retention were 5.02 times higher for students that participated in the Engineering TLC program, and the odds of graduating or transferring were 4.9 times higher for students that participated in the Engineering TLC program. However, when confounding variables were considered in the study (engineering major, age, Pell Grant participation, gender, ethnicity, and full-time/part-time status), the analyses revealed no significant relationship between participation in the Engineering TLC program and course success, fall-to-spring retention, and graduation/transfer. Thus, the confounding variables provided alternative explanations for results. The Engineering TLC program was also found to be effective in providing mentoring opportunities, engagement and motivation opportunities, improved self confidence, and a sense of community. It is believed the Engineering TLC program can serve as a model for other community college engineering programs, by striving to build a supportive environment, and provide guidance and encouragement throughout an engineering student's program of study.

Effects of Community Service-Learning on Heritage Language Learners' Attitudes toward Their Language and Culture

Science.gov (United States)

Pascual y Cabo, Diego; Prada, Josh; Lowther Pereira, Kelly

2017-01-01

This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish…

Acttention – Influencing Communities of Practice with Persuasive Learning Designs

DEFF Research Database (Denmark)

Hansen, Sandra Burri Gram; Ryberg, Thomas

2015-01-01

design within this more established field of research and development. Rather than focus on improving learning technologies or motivating the interest in a subject, persuasive designs may be more efficient when used to influence the communities of practice in educational institutions.......Based on the preliminary results of implementing and testing a persuasive learning initiative in the Danish Military, this paper discusses and develops the notion of persuasive learning designs. It is suggested that the acquirement of new knowledge is fundamental to persuasion, and that persuasive...... learning designs distinguish themselves by leading to sustainable change to the learner’s attitude and/or behaviour. A practical example of persuasive learning designs is provided in terms of the interactive location-based learning game Acttention, which has been developed and tested on behalf...

Benefits and Financial Impacts of Adopting Technology in Learning

Science.gov (United States)

Grenman, Katri; Isomursu, Minna; Federley, Maija; Seisto, Anu

2013-01-01

This paper summarizes the results of an analysis of the impacts of adopting information and communication technology (ICT) solutions in a learning context. The analysis is based on a literature survey of articles reporting research cases studying the impact of adopting ICT based solutions in various learning contexts. The subject has been reviewed…

The Impact of Enabling School Structures on the Degree of Internal School Change as Measured by the Implementation of Professional Learning Communities

Science.gov (United States)

Tylus, Joseph D.

2009-01-01

This non-experimental, correlational study looked at the relationship between bureaucratic structures in middle and high schools in bringing about change in individual teacher classroom instructional practices through the centralized directive of membership in a professional learning community. Using a continuum of bureaucratic structure, from…

Community Learning Campus: The Hard Work Begins after the Ribbon-Cutting

Science.gov (United States)

Education Canada, 2012

2012-01-01

Dorothy Negropontes was a key player in the creation of the Community Learning Campus (CLC), an innovative collaboration of education and community leaders in Olds, Alberta. A former Assistant Superintendent with Chinook's Edge School District, she co-chaired the steering committee that developed the project, served as its executive director…

Mapping a sustainable future: Community learning in dialogue at the science-society interface

Science.gov (United States)

Barth, Matthias; Lang, Daniel J.; Luthardt, Philip; Vilsmaier, Ulli

2017-12-01

In 2015, the German Federal Ministry of Education and Research (BMBF) announced that the Science Year 2015 would focus on the "City of the Future". It called for innovative projects from cities and communities in Germany dedicated to exploring future options and scenarios for sustainable development. Among the successful respondents was the city of Lüneburg, located in the north of Germany, which was awarded funding to establish a community learning project to envision a sustainable future ("City of the Future Lüneburg 2030+"). What made Lüneburg's approach unique was that the city itself initiated the project and invited a broad range of stakeholders to participate in a community learning process for sustainable development. The authors of this article use the project as a blueprint for sustainable city development. Presenting a reflexive case study, they report on the process and outcomes of the project and investigate community learning processes amongst different stakeholders as an opportunity for transformative social learning. They discuss outputs and outcomes (intended as well as unintended) in relation to the specific starting points of the project to provide a context-sensitive yet rich narrative of the case and to overcome typical criticisms of case studies in the field.

Community-based interventions for obesity prevention: lessons learned by Australian policy-makers

Directory of Open Access Journals (Sweden)

Haby Michelle M

2012-01-01

Full Text Available Abstract Background Interest in community-based interventions (CBIs for health promotion is increasing, with a lot of recent activity in the field. This paper aims, from a state government perspective, to examine the experience of funding and managing six obesity prevention CBIs, to identify lessons learned and to consider the implications for future investment. Specifically, we focus on the planning, government support, evaluation, research and workforce development required. Methods The lessons presented in this paper come from analysis of key project documents, the experience of the authors in managing the projects and from feedback obtained from key program stakeholders. Results CBIs require careful management, including sufficient planning time and clear governance structures. Selection of interventions should be based on evidence and tailored to local needs to ensure adequate penetration in the community. Workforce and community capacity must be assessed and addressed when selecting communities. Supporting the health promotion workforce to become adequately skilled and experienced in evaluation and research is also necessary before implementation. Comprehensive evaluation of future projects is challenging on both technical and affordability grounds. Greater emphasis may be needed on process evaluation complemented by organisation-level measures of impact and monitoring of nutrition and physical activity behaviours. Conclusions CBIs offer potential as one of a mix of approaches to obesity prevention. If successful approaches are to be expanded, care must be taken to incorporate lessons from existing and past projects. To do this, government must show strong leadership and work in partnership with the research community and local practitioners.

Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

Science.gov (United States)

Joia, Luiz Antonio

2002-01-01

Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

Implementation Study of Smaller Learning Communities. Final Report

Science.gov (United States)

Bernstein, Lawrence; Millsap, Mary Ann; Schimmenti, Jennifer; Page, Lindsay

2008-01-01

The Smaller Learning Communities (SLC) program was established in response to growing national concerns about students too often lost and alienated in large, impersonal high schools, as well as concerns about school safety and low levels of achievement and graduation for many students. Authorized under the "Elementary and Secondary Education Act,"…

Collaborating on Climate: The Signs of the Land Camp as a Model for Meaningful Learning Between Indigenous Communities and Western Climate Scientists

Science.gov (United States)

Chase, M.; Brunacini, J.; Sparrow, E. B.

2016-12-01

As interest in Indigenous Knowledge (IK) grows, how can researchers ensure that collaboration is meaningful, relevant, and valuable for those involved? The Signs of the Land: Reaching Arctic Communities Facing Climate Change Camp is a collaborative project developed by the Association for Interior Native Educators (AINE), the International Arctic Research Center (IARC), and the PoLAR Partnership. Modeled on AINE's Elder Academy and supported by a grant from the National Science Foundation, the camp facilitates in-depth dialogue about climate change and explores causes, impacts, and solutions through the cultural lens of Alaska Native communities. The project integrates local observations, IK, and western climate science. Participants engage with Alaska Native Elders, local climate researchers, and learn about climate communication tools and resources for responding. Following camps in 2014 and 2016, project partners identified a variety of questions about the challenges and opportunities of the collaboration that will be discussed in this presentation. For instance, what does it mean to equitably integrate IK, and in what ways are Native communities able to participate in research project design, delivery, and evaluation? How are decisions made and consensus built within cultural practices, project goals, and funding expectations? How do opportunities available to Indigenous communities to engage with western climate science broaden understanding and response? And, how does the ability to connect with and learn from Alaska Native Elders affect motivation, engagement, and community action? Finally, what is the effect of learning about climate change in a cultural camp setting?

Development of the Community Impact Scale Measuring Community Organization Perceptions of Partnership Benefits and Costs

Science.gov (United States)

Srinivas, Tejaswinhi; Meenan, Chelsea E.; Drogin, Elizabeth; DePrince, Anne P.

2015-01-01

This article describes the development and psychometric properties of the Community Impact Scale (CIS), a measure of benefits and costs of community-university partnerships across a range of outcomes as perceived by community partners. Scale development was carried out in two phases: (a) item generation, through which the research team, in close…

Organizational Learning and Crisis Management

Science.gov (United States)

Wang, Jia

2007-01-01

The impact of crises on organizations has been stronger than ever. This article explores the role of organizational learning in crisis management, an area that has received little attention from HRD community. Recognizing the dynamics and interconnectedness of crisis management, organizational learning, and organizational change, the article…

Creating a Learning Community for Solutions to Climate Change

Science.gov (United States)

Bloom, A. J.; Benedict, B. A.; Blockstein, D. E.; Hassenzahl, D. M.; Hunter, A.; Jorgensen, A. D.; Pfirman, S. L.

2011-12-01

The rapidly evolving and interdisciplinary nature of climate change presents a challenge to colleges and universities as they seek to educate undergraduate students. To address this challenge, the National Council for Science and the Environment (NCSE) with NSF funding is creating a nationwide cyber-enabled learning community called CAMEL (Climate, Adaptation, and Mitigation e-Learning). CAMEL engages experts in science, policy and decision-making, education, and assessment in the production of a virtual toolbox of curricular resources designed for teaching climate change causes, consequences, and solutions. CAMEL is: ? Developing cyberinfrastructure that supports and promotes the creation of materials and community; ? Generating materials for the Encyclopedia of Earth, a site averaging 50,000 views per day; ? Ensuring that materials developed and shared are founded on the best available scientific information and follow the most appropriate educational practices; ? Assisting faculty at institutions of higher education across the United States as they create, improve, test, and share resources for teaching students not only how to diagnose climate change problems, but also to identify and effect solutions; ? Evaluating the determinants of successful community building using cybermedia. The community and resultant content range from general education to upper division courses for students in a variety of majors. At the center of the community are the 160 colleges and universities represented in NCSE's Council of Environmental Deans and Directors. Members of this group represent recognized expertise in virtually all areas of this project. A team with substantial experience with evaluating innovative initiatives in STEM education is administering the evaluation component.

An Exploration of Community Learning Disability Nurses' Therapeutic Role

Science.gov (United States)

Marsham, Marian

2012-01-01

This literature review and primary qualitative research explores therapeutic role from the perspective of Community Learning Disability Nurses. Semi-structured interviews, based on Critical Incident Technique ("Psychol Bull", 51, 1954, 327), and descriptive phenomenological methodology were adopted to elicit data amenable to systematic…

How Teachers Learn and Change in Reciprocal Learning Space

Institute of Scientific and Technical Information of China (English)

Xuefeng HUANG

2017-01-01

This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada-China Partnership Grant Project.Eight schools formed four pairs of sister schools,and teachers in these schools created collaborations embedded in their practices.The data include interviews of teachers and principals in both countries and records of teachers' cross-cultural collaborations.Informed by the literature on teacher learning and professional learning communities,this paper shows benefits of international teacher communities.Also,it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature.Focusing on teacher knowledge and practice,it shows reciprocal effects of collaboration in the international school network.Finally,this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research.

Creating International Community Service Learning Experiences in a Capstone Marketing-Projects Course

Science.gov (United States)

Metcalf, Lynn E.

2010-01-01

This article outlines the development of a project-based capstone marketing course, specifically designed to provide marketing students with an international community service learning experience. It differs significantly from previous studies, which focus on integrating service learning into existing marketing courses and on helping local…

Negotiating Service Learning through Community Engagement: Adaptive Leadership, Knowledge, Dialogue and Power

Science.gov (United States)

Preece, Julia

2016-01-01

This article builds on two recent publications (Preece 2013; 2013a) concerning the application of asset-based community development and adaptive leadership theories when negotiating university service learning placements with community organisations in one South African province. The first publication introduced the concept of 'adaptive…

Dynamic Boundaries of Action Based Learning: the Longitudinal Impact (Invited Paper

Directory of Open Access Journals (Sweden)

D. Song

2015-08-01

Full Text Available How do communities and group-based efforts create, learn and evolve? This paper argues that communities are dynamic, continuously creating connections through cyclical learning processes, regardless of how tight or loosely formulated group based efforts are (Hall et al. 2012. Learning cycles or epicycles processes are relevant for action-based investigation within organizational and social structures. The question of behaviors across boundaries or groups maybe influenced by their positioning within a larger adaptive system, including the type of focus, determined goals and the type of connections that have been developed over time (longitudinally. These types of community or group efforts can be described as autopoietic systems, which operate within larger adaptive societal webs (Nousala 2014. The learning methodologies involved in investigating these types of dynamic phenomena need themselves to be dynamic. These methods can be viewed through longitudinal cycles, (which are essentially feedback loops that include extensive reflective time lines, integration before repetition exposing these epicycles at work. The continuous recording of various processes through epicycles (which are the basis for learning cycles provide a means to "qualitatively measuring" change, which would normally go unseen (Hall et. al 2012; Hall et al. 2005; Nousala and Hall 2008; Wenger and Synder 2000; Garduno et al. 2015.

Recruitment and Lessons Learned from a Community-Based Intervention Program: The Learning Families Project in Hong Kong

Directory of Open Access Journals (Sweden)

Joanna T. W. Chu

2018-02-01

Full Text Available BackgroundRecruitment is central to any research project, and recruitment itself should be well documented and researched. We describe our recruitment efforts for a community-based research project—entitled the Learning Families Project—conducted in Hong Kong.MethodsIn collaboration with community stakeholders, residents from a public housing estate were recruited to participate in family programs aimed at enhancing family well-being. Various recruitment strategies were employed including the distribution of 19,200 leaflets, 688 posters, a banner, a kick-off ceremony, 10 promotion activities, 1,000 direct calls, word of mouth, 51 mobile counters, and 10 door-to-door visits. Drawing on field notes, research logs, short questionnaires, and focus group conducted with our community partners and residents, we describe and discuss our recruitment strategies, challenges, and lessons learned.ResultsOver a 9-month period, 980 participants were recruited and participated in our study, exceeding our recruitment goal (860 participants. Several observations were made including active recruitment strategies (i.e., door-to-door and mobile counter being more effective than passive strategies (i.e., posters and leaflets; the importance of raising project awareness to facilitate recruitment; and the challenges encountered (i.e., burn-out and loss of motivation of staff, decreased community capacity in collaborating in research projects.ConclusionThe lessons learned include the importance of engaging Chinese communities, utilizing a positive outreach approach, and setting realistic expectations. Although similar recruitment strategies have been reported the West, a number of cultural differences should be taken into account when working with Chinese population. Further research is needed to examine the effectiveness of tailoring recruitment strategies to various populations.

Recruitment and Lessons Learned from a Community-Based Intervention Program: The Learning Families Project in Hong Kong.

Science.gov (United States)

Chu, Joanna T W; Wan, Alice; Stewart, Sunita M; Ng, Kwok Tung; Lam, Tai Hing; Chan, Sophia S

2018-01-01

Recruitment is central to any research project, and recruitment itself should be well documented and researched. We describe our recruitment efforts for a community-based research project-entitled the Learning Families Project-conducted in Hong Kong. In collaboration with community stakeholders, residents from a public housing estate were recruited to participate in family programs aimed at enhancing family well-being. Various recruitment strategies were employed including the distribution of 19,200 leaflets, 688 posters, a banner, a kick-off ceremony, 10 promotion activities, 1,000 direct calls, word of mouth, 51 mobile counters, and 10 door-to-door visits. Drawing on field notes, research logs, short questionnaires, and focus group conducted with our community partners and residents, we describe and discuss our recruitment strategies, challenges, and lessons learned. Over a 9-month period, 980 participants were recruited and participated in our study, exceeding our recruitment goal (860 participants). Several observations were made including active recruitment strategies (i.e., door-to-door and mobile counter) being more effective than passive strategies (i.e., posters and leaflets); the importance of raising project awareness to facilitate recruitment; and the challenges encountered (i.e., burn-out and loss of motivation of staff, decreased community capacity in collaborating in research projects). The lessons learned include the importance of engaging Chinese communities, utilizing a positive outreach approach, and setting realistic expectations. Although similar recruitment strategies have been reported the West, a number of cultural differences should be taken into account when working with Chinese population. Further research is needed to examine the effectiveness of tailoring recruitment strategies to various populations.

Glastonbury Festival 2007: The Socio-Economic Impacts on the Host Community

OpenAIRE

Rose, Eleanor

2008-01-01

Event tourism, particularly festival tourism, is increasingly becoming a focus for tourism research. There are numerous impacts of festival tourism to the tourism industry and they often have numerous effects upon the host community. This research investigates the economic and social impacts of Glastonbury Festival 2007 on the host community. The research estimates a total economic impact on the immediate and the wider geographical area and gains an insight into the social impacts of the F...

Building a Learning Community: Telecommunications, Collaborations, and Sharing on Long Island.

Science.gov (United States)

Schneiderman, Bette E.; Carriero, Corinne

The Long Island Team is a collaborative system of K-12 students and teachers, university students and faculty, and community members who have been linked by telecommunications and in-person sessions. Since 1993 the group has culminated their work together at an annual sharing event. This paper provides the history of the learning community, a list…

Learning How to Teach Poverty: A Case for Community of Practice

Science.gov (United States)

Browne, Laurie P.; Roll, Susan J.

2015-01-01

Recreation students today need to be prepared to engage in the topic of poverty as a social justice issue affecting our communities, yet many instructors do not have the tools to effectively teach this complex topic. One way instructors might learn how to engage students with poverty is through an interdisciplinary community of practice (CoP).…

Lessons learned from the PMI case study: the community perspective.

Science.gov (United States)

Hare, M L; Orians, C E; Kennedy, M G; Goodman, K J; Wijesinha, S; Seals, B F

2000-03-01

This summary report presents the lessons learned during the two-part qualitative case study on the efficacy of the Prevention Marketing Initiative (PMI) in its implementation of an HIV prevention program. About 179 community participants were included in the PMI program, which discussed topics ranging from organizing initial planning committees to financially sustaining federal demonstration programs. One of the successes observed was the development of rapport with schools and churches; however, during the course of its implementation, the program realized the necessity of 1) approaching the program as an ongoing process; 2) going beyond studying the target population through formative research; 3) changing the role of a community coalition as the project matures; 4) reexamining the composition of coalition in the light of the target audience; 5) advocating the project as a community resource that promotes collaboration; 6) attending the needs of coalition members; and 7) using the media in the campaign. Likewise, several lessons were also learned in the areas of youth involvement, intervention development, program implementation, and maintenance of PMI activities.

Some aspects of school seen as a Professional Learning Community

Directory of Open Access Journals (Sweden)

Bradea Adela

2016-11-01

Full Text Available Each school is part of the community and at the same time, a provider of education services. This makes school a Learning Community for both teachers and students. While in the case of students this is a mission accomplished, in that of teachers’ things seem to be a bit more difficult. The latter ones should see themselves as members of a Professional Learning Community (PLC, where each teacher should cooperate with the other to achieve common goals, engage in common research activities for the progress of their school, take part in evaluating school results and propose plans to improve them etc. This research aimed to identify teachers’ perception of the role of school as a Professional Learning Community, to identify how school boards support and encourage this idea through participative management and to identify lines of joint research in which teachers are involved. The instrument used was a questionnaire having 30 close-ended items, administered to pre-university teachers from Bihor county, Romania. The implementation period was January to June 2016. The results show that there is collaboration between the same subject area teachers, who form committees to discuss, analyse and propose solutions. The research has also showed that more effort is required to improve collaboration between more experienced teachers and those who are at the beginning of their career, to improve collaboration between different subject area teachers by getting them to engage in joint projects, but above all, there is a need for a greater involvement of teachers, of school boards in managing schools so that participative management is achieved.

Aggregate-then-Curate: how digital learning champions help communities nurture online content

Directory of Open Access Journals (Sweden)

Andrew Whitworth

2012-12-01

Full Text Available Informational resources are essential for communities, rooting them in their own history, helping them learn and solve problems, giving them a voice in decision-making and so on. For digital inclusion – and inclusion in the informational and democratic processes of society more generally – it is essential that communities retain the skills, awareness and motivation to create and manage their own informational resources.This article explores a model for the creation of online content that incorporates the different ways in which the quality and relevance of information can be assured. This model, “Aggregate-then-Curate” (A/C, was developed from earlier work concerning digital inclusion in UK online centres, models of informal e-learning and ecologies of resources. A/C shows how creating online content can be viewed as a 7-step process, initiated by individuals but bringing in “digital learning champions”, other community members and formal educational institutions at different stages. A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. The article then discusses and evaluates MOSI-ALONG, a Joint Information Systems Committee (JISC funded project founded on these ideas, which illustrates how A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. This conclusion is supported by evaluations of the work done so far in MOSI-ALONG.

Integrating Interview Methodology to Analyze Inter-Institutional Comparisons of Service-Learning within the Carnegie Community Engagement Classification Framework

Science.gov (United States)

Plante, Jarrad D.; Cox, Thomas D.

2016-01-01

Service-learning has a longstanding history in higher education in and includes three main tenets: academic learning, meaningful community service, and civic learning. The Carnegie Foundation for the Advancement of Teaching created an elective classification system called the Carnegie Community Engagement Classification for higher education…

Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course

Science.gov (United States)

Sarantopoulos, Helen D.

Purpose. The purpose of this study was to identify, according to the Productivity Environment Preference Survey (PEPS) instrument, which learning-style domains (environmental, emotional, sociological, and physiological) were favored among Latino/Hispanic community college students enrolled in introductory biology classes in a large, urban community college. An additional purpose of this study was to determine whether statistically significant differences existed between the learning-style preferences and the demographic variables of age, gender, number of prior science courses, second language learner status, and earlier exposure to scientific information. Methodology. The study design was descriptive and ex post facto. The sample consisted of a total of 332 Latino/Hispanic students enrolled in General Biology 3. Major findings. The study revealed that Latino/Hispanic students enrolled in introductory biology at a large urban community college scored higher for the learning preference element of structure. Students twenty-five years and older scored higher for the learning preference elements of light, design, persistence, responsibility, and morning time (p learning-style preferences were found between second English language learners and those who learned English as their primary language (p tactile (p learning-style model and instruments and on recent learning-style research articles on ethnically diverse groups of adult learners; and (2) Instructors should plan their instruction to incorporate the learning-style preferences of their students.

Changing students' perceptions of the homeless: A community service learning experience.

Science.gov (United States)

Gardner, Janet; Emory, Jan

2018-03-01

The homeless are an underserved, local vulnerable population that can benefit from a service learning clinical practicum experience for baccalaureate prepared nursing students. Negative attitudes and disrespect among healthcare workers has been identified by the homeless as a barrier to healthcare. A service learning experience with a vulnerable population has been shown to change nursing students' attitudes and beliefs. A large university in a southern city partnered with a community based organization that provided services to the homeless to educate senior nursing students in a service learning experience. The goal of this project was to examine attitudes and perceptions of nursing students toward the homeless population before and after participation in a service learning clinical practicum experience. This case study utilized a pre and post experience questionnaire to collect qualitative data for the purposes of the project. The findings revealed students demonstrated a decrease in fear, an increase in empathy, and a deeper understanding of the advocacy role of nurses for people experiencing homelessness. Nurse educators are challenged to engage students with vulnerable populations to change the attitudes and perceptions for improvement in the overall health of communities served worldwide. Partnerships and service learning experiences can benefit all. Copyright © 2018 Elsevier Ltd. All rights reserved.

Community Learning Campus: It Takes a Simple Message to Build a Complex Project

Science.gov (United States)

Pearson, George

2012-01-01

Education Canada asked Tom Thompson, president of Olds College and a prime mover behind the Community Learning Campus (CLC): What were the lessons learned from this unusually ambitious education project? Thompson mentions six lessons he learned from this complex project which include: (1) Dream big, build small, act now; (2) Keep a low profile at…

Factors That Develop Effective Professional Learning Communities in Taiwan

Science.gov (United States)

Chen, Peiying; Lee, Che-Di; Lin, Hongda; Zhang, Chun-Xi

2016-01-01

This research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs--supportive and shared leadership, shared visions, collegial trust, and shared practices--were adopted and developed into an instrument for measuring PLC function. A stratified random…

DEVELOPING PROBLEM SOLVING SKILLS FOR LIFELONG LEARNING THROUGH WORK-BASED LEARNING AMONG COMMUNITY COLLEGE STUDENTS

OpenAIRE

Wan Azlinda Wan Mohamed; Badrul Omar; Mohd Faroul Rafiq Romli

2010-01-01

Many training providers are working to improve their curricula to meet the demand of today’s industries. The Malaysian College Communities, one of the major providers for lifelong learning program, had introduced the Work-Based Learning (WBL) concept since 2007 to ensure that their graduates met these demands. One of the key skills required by industry is problem solving skill. The ability to solve a complex or an ill-structured work problem in the workplace is the kind of skill demanded at a...

The contributions of community learning centres (CLCs) to personal and community development in Myanmar

Science.gov (United States)

Le, Ai Tam Pham

2018-05-01

Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of CLCs and their contributions to personal and community development in Padaung, Myanmar. The author's research is based on six weeks of fieldwork in Myanmar for data collection including semi-structured interviews, focus group discussions and informal conversations. Her findings suggest that CLCs can contribute to the improvement of both individuals' quality of life and communities' social capital, which facilitates mutually beneficial collective action. The findings also support the conclusion that CLCs can provide additional educational opportunities beyond the formal system, especially for adults and members of rural communities, e.g. farmers. However, due to constraints in terms of budget, implementing capacity and socio-economic factors, the outreach of CLC activities is still somewhat limited and has yet to reach its full potential.

Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management (Mediating Role of eLearning for Corporate Training

Directory of Open Access Journals (Sweden)

Aamir Sarwar

2015-08-01

Full Text Available The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used, options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study conducted in Pakistan. Detailed questionnaire was used to collect the data. Total sample size of 686 includes 331 from manufacturing sector and 355 from services sector. Study revealed that overall eLearning for corporate training partially mediates relationship between eLearning Perception and elearning for stress management. However, in subgroup of manufacturing sector full mediation is observed. eLearning for corporate training partially mediates relationship between eLearning Advantages and Stress management training. Similar partial mediation is observed for subgroups of manufacturing and services sector. However in subgroup of manufacturing sector no mediation was observed.

An assessment of the impact of demographic, cognitive, and non-cognitive variables on student success in a community college science course

Science.gov (United States)

Mackey, Audrey Leroy

The impact of demographic, cognitive, and non-cognitive variables on academic success among community college science students was studied. Demographic variables included gender, employment status, and ethnicity. Cognitive variables included college grade point average, assessment status, course prerequisites, college course success ratios, final course grade, withdrawal patterns, and curriculum format. Non-cognitive variables included enrollment status, educational objectives, academic expectations, and career goals. The sample population included students enrolled in human anatomy courses (N = 191) at a large metropolitan community college located in central Texas. Variables that potentially influence attrition and achievement in college level science courses were examined. Final course grade and withdrawal phenomena were treated as dependent variables, while all other variables were treated as independent variables. No significant differences were found to exist between any of the demographic variables studied and the numbers of students who withdrew passing or failing. A difference was shown to be associated with the ethnicity variable and achievement levels. Educational objectives and career goals were shown to have an impact on the number of students who withdrew failing. The career goals variable and the academic expectations variable were shown to have an impact on achievement among daytime and evening students. College grade point average and course success ratios were shown to make a difference among students who withdrew passing. None of the other cognitive variables studied were shown to influence the numbers of students who withdrew passing or failing. College grade point average and course prerequisites, however, were shown to make a difference in achievement. The collaborative learning instructional format was found to have no impact on attrition or achievement, however, mean scores earned by students experiencing the collaborative learning format

Assessing the Change Process in Comprehensive High Schools Implementing Professional Learning Communities

Science.gov (United States)

Shaner, Robert G.

2009-01-01

Professional learning communities (PLC) have been identified as scaffolds that can facilitate, support, and sustain systemic change focused on improving student achievement. PLCs represent the application of the theoretical constructs of the learning organization within the framework of schools and school systems. Little is known about the change…

Social Entrepreneurship and Community Leadership: A Service-Learning Model for Management Education

Science.gov (United States)

Litzky, Barrie E.; Godshalk, Veronica M.; Walton-Bongers, Cynthia

2010-01-01

This article provides a "how to" guide for developing and teaching a service-learning course in social entrepreneurship and community leadership. As the framework of the course, service-learning operates through faculty to student, student to student, and student to client interactions. The discussion articulates the planning and faculty…

Transforming Teaching and Learning at University of Ghana through Community Service-Learning: Listening to the Voices of Students

Science.gov (United States)

Tagoe, Michael A.

2014-01-01

Universities all over the world are undergoing change to improve teaching, learning and service. These changes have been motivated by call for universities to connect more to communities to address their problems. One of the means of ensuring that universities and communities engage mutually in a partnership where students, faculty and community…

Self-regulated learning and science achievement in a community college

Science.gov (United States)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

Impact of a regional distributed medical education program on an underserved community: perceptions of community leaders.

Science.gov (United States)

Toomey, Patricia; Lovato, Chris Y; Hanlon, Neil; Poole, Gary; Bates, Joanna

2013-06-01

To describe community leaders' perceptions regarding the impact of a fully distributed undergraduate medical education program on a small, medically underserved host community. The authors conducted semistructured interviews in 2007 with 23 community leaders representing, collectively, the education, health, economic, media, and political sectors. They reinterviewed six participants from a pilot study (2005) and recruited new participants using purposeful and snowball sampling. The authors employed analytic induction to organize content thematically, using the sectors as a framework, and they used open coding to identify new themes. The authors reanalyzed transcripts to identify program outcomes (e.g., increased research capacity) and construct a list of quantifiable indicators (e.g., number of grants and publications). Participants reported their perspectives on the current and anticipated impact of the program on education, health services, the economy, media, and politics. Perceptions of impact were overwhelmingly positive (e.g., increased physician recruitment), though some were negative (e.g., strains on health resources). The authors identified new outcomes and confirmed outcomes described in 2005. They identified 16 quantifiable indicators of impact, which they judged to be plausible and measureable. Participants perceive that the regional undergraduate medical education program in their community has broad, local impacts. Findings suggest that early observed outcomes have been maintained and may be expanding. Results may be applicable to medical education programs with distributed or regional sites in similar rural, remote, and/or underserved regions. The areas of impact, outcomes, and quantifiable indicators identified will be of interest to future researchers and evaluators.

VirRAD - The virtual radiopharmacy - a virtual learning community in radiopharmacy

International Nuclear Information System (INIS)

Mather, S.J.

2002-01-01

VirRAD is a new research project funded by the Information Society Technologies programme of the Fifth RTD Framework Programme of the European Union. The aim of VirRAD is to develop an Internet-based virtual learning environment for Radiopharmacy which will facilitate learning and understanding in the speciality at all levels both within and outside the radiopharmaceutical community. The final structure of VirRAD is yet to be decided and will be determined by the needs and desires of its ultimate participants, however it is expected to include multimedia teaching modules for distance learning applications, 3-D simulations of specialised equipment and complex techniques used in radiopharmaceutical preparation and research as well as improved systems of peer-to-peer and student-to-tutor communication and information retrieval. To be as useful and effective as possible VirRAD needs ideas and suggestions from the Nuclear Medicine community. A mechanism for obtaining such input and feedback will be an integral part of the development process

Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice

Science.gov (United States)

Bannister, Nicole A.

2018-01-01

Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…

The Role of Departmental Leadership for Professional Learning Communities

Science.gov (United States)

Vanblaere, Bénédicte; Devos, Geert

2018-01-01

Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for…

Facilitating Student Engagement: Social Responsibility and Freshmen Learning Communities

Science.gov (United States)

Kingston, Lindsey N.; MacCartney, Danielle; Miller, Andrea

2014-01-01

Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of "global citizenship" among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is…

Building a Learning Community: A Tale of Two Schools

Science.gov (United States)

Mindich, Dan; Lieberman, Ann

2012-01-01

Teacher professional development is one of the most powerful influences on student achievement, and professional learning communities can be an excellent vehicle for high-quality PD. Mindich and Lieberman examine ways to implement effective PLCs. Education research has found that collegial work is connected to teachers' professional growth and…

45 CFR 2515.10 - What are the service-learning programs of the Corporation for National and Community Service?

Science.gov (United States)

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What are the service-learning programs of the... Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SERVICE-LEARNING PROGRAM PURPOSES § 2515.10 What are the service-learning programs of the Corporation for National and Community...

Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

Science.gov (United States)

Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

2012-12-01

Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

The Development of Media Activities by Undergraduate Students in Order to Promote Agricultural Tourism Community Enterprise According to the Principles of Social Service Learning and Community-Based Leaning

Science.gov (United States)

Thamwipat, Kuntida; Princhankol, Pornpapatsorn; Yampinij, Sakesun; Meejaleurn, Sopon

2018-01-01

This research was aimed to develop media activities by undergraduate students to promote agricultural tourism community enterprise according to the principles of social service learning and community-based learning, 2) to evaluate the quality of such media activities, 3) to measure the income of the community after the development of media…

The environmental and community impacts of wind energy

International Nuclear Information System (INIS)

Rand, M.; Clarke, A.

1991-01-01

Wind energy has now reached the stage where it is being included in the long-term energy policies of many countries. Both the degree of environmental impact and public acceptability will be limiting factors to its development. This paper reviews, in detail, the physical and community impacts of the technology. It proposes certain guidelines and procedures to minimize the physical impacts, such as noise and visual impact, as well as illustrating mechanisms to reduce the level of opposition to future wind energy developments

Teaching/learning strategies for the essentials of baccalaureate nursing education for entry-level community/public health nursing.

Science.gov (United States)

Callen, Bonnie; Smith, Claudia M; Joyce, Barbara; Lutz, Jayne; Brown-Schott, Nancy; Block, Derryl

2013-01-01

The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations. © 2013 Wiley Periodicals, Inc.

Informal learning processes in support of clinical service delivery in a service-oriented community pharmacy.

Science.gov (United States)

Patterson, Brandon J; Bakken, Brianne K; Doucette, William R; Urmie, Julie M; McDonough, Randal P

The evolving health care system necessitates pharmacy organizations' adjustments by delivering new services and establishing inter-organizational relationships. One approach supporting pharmacy organizations in making changes may be informal learning by technicians, pharmacists, and pharmacy owners. Informal learning is characterized by a four-step cycle including intent to learn, action, feedback, and reflection. This framework helps explain individual and organizational factors that influence learning processes within an organization as well as the individual and organizational outcomes of those learning processes. A case study of an Iowa independent community pharmacy with years of experience in offering patient care services was made. Nine semi-structured interviews with pharmacy personnel revealed initial evidence in support of the informal learning model in practice. Future research could investigate more fully the informal learning model in delivery of patient care services in community pharmacies. Copyright © 2016 Elsevier Inc. All rights reserved.

Assessing the impact of blended learning on student performance

OpenAIRE

Do Won Kwak; Flavio Menezes; Carl Sherwood

2013-01-01

This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

Communities of clinical practice: the social organization of clinical learning.

Science.gov (United States)

Egan, Tony; Jaye, Chrystal

2009-01-01

The social organization of clinical learning is under-theorized in the sociological literature on the social organization of health care. Professional scopes of practice and jurisdictions are formally defined by professional principles and standards and reflected in legislation; however, these are mediated through the day-to-day clinical activities of social groupings of clinical teams. The activities of health service providers typically occur within communities of clinical practice. These are also major sites for clinical curriculum delivery, where clinical students learn not only clinical skills but also how to be health professionals. In this article, we apply Wenger's model of social learning within organizations to curriculum delivery within a health service setting. Here, social participation is the basis of learning. We suggest that it offers a powerful framework for recognizing and explaining paradox and incongruence in clinical teaching and learning, and also for recognizing opportunities, and devising means, to add value to students' learning experiences.

An M-Learning Content Recommendation Service by Exploiting Mobile Social Interactions

Science.gov (United States)

Chao, Han-Chieh; Lai, Chin-Feng; Chen, Shih-Yeh; Huang, Yueh-Min

2014-01-01

With the rapid development of the Internet and the popularization of mobile devices, participating in a mobile community becomes a part of daily life. This study aims the influence impact of social interactions on mobile learning communities. With m-learning content recommendation services developed from mobile devices and mobile network…

Design Principles of an Open Agent Architecture for Web-Based Learning Community.

Science.gov (United States)

Jin, Qun; Ma, Jianhua; Huang, Runhe; Shih, Timothy K.

A Web-based learning community involves much more than putting learning materials into a Web site. It can be seen as a complex virtual organization involved with people, facilities, and cyber-environment. Tremendous work and manpower for maintaining, upgrading, and managing facilities and the cyber-environment are required. There is presented an…

Climate impacts on fungal community and trait dynamics

Czech Academy of Sciences Publication Activity Database

Andrew, C.; Heegaard, E.; Halvorsen, R.; Martinez-Pena, F.; Egli, S.; Kirk, P.M.; Baessler, C.; Büntgen, Ulf; Aldea, J.; Hoiland, K.; Boddy, L.; Kauserud, H.

2016-01-01

Roč. 22, aug (2016), s. 17-25 ISSN 1754-5048 Institutional support: RVO:67179843 Keywords : nonlinear dimensionality reduction * root-tip communities * ectomycorrhizal fungi * environmental drivers * resource availability * mycorrhizal fungi * fruit bodies * soil * forest * patterns * Community structure * Fungi-forest-climate interactions * Life-history traits * Long-term data * Successional models Subject RIV: EH - Ecology, Behaviour Impact factor: 3.219, year: 2016

Transformative Learning, Affect, and Reciprocal Care in Community Engagement

Science.gov (United States)

Holmes, Ashley J.

2015-01-01

Drawing on interviews with writing teachers, this article highlights some of the affective responses that may arise for students, community partners, and teachers when we situate our pedagogies in public sites beyond the classroom. I analyze a teacher-narrated moment of student distress to demonstrate how theories of transformative learning might…

Forging Professional Learning Communities: The Role of External Agency

Science.gov (United States)

Sperandio, Jill; Kong, Peggy A.

2018-01-01

This article explored the effects of external agency on the establishment of professional learning communities (PLCs). The research was undertaken in the context of schools that have chosen to adopt the Primary Years Programme (PYP) of the International Baccalaureate (IB) worldwide. The study employed a two-stage qualitative sequential design…

Participatory evaluation of community actions as a learning methodology for personal and community empowerment: case studies and empowerment processes

Directory of Open Access Journals (Sweden)

Xavier Úcar Martínez

2014-06-01

Full Text Available Introduction: Participatory evaluation (PE is a hybrid methodology that can be used simultaneously to investigate and act in groups and communities. It can generate new knowledge about reality, but italso allows changes in the participants and their sociocultural context. This research project, developed over three years, aims to find out whether PE processes are useful and appropriate to evaluate community actionsand to generate learning that contribute to the empowerment of people who develop them.Method: The methodological structure of the research process design Participatory Evaluation processes that are applied in three selected communities-cases, over one year. The steering groups in each caseevaluated four dimensions of Community Development Plans: context, evolution, performance and results, using different techniques and group dynamics. Throughout this process, participants identify the acquiredknowledge and this is linked to indicators of empowerment, using questionnaires, content analysis and semi-structured interviews.Results: The development PE process in the three analyzed cases confirmed that PE is a useful strategy to assess participatory community actions of a territory; to report them to the people of the community; andto make shared decisions, about initiatives in order to improve community actions. The obtained results also verify that, throughout PE, there has been learning in the participants.Conclusions: The involvement of community members in the evaluation makes it more useful, fairer and more valid, but also a fourth positive consequence of PE is empowerment. From the process and the resultsof these cases of Participatory Evaluation, we consider that community EP is social transformation.

Economic and environmental impacts of community-based residential building energy efficiency investment

International Nuclear Information System (INIS)

Choi, Jun-Ki; Morrison, Drew; Hallinan, Kevin P.; Brecha, Robert J.

2014-01-01

A systematic framework for evaluating the local economic and environmental impacts of investment in building energy efficiency is developed. Historical residential building energy data, community-wide economic input–output data, and emission intensity data are utilized. The aim of this study is to show the comprehensive insights and connection among achieving variable target reductions for a residential building energy use, economic and environmental impacts. Central to this approach for the building energy reduction goal is the creation of individual energy models for each building based upon historical energy data and available building data. From these models, savings estimates and cost implications can be estimated for various conservation measures. A ‘worst to first’ (WF) energy efficient investment strategy is adopted to optimize the level of various direct, indirect, and induced economic impacts on the local community. This evaluation helps to illumine opportunities to establish specific energy reduction targets having greatest economic impact in the community. From an environmental perspective, short term economy-wide CO 2 emissions increase because of the increased community-wide economic activities spurred by the production and installation of energy efficiency measures, however the resulting energy savings provide continuous CO 2 reduction for various target savings. - Highlights: • WF energy efficient strategy helps to optimize various level of economic impacts. • Greatest community benefits are achieved from specific energy reduction targets. • Community-wide economic impacts vary for different energy conservation measures

Understanding the psychological impact of unconventional gas developments in affected communities

International Nuclear Information System (INIS)

Lai, Po-Hsin; Lyons, Kevin D.; Gudergan, Siegfried P.; Grimstad, Sidsel

2017-01-01

The rapid growth of unconventional gas developments has created widespread community concerns in many parts of the world. This study adds to the literature on the psychological impact of related developments by drawing upon Conservation of Resources (COR) theory and the concept of place attachment. In providing a holistic framework, it examines community residents’ appraisals of and emotional responses to impacts of an unconventional gas development, and establishes heterogeneity in these appraisals and responses among residents. The findings show that perceived negative impact on resources that encompass personal and communal resources due to the development contributes to negative emotions that can lead to deteriorated psychological well-being. Conversely, perceived positive impact on resources is conducive to positive emotions that in turn can foster residents’ psychological well-being. The findings further reveal that perceived impact on place attachment partially mediates the relationship between perceived impact on resources and negative emotions. Importantly, these effects differ in strength for residents characterized by different ages, lengths of residence, and distances of their properties from the development. Implications for how this framework can be applied to minimize unwanted impacts and be incorporated into social license that goes beyond the current model of community consultation are discussed. - Highlights: • The psychological impact of a gas project in a rural community is examined. • A sense of perceived loss to personal and communal resources is revealed. • Loss to resources leads to negative emotions mediated by loss to place attachment. • Heterogeneity in perceived impacts and emotional responses is evident.

Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context

Science.gov (United States)

Kang, Haijun; Chang, Bo

2016-01-01

There is a lack of shared understanding of how culture impacts learning in online environment. Utilizing document analysis, the authors in this research study culture's impact on the learning behaviors of student sojourners from Confucius culture studying in Western online learning context. The shared understandings of Confucius culture and…

Investigating the social configuration of a community to understand how networked learning activities take place: The OERu case study

NARCIS (Netherlands)

Schreurs, Bieke; Van den Beemt, Antoine; Prinsen, Fleur; De Laat, Maarten; Witthaus, Gaby; Conole, Grainne

2015-01-01

Examining how OER (Open Educational Resources) communities come to live, function or learn can support in empowering educators in the use of open educational resources. In this paper we investigate how an OER community functions through its networked learning activities. Networked learning

Community relations

International Nuclear Information System (INIS)

O'Neil, C.

1997-01-01

The interaction of the oil and gas companies with the Northern communities regarding drilling activities was an important aspect of oil and gas operations conducted in the Beaufort Sea. During the 1960s the industry and aboriginal people basically ignored each other. Later, the industry put more emphasis on community consultation until finally two-way communication was established. Respect for the land and the environment were very important to aboriginal people who depended on the land and its resources for their traditional way of life. Community relations policies by the various companies involved in the area, and the impact they have had on their respective communities were recounted. Not all efforts were successful, however, the companies and the communities learned from their experiences, and by the time operations ceased, the communities seemed to be more appreciative of the ways they were being treated by the oil companies. 22 figs

The Impact of Cooperative Learning on Tertiary EFL Learners' Motivation

Science.gov (United States)

Ning, Huiping; Hornby, Garry

2014-01-01

This study was aimed at investigating the impact of cooperative learning on the motivation of tertiary English learners. Participants were from two randomly assigned classes at a university in the north of China. A pre-test-post-test control group design was employed to compare the impact of the cooperative learning approach with that of…

Finding the community in sustainable online community engagement: Not-for-profit organisation websites, service-learning and research

OpenAIRE

Dodd, Alice

2017-01-01

This article explores the use of action research (2008–2014) based on a case study of the Sustainable Online Community Engagement (SOCE) Project, a service-learning project in which University of South Australia students build websites for not-for-profit (NFP) organisations, to demonstrate that effective teaching, public service and research are interdependent. A significant problem experienced in the SOCE project was that, despite some training and ongoing assistance, the community organisat...

Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

Directory of Open Access Journals (Sweden)

Rakefet Ackerman

2017-01-01

Full Text Available Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background:\tWe incorporated online forums for generating a Community of Inquiry (CoI in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR. Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners\t: The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society\t: While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further

Community Concern on Environmental Conservation

Science.gov (United States)

Nugraha, Fajar Adie; Maryono

2018-02-01

Research on the relationship between humans and the environment is always very interesting to be studied. This paper is one of the studies of sustainable development in its implementation with the empowerment of society that comes from the community itself. So far, community studies related to development occasionally target the growth of the economic side only. Community study on the environment becomes an alternative choice, compared with human relationships with humans themselves, or humans with human needs themselves. The study of community development by looking at the environment can be a wise choice, where all activities of fulfilling human needs are always inseparable from the element of interaction with the environment. Community development that is based on the environment itself, will give a better impact, just solely. Various methods of learning human relationships. A community-based environmental assessment study can be an alternative choice to support a sustainable development mission, which is development that has a positive impact on the present and the future.

Communities of Practice in Higher Education: Professional Learning in an Academic Career

Science.gov (United States)

Arthur, Linet

2016-01-01

This article focuses on the life history of a university academic, and the ways in which he learned in different communities of practice during his career. This account raises questions about the applicability of situated learning theory to a knowledge-based organisation, and argues that both the external context and the individuals within the…

Empowering Students through Service-Learning in a Community Psychology Course: A Case in Hong Kong

Science.gov (United States)

Chan, Kevin; Ng, Eddie; Chan, Charles C.

2016-01-01

This article chronicles a service-learning (SL) subject on community psychology in Hong Kong (n = 26) and elaborates on how students experience concepts, frameworks, and values in community psychology and put them into practice at servicelearning settings. Upon acquiring basic concepts in community psychology, including sense of community,…

How lichens impact on terrestrial community and ecosystem properties.

Science.gov (United States)

Asplund, Johan; Wardle, David A

2017-08-01

Lichens occur in most terrestrial ecosystems; they are often present as minor contributors, but in some forests, drylands and tundras they can make up most of the ground layer biomass. As such, lichens dominate approximately 8% of the Earth's land surface. Despite their potential importance in driving ecosystem biogeochemistry, the influence of lichens on community processes and ecosystem functioning have attracted relatively little attention. Here, we review the role of lichens in terrestrial ecosystems and draw attention to the important, but often overlooked role of lichens as determinants of ecological processes. We start by assessing characteristics that vary among lichens and that may be important in determining their ecological role; these include their growth form, the types of photobionts that they contain, their key functional traits, their water-holding capacity, their colour, and the levels of secondary compounds in their thalli. We then assess how these differences among lichens influence their impacts on ecosystem and community processes. As such, we consider the consequences of these differences for determining the impacts of lichens on ecosystem nutrient inputs and fluxes, on the loss of mass and nutrients during lichen thallus decomposition, and on the role of lichenivorous invertebrates in moderating decomposition. We then consider how differences among lichens impact on their interactions with consumer organisms that utilize lichen thalli, and that range in size from microfauna (for which the primary role of lichens is habitat provision) to large mammals (for which lichens are primarily a food source). We then address how differences among lichens impact on plants, through for example increasing nutrient inputs and availability during primary succession, and serving as a filter for plant seedling establishment. Finally we identify areas in need of further work for better understanding the role of lichens in terrestrial ecosystems. These include

Online learning management systems (LMS and sense of community: A pre-service practicum perspective

Directory of Open Access Journals (Sweden)

Glenn Rideout

2008-05-01

Full Text Available This paper examines the impact of the implementation of an online learning management system (LMS on pre-service teachers during their major pre-service practicum. The LMS enabled students to remain connected to peers, professors, and supervisors while new relationships were formed with in-school personnel such as mentor teachers, principals, and students. The quantitative data analysis revealed that pre-service teachers perceived a higher sense of community when it included pre-service teachers only than when it included teaching faculty and part-time practicum supervisors. The online LMS was identified as the best predictor of a sense of community among pre-service teachers, when compared to other variables, and not a significant predictor when community included part-time practicum supervisors. The paper concludes with an examination of the perspectives of provincial Ministries of Education and Teachers Federations in relation to the role and evaluation of educational technology initiatives. Résumé: Cet article examine l’impact de l’implantation d’une plateforme eLearning (LMS sur de futurs enseignants en stage. La plateforme a permis aux étudiants de rester en contact avec leurs pairs, leur professeurs et leurs superviseurs, alors que de nouvelles relations se formaient avec la collectivité de l’école les accueillant pour leur stage (mentor, directeur d’école et élèves. L’analyse des données quantitatives a révélé que les futurs enseignants percevaient un meilleur esprit communautaire quand seuls les futurs enseignants en faisaient partie par opposition à une communauté composée des futurs enseignants, des professeurs de leur programme et les superviseurs à temps partiel de leur stage. La plateforme LMS a été identifiée comme le meilleur prédicteur de l’esprit communautaire chez les futurs enseignants par comparaison avec d’autres variables, et un prédicteur non significatif quand la communauté incluait

Label Propagation with α-Degree Neighborhood Impact for Network Community Detection

Directory of Open Access Journals (Sweden)

Heli Sun

2014-01-01

Full Text Available Community detection is an important task for mining the structure and function of complex networks. In this paper, a novel label propagation approach with α-degree neighborhood impact is proposed for efficiently and effectively detecting communities in networks. Firstly, we calculate the neighborhood impact of each node in a network within the scope of its α-degree neighborhood network by using an iterative approach. To mitigate the problems of visiting order correlation and convergence difficulty when updating the node labels asynchronously, our method updates the labels in an ascending order on the α-degree neighborhood impact of all the nodes. The α-degree neighborhood impact is also taken as the updating weight value, where the parameter impact scope α can be set to a positive integer. Experimental results from several real-world and synthetic networks show that our method can reveal the community structure in networks rapidly and accurately. The performance of our method is better than other label propagation based methods.

E-Learning Lifecycles:How Communities and Context can affect E-learning Specifications and Tool Design

Directory of Open Access Journals (Sweden)

Michael Magee

2004-10-01

Full Text Available The development of a large body of e-learning specifications, such as IMS and SCORM, has led to the proposal for a new way to facilitate content workflow. This involves the movement of educational digital content and the knowledge of pedagogical communities into an online space. Several projects have looked at the theoretical structure of these specifications. They implemented a series of tools in order to examine and research the issues around the actual usage of these specifications. The CAREO, ALOHA and ALOHA 2 projects were designed to expose both individual users and whole institutions to these ideas. Initial research into the result of those interactions indicates that there is some utility in the adoption of e-learning specifications. The future success of them will depend on their ability to adapt and meet the needs of the educational community as they begin to adopt, use and evolve the way they use the specifications and the tools created around them.

Achieving Development Impact among Pastoral and Agro-Pastoral People: Lessons Learned in Southern Ethiopia, 2000-2009

OpenAIRE

Coppock, D. Layne; Tezera, Seyoum; Desta, Solomon; Gebru, Getachew

2012-01-01

The outreach and action-research component of the Pastoral Risk Management (PARIMA) project began with a focus on the Borana Plateau of southern Ethiopia in 2000. Our goal was to use participatory methods to learn about development needs and apply the knowledge gained to benefit local communities. Today it is clear that the project has had positive impacts on the lives of thousands of people. This report helps tell this story by emphasizing the process we used. At the start we knew that th...

Evaluating the Impact of Technology Integration in Teaching and Learning

Science.gov (United States)

Adedokun-Shittu, Nafisat Afolake; Shittu, Abdul Jaleel Kehinde

2014-01-01

This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a…

Accounting Student's Learning Approaches And Impact On Academic Performance

OpenAIRE

Ismail, Suhaiza

2009-01-01

The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

Social Impact "Buycotts": A Tool for Innovation, Impact, and Engagement to Teach Integrated Marketing Communications

Science.gov (United States)

Holland, Jonna

2016-01-01

A novel concept for an integrated marketing communications (IMC) semester project succeeded in meeting or exceeding course learning objectives while increasing social impact and community engagement. Partnering with a selected business and a synergistic community cause, student teams developed and implemented an IMC plan to motivate consumers to…

Theorizing E-Learning Participation: A Study of the HRD Online Communities in the USA

Science.gov (United States)

Wang, Greg G.

2010-01-01

Purpose: This study sets out to investigate the e-learning participation and completion phenomenon in the US corporate HRD online communities and to explore determinants of e-learning completion. Design/methodology/approach: Based on the HRD Learning Participation Theory (LPT), this study takes a two-stage approach. Stage one adopts an interview…

Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

Directory of Open Access Journals (Sweden)

Fred Rovai and Hope Jordan

2004-08-01

Full Text Available Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

Impact of an international workplace learning placement on personal and professional development.

Science.gov (United States)

Davies, Kerryn; Curtin, Michael; Robson, Kristy

2017-04-01

Workplace learning (WPL) placements are a mandatory part of occupational therapy courses. There is some evidence that suggests WPL placements in international settings are beneficial for students' learning, and personal and professional development. The aim of this study was to explore the impact an international WPL placement in Vietnam had on the perceived personal and professional development of a group of Australian occupational therapy graduates. Interpretative phenomenological analysis was used to explore the perceptions of how participation in the Charles Sturt University School of Community Health's Vietnam placement influenced the personal and professional development of occupational therapy graduates. Individual semi-structured interviews were conducted with nine graduates who participated in the Vietnam placement when they were final year occupational therapy students. Interviews were audio-recorded, transcribed verbatim and individually analysed to identify key themes. Two major themes emerged from the analysis: becoming resourceful, resilient and confident, and becoming respectful of difference. The participants indicated that participation in the Vietnam placement had a positive impact on their personal and professional development. Participants indicated that the Vietnam placement enabled them to develop their resourcefulness, resilience, reasoning skills, cultural competence, confidence and independence, beyond what they felt would have achieved on a domestic placement. For these reason these participants found the placement a beneficial and worthwhile experience. © 2016 Occupational Therapy Australia.

Impact on learning of an e-learning module on leukaemia: a randomised controlled trial.

Science.gov (United States)

Morgulis, Yuri; Kumar, Rakesh K; Lindeman, Robert; Velan, Gary M

2012-05-28

e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group's evaluation of the module was overwhelmingly positive. A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines.

Professional Learning Communities: Teachers' Perceptions and Student Achievement

Science.gov (United States)

Peters, Erica

2013-01-01

Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

Explaining Perceived Impacts of All-Inclusive Resorts through Community Attachment

Directory of Open Access Journals (Sweden)

Emrullah ERUL

2016-12-01