WorldWideScience

Sample records for learning community impacts

  1. An Examination of the Impact of Learning Communities on Job

    Science.gov (United States)

    Wilmes, David M.

    2012-01-01

    The purpose of this study was to examine the relationship between learning community participation and job/major congruence. Previous research has demonstrated that learning communities are effective vehicles for promoting student and institutional outcomes. However, few studies have examined the impact of learning communities on alumni or career…

  2. The Impact of a Psychology Learning Community on Academic Success, Retention, and Student Learning Outcomes

    Science.gov (United States)

    Buch, Kim; Spaulding, Sue

    2011-01-01

    Learning communities have become an integral part of the educational reform movement of the past two decades and have been heralded as a promising strategy for restructuring undergraduate education. This study used a matched control group design to examine the impact of participation in a psychology learning community (PLC) on a range of student…

  3. CSU Digital Ambassadors: An Empowering and Impactful Faculty Learning Community

    Science.gov (United States)

    Soodjinda, Daniel; Parker, Jessica K.; Ross, Donna L.; Meyer, Elizabeth J.

    2014-01-01

    This article chronicles the work of the California State University Digital Ambassador Program (DA), a Faculty Learning Community (FLC), which brought together 13 faculty members across the state to create ongoing, targeted spaces of support for colleagues and educational partners to learn about innovative technological and pedagogical practices…

  4. Impacting the Science Community through Teacher Development: Utilizing Virtual Learning.

    Science.gov (United States)

    Boulay, Rachel; van Raalte, Lisa

    2014-01-01

    Commitment to the STEM (science, technology, engineering, math) pipeline is slowly declining despite the need for professionals in the medical field. Addressing this, the John A. Burns School of Medicine developed a summer teacher-training program with a supplemental technology-learning component to improve science teachers' knowledge and skills of Molecular Biology. Subsequently, students' skills, techniques, and application of molecular biology are impacted. Science teachers require training that will prepare them for educating future professionals and foster interest in the medical field. After participation in the program and full access to the virtual material, twelve high school science teachers completed a final written reflective statement to evaluate their experiences. Using thematic analysis, knowledge and classroom application were investigated in this study. Results were two-fold: teachers identified difference areas of gained knowledge from the teacher-training program and teachers' reporting various benefits in relation to curricula development after participating in the program. It is concluded that participation in the program and access to the virtual material will impact the science community by updating teacher knowledge and positively influencing students' experience with science.

  5. Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District

    Science.gov (United States)

    Carpenter, Dan

    2012-01-01

    The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators…

  6. Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges

    Science.gov (United States)

    Weissman, Evan; Butcher, Kristin F.; Schneider, Emily; Teres, Jedediah; Collado, Herbert; Greenberg, David

    2011-01-01

    Queensborough Community College and Houston Community College are two large, urban institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are…

  7. The impact of learning communities on interpersonal relationships among medical students.

    Science.gov (United States)

    Champaloux, Eve Privman; Keeley, Meg G

    2016-01-01

    Medical students at the University of Virginia (UVA) are mentored and learn within the framework of a four college learning community. Uniquely, these learning communities are used to organize the third-year clerkship rotations. Students were surveyed after their first pre-clinical year and after their clerkship year to determine what the effect of the learning community was on their social and educational interpersonal relationships. Students knew a higher percentage of their college mates after completing their third-year clerkships within the framework of the college system. Students chose peers from within the college system for social and educational interpersonal scenarios statistically more often than what would be expected at random. Small group learning environments that were not formed within the framework of the college system at UVA did not have the same effect on interpersonal relationships, indicating that learning communities are uniquely able to provide a context for relationship building. Students felt more positively about the social and educational effects of the college system after the clerkship year, with a corresponding increase in the strength of their interpersonal bonds with their college peers. This work is the first to investigate the effects of learning communities on interpersonal relationships among medical students and finds that learning communities positively impact both social and educational medical student bonds.

  8. Learning Preferences and Impacts of Education Programs in Dog Health Programs in Five Rural and Remote Australian Indigenous Communities

    Science.gov (United States)

    Constable, Sophie; Dixon, Roselyn; Dixon, Robert

    2011-01-01

    As part of strategies to improve dog and community health in rural and remote Indigenous communities, this study investigated preferences and impacts of dog health education programs. Semistructured interviews with 63 residents from five communities explored learning preferences. Though each community differed, on average yarning was preferred by…

  9. What impact does community service learning have on medical students' appreciation of population health?

    Science.gov (United States)

    Essa-Hadad, J; Murdoch-Eaton, D; Rudolf, M C J

    2015-11-01

    The Bar Ilan Faculty of Medicine places public health as a priority in its medical curriculum, emphasizing its importance by strategically placing the required course as first on entry into medical school. Students are introduced to the importance of population health and community engagement through participatory community learning experiences. This study aims to examine how participatory community teaching methods impact students' understanding and attitudes towards community health. Mixed quantitative and qualitative design. 75 first year students completed the required public health course utilizing participatory community methods, including community visits, Team Based Learning, an ethnic forum, and lifestyle medicine. Evaluation comprised skills assessment through project work, analysis of reflective notes and comparison of assessment scores with students in the previous year who experienced a formal lecture-only based curriculum. Students acquired public health skills, including conducting a needs assessment, searching for research evidence and designing an evaluation framework. Reflective notes revealed in-depth understanding not only of course aims, but an appreciation of the social determinants of health and the local community. Test marks indicated public health knowledge reached a comparable standard (83 ± 7.3) to the previous year (85 ± 9.3; P = 0.431). Participatory community learning equips students with public health skills, knowledge, and enhanced understanding of communities. It offers a way to effectively teach public health, while emphasizing the extended role and societal responsibilities of doctors. Copyright © 2015 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  10. Learning Communities in Teacher Education: The impact of e-competence

    Science.gov (United States)

    Elster, Doris

    2010-11-01

    The present article reports on the results of a three-year German-wide program Biology in Context (bik). In this program teachers and researchers worked together in 10 learning communities with the goal of enhancing the quality of teaching and learning in biology classrooms as mandated by the recently passed National Educational Standards for the lower secondary level. In addition to face-to-face meetings, computers were used as the tools for communication and collaboration. Computers enabled the mutual sharing of information among the participants, as well as the planning and documenting of tasks and teaching units. Furthermore, they promoted the reflection of the process and the refinement of the products. Data were collected from questionnaires and structured interviews with teachers, researchers, and coordinators. The analysis identified teacher profiles with regard to their attitudes towards implementing the bik concept, their use of computers, and the change of classroom activities. The results exposed several main tendencies. (1) The participant teachers largely utilized Information and Communication Technology (ICT) tools for the construction of tasks and units and for collaboration with each other. (2) These tools were, however, less useful for instructional purposes, learning, and knowledge creation. (3) ICT tools were hardly used for reflection of professional experiences. (4) Teacher use of ICT tools increased from the first to the third year. The study concludes that information literacy skills have a strong impact on the persistence of learning communities. Further research should be conducted to adopt a mixed form (blended form) of learning.

  11. 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.…

  12. 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…

  13. 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…

  14. 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

  15. 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…

  16. 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…

  17. Community Impacts

    DEFF Research Database (Denmark)

    Hansen, Anne Merrild

    Baggrundspapiret har fokus på samfundsmæssige konsekvenser og afledte effekter af råstofprojekter i Grønland. Papiret fokuserer på de forskellige faser for råstofprojekter og gennemgår de formelle krav og metoder, der anvendes til vurdering af råstoffernes effekter på samfundet i Grønland i dag: ......: Social Impact Assessment (SIA) og Impact Benefit Agreement (IBA)....

  18. 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…

  19. 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…

  20. The Impact of Professional Learning Communities on Student Achievement at an Underperforming School: Teachers' and Administrators' Perceptions

    Science.gov (United States)

    Kincaide-Cunningham, Cora E.

    2017-01-01

    This three-article dissertation contains three approaches to the topic of professional learning communities and their impact on student achievement. Article I is a synthesis of the literature related to the purpose of professional learning communities. Implications in educational settings are also presented in this article. The context of the…

  1. Strategies to Mitigate the Negative and Accentuate the Positive Impacts of International Service-Learning on Host Communities

    Directory of Open Access Journals (Sweden)

    Shari Galiardi

    2012-04-01

    Full Text Available International service-learning can have a transformative effect on student participants, but little research has been done on the impact of these experiences on host communities. The authors make the case that an emphasis on intentional personal, cultural, and group preparation is imperative to have the best possible impact on both the student and host community. Overarching strategies include: 1 preparing students for their experience prior to departure from both an individual and group development perspective; 2 designing reflection activities and discussions that include members of the host community; 3 facilitating open conversations about equitable relationships, international perspectives of Americans, and potential negative effects the group could have on the host community; 4 providing opportunities for post-travel dialogue and personal action plans for re-engaging with the local community upon return. The authors draw from both theoretical frameworks and many years of experience traveling abroad with students to underpin the strategies outlined in this article. KEYWORDSservice-learning; group development; international

  2. 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…

  3. 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.

  4. 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.

  5. 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…

  6. 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

  7. 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…

  8. Enhancing Community Service Learning Via Practical Learning Communities

    Directory of Open Access Journals (Sweden)

    Ilana Ronen

    2015-02-01

    Full Text Available The advantages of learning communities focused on analyzing social issues and educational repercussions in the field are presented in this study. The research examines the contribution of a learning community to enhancing student teachers' responsibility and their social involvement. The assumption was that participating in learning community would further implement student teachers' community social involvement while enhancing responsibility in their field of action. A questionnaire aimed to present the student teachers' attitudes involving all aspects of studying in the learning community and their social activity in the community was conducted. The findings pinpointed that there were positive contributions of the learning communities from a personal aspect such as developing self-learning, and learning about “me”, as well as broaden their teaching skills, through methodology for teacher training, and developing reflective thought. These insights can also be implemented in various educational frameworks and during service learning as part of teacher training.

  9. 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.

  10. 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…

  11. 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…

  12. 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.

  13. Mapping Physical Education Teachers' Professional Learning and Impacts on Pupil Learning in a Community of Practice in South Korea

    Science.gov (United States)

    Yoon, Keejoon; Armour, Kathleen M.

    2017-01-01

    Background: A new national physical education (PE) curriculum has been developed in South Korea and PE teachers have been challenged to deliver new transferable educational outcomes in character development through PE. In one geographical area, in order to support teachers to make required changes, a Communities of Practice (CoP) approach to…

  14. 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,…

  15. Growing Community: The Impact of the Stephanie Alexander Kitchen Garden Program on the Social and Learning Environment in Primary Schools

    Science.gov (United States)

    Block, Karen; Gibbs, Lisa; Staiger, Petra K.; Gold, Lisa; Johnson, Britt; Macfarlane, Susie; Long, Caroline; Townsend, Mardie

    2012-01-01

    This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has…

  16. 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.

  17. 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

  18. 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

  19. Sustainable school development: professional learning communities

    NARCIS (Netherlands)

    Prof.Dr. E. Verbiest

    2008-01-01

    In this contribution we report about a project about Professional Learning Communities.This project combines development and research. In this contribution we pay attention to the effect of the organisational capacity of a school on the personal and interpersonal capacity and to the impact of a

  20. 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…

  1. 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 ...

  2. 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…

  3. 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.

  4. 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…

  5. Part-Time Community College Instructors Teaching in Learning Communities: An Exploratory Multiple Case Study

    Science.gov (United States)

    Paterson, John W.

    2017-01-01

    Community colleges have a greater portion of students at-risk for college completion than four-year schools and faculty at these institutions are overwhelmingly and increasingly part-time. Learning communities have been identified as a high-impact practice with numerous benefits documented for community college instructors and students: a primary…

  6. 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.

  7. 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…

  8. Enhancing and Transforming Global Learning Communities with Augmented Reality

    Science.gov (United States)

    Frydenberg, Mark; Andone, Diana

    2018-01-01

    Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented…

  9. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  10. Using an academic-community partnership model and blended learning to advance community health nursing pedagogy.

    Science.gov (United States)

    Ezeonwu, Mabel; Berkowitz, Bobbie; Vlasses, Frances R

    2014-01-01

    This article describes a model of teaching community health nursing that evolved from a long-term partnership with a community with limited existing health programs. The partnership supported RN-BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face-to-face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community-based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery. © 2013 Wiley Periodicals, Inc.

  11. 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…

  12. 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…

  13. 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.

  14. 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.

  15. 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…

  16. 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.

  17. 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...

  18. 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…

  19. 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…

  20. 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…

  1. Implementing UK Autism Policy & National Institute for Health and Care Excellence Guidance--Assessing the Impact of Autism Training for Frontline Staff in Community Learning Disabilities Teams

    Science.gov (United States)

    Clark, Alex; Browne, Sarah; Boardman, Liz; Hewitt, Lealah; Light, Sophie

    2016-01-01

    UK National Autism Strategy (Department of Health, 2010 and National Institute for Health and Care Excellence guidance (NICE, 2012) states that frontline staff should have a good understanding of Autism. Fifty-six clinical and administrative staff from a multidisciplinary community Learning Disability service completed an electronic questionnaire…

  2. 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…

  3. 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…

  4. 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…

  5. 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.

  6. Reflective learning in community-based dental education.

    Science.gov (United States)

    Deogade, Suryakant C; Naitam, Dinesh

    2016-01-01

    Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

  7. Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

    Science.gov (United States)

    Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie

    2007-01-01

    Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being.…

  8. 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…

  9. 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.

  10. 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.

  11. 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.

  12. 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…

  13. Developing Learning Communities: Using Communities of Practice within Community Psychology

    Science.gov (United States)

    Lawthom, Rebecca

    2011-01-01

    The idea that communities need to be inclusive is almost axiomatic. The process, whereby, community members engage in inclusive practices is far less understood. Similarly, UK universities are being encouraged to include the wider community and extent campus boundaries. Here, I suggest a particular theoretical lens which sheds light on engagement…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. Knowledge management in learning communities

    NARCIS (Netherlands)

    Guizzardi-Silva Souza, R.; Wagner, G.; Aroyo, L.M.

    Collaborative learning motivates active participation of individuals in their learning process, which often results in the attaining of creative and critical thinking skills. In this way, students and teachers are viewed as both providers and consumers of knowledge gathered in environments where

  19. 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.

  20. Otitis Media, Learning and Community.

    Science.gov (United States)

    McSwan, David; Clinch, Emma; Store, Ron

    2001-01-01

    A 3-year research project in Queensland (Australia) implemented educational and health strategies to ameliorate effects of otitis media at three schools in remote Aboriginal communities. The interdisciplinary model brought together health and education professionals, teacher aides, and the community, with the school being the lead agency. However,…

  1. 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.

  2. Learning Communities: An Emerging Phenomenon

    Science.gov (United States)

    Galinsky, Ellen

    2012-01-01

    The central purpose of curriculum, assessment, and teaching, especially in putting them together, is to improve children's and adult's learning. Examples of this came to the author via modern communication media and are being furthered through such technology. Soon after the publication of her book "Mind in the Making" (MITM) in 2010, the author…

  3. 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.

  4. 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…

  5. 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…

  6. An inclusive Research Education Community (iREC): Impact of the SEA-PHAGES program on research outcomes and student learning.

    Science.gov (United States)

    Hanauer, David I; Graham, Mark J; Betancur, Laura; Bobrownicki, Aiyana; Cresawn, Steven G; Garlena, Rebecca A; Jacobs-Sera, Deborah; Kaufmann, Nancy; Pope, Welkin H; Russell, Daniel A; Jacobs, William R; Sivanathan, Viknesh; Asai, David J; Hatfull, Graham F

    2017-12-19

    Engaging undergraduate students in scientific research promises substantial benefits, but it is not accessible to all students and is rarely implemented early in college education, when it will have the greatest impact. An inclusive Research Education Community (iREC) provides a centralized scientific and administrative infrastructure enabling engagement of large numbers of students at different types of institutions. The Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) is an iREC that promotes engagement and continued involvement in science among beginning undergraduate students. The SEA-PHAGES students show strong gains correlated with persistence relative to those in traditional laboratory courses regardless of academic, ethnic, gender, and socioeconomic profiles. This persistent involvement in science is reflected in key measures, including project ownership, scientific community values, science identity, and scientific networking. Copyright © 2017 the Author(s). Published by PNAS.

  7. 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.

  8. "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...

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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,…

  14. 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…

  15. 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…

  16. 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.

  17. 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.

  18. 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)

  19. 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…

  20. Learning How to Use Buildings: An Exploration of the Potential of Design Interactions to Support Transition to Low-Impact Community Living

    Directory of Open Access Journals (Sweden)

    Rachael Luck

    2014-11-01

    Full Text Available In this paper, I study how a housing project is designed and show the architects in conversation with the residents talking about living in a community with lower impact, to reveal different conceptual understandings of building technologies and systems within the home. In this account, it can be seen that building systems and technologies become entangled with dwelling, patterns of living and maintenance scenarios on a housing estate. Shown are several ways that these design interactions can be considered pedagogic and transformative. It is proposed that similar events between architects and users are established in the design stage for other building types and for more of the UK housing stock.

  1. 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

  2. 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…

  3. 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...

  4. 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.

  5. 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.

  6. 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.

  7. 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…

  8. 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…

  9. 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…

  10. 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.

  11. 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…

  12. 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.

  13. 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…

  14. 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…

  15. 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

  16. 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…

  17. 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.

  18. 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...

  19. 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.

  20. 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…

  1. 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,…

  2. 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…

  3. 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.

  4. Creating Learning Communities: An Introduction to Community Education.

    Science.gov (United States)

    Decker, Larry E.; Boo, Mary Richardson

    Schools cannot succeed without collaboration with parents and the community. Defining community education as active community involvement in the education of children, this booklet describes aspects of community education. Community education, the booklet points out, can take place at physical locations such as formal school buildings, which lie…

  5. 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.…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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

  11. Inclusion Community Model: Learning from Bali

    Directory of Open Access Journals (Sweden)

    David Samiyono

    2014-06-01

    method of setting Balinese case study in Bali andLampung. The analysis was conducted in the narrative and constructive way by involving various resource persons and participants. The Research shows that there is value in Balinese inclusion both in the province of Bali and Lampung province in various fields such as social, cultural, economic, and governance.For further research, the learning module of Balinese inclusion Community should be  made. A research on other wealth local communities besides Bali should also be made in Indonesia.Keywords: Bali, inclusion community, menyama braya.

  12. 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.…

  13. 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…

  14. 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...

  15. 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

  16. 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 ...

  17. 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…

  18. 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...

  19. 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…

  20. 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…

  1. 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…

  2. Community gardens: lessons learned from California Healthy Cities and Communities.

    Science.gov (United States)

    Twiss, Joan; Dickinson, Joy; Duma, Shirley; Kleinman, Tanya; Paulsen, Heather; Rilveria, Liz

    2003-09-01

    Community gardens enhance nutrition and physical activity and promote the role of public health in improving quality of life. Opportunities to organize around other issues and build social capital also emerge through community gardens. California Healthy Cities and Communities (CHCC) promotes an inclusionary and systems approach to improving community health. CHCC has funded community-based nutrition and physical activity programs in several cities. Successful community gardens were developed by many cities incorporating local leadership and resources, volunteers and community partners, and skills-building opportunities for participants. Through community garden initiatives, cities have enacted policies for interim land and complimentary water use, improved access to produce, elevated public consciousness about public health, created culturally appropriate educational and training materials, and strengthened community building skills.

  3. 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.

  4. Plurality and equality in the Learning Communities

    Directory of Open Access Journals (Sweden)

    Mimar Ramis-Salas

    2015-09-01

    Full Text Available Purpose: to present empirical evidence of the success generated as a result of the types of organization of the centres and the classrooms in the CA. The inclusion of the plurality of voices of families from very different origins allows for an education that based on the plurality and diversity manages to achieve a greater equality in the results of all children. Design/methodology/approach: the present article is based on 1 review of the scientific literature in journals selected in the Journal Citation Reports about the types of participation of migrant families and from cultural minorities and their effect on the education of their children; and 2 on the collection of testimonies of migrant and cultural minority families through qualitative techniques. Findings and Originality/value: empirical evidence is presented about how the types of management and organization of the families participation in the classroom and the school of Learning communities maximize the plurality of voices (migrant and cultural minority families and contribute to improve the results of the children of the social groups who are most underprivileged and who obtain a greater improvement in the results levelling them with those of the mainstream society. Research limitations/implications: complexity to achieve a climate of ideal egalitarian dialogue in the framework of the communicative research data collection techniques Social implications: the article emphasizes the fact that evidence based actions achieve social and educational transformation, contributing to respond to the objectives of Europe 2020 to achieve more inclusive societies. Originality/value: how through implementing certain forms of classroom and school organization based on the inclusion of the plurality of voices, we contribute evidence of the improvement of the management of the center and the transformation of the relations with the community, beyond the educational success.

  5. 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

  6. 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.

  7. 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.

  8. 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,…

  9. 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.

  10. 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.

  11. Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

    Science.gov (United States)

    Harmon, Melissa Cameron

    2017-01-01

    Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

  12. Uniting Community and University through Service Learning

    Science.gov (United States)

    Arney, Janna B.; Jones, Irma

    2006-01-01

    At its core, service-learning is about creating opportunities for students to apply theory they learn in the classroom to real-world problems and real-world needs. A service-learning project was initiated with the CEO of the Brownsville Chamber of Commerce. The project required 2nd-year business communication students to interview community…

  13. 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.

  14. 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…

  15. 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.

  16. 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.

  17. 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...

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. 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…

  11. 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…

  12. 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,…

  13. 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…

  14. 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…

  15. 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:…

  16. 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

  17. Augmented REality Sandtables (ARESs) Impact on Learning

    Science.gov (United States)

    2016-07-01

    ARL-CR-0803 ● JULY 2016 US Army Research Laboratory Augmented REality Sandtable’s (ARES’s) Impact on Learning by Tarah N......The use of augmented reality (AR) to supplement training tools, specifically sand tables, can produce highly effective systems at relatively low

  18. 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…

  19. 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…

  20. Professional Learning Community in Secondary Schools Community in Malaysia

    Directory of Open Access Journals (Sweden)

    Zuraidah Abdullah

    2014-08-01

    Full Text Available This paper outlines a research towards an initial assessment of the stage of the PLC in secondary schools in Malaysians secondary school with teachers as the main focus. A brief philosophy of the importance of learning organization and its development in various countries was reviewed and incorporated by the current situations, leading to the objectives and methodology for this study. The result showed the teachers can be active in their learning and improving their schools as to enhance the learning performance of the students in the first four characteristic dimensions refer to the practice of shared values, goals, mission and vision among teachers which play an important role in shaping the PLC in secondary school.

  1. Overcoming Learned Helplessness in Community College Students.

    Science.gov (United States)

    Roueche, John E.; Mink, Oscar G.

    1982-01-01

    Reviews research on the effects of repeated experiences of helplessness and on locus of control. Identifies conditions necessary for overcoming learned helplessness; i.e., the potential for learning to occur; consistent reinforcement; relevant, valued reinforcers; and favorable psychological situation. Recommends eight ways for teachers to…

  2. 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.

  3. Deweyan Democratic Learning Communities and Student Marginalization

    Science.gov (United States)

    Harbour, Clifford P.; Ebie, Gwyn

    2011-01-01

    Community colleges have long been recognized as enrolling a disproportionate share of first-generation college students, low-income students, women, and students of color. Additionally, community colleges have significant enrollments of students who identify as immigrants; lesbian, gay, bisexual, and transgender (LGBT); and disabled. Many of these…

  4. 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.

  5. 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…

  6. 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.

  7. 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.

  8. Lessons Learned: Community Solar for Municipal Utilities

    Energy Technology Data Exchange (ETDEWEB)

    2016-12-01

    This report outlines the work that STAT has completed, discusses the range of approaches utilities are taking, and highlights several challenges municipal utilities face in deciding whether and how to pursue community solar. As this report shows, there is no 'silver bullet' in terms of municipal utility community solar design or implementation - programs vary significantly and are highly dependent on localized contexts.

  9. 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…

  10. 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

  11. 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…

  12. 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…

  13. 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...

  14. 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.

  15. 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.

  16. 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...

  17. The 2017 Solar Eclipse Community Impacts through Public Library Engagement

    Science.gov (United States)

    Dusenbery, P.; Holland, A.; LaConte, K.; Mosshammer, G.; Harold, J. B.; Fraknoi, A.; Schatz, D.; Duncan, D. K.

    2017-12-01

    More than two million pairs of eclipse glasses were distributed free through public libraries in the U.S. for the solar eclipse of the Sun taking place on August 21, 2017. About 7,000 organizations, including public library branches, bookmobiles, tribal libraries, library consortia, and state libraries took part in the celestial event of the century. Many organizations received a package of free safe-viewing glasses, plus a 24-page information booklet about eclipse viewing and suggested program ideas. An educational video was also produced on how best to do public outreach programs about the eclipse. The project was supported, in part, by the Gordon and Betty Moore Foundation, with additional help from Google, NASA, the Research Corporation, and the National Science Foundation (NSF). The program was managed through the Space Science Institute's National Center for Interactive Learning as part of its STAR Library Network (STAR_Net). Resources developed by STAR_Net for this event included an Eclipse Resource Center; a newsletter for participating libraries to learn about eclipses and how to implement an effective and safe eclipse program; eclipse program activities on its STEM Activity Clearinghouse; webinars; and connections to subject matter experts from NASA's and the American Astronomical Society's volunteer networks. This presentation will provide an overview of the extensive collaboration that made this program possible as well as highlight the national impact that public libraries made in their communities.

  18. Community Engagement as Authentic Learning with Reflection

    Science.gov (United States)

    Power, Anne

    2010-01-01

    Authentic learning in teacher education is deeply connected with students' future professional practice. This paper describes coaching and mentoring strands of a unit in the preparation of pre-service teachers and critically evaluates reflections made in terms of Professional Teacher Standards. (Contains 1 table.)

  19. Block Study: Learning About Your Local Community.

    Science.gov (United States)

    Eckbreth, Catherine

    Designed for 7th- and 8th-grade students, five lessons using a block of houses in an urban neighborhood help students learn about the history of a neighborhood, the owners of the houses, and the style and architectural features of the homes. Although this unit has been developed for a specific neighborhood, a similar block study could be conducted…

  20. 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.

  1. Chernozems microbial community under anthropogenic impact (Russia)

    Science.gov (United States)

    Ivashchenko, Kristina; Ananyeva, Nadezhda; Sushko, Sofia; Vasenev, Viacheslav

    2017-04-01

    Chernozems is important natural resource, which in the last decade under intense influence as a result of plowing and urbanization. The parameters of soil microbial community functioning might be identify some soil deterioration under the impacts. Our research was focused on assessment of microbial community status in different soil layers of virgin steppe, bare fallow and urban ecosystems (Kursk region). In each ecosystem, we chose randomly 3-5 spatially distributed sites, where soil samples were collected by auguring up to 0.5 m depth (each layer 10 cm thickness) and up to 1.5 m depth (0-10, 10-50, 50-100, 100-150 cm layers), totally 127 samples. The bulk density was measured for these soil layers. In all soil samples the microbial biomass carbon content (Cmic) was analyzed by substrate-induced respiration (SIR) method and basal respiration (BR) was assessed by CO2 rate production. The fungi-to-bacteria ratio (selective inhibition technique with antibiotics) was determined and portion of Cmic in soil organic carbon (Corg) content was calculated in topsoil (0-10 cm). The Corg (dichromate oxidation) and pHw (potentiometry) values were measured. The Cmic and BR profile pools were calculated using bulk density and thickness of studied layers. The Cmic (0-10 cm) was varied from 84 to 1954 µg C g-1 soil, in steppe it was on average 3-4 times higher than those in bare fallow and urban. The BR rate was amounted from 0.20 to 1.57 µg CO2-C g-1 soil h-1, however no significant difference between studied ecosystems was found. It was shown the relationship between Cmic, BR and Corg (the linear regression, R2=0.92 and 0.75, respectively, pecosystems row: virgin steppe>bare fallow>urban, and it was on average 6.0, 5.2 and 1.8, respectively. The Cmic profile pool (0.5 m) of steppe was reached up on average 206 g C m-2, and it was 2.0 and 2.5 times higher those bare fallow and urban, respectively. The BR profile pool (0.5 m) in steppe and bare fallow was reached up 5.9 and 5

  2. 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

  3. Learning Online at Rio Hondo Community College.

    Science.gov (United States)

    Balch, David E.; Patino, I. F.

    1999-01-01

    Recounts Rio Hondo Community College's decision to "go online" in anticipation of reduced funding, needed expansion, increased inservice training, changing student demographics, and the movement into computer technology. Summarizes the changes faced by the college and discusses how its Public Service Department involved administrators…

  4. Building Community through Online Learning in Colleges

    Science.gov (United States)

    Hunter, Bill; Austin, Roger

    2015-01-01

    In this paper the authors will review research on international projects which have used communications technologies, primarily email and web-based video conferencing, to bring learners together across geographic, political, religious and cultural boundaries in the interest of building more cohesive communities in places frequently characterised…

  5. 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.

  6. Virtual communities as educational potential of collaborative learning through ICT

    Directory of Open Access Journals (Sweden)

    M.ª Ángeles REBOLLO CATALÁN

    2013-01-01

    Full Text Available This paper presents some results of an educational innovation based on the use of ICT as a learning environment. The main aim of this study is to describe an experience based collaborative learning in virtual communities of learning and reciprocal teaching and assessing students’ knowledge. For that, we design an educational proposal with three didactic units, which includes a kit of tasks and resources for learning. This study adopts a quantitative and qualitative methodology, applying attitudes scales, interviews and analysis of messages from online discussion forums. The study involved 56 students in first year of Pedagogy. We apply a Likert scale and a semantic differential about the learning experience and the methodology used. Also we conducted semi-structured group interviews to understand the perceptions and students’ evaluations about the methodology. The results show a very positive assessment about the learning experience and the methodology used. Peer interaction is focused on resolving technical queries, although there are also other forms of collaboration focused on joint interpretation and understanding of learning activities and assessment of the learning process. The results show that the intervention centers on teacher feedback and monitoring of learning tasks, reinforcing positive actions of the students and guiding the learning process. Finally, as to the benefits received by students, the results show that not only is development of social and communication skills, but also conceptual and emotional changes related to the subject.

  7. 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…

  8. 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....

  9. 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…

  10. 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.

  11. 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…

  12. 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…

  13. 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

  14. 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.

  15. 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

  16. Teaching and Learning Communities through Online Annotation

    Science.gov (United States)

    van der Pluijm, B.

    2016-12-01

    What do colleagues do with your assigned textbook? What they say or think about the material? Want students to be more engaged in their learning experience? If so, online materials that complement standard lecture format provide new opportunity through managed, online group annotation that leverages the ubiquity of internet access, while personalizing learning. The concept is illustrated with the new online textbook "Processes in Structural Geology and Tectonics", by Ben van der Pluijm and Stephen Marshak, which offers a platform for sharing of experiences, supplementary materials and approaches, including readings, mathematical applications, exercises, challenge questions, quizzes, alternative explanations, and more. The annotation framework used is Hypothes.is, which offers a free, open platform markup environment for annotation of websites and PDF postings. The annotations can be public, grouped or individualized, as desired, including export access and download of annotations. A teacher group, hosted by a moderator/owner, limits access to members of a user group of teachers, so that its members can use, copy or transcribe annotations for their own lesson material. Likewise, an instructor can host a student group that encourages sharing of observations, questions and answers among students and instructor. Also, the instructor can create one or more closed groups that offers study help and hints to students. Options galore, all of which aim to engage students and to promote greater responsibility for their learning experience. Beyond new capacity, the ability to analyze student annotation supports individual learners and their needs. For example, student notes can be analyzed for key phrases and concepts, and identify misunderstandings, omissions and problems. Also, example annotations can be shared to enhance notetaking skills and to help with studying. Lastly, online annotation allows active application to lecture posted slides, supporting real-time notetaking

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Student Perceptions of a Successful Online Collaborative Learning Community

    Science.gov (United States)

    Waugh, Michael L.; Su, Jian

    2016-01-01

    This paper shares the perceptions of a group of 11 successful online students regarding the value of the collaborative learning community that developed as part of their participation in the first cohort of the WebIT online Master of Science Degree in Instructional Technology program, at The University of Tennessee at Knoxville during 2008-2010.…

  3. 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…

  4. 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…

  5. 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…

  6. 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,"…

  7. 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…

  8. 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…

  9. 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…

  10. 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.

  11. 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.

  12. 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.

  13. 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.

  14. The Impact of Community Violence on School-Based Research

    Science.gov (United States)

    Velsor-Friedrich, Barbara; Richards, Maryse; Militello, Lisa K.; Dean, Kyle C.; Scott, Darrick; Gross, Israel M.; Romeo, Edna

    2015-01-01

    Research conducted on youth exposure to violence has generally focused on documenting the prevalence of community violence and its emotional and behavioral implications. However, there is a dearth of information related to the impact of violence on the implementation and evaluation of community and school-based programs. This commentary examines…

  15. 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.

  16. Community-Based Disaster Management: A Lesson Learned From Community Emergency Response Management in Banyumas, Indonesia

    Science.gov (United States)

    Pratama, A. Y.; Sariffuddin, S.

    2018-02-01

    This article aimed to review community-based disaster management in terms of its independent coordination and disaster management. Community resilience was tested during disaster emergency. While panic, the community is required to be viable and able to evacuate, manage logistic, collect data on damage and the victim, and coordinate with outsiders independently. The community in Gununglurah Village, Banyumas Regency which was hit by a landslide in 2015 provides a lesson learned about community based disaster management. This research used qualitative descriptive methodology with in-depth interview with 23 informants from the community, donor institution, village officers, and government officers. Through traditional and informal methods, the community implemented disaster management that was categorized into 3 mechanisms that were social, functional, and sequential mechanism. These mechanisms controlled different portion in which social mechanism holds the most important role in disaster management, then functional mechanism and sequential mechanism. Various community activities in the village equipped the community with organizational experience to manage logistic, human resource and other coordination. In 2007, in fact, there was vulnerability risk assessment done by the local government, which recommended efforts to be done by the community to reduce the disaster risk, yet it was not implemented. It was interesting to note that in spite of the independent disaster management there was a scientific assessment neglected. Based on this research, a new discussion on how to synchronize the endogenous knowledge with scientific modern knowledge was opened.

  17. 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.

  18. Impact of Minnesota's "Profile of Learning"

    Directory of Open Access Journals (Sweden)

    Patricia G. Avery

    2003-02-01

    Full Text Available In 1990, the Minnesota State Board of Education declared its intention to develop a "results-oriented graduation requirement" based on student achievement as opposed to the usual credit/course completion requirement. In addition to a traditional test of basic skills, the state began developing the Profile of Learning, a set of performance-based standards grounded in a constructivist educational philosophy, an approach that differs from the content-based standards found in many states. The Profile was controversial from its inception. Conservatives characterized the Profile as too process- oriented and as lacking subject-matter content; teachers reported that the Profile required a significant amount of additional teacher preparation time; and parents, who were not adequately informed about the Profile, questioned the purpose of the Profile. Teachers were frustrated with the confusing and sometimes contradictory directions they received from the Minnesota Department of Children, Families, and Learning charged with implementing the Profile. In 2000-2001, we surveyed and interviewed selected secondary English and social studies teachers in the state about their perceptions of the Profile’s impact on teaching and learning. Among the positive perceptions was an increase in students’ higher order thinking, students’ understanding of criteria for quality work, and teachers conversations with one another about instructional issues. Increased teacher preparation time and decreased enjoyment of teaching were among the negative perceptions. Teachers also experienced difficulty adopting performance assessment techniques. When teachers believed they received effective preparation and adequate resources for working with the Profile, they were much more likely to report beneficial effects in terms of teaching and learning. The majority of teachers, however, rated their preparation and resources as "fair" or "poor." Results are discussed in terms of

  19. 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.

  20. 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…

  1. 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

  2. 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…

  3. 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)

  4. 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

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. Measuring the Impact of Communities of Practice: A Conceptual model

    NARCIS (Netherlands)

    dr. Donald Ropes

    2011-01-01

    Communities of practice (CoPs) impact different actors in different ways. Because using a singular approach would not do justice to the complexity that surrounds CoPs, a multi-disciplinary and pluralistic approach is used here to develop a model for measuring the impact CoPs may have on individuals,

  11. 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

  12. 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.

  13. 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

  14. 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.

  15. 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

  16. Lessons Learned From Community-Based Approaches to Sodium Reduction

    Science.gov (United States)

    Kane, Heather; Strazza, Karen; Losby PhD, Jan L.; Lane, Rashon; Mugavero, Kristy; Anater, Andrea S.; Frost, Corey; Margolis, Marjorie; Hersey, James

    2017-01-01

    Purpose This article describes lessons from a Centers for Disease Control and Prevention initiative encompassing sodium reduction interventions in six communities. Design A multiple case study design was used. Setting This evaluation examined data from programs implemented in six communities located in New York (Broome County, Schenectady County, and New York City); California (Los Angeles County and Shasta County); and Kansas (Shawnee County). Subjects Participants (n = 80) included program staff, program directors, state-level staff, and partners. Measures Measures for this evaluation included challenges, facilitators, and lessons learned from implementing sodium reduction strategies. Analysis The project team conducted a document review of program materials and semi structured interviews 12 to 14 months after implementation. The team coded and analyzed data deductively and inductively. Results Five lessons for implementing community-based sodium reduction approaches emerged: (1) build relationships with partners to understand their concerns, (2) involve individuals knowledgeable about specific venues early, (3) incorporate sodium reduction efforts and messaging into broader nutrition efforts, (4) design the program to reduce sodium gradually to take into account consumer preferences and taste transitions, and (5) identify ways to address the cost of lower-sodium products. Conclusion The experiences of the six communities may assist practitioners in planning community-based sodium reduction interventions. Addressing sodium reduction using a community-based approach can foster meaningful change in dietary sodium consumption. PMID:24575726

  17. Lessons learned from community-based approaches to sodium reduction.

    Science.gov (United States)

    Kane, Heather; Strazza, Karen; Losby, Jan L; Lane, Rashon; Mugavero, Kristy; Anater, Andrea S; Frost, Corey; Margolis, Marjorie; Hersey, James

    2015-01-01

    This article describes lessons from a Centers for Disease Control and Prevention initiative encompassing sodium reduction interventions in six communities. A multiple case study design was used. This evaluation examined data from programs implemented in six communities located in New York (Broome County, Schenectady County, and New York City); California (Los Angeles County and Shasta County); and Kansas (Shawnee County). Participants (n = 80) included program staff, program directors, state-level staff, and partners. Measures for this evaluation included challenges, facilitators, and lessons learned from implementing sodium reduction strategies. The project team conducted a document review of program materials and semistructured interviews 12 to 14 months after implementation. The team coded and analyzed data deductively and inductively. Five lessons for implementing community-based sodium reduction approaches emerged: (1) build relationships with partners to understand their concerns, (2) involve individuals knowledgeable about specific venues early, (3) incorporate sodium reduction efforts and messaging into broader nutrition efforts, (4) design the program to reduce sodium gradually to take into account consumer preferences and taste transitions, and (5) identify ways to address the cost of lower-sodium products. The experiences of the six communities may assist practitioners in planning community-based sodium reduction interventions. Addressing sodium reduction using a community-based approach can foster meaningful change in dietary sodium consumption.

  18. 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.

  19. The Impact of Computer Use on Learning of Quadratic Functions

    Science.gov (United States)

    Pihlap, Sirje

    2017-01-01

    Studies of the impact of various types of computer use on the results of learning and student motivation have indicated that the use of computers can increase learning motivation, and that computers can have a positive effect, a negative effect, or no effect at all on learning outcomes. Some results indicate that it is not computer use itself that…

  20. 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.…

  1. 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).…

  2. 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…

  3. 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…

  4. 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…

  5. 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

  6. 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.

  7. 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.

  8. Contextualizing learning to improve care using collaborative communities of practices.

    Science.gov (United States)

    Jeffs, Lianne; McShane, Julie; Flintoft, Virginia; White, Peggy; Indar, Alyssa; Maione, Maria; Lopez, A J; Bookey-Bassett, Sue; Scavuzzo, Lauren

    2016-09-02

    The use of interorganizational, collaborative approaches to build capacity in quality improvement (QI) in health care is showing promise as a useful model for scaling up and accelerating the implementation of interventions that bridge the "know-do" gap to improve clinical care and provider outcomes. Fundamental to a collaborative approach is interorganizational learning whereby organizations acquire, share, and combine knowledge with other organizations and have the opportunity to learn from their respective successes and challenges in improvement areas. This learning approach aims to create the conditions for collaborative, reflective, and innovative experiential systems that enable collective discussions regarding daily practice issues and finding solutions for improvement. The concepts associated with interorganizational learning and deliberate learning activities within a collaborative 'Communities-of-practice'(CoP) approach formed the foundation of the of an interactive QI knowledge translation initiative entitled PERFORM KT. Nine teams participated including seven teams from two acute care hospitals, one from a long term care center, and one from a mental health sciences center. Six monthly CoP learning sessions were held and teams, with the support of an assigned mentor, implemented a QI project and monitored their results which were presented at an end of project symposium. 47 individuals participated in either a focus group or a personal interview. Interviews were transcribed and analyzed using an iterative content analysis. Four key themes emerged from the narrative dataset around experiences and perceptions associated with the PERFORM KT initiative: 1) being successful and taking it to other levels by being systematic, structured, and mentored; 2) taking it outside the comfort zone by being exposed to new concepts and learning together; 3) hearing feedback, exchanging stories, and getting new ideas; and 4) having a pragmatic and accommodating approach to

  9. 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.

  10. 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.

  11. 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

  12. 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…

  13. The Art and Science of Leadership in Learning Environments: Facilitating a Professional Learning Community across Districts

    Science.gov (United States)

    Hands, Catherine; Guzar, Katlyn; Rodrigue, Anne

    2015-01-01

    A professional learning community (PLC) is one of the most promising strategies for effecting change in educational practices to improve academic achievement and wellbeing for all students. The PLC facilitator's role in developing and leading blended (online and face-to-face) PLCs with members from Ontario's school districts was examined through a…

  14. 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

  15. 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...

  16. 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

  17. Impact of community-based immunization services.

    Directory of Open Access Journals (Sweden)

    Sing K

    1986-07-01

    Full Text Available The knowledge, attitude and practice of mothers toward childhood immunization was surveyed in 2 neighborhoods in greater Bombay, India. The areas were a slum of 75,000 called Malavani, and a nearby area called Kharodi. Measles and triple (DPT or DPV vaccines were available at local health centers, 1.5 km away at the most; oral polio vaccines were given by field workers to the Malavani community to children in their homes, but only in the center for those in Kharodi. BCG tuberculosis vaccinations were available to all, but from a center 5 km away. Malavani mothers had significantly better knowledge of triple and measles vaccines, but knowledge about BCG was similar in the 2 groups. Slightly more women from Kharodi expressed negative attitudes toward immunization. Coverage of children, established from clinic records, was significantly better in the Malavani area: 91% vs. 58% for polio; 71% vs 61% for BCG (n.s.; 85% vs. 55% for triple vaccine; and 21% vs 1% for measles. Evidently, visitation by field teams with polio vaccinations affected mothers′ knowledge and practice for other immunizations available only at the center.

  18. Impact of (+/-)-catechin on soil microbial communities.

    Science.gov (United States)

    Inderjit; Kaur, Rajwant; Kaur, Surinder; Callaway, Ragan M

    2009-01-01

    Catechin is a highly studied but controversial allelochemical reported as a component of the root exudates of Centaurea maculosa. Initial reports of high and consistent exudation rates and soil concentrations have been shown to be highly inaccurate, but the chemical has been found in root exudates at and much less frequently in soil but sporadically at high concentrations. Part of the problem of detection and measuring phytotoxicity in natural soils may be due to the confounding effect of soil microbes, and little is known about interactions between catechin and soil microbes. Here we tested the effect of catechin on soil microbial communities and the feedback of these effects to two plant species. We found that catechin inhibits microbial activity in the soil we tested, and by doing so appears to promote plant growth in the microbe-free environment. This is in striking contrast to other in vitro studies, emphasizing the highly conditional effects of the chemical and suggesting that the phytotoxic effects of catechin may be exerted through the microbes in some soils.

  19. 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.

  20. 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.

  1. 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.

  2. 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)…

  3. 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.

  4. 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.

  5. Community Resilience Education: Lessons Learned from an Emerging Community of Practice - NOAA's Environmental Literacy Grantees

    Science.gov (United States)

    Schoedinger, S. E.; McDougall, C.

    2017-12-01

    NOAA supports community resilience to extreme weather events, climate change and other environmental hazards by preparing communities through Weather Ready Nation and through programs addressing coastal community needs. These programs primarily target adult decisions makers in a professional capacity (emergency managers, city planners, et al.), leaving non-professional audiences without opportunities to understand and develop the skills to prepare for the threats and vulnerabilities that their communities face. As a result, resilience became the focus of NOAA's Environmental Literacy Grants in 2015. The goal of these investments is to strengthen the public's and/or K-12 students' environmental literacy to enable informed decision-making necessary for community resilience to extreme weather events and other environmental hazards. Funded projects build an understanding of Earth systems and the threats and vulnerabilities that are associated with a community's location, are aligned with existing adaptation/resilience plans, and connect audiences to relevant tools and resources to prepare for and respond to these hazards. These first few years of investment will create new models for how education can improve community resilience. Although these projects incorporate a variety of approaches, a few common themes stand out: empowering youth and adults to increase their understanding of locally relevant natural hazards and stresses; giving youth a voice in resilience planning; and student-led vulnerability assessments of their schools and communities. In this session we will report on the first convening of the principal investigators of our 13 funded projects, which represents the beginning of a new community of practice focused on resilience education. We will specifically share lessons learned about: engaging youth and adults about climate change and resiliency; working with local resilience/adaptation planners; and case studies on the use of NOAA's Digital Coast and

  6. 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…

  7. 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.

  8. 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…

  9. 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.…

  10. 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.

  11. Editorial: Creating, Supporting, Sustaining and Evaluating Virtual Learning Communities

    Directory of Open Access Journals (Sweden)

    Xun Ge

    2011-12-01

    Full Text Available This special issue is dedicated to creating, building, supporting, sustaining and evaluating virtual learning communities (VLCs using emerging technologies. The contributors from diverse disciplines have come together to share their valuable experiences and findings through their research in the following themes: (a instructional models, strategies, approaches for building, supporting and evaluating VLCs, (b designing effective use of tools to promote discourse and scaffold peer interactions among members, (c iterative processes and models of designing and evaluating VLCs; and (d various variables concerning VLCs, such as virtual community behaviors, cultural factors, adoption patterns of tools. It is hoped that these articles will provide practical guidance and offer valuable experience to both educators and researchers who are interested in designing effective VLCs and examining various aspects of VLCs to advance our understanding of VLCs.

  12. A community continuity programme: volunteer faculty mentors and continuity learning.

    Science.gov (United States)

    McGeehan, John; English, Richard; Shenberger, Keith; Tracy, Gerald; Smego, Raymond

    2013-02-01

    Longitudinal generalist preceptorship experiences early in medical education can have beneficial effects on how students practise the art and science of medicine, regardless of their eventual career choices. We evaluated the first 2 years of implementation of an integrated, regional campus-based, early clinical experience programme, the Community Continuity Program, at our new community-based medical school that is under the supervision of volunteer primary care faculty members acting as continuity mentors (CMs). Curricular components for years 1 and 2 consisted of three annual 1-week community-based experiences with CMs, extensive physical diagnosis practice, interprofessional learning activities, a multigenerational family care experience, a mandatory Community Health Research Project (CHRP) in year 1 and a mandatory Quality Improvement Project in year 2. Outcome measures included student, faculty member and programme evaluations, student reflective narratives in portal-based e-journals, a Liaison Committee on Medical Education (LCME) self-study student survey and serial level-of-empathy surveys.   Students found all elements of this integrated community experience programme beneficial and worthwhile, especially the CMs and the use of standardised and real-life patients. CMs noted effective and professional student-patient interactions. The number of reflective e-journal postings per student during year1 ranged from 14 to 81 (mean, 47). Serial empathy questionnaires administered over 2 years demonstrated preservation of student empathy, and students believed that the programme had a positive effect on their personal level of empathy.   An integrative, longitudinal, community-based, early clinical experience programme driven by volunteer CMs provides patient-centered instruction for preclinical students in the clinical, social, behavioural, ethical and research foundations of medicine. © Blackwell Publishing Ltd 2013.

  13. Community Partner Perspectives on Benefits, Challenges, Facilitating Factors, and Lessons Learned from Community-Based Participatory Research Partnerships in Detroit.

    Science.gov (United States)

    Caldwell, Wilma Brakefield; Reyes, Angela G; Rowe, Zachary; Weinert, Julia; Israel, Barbara A

    2015-01-01

    There is an extensive body of literature on community-based participatory research (CBPR) and the role of community-academic partnerships, much of which has involved community partners in the conceptualization and preparation of publications. However, there has been a relative dearth of solely community voices addressing these topics, given the other roles and responsibilities which community members and leaders of community-based organizations (CBOs) have. The purpose of this article is to share the perspectives of three long-time (>20 years) community partners involved in the Detroit Community-Academic Urban Research Center and its affiliated partnerships. In this article, we community partners provide our assessment of the benefits and challenges in using a CBPR approach at the personal, organizational, and community levels; the factors that facilitate effective partnerships; and our lessons learned through engagement in CBPR. We also present specific recommendations from a community perspective to researchers and institutions interested in conducting CBPR.

  14. The impact of blood glucose on community-acquired pneumonia

    DEFF Research Database (Denmark)

    Jensen, Andreas Vestergaard; Egelund, Gertrud Baunbæk; Andersen, Stine Bang

    2017-01-01

    Hyperglycaemia is common in patients with community-acquired pneumonia (CAP) and is a predictor of severe outcomes. Data are scarce regarding whether this association is affected by diabetes mellitus (DM) and also regarding its importance for severe outcomes in hospital. We determined the impact...

  15. Impacts of climatic changes on small mammal communities in the ...

    African Journals Online (AJOL)

    To evaluate the impact of climatic change on rodent sahelian communities, we analysed the contents of over 2500 barn owl (Tyto alba) pellets collected along the Senegal river between 1989 and 2003, and from the Ferlo sahelian area in 2003. These results are compared with data from the 1970s and 1980s in the same ...

  16. Impact of Community Driven Development Project: A Case of ...

    African Journals Online (AJOL)

    This paper evaluates impact of Community Driven Development programme on infrastructure under National Fadama II Project in Oyo State Nigeria. Data were collected from two hundred and sixty-four farmers using multistage sampling procedures. Data were analyzed using descriptive statistics and infrastructure index.

  17. Cumulative Environmental Impacts: Science and Policy to Protect Communities.

    Science.gov (United States)

    Solomon, Gina M; Morello-Frosch, Rachel; Zeise, Lauren; Faust, John B

    2016-01-01

    Many communities are located near multiple sources of pollution, including current and former industrial sites, major roadways, and agricultural operations. Populations in such locations are predominantly low-income, with a large percentage of minorities and non-English speakers. These communities face challenges that can affect the health of their residents, including limited access to health care, a shortage of grocery stores, poor housing quality, and a lack of parks and open spaces. Environmental exposures may interact with social stressors, thereby worsening health outcomes. Age, genetic characteristics, and preexisting health conditions increase the risk of adverse health effects from exposure to pollutants. There are existing approaches for characterizing cumulative exposures, cumulative risks, and cumulative health impacts. Although such approaches have merit, they also have significant constraints. New developments in exposure monitoring, mapping, toxicology, and epidemiology, especially when informed by community participation, have the potential to advance the science on cumulative impacts and to improve decision making.

  18. 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

  19. 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.

  20. Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning

    Science.gov (United States)

    Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

    2016-01-01

    In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and…

  1. Community benefits from offshore renewables: The relationship between different understandings of impact, community, and benefit

    DEFF Research Database (Denmark)

    Rudolph, David Philipp; Haggett, Claire; Aitken, Mhairi

    2018-01-01

    This paper presents the findings of a research project evaluating community benefit models for offshore renewables. We identify and analyse UK and international case studies of different forms of community benefit, and provide evidence of how such benefits are delivered. In particular we consider......, and impact are understood is crucial in determining whether or how benefits should be apportioned and delivered; and that these definitions are closely connected to each other. We develop a new series of typologies as a way to understand this. Finally, we assess different mechanisms and schemes of community...

  2. 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...

  3. LOCAL COMMUNITY ATTITUDES TOWARDS THE IMPACT OF TOURISM ON PROSTITUTION

    Directory of Open Access Journals (Sweden)

    Anallely BELLO

    2011-12-01

    Full Text Available Tourism has been commonly related to prostitution. However, very few studies have evidenced this relationship in different contexts. Several studies on local community attitudes towards tourism impacts have briefly assessed the increase of prostitution as one of several indicators of social change. Due to the importance that such relationship has both for tourism impact management and social development, the impact of tourism on prostitution should be studied in detail. This study explores the ‘responsibility' of tourism on the increase of prostitution in an urban destination as perceived by local residents. It was found that while local community residents do not perceive tourism as the only causing factor, the tourist involvement in commercial sex does exist, but it is commonly an incidental rather than a purposive experience.

  4. 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.

  5. 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…

  6. 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.

  7. Creating a Connected Community: Lessons Learned from the Western New York Beacon Community

    Science.gov (United States)

    Maloney, Nancy; Heider, Arvela R.; Rockwood, Amy; Singh, Ranjit

    2014-01-01

    Introduction: Secure exchange of clinical data among providers has the potential to improve quality, safety, efficiency, and reduce duplication. Many communities are experiencing challenges in building effective health information exchanges (HIEs). Previous studies have focused on financial and technical issues regarding HIE development. This paper describes the Western New York (WNY) HIE growth and lessons learned about accelerating progress to become a highly connected community. Methods: HEALTHeLINK, with funding from the Office of the National Coordinator for Health Information Technology (ONC) under the Beacon Community Program, expanded HIE usage in eight counties. The communitywide transformation process used three main drivers: (1) a communitywide Electronic Health Record (EHR) adoption program; (2) clinical transformation partners; and (3) HIE outreach and infrastructure development. Results: ONC Beacon Community funding allowed WNY to achieve a new level in the use of interoperable HIE. Electronic delivery of results into the EHR expanded from 23 practices in 2010 to 222 practices in 2013, a tenfold increase. There were more than 12.5 million results delivered electronically (HL7 messages) to 222 practices’ EHRs via the HIE in 2013. Use of a secure portal and Virtual Health Record (VHR) to access reports (those not delivered directly to the EHR) also increased significantly, from 13,344 report views in 2010 to over 600,000 in 2013. Discussion and Conclusion: The WNY Beacon successfully expanded the sharing of clinical information among different sources of data and providers, creating a highly connected community to improve the quality and continuity of care. Technical, organizational, and community lessons described in this paper should prove beneficial to others as they pursue efforts to create connected communities. PMID:25848618

  8. 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…

  9. The Sea Floor: A Living Learning Residential Community

    Science.gov (United States)

    Guentzel, J. L.; Rosch, E.; Stoughton, M. A.; Bowyer, R.; Mortensen, K.; Smith, M.

    2016-02-01

    Living learning communities are collaborations between university housing and academic departments designed to enhance the overall student experience by integrating classroom/laboratory learning, student life and extracurricular activities. At Coastal Carolina University, the residential community associated with the Marine Science program is known as the Sea Floor. Students selected to become members of the Sea Floor remain "in residence" for two consecutive semesters. These students are first-time freshman that share a common course connection. This course is usually Introduction to Marine Science (MSCI 111) or MSCI 399s, which are one credit field/laboratory centered internships. The common course connection is designed so residents can establish and maintain an educational dialog with their peers. Activities designed to enhance the students' networking skills and educational and social development skills include monthly lunches with marine science faculty and dinner seminars with guest speakers from academia, industry and government. Additionally, each semester several activities outside the classroom are planned so that students can more frequently interact with themselves and their faculty and staff partners. These activities include field trips to regional aquariums, local boat trips that include water sample collection and analysis, and an alternative spring break trip to the Florida Keys to study the marine environment firsthand. The resident advisor that supervises the Sea Floor is usually a sophomore or junior marine science major. This provides the residents with daily communication and mentoring from a marine science major that is familiar with the marine science program and residence life. Assessment activities include: a university housing community living survey, student interest housing focus groups, fall to spring and fall to fall retention, and evaluation of program advisors and program activities.

  10. The Impact of Acculturation on Hispanic Students' Learning Styles

    Science.gov (United States)

    Gonyea, Nathan E.

    2010-01-01

    The present study investigated the impact of acculturation on the learning styles of 151 Hispanic students enrolled in a Hispanic Serving Institution in South Texas, controlling for age, gender, and country of origin. Acculturation did not significantly predict learning style when controlling for these three variables. These results may be because…

  11. Impact of a Sustained Cooperative Learning Intervention on Student Motivation

    Science.gov (United States)

    Fernandez-Rio, Javier; Sanz, Naira; Fernandez-Cando, Judith; Santos, Luis

    2017-01-01

    Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective. Purpose: The main goal was to investigate the impact of a sustained Cooperative…

  12. Memetic Engineering as a Basis for Learning in Robotic Communities

    Science.gov (United States)

    Truszkowski, Walter F.; Rouff, Christopher; Akhavannik, Mohammad H.

    2014-01-01

    This paper represents a new contribution to the growing literature on memes. While most memetic thought has been focused on its implications on humans, this paper speculates on the role that memetics can have on robotic communities. Though speculative, the concepts are based on proven advanced multi agent technology work done at NASA - Goddard Space Flight Center and Lockheed Martin. The paper is composed of the following sections : 1) An introductory section which gently leads the reader into the realm of memes. 2) A section on memetic engineering which addresses some of the central issues with robotic learning via memes. 3) A section on related work which very concisely identifies three other areas of memetic applications, i.e., news, psychology, and the study of human behaviors. 4) A section which discusses the proposed approach for realizing memetic behaviors in robots and robotic communities. 5) A section which presents an exploration scenario for a community of robots working on Mars. 6) A final section which discusses future research which will be required to realize a comprehensive science of robotic memetics.

  13. 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,…

  14. 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...

  15. Reintroduction of locally extinct vertebrates impacts arid soil fungal communities.

    Science.gov (United States)

    Clarke, Laurence J; Weyrich, Laura S; Cooper, Alan

    2015-06-01

    Introduced species have contributed to extinction of native vertebrates in many parts of the world. Changes to vertebrate assemblages are also likely to alter microbial communities through coextinction of some taxa and the introduction of others. Many attempts to restore degraded habitats involve removal of exotic vertebrates (livestock and feral animals) and reintroduction of locally extinct species, but the impact of such reintroductions on microbial communities is largely unknown. We used high-throughput DNA sequencing of the fungal internal transcribed spacer I (ITS1) region to examine whether replacing exotic vertebrates with reintroduced native vertebrates led to changes in soil fungal communities at a reserve in arid central Australia. Soil fungal diversity was significantly different between dune and swale (interdune) habitats. Fungal communities also differed significantly between sites with exotic or reintroduced native vertebrates after controlling for the effect of habitat. Several fungal operational taxonomic units (OTUs) found exclusively inside the reserve were present in scats from reintroduced native vertebrates, providing a direct link between the vertebrate assemblage and soil microbial communities. Our results show that changes to vertebrate assemblages through local extinctions and the invasion of exotic species can alter soil fungal communities. If local extinction of one or several species results in the coextinction of microbial taxa, the full complement of ecological interactions may never be restored. © 2015 John Wiley & Sons Ltd.

  16. Impact of metal pollution on fungal diversity and community structures.

    Science.gov (United States)

    Op De Beeck, Michiel; Lievens, Bart; Busschaert, Pieter; Rineau, Francois; Smits, Mark; Vangronsveld, Jaco; Colpaert, Jan V

    2015-06-01

    The impact of metal pollution on plant communities has been studied extensively in the past, but little is known about the effects of metal pollution on fungal communities that occur in metal-polluted soils. Metal-tolerant ecotypes of the ectomycorrhizal fungus Suillus luteus are frequently found in pioneer pine forests in the Campine region in Belgium on metal-polluted soils. We hypothesized that metal pollution would play an important role in shaping below-ground fungal communities that occur in these soils and that Suillus luteus would be a dominant player. To test these hypotheses, the fungal communities in a young pine plantation in soil polluted with zinc, and cadmium were studied using 454 amplicon pyrosequencing. Results show that zinc, cadmium and soil organic matter content were strongly correlated with the fungal community composition, but no effects on fungal diversity were observed. As hypothesized, S. luteus was found to be a dominant member of the studied fungal communities. However, other dominant fungal species, such as Sistotrema sp., Wilcoxina mikolae and Cadophora finlandica were found as well. Their presence in metal-polluted sites is discussed. © 2014 Society for Applied Microbiology and John Wiley & Sons Ltd.

  17. 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...

  18. Phipps Bend Nuclear Energy Project. Community impact assessment. Final report

    International Nuclear Information System (INIS)

    Snapp, P.C.; Teilhet, A.; Newsom, R.; Bond, M.; Garland, M.

    1977-01-01

    In late 1977, the Tennessee Valley Authority (TVA) proposed to build a 2 unit nuclear plant at Phipps Bend on the Holston River east of Surgoinsville, Tennessee. Total estimated cost is 1.6 billion dollars, with a generating capacity of 2,600,000 kilowatts. The facility will have an impact on Hawkins, Greene and Sullivan counties with 2,500 construction employees, a permanent work force of 300, increased availability of energy to stimulate new capital investment and the local government will need to deal with these. This report analyzed the facilities of each community in the impacted area and recommended certain action for infrastructure acquisition or improvements

  19. Professional learning communities (PLCs) for early childhood science education

    Science.gov (United States)

    Eum, Jungwon

    This study explored the content, processes, and dynamics of Professional Learning Community (PLC) sessions. This study also investigated changes in preschool teachers' attitudes and beliefs toward science teaching after they participated in two different forms of PLCs including workshop and face-to-face PLC as well as workshop and online PLC. Multiple sources of data were collected for this study including participant artifacts and facilitator field notes during the PLC sessions. The participants in this study were eight teachers from NAEYC-accredited child care centers serving 3- to 5-year-old children in an urban Midwest city. All teachers participated in a workshop entitled, "Ramps and Pathways." Following the workshop, the first group engaged in face-to-face PLC sessions and the other group engaged in online PLC sessions. Qualitative data were collected through audio recordings, online archives, and open-ended surveys. The teachers' dialogue during the face-to-face PLC sessions was audiotaped, transcribed, and analyzed for emerging themes. Online archives during the online PLC sessions were collected and analyzed for emerging themes. Four main themes and 13 subthemes emanated from the face-to-face sessions, and 3 main themes and 7 subthemes emanated from the online sessions. During the face-to-face sessions, the teachers worked collaboratively by sharing their practices, supporting each other, and planning a lesson together. They also engaged in inquiry and reflection about their science teaching and child learning in a positive climate. During the online sessions, the teachers shared their thoughts and documentation and revisited their science teaching and child learning. Five themes and 15 subthemes emanated from the open-ended survey responses of face-to-face group teachers, and 3 themes and 7 subthemes emanated from the open-ended survey responses of online group teachers. Quantitative data collected in this study showed changes in teachers' attitudes and

  20. 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

  1. Degradation and impact of phthalate plasticizers on soil microbial communities

    Energy Technology Data Exchange (ETDEWEB)

    Cartwright, C.D.; Thompson, I.P.; Burns, R.G.

    2000-05-01

    To assess the impact of phthalates on soil microorganisms and to supplement the environmental risk assessment for these xenobiotics, soil was treated with diethyl phthalate (DEP) or di (2-ethyl hexyl) phthalate (DEHP) at 0.1 to 100 mg/g. Bioavailability and membrane disruption were proposed as the characteristics responsible for the observed fate and toxicity of both compounds. Diethyl phthalate was biodegraded rapidly in soil with a half-life of 0.75 d at 20 C, and was not expected to persist in the environment. The DEHP, although biodegradable in aqueous solution, was recalcitrant in soil, because of poor bioavailability and was predicted to account for the majority of phthalate contamination in the environment. Addition of DEP or DEHP to soil at a concentration similar to that detected in nonindustrial environments had no impact on the structural diversity or functional diversity (BIOLOG) of the microbial community. At concentrations representative of a phthalate spill, DEP reduced numbers of both total culturable bacteria and pseudomonads within 1 d. This was due to disruption of membrane fluidity by the lipophilic phthalate, a mechanism not previously attributed to phthalates. However, DEHP had no effect on the microbial community or membrane fluidity, even at 100 mg/g, and was predicted to have no impact on microbial communities in the environment.

  2. 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.

  3. Impact of E-Learning Strategy on Students' Academic Performance ...

    African Journals Online (AJOL)

    This study examined the impact of e-learning strategies on students' academic performance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

  4. The Impact of Mobile Learning on ESP Learners' Performance

    Science.gov (United States)

    Alkhezzi, Fahad; Al-Dousari, Wadha

    2016-01-01

    This study explores the impact of using mobile phone applications, namely Telegram Messenger, on teaching and learning English in an ESP context. The main objective is to test whether using mobile phone applications have an impact on ESP learners' performance by mainly investigating the influence such teaching technique can have on learning…

  5. Answering questions about library impact on student learning

    Directory of Open Access Journals (Sweden)

    Derek Rodriguez

    2012-04-01

    Full Text Available image by wordshore on Flickr This essay reports on a project which evaluated the Understanding Library Impacts (ULI protocol, a suite of instruments for detecting and communicating library impact on student learning. The project was a dissertation study conducted with undergraduates enrolled in upper-level and capstone history classes at six U.S. colleges and universities in [...

  6. Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

    OpenAIRE

    Lotz, Maja

    2008-01-01

    In this paper I explore the constructive links between co-operation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory, the main purpose of this paper is to argue that both co-operation and rivalry are important triggers for mobilizing learning processes within and between teams. However, social learning theory tends to disregard the positive aspects of rivalry. Consequently, this paper will argue for the need to extend social learning theory ...

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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

  18. Do the Math: Course Redesign's Impact on Learning and Scheduling

    Science.gov (United States)

    Squires, John; Faulkner, Jerry; Hite, Carl

    2009-01-01

    The math department at Cleveland State Community College embarked upon course redesign in 2008. As a result of this project, student engagement, learning, and success rates have increased dramatically. By including both developmental and college level math courses in the redesign, the department has been able to implement innovative scheduling and…

  19. [Impacts of large hydropower station on benthic algal communities].

    Science.gov (United States)

    Jia, Xing-Huan; Jiang, Wan-Xiang; Li, Feng-Qing; Tang, Tao; Duan, Shu-Gui; Cai, Qing-Hua

    2009-07-01

    To investigate the impacts of large hydropower station in Gufu River on benthic algae, monthly samplings were conducted from September 2004 to June 2007 at the site GF04 which was impacted by the hydropower station, with the site GL03 in Gaolan River as reference. During sampling period, no significant differences were observed in the main physicochemical variables between GF04 and GL03, but the hydrodynamics differed significantly. GL03 was basically at a status of slow flow; while GF04, owing to the discharging from the reservoir, was at a riffle status during more than 60% of the sampling period. Such a difference in hydrodynamics induced significant differences in the community similarity of benthic algae and the relative abundance of unattached diatoms, erect diatoms, and stalked diatoms between GF04 and GL03, which could better reflect the impacts of irregular draw-off by large hydropower station on river eco-system.

  20. Do E-Textbooks Impact Learning Outcomes?

    Science.gov (United States)

    Fike, David; Fike, Renea

    2016-01-01

    The primary focus of this study was to determine if student learning outcomes in an undergraduate Statistics course differed based upon the type of textbook used (e-textbook or hardcopy). Fifty-six students enrolled in the course were allowed to choose textbook type. After controlling for student demographics and academic preparedness, student…

  1. 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.

  2. 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.

  3.  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...

  4. 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…

  5. Investigating Mathematics Teacher Learning within an In-Service Community of Practice: The Centrality of Confidence

    Science.gov (United States)

    Graven, Mellony

    2004-01-01

    This paper is part of a broader study that draws on Wenger's (Wenger, E.: 1998, "Communities of Practice: Learning, Meaning, and Identity", Cambridge University Press, New Work) social practice perspective to investigate teacher learning. The study extends Wenger's complex model of interrelated components of learning (as meaning, practice,…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Impacts of James Bay project on Cree communities

    International Nuclear Information System (INIS)

    Senecal, P.; Egre, D.

    1993-01-01

    The LaGrande hydroelectric project in northwest Quebec, originally begun in 1972, was blocked by the Cree Indians and a negotiated settlement was reached in 1975 to continue it in exchange for compensation, land rights, and other matters. The James Bay and Northern Quebec Agreement contained provisions regulating the use of land and aimed at preserving the traditional Cree way of life. Other complementary agreements were signed in the 1980s. The impact of river-system modifications on wildlife harvesting and the effect of access roads on Cree communities are discussed. Flooding of hunting lands affected some traplines, and the low productivity of shore habitats and the high levels of mercury in some fish have greatly limited use of the LaGrande reservoirs for other purposes. Stream navigation at some communities was made more difficult because of changed river flows. The impact of the roads has been more positive, since the roads have facilitated trade and reduced local prices of many goods, and made wildlife harvesting easier and more evenly distributed. An income security program for hunters, fishers, and trappers has helped preserve a traditional lifestyle. A sharp increase in salary income, indicating consolidation of the employment market in the region, is the most significant economic impact of the LaGrande project agreement. 6 refs

  14. Teachers' Experiences and Perceptions of a Community Music Project: Impacts on Community and New Ways of Working

    Science.gov (United States)

    Ansio, Hei; Seppälä, Piia; Houni, Pia

    2017-01-01

    This qualitative research discusses a Finnish community music project aimed at school pupils with disabilities. The practices of this project define community music as community-driven, goal-oriented participatory music-making with a musician as a facilitator. Instead of the effects on pupils, this research investigates the project's impacts on…

  15. 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

  16. 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

  17. E-learning in medical education: the potential environmental impact.

    Science.gov (United States)

    Walsh, Kieran

    2018-03-01

    Introduction There is a growing interest in the use of e-learning in medical education. However until recently there has been little interest in the potential environmental benefits of e-learning. This paper models various environmental outcomes that might emerge from the use of an e-learning resource (BMJ Learning) in CPD. Methods We modeled the use of e-learning as a component of CPD and evaluated the potential impact of this use on the learner's carbon footprint. We looked at a number of models - all from the perspective of a General Practitioner (GP). We assumed that all GPs completed 50 h or credits of CPD per year. Results High users of e-learning can reduce their carbon footprint - mainly by reducing their travel to face-to-face events (reducing printing also has a small beneficial effect). A high user of e-learning can reduce the carbon footprint that relates to their CPD by 18.5 kg. Discussion As global warming continues to pose a risk to human and environmental health, we feel that doctors have a duty to consider learning activities (such as e-learning) that are associated with a lower carbon footprint.

  18. The Impact of Mobile Learning on ESP Learners' Performance

    Directory of Open Access Journals (Sweden)

    Fahad Alkhezzi

    2016-07-01

    Full Text Available This study explores the impact of using mobile phone applications, namely Telegram Messenger, on teaching and learning English in an ESP context. The main objective is to test whether using mobile phone applications have an impact on ESP learners’ performance by mainly investigating the influence such teaching technique can have on learning vocabulary, and how this can affect the learner's’ ability to use grammar correctly and whether their writing skill is improved. The results showed that using mobile phone applications to teach a foreign language skill or subskill is fruitful and does impact learners’ comprehension of vocabulary and grammatical rules. The results specifically indicate that mobile phones can be used in many different ways to teach and learn technical and semi-technical vocabulary easily outside the classroom, however, to teach grammatical rules and writing it is recommended that certain strategies be used due to certain limitations.

  19. Impact of chronic and acute pesticide exposures on periphyton communities

    Energy Technology Data Exchange (ETDEWEB)

    Tlili, Ahmed, E-mail: ahmed.tlili@cemagref.fr [CEMAGREF, UR MAEP, 3 quai Chauveau CP 69336 Lyon Cedex 09 (France); Montuelle, Bernard, E-mail: bernard.montuelle@cemagref.fr [CEMAGREF, UR MAEP, 3 quai Chauveau CP 69336 Lyon Cedex 09 (France); INRA UMR CARRTEL, Laboratoire de Microbiologie Aquatique, BP 511, 74203, Thonon Cedex (France); Berard, Annette, E-mail: annette.berard@avignon.inra.fr [INRA UMR EMMAH 1114, Domaine Saint-Paul-Site Agroparc 84914 Avignon Cedex 9 (France); Bouchez, Agnes, E-mail: agnes.bouchez@thonon.inra.fr [INRA UMR CARRTEL, Laboratoire de Microbiologie Aquatique, BP 511, 74203, Thonon Cedex (France)

    2011-05-01

    Aquatic ecosystems face variable exposure to pesticides, especially during floodings which are associated with short bursts of high contaminant concentrations that influence biological systems. A study was undertaken to highlight the impact of the herbicide diuron applied in mixture with the fungicide tebuconazole on natural periphyton during flooding events. Periphyton were grown in two series of two lotic outdoor mesocosms: one series was non-contaminated while the other was exposed to chronic contamination. After 4 weeks, one channel of each series was exposed to three successive pulses, with each pulse followed by one week of recovery. Impacts on periphyton were assessed by using Denaturing Gel Gradient Electrophoresis to characterize eukaryotic community structure. At a functional scale, photosynthetic efficiency was quantified during each pulse, and the induced tolerance to diuron was estimated by performing short-term inhibition tests based on photosynthetic efficiency. Moreover, pesticide concentrations in the water column and periphyton matrix were measured. Diuron was adsorbed in the periphyton during each pulse and desorbed 13 h after pulse end. The different pulses affected the eukaryotic community structures of the control biofilms, but not of the chronically exposed ones. During the first pulse, photosynthetic efficiency was correlated with pesticide concentration in the water phase, and there was no difference between periphyton from chronically contaminated channels and control channels. However, during the second and third pulses, the photosynthetic efficiency of periphyton chronically exposed to pesticides appeared to be less impacted by the acute pulsed exposure of pesticide. These changes were consistent with the acquisition of induced tolerance to diuron since only after the third pulse that periphyton from chronic channel became tolerant to diuron. Our experimental study indicates that the effects of pulsed acute exposures to pesticides on

  20. Impact of chronic and acute pesticide exposures on periphyton communities

    International Nuclear Information System (INIS)

    Tlili, Ahmed; Montuelle, Bernard; Berard, Annette; Bouchez, Agnes

    2011-01-01

    Aquatic ecosystems face variable exposure to pesticides, especially during floodings which are associated with short bursts of high contaminant concentrations that influence biological systems. A study was undertaken to highlight the impact of the herbicide diuron applied in mixture with the fungicide tebuconazole on natural periphyton during flooding events. Periphyton were grown in two series of two lotic outdoor mesocosms: one series was non-contaminated while the other was exposed to chronic contamination. After 4 weeks, one channel of each series was exposed to three successive pulses, with each pulse followed by one week of recovery. Impacts on periphyton were assessed by using Denaturing Gel Gradient Electrophoresis to characterize eukaryotic community structure. At a functional scale, photosynthetic efficiency was quantified during each pulse, and the induced tolerance to diuron was estimated by performing short-term inhibition tests based on photosynthetic efficiency. Moreover, pesticide concentrations in the water column and periphyton matrix were measured. Diuron was adsorbed in the periphyton during each pulse and desorbed 13 h after pulse end. The different pulses affected the eukaryotic community structures of the control biofilms, but not of the chronically exposed ones. During the first pulse, photosynthetic efficiency was correlated with pesticide concentration in the water phase, and there was no difference between periphyton from chronically contaminated channels and control channels. However, during the second and third pulses, the photosynthetic efficiency of periphyton chronically exposed to pesticides appeared to be less impacted by the acute pulsed exposure of pesticide. These changes were consistent with the acquisition of induced tolerance to diuron since only after the third pulse that periphyton from chronic channel became tolerant to diuron. Our experimental study indicates that the effects of pulsed acute exposures to pesticides on

  1. 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…

  2. Advanced Learning Technologies and Learning Networks and Their Impact on Future Aerospace Workforce

    Science.gov (United States)

    Noor, Ahmed K. (Compiler)

    2003-01-01

    This document contains the proceedings of the training workshop on Advanced Learning Technologies and Learning Networks and their impact on Future Aerospace Workforce. The workshop was held at the Peninsula Workforce Development Center, Hampton, Virginia, April 2 3, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry, and universities. The objectives of the workshop were to: 1) provide broad overviews of the diverse activities related to advanced learning technologies and learning environments, and 2) identify future directions for research that have high potential for aerospace workforce development. Eighteen half-hour overviewtype presentations were made at the workshop.

  3. 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."

  4. 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...

  5. 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.

  6. 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

  7. The Impact of Learning on Cumulative Innovation

    DEFF Research Database (Denmark)

    Santiago, Leonardo; Couto, Julia; Joglekar, Nitin

    The ability to continuously innovate is a key asset to maintain a competitive advantage. A sequence of successful innovations can render a company not only a new product or technique but also a platform which could be used in future. This work investigates how knowledge is accumulated over time...... as a function of managerial decisions and the dynamics of firm’s knowledge. Our results show that an organization can actively select pivoting points to appropriately balance exploration and exploitation initiatives and successfully learn. Moreover, we show how companies improve their performance by reacting...

  8. Examining Informal Learning in Commercial Airline Pilots' Communities of Practice

    Science.gov (United States)

    Corns, Kevin M.

    2014-01-01

    A pragmatic sequential mixed methods research methodology was used to examine commercial airline pilots' (N =156) types and frequencies of informal learning activities, perceptions of workplace informal learning, and opinions on how organizations should support workplace informal learning outside of the formal learning environment. This study…

  9. 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

  10. 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

  11. THE IMPACTS OF SOCIAL NETWORKING SITES IN HIGHER LEARNING

    Directory of Open Access Journals (Sweden)

    Mohd Ishak Bin Ismail

    2016-02-01

    Full Text Available Social networking sites, a web-based application have permeated the boundary between personal lives and student lives. Nowadays, students in higher learning used social networking site such as Facebook to facilitate their learning through the academic collaboration which it further enhances students’ social capital. Social networking site has many advantages to improve students’ learning. To date, Facebook is the leading social networking sites at this time which it being widely used by students in higher learning to communicate to each other, to carry out academic collaboration and sharing resources. Learning through social networking sites is based on the social interaction which learning are emphasizing on students, real world resources, active students` participation, diversity of learning resources and the use of digital tools to deliver meaningful learning. Many studies found the positive, neutral and negative impact of social networking sites on academic performance. Thus, this study will determine the relationship between Facebook usage and academic achievement. Also, it will investigate the association of social capital and academic collaboration to Facebook usage.

  12. Changes in soil nematode communities under the impact of fertilizers

    Science.gov (United States)

    Gruzdeva, L. I.; Matveeva, E. M.; Kovalenko, T. E.

    2007-06-01

    Changes taking place in the communities of soil nematodes of an artificially sown meadow under the impact of annually applied mineral fertilizers have been studied in a field experiment for nine years. It is shown that changes in the species composition, trophic structure, and numbers of nematodes from different genera depend on the fertilizer applied and on the competitiveness of the plant species grown. The spectra of nematode genera sensitive to the complete mineral fertilizer (NPK) and to the particular nutrients have been identified with the use of a number of parameters, including the maturity index of nematode communities, the biotope preferences of the particular nematode genera, and the general pattern of nematode habitats. The results obtained in this study can be used to assess the effect of mineral fertilizers on the soil fauna and to suggest optimum application rates of mineral fertilizers ensuring the sustainable development of meadow herbs. The use of the data on the trophic structure of nematode communities for predicting the ways of organic matter decomposition in the soil is discussed.

  13. Community-Level Impacts Projection System (CLIPS). Final report

    Energy Technology Data Exchange (ETDEWEB)

    Monts, J.K.; Bareiss, E.R.

    1979-02-01

    The Community-Level Impacts Projection System includes a set of techniques for providing detailed advance information required for rational planning. The computerized system generates reports which enable the user: to describe the energy development activity in terms of its employment demands and spatial location; to estimate how many in-migrating workers will be required; to estimate the demographic characteristics of the in-migrating workers (e.g., how many elementary school children they will bring); to estimate how many additional secondary employment opportunities (e.g., employment in eating and drinking establishments and grocery stores) will be generated; to estimate what the local area's population levels in various age groups would be both with the project and without it; to estimate community population levels for both the impact case and the baseline case; and to estimate the approximate resource requirements and costs for providing additional municipal facilities and services (e.g., water treatment and distribution, wastewater treatment and collection, gas and electric distribution, police and fire protection, etc.)

  14. Swashed away? Storm impacts on sandy beach macrofaunal communities

    Science.gov (United States)

    Harris, Linda; Nel, Ronel; Smale, Malcolm; Schoeman, David

    2011-09-01

    Storms can have a large impact on sandy shores, with powerful waves eroding large volumes of sand off the beach. Resulting damage to the physical environment has been well-studied but the ecological implications of these natural phenomena are less known. Since climate change predictions suggest an increase in storminess in the near future, understanding these ecological implications is vital if sandy shores are to be proactively managed for resilience. Here, we report on an opportunistic experiment that tests the a priori expectation that storms impact beach macrofaunal communities by modifying natural patterns of beach morphodynamics. Two sites at Sardinia Bay, South Africa, were sampled for macrofauna and physical descriptors following standard sampling methods. This sampling took place five times at three- to four-month intervals between April 2008 and August 2009. The second and last sampling events were undertaken after unusually large storms, the first of which was sufficiently large to transform one site from a sandy beach into a mixed shore for the first time in living memory. A range of univariate (linear mixed-effects models) and multivariate (e.g. non-metric multidimensional scaling, PERMANOVA) methods were employed to describe trends in the time series, and to explore the likelihood of possible explanatory mechanisms. Macrofaunal communities at the dune-backed beach (Site 2) withstood the effects of the first storm but were altered significantly by the second storm. In contrast, macrofauna communities at Site 1, where the supralittoral had been anthropogenically modified so that exchange of sediments with the beach was limited, were strongly affected by the first storm and showed little recovery over the study period. In line with predictions from ecological theory, beach morphodynamics was found to be a strong driver of temporal patterns in the macrofaunal community structure, with the storm events also identified as a significant factor, likely

  15. 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.

  16. 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.

  17. 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.

  18. The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning

    International Nuclear Information System (INIS)

    Kourdioukova, Elena V.; Verstraete, Koenraad L.; Valcke, Martin

    2011-01-01

    Objective: The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. Methods: The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. Results: The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Conclusion: Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches.

  19. 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...

  20. 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.

  1. Impact of Cooperative Learning Approach on Senior Secondary ...

    African Journals Online (AJOL)

    This research work investigated the impact of cooperative learning approach on the performance of secondary school students in mathematics using some selected secondary schools. It employed one hundred and twenty students selected from the entire population of students offering mathematics at the senior secondary ...

  2. Impact of the Children's Television Act on Children's Learning.

    Science.gov (United States)

    Calvert, Sandra; Kotler, Jennifer; Kuhl, Alison; Riboli, Michael

    The impact of the Children's Television Act, which requires broadcasters to provide educational and informational programs for children, was examined by having 141 second through sixth graders watch 16 popular and unpopular television programs and then assess the motivational appeal of, and children's learning from, these programs. Popular and…

  3. Predicting Market Impact Costs Using Nonparametric Machine Learning Models.

    Directory of Open Access Journals (Sweden)

    Saerom Park

    Full Text Available Market impact cost is the most significant portion of implicit transaction costs that can reduce the overall transaction cost, although it cannot be measured directly. In this paper, we employed the state-of-the-art nonparametric machine learning models: neural networks, Bayesian neural network, Gaussian process, and support vector regression, to predict market impact cost accurately and to provide the predictive model that is versatile in the number of variables. We collected a large amount of real single transaction data of US stock market from Bloomberg Terminal and generated three independent input variables. As a result, most nonparametric machine learning models outperformed a-state-of-the-art benchmark parametric model such as I-star model in four error measures. Although these models encounter certain difficulties in separating the permanent and temporary cost directly, nonparametric machine learning models can be good alternatives in reducing transaction costs by considerably improving in prediction performance.

  4. Predicting Market Impact Costs Using Nonparametric Machine Learning Models.

    Science.gov (United States)

    Park, Saerom; Lee, Jaewook; Son, Youngdoo

    2016-01-01

    Market impact cost is the most significant portion of implicit transaction costs that can reduce the overall transaction cost, although it cannot be measured directly. In this paper, we employed the state-of-the-art nonparametric machine learning models: neural networks, Bayesian neural network, Gaussian process, and support vector regression, to predict market impact cost accurately and to provide the predictive model that is versatile in the number of variables. We collected a large amount of real single transaction data of US stock market from Bloomberg Terminal and generated three independent input variables. As a result, most nonparametric machine learning models outperformed a-state-of-the-art benchmark parametric model such as I-star model in four error measures. Although these models encounter certain difficulties in separating the permanent and temporary cost directly, nonparametric machine learning models can be good alternatives in reducing transaction costs by considerably improving in prediction performance.

  5. 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...

  6. 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.

  7. A community based intervention program to enhance neighborhood cohesion: The Learning Families Project in Hong Kong.

    Science.gov (United States)

    Shen, Chen; Wan, Alice; Kwok, Lit Tung; Pang, Sally; Wang, Xin; Stewart, Sunita M; Lam, Tai Hing; Chan, Sophia S

    2017-01-01

    Neighborhood cohesion, which refers to the extent of the connectedness and solidarity among residents in a community or neighborhood, is an important determinant of human health. To enhance neighborhood cohesion, the "Learning Families Project" was developed with a series of intervention programs in Kwun Tong in Hong Kong, a district with low neighborhood cohesion. This project, based on the social ecological model, provided a platform for neighbors to learn, communicate and interact with each other. This quasi-experimental study included two nearby government subsidized low rent housing estates separated by busy main roads. One served as the intervention (Tsui Ping (South) Estate) and one as the control (Shun Tin Estate) estate. The intervention included promotion, resident training and learning programs, embodied by a series of community activities such as talks, day camp, thematic activities and horticulture class. Baseline (before the programs) and follow-up (one year after the programs) surveys were conducted both in the intervention and control estate to assess the impact of the programs on neighborhood cohesion. The number of residents who completed both the baseline and follow-up surveys was 502 in the intervention estate and 476 in the control estate. Neighborhood cohesion significantly improved in the intervention group after the programs (Cohen effect size d: 0.15). Compared with the control group, the improvements in closeness of the neighborhood and trust in neighbors were significantly greater in the intervention group (Cohen effect size d: 0.13 and 0.14, respectively). This brief intervention program using a quasi-experimental study design increased neighborhood cohesion in a low rent housing estate. ClinicalTrials.gov NCT02851667.

  8. 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.

  9. Systematic review of community health impacts of mountaintop removal mining.

    Science.gov (United States)

    Boyles, Abee L; Blain, Robyn B; Rochester, Johanna R; Avanasi, Raghavendhran; Goldhaber, Susan B; McComb, Sofie; Holmgren, Stephanie D; Masten, Scott A; Thayer, Kristina A

    2017-10-01

    The objective of this evaluation is to understand the human health impacts of mountaintop removal (MTR) mining, the major method of coal mining in and around Central Appalachia. MTR mining impacts the air, water, and soil and raises concerns about potential adverse health effects in neighboring communities; exposures associated with MTR mining include particulate matter (PM), polycyclic aromatic hydrocarbons (PAHs), metals, hydrogen sulfide, and other recognized harmful substances. A systematic review was conducted of published studies of MTR mining and community health, occupational studies of MTR mining, and any available animal and in vitro experimental studies investigating the effects of exposures to MTR-mining-related chemical mixtures. Six databases (Embase, PsycINFO, PubMed, Scopus, Toxline, and Web of Science) were searched with customized terms, and no restrictions on publication year or language, through October 27, 2016. The eligibility criteria included all human population studies and animal models of human health, direct and indirect measures of MTR-mining exposure, any health-related effect or change in physiological response, and any study design type. Risk of bias was assessed for observational and experimental studies using an approach developed by the National Toxicology Program (NTP) Office of Health Assessment and Translation (OHAT). To provide context for these health effects, a summary of the exposure literature is included that focuses on describing findings for outdoor air, indoor air, and drinking water. From a literature search capturing 3088 studies, 33 human studies (29 community, four occupational), four experimental studies (two in rat, one in vitro and in mice, one in C. elegans), and 58 MTR mining exposure studies were identified. A number of health findings were reported in observational human studies, including cardiopulmonary effects, mortality, and birth defects. However, concerns for risk of bias were identified, especially

  10. The Impacts of Demographic Variables on Technological and Contextual Challenges of E-learning Implementation

    Science.gov (United States)

    Aldowah, Hanan; Ghazal, Samar; Naufal Umar, Irfan; Muniandy, Balakrishnan

    2017-09-01

    Information technology has achieved robust growth which has made it possible for learning to occur quickly. The rapid development of information, communication and technologies (ICT) has initiated an unparalleled transformation in universities all over the world. This development of technology and learning is offering new techniques to represent knowledge, new practices, and new global communities of learners. As a result, today’s economic and social changes force universities to try to find new learning approaches and systems. E-learning seems to be an appropriate approach in this aspect. However, the implementation of e-learning systems in universities is not an easy task because of some challenges related to context, technology, and other challenges. This paper studied the impacts of demographic data and reported the critical points for the decision makers to consider when planning and implementing e-learning in universities. A quantitative approach was used to study the effects of technological and contextual challenges on e-learning implementation in which a questionnaire was used for the data collection. According to the findings of the study, the most important challenges of the implementation of e-learning are related either to organizational (Contextual) and technological (technical) issues. The demographic variables have been found to play a direct and indirect role with the technological and contextual challenges of implementing e-learning. This paper showed that there are some significant differences in the two challenges faced by instructors in terms of the demographic variables. The result revealed that some significant differences exist between demographic variables and the two challenges of e-learning in terms of gender, age, teaching experience, ICT experience and e-learning experience. However, there is no significant difference in terms of e-learning experience. The obtained data, from such study, can provide information about what academic

  11. 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

  12. The Impact of OER on Teaching and Learning Practice

    Directory of Open Access Journals (Sweden)

    Martin Weller

    2015-11-01

    Full Text Available The OER Research Hub has been investigating the impact of OER, using eleven hypotheses, and a mixed methods approach to establish an evidence base. This paper explores the findings relating to teaching and learning. The findings reveal a set of direct impacts, including an increase in factors relating to student performance, increased reflection on the part of educators, and the use of OER to trial and supplement formal study. There are also indirect impacts, whose benefits will be seen after several iterations. These include the wide scale reporting of adaptation, and the increase in sharing and open practice that results from OER usage.

  13. 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.

  14. 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.

  15. 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

  16. 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…

  17. Web Applications That Promote Learning Communities in Today's Online Classrooms

    Science.gov (United States)

    Reigle, Rosemary R.

    2015-01-01

    The changing online learning environment requires that instructors depend less on the standard tools built into most educational learning platforms and turn their focus to use of Open Educational Resources (OERs) and free or low-cost commercial applications. These applications permit new and more efficient ways to build online learning communities…

  18. Teacher and learner: Supervised and unsupervised learning in communities.

    Science.gov (United States)

    Shafto, Michael G; Seifert, Colleen M

    2015-01-01

    How far can teaching methods go to enhance learning? Optimal methods of teaching have been considered in research on supervised and unsupervised learning. Locally optimal methods are usually hybrids of teaching and self-directed approaches. The costs and benefits of specific methods have been shown to depend on the structure of the learning task, the learners, the teachers, and the environment.

  19. Peer-Allocated Instant Response (PAIR): Computional allocation of peer tutors in learning communities

    NARCIS (Netherlands)

    Westera, Wim

    2009-01-01

    Westera, W. (2007). Peer-Allocated Instant Response (PAIR): Computational allocation of peer tutors in learning communities. Journal of Artificial Societies and Social Simulation, http://jasss.soc.surrey.ac.uk/10/2/5.html

  20. Knowledge Sharing, Communities of Practice, and Learning Asset Integration - DAU's Major Initiatives

    National Research Council Canada - National Science Library

    Hickok, John

    2005-01-01

    The concepts of Knowledge Management (KM) and knowledge communities have matured over the past decade and are being recognized as major enablers for personal learning and job performance in achieving organizational business objectives...

  1. Impact of Oil on Bacterial Community Structure in Bioturbated Sediments

    Science.gov (United States)

    Stauffert, Magalie; Cravo-Laureau, Cristiana; Jézéquel, Ronan; Barantal, Sandra; Cuny, Philippe; Gilbert, Franck; Cagnon, Christine; Militon, Cécile; Amouroux, David; Mahdaoui, Fatima; Bouyssiere, Brice; Stora, Georges; Merlin, François-Xavier; Duran, Robert

    2013-01-01

    Oil spills threaten coastlines where biological processes supply essential ecosystem services. Therefore, it is crucial to understand how oil influences the microbial communities in sediments that play key roles in ecosystem functioning. Ecosystems such as sediments are characterized by intensive bioturbation due to burrowing macrofauna that may modify the microbial metabolisms. It is thus essential to consider the bioturbation when determining the impact of oil on microbial communities. In this study, an experimental laboratory device maintaining pristine collected mudflat sediments in microcosms closer to true environmental conditions – with tidal cycles and natural seawater – was used to simulate an oil spill under bioturbation conditions. Different conditions were applied to the microcosms including an addition of: standardized oil (Blend Arabian Light crude oil, 25.6 mg.g−1 wet sediment), the common burrowing organism Hediste (Nereis) diversicolor and both the oil and H. diversicolor. The addition of H. diversicolor and its associated bioturbation did not affect the removal of petroleum hydrocarbons. After 270 days, 60% of hydrocarbons had been removed in all microcosms irrespective of the H. diversicolor addition. However, 16S-rRNA gene and 16S-cDNA T-RFLP and RT-PCR-amplicon libraries analysis showed an effect of the condition on the bacterial community structure, composition, and dynamics, supported by PerMANOVA analysis. The 16S-cDNA libraries from microcosms where H. diversicolor was added (oiled and un-oiled) showed a marked dominance of sequences related to Gammaproteobacteria. However, in the oiled-library sequences associated to Deltaproteobacteria and Bacteroidetes were also highly represented. The 16S-cDNA libraries from oiled-microcosms (with and without H. diversicolor addition) revealed two distinct microbial communities characterized by different phylotypes associated to known hydrocarbonoclastic bacteria and dominated by

  2. Impact of oil on bacterial community structure in bioturbated sediments.

    Directory of Open Access Journals (Sweden)

    Magalie Stauffert

    Full Text Available Oil spills threaten coastlines where biological processes supply essential ecosystem services. Therefore, it is crucial to understand how oil influences the microbial communities in sediments that play key roles in ecosystem functioning. Ecosystems such as sediments are characterized by intensive bioturbation due to burrowing macrofauna that may modify the microbial metabolisms. It is thus essential to consider the bioturbation when determining the impact of oil on microbial communities. In this study, an experimental laboratory device maintaining pristine collected mudflat sediments in microcosms closer to true environmental conditions--with tidal cycles and natural seawater--was used to simulate an oil spill under bioturbation conditions. Different conditions were applied to the microcosms including an addition of: standardized oil (Blend Arabian Light crude oil, 25.6 mg.g⁻¹ wet sediment, the common burrowing organism Hediste (Nereis diversicolor and both the oil and H. diversicolor. The addition of H. diversicolor and its associated bioturbation did not affect the removal of petroleum hydrocarbons. After 270 days, 60% of hydrocarbons had been removed in all microcosms irrespective of the H. diversicolor addition. However, 16S-rRNA gene and 16S-cDNA T-RFLP and RT-PCR-amplicon libraries analysis showed an effect of the condition on the bacterial community structure, composition, and dynamics, supported by PerMANOVA analysis. The 16S-cDNA libraries from microcosms where H. diversicolor was added (oiled and un-oiled showed a marked dominance of sequences related to Gammaproteobacteria. However, in the oiled-library sequences associated to Deltaproteobacteria and Bacteroidetes were also highly represented. The 16S-cDNA libraries from oiled-microcosms (with and without H. diversicolor addition revealed two distinct microbial communities characterized by different phylotypes associated to known hydrocarbonoclastic bacteria and dominated by

  3. 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

  4. 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.

  5. 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...

  6. 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.

  7. 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…

  8. 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

  9. Partnership Among Peers: Lessons Learned From the Development of a Community Organization-Academic Research Training Program.

    Science.gov (United States)

    Jewett-Tennant, Jeri; Collins, Cyleste; Matloub, Jacqueline; Patrick, Alison; Chupp, Mark; Werner, James J; Borawski, Elaine A

    2016-01-01

    Community engagement and rigorous science are necessary to address health issues. Increasingly, community health organizations are asked to partner in research. To strengthen such community organization-academic partnerships, increase research capacity in community organizations, and facilitate equitable partnered research, the Partners in Education Evaluation and Research (PEER) program was developed. The program implements an 18-month structured research curriculum for one mid-level employee of a health-focused community-based organization with an organizational mentor and a Case Western Reserve University faculty member as partners. The PEER program was developed and guided by a community-academic advisory committee and was designed to impact the research capacity of organizations through didactic modules and partnered research in the experiential phase. Active participation of community organizations and faculty during all phases of the program provided for bidirectional learning and understanding of the challenges of community-engaged health research. The pilot program evaluation used qualitative and quantitative data collection techniques, including experiences of the participants assessed through surveys, formal group and individual interviews, phone calls, and discussions. Statistical analysis of the change in fellows' pre-test and post-test survey scores were conducted using paired sample t tests. The small sample size is recognized by the authors as a limitation of the evaluation methods and would potentially be resolved by including more cohort data as the program progresses. Qualitative data were reviewed by two program staff using content and narrative analysis to identify themes, describe and assess group phenomena and determine program improvements. The objective of PEER is to create equitable partnerships between community organizations and academic partners to further research capacity in said organizations and develop mutually beneficial research

  10. ANALYSIS OF AQUATIC MICROBIAL COMMUNITIES IMPACTED BY LARGE POULTRY FORMS

    Science.gov (United States)

    Microbial communities often respond more rapidly and extensively to environmental change than communities of higher organisms. Thus, characterizing shifts in the structure of native bacterial communities as a response to changes in nutrients, antimicrobials, and invading pathogen...

  11. Exploring the Use of Electronic Mobile Technologies among Distance Learners in Rural Communities for Safe and Disruptive Learning

    Science.gov (United States)

    Ntloedibe-Kuswani, Gomang Seratwa

    2013-01-01

    Several studies indicated the potential of electronic mobile technologies in reaching (safe learning) under-served communities and engaging (disruptive learning) disadvantaged peoples affording them learning experiences. However, the potential benefits of (electronic mobile learning) e-mobile learning have not been well understood from the…

  12. 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...

  13. 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.

  14. The educational impact of the Specialty Care Access Network-Extension of Community Healthcare Outcomes program.

    Science.gov (United States)

    Salgia, Reena J; Mullan, Patricia B; McCurdy, Heather; Sales, Anne; Moseley, Richard H; Su, Grace L

    2014-11-01

    With the aging hepatitis C cohort and increasing prevalence of fatty liver disease, the burden on primary care providers (PCPs) to care for patients with liver disease is growing. In response, the Veterans Administration implemented initiatives for primary care-specialty referral to increase PCP competency in complex disease management. The Specialty Care Access Network-Extension of Community Healthcare Outcomes (SCAN-ECHO) program initiative was designed to transfer subspecialty knowledge to PCPs through case-based distance learning combined with real-time consultation. There is limited information regarding the initiative's ability to engage PCPs to learn and influence their practice. We surveyed PCPs to determine the factors that led to their participation in this program and the educational impact of participation. Of 51 potential participants, 24 responded to an anonymous survey. More than 75% of respondents participated more than one time in a SCAN-ECHO clinic. Providers were motivated to participate by a desire to learn more about liver disease, to apply the knowledge gained to future patients, and to save their patients time traveling to another center for specialty consultation. Seventy-one percent responded that the didactic component and case-based discussion were equally important. It is important that participation changed clinical practice: 75% of providers indicated they had personally discussed the information they learned from the case presentations with their colleague(s), and 42% indicated they helped a colleague care for their patient with the knowledge learned during discussions of other participants' cases. This study shows that the SCAN-ECHO videoconferencing program between PCPs and specialists can educate providers in the delivery of specialty care from a distance and potentially improve healthcare delivery.

  15. Special Globelics session proposal on: Lessons learned for priority setting and indicators relevant to the impact of research programmes in Europe and Emerging Economies. An evidence-based debate between the research and the policy-shaping community

    Energy Technology Data Exchange (ETDEWEB)

    Caloghirou, Y.; Vonortas, N.

    2016-07-01

    The purpose of this session is to present a coherent set of papers offering useful insights on research priority setting processes/activities and indicators used to measure the impact of research and technology development programmes in Europe and Emerging Economies (Brazil, Chile, Peru and Russia). In particular, the first paper focuses on the research collaborative networks funded by the European Union during the past three decades and offers a comprehensive picture of science-industry collaboration in Europe by using network indicators and providing data on the characteristics and the innovative performance of young firms participating in these networks. The second paper presents three cases of non-traditional indicators for R&D funding agencies from emerging economies and aims at contributing to the discussions on the importance of employing suitable indicators that can complement classic STI indicators. The third paper seeks to provide a critical overview of the recent exercise in the evaluation of public research institutions in Russia. The session (180 min) aims at bringing together researchers from both developed and emerging countries as well as policy makers and will be divided into two parts . The first part will be devoted in papers’ presentation and the second one in papers’ discussion by invited policy experts and officials. (Author)

  16. Implementation of Cooperative Learning in the Center for Community Service and Continuing Education at Kuwait University

    Science.gov (United States)

    Alansari, Eissa M.

    2006-01-01

    The purpose of this study is to review the success of implementation of cooperative learning in various courses delivered at the Center for Community Service and Continuing Education at Kuwait University. According to recent research in the field of social cognition, learning situations which make use of the social context often achieve superior…

  17. Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

    Science.gov (United States)

    Lotz, Maja

    2010-01-01

    This paper explores the constructive links between cooperation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory and qualitative data from case studies conducted in Danish team-based firms, the main purpose is to argue that both cooperation and rivalry are important triggers for mobilizing…

  18. Service-Learning Enriches Advertising Knowledge, Builds Students' Portfolios, and Promotes Community Engagement after Graduation

    Science.gov (United States)

    Tucciarone, Krista

    2012-01-01

    This study investigated the influence of a service-learning component in an advertising course, specifically examining its ability to enrich advertising knowledge, build students' portfolios, and influence students' community engagement after graduation. The research revealed that service-learning positively affects students' understanding of…

  19. 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…

  20. Othering in Online Learning: An Examination of Social Presence, Identity, and Sense of Community

    Science.gov (United States)

    Phirangee, Krystle; Malec, Alesia

    2017-01-01

    Fostering a strong sense of community among students in online courses is the goal of many instructors because it is seen as being essential in supporting students' learning experiences. However, high dropout rates in online learning suggest that students feel disconnected and isolated from their course, feelings which have been attributed to the…

  1. 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…

  2. In-Course Instructor-Guided Service Learning in a Community College General Psychology Class

    Science.gov (United States)

    Goomas, David T.; Weston, Melissa B.

    2012-01-01

    Students enrolled in two general psychology classes at El Centro College (ECC) of the Dallas County Community College District (DCCCD) were offered the opportunity to earn extra credit by performing up to 20 hours of service learning. Benefits of service learning were observed in student development, including exploration of career possibilities,…

  3. Relationships between Teacher Value Orientations, Collegiality, and Collaboration in School Professional Learning Communities

    Science.gov (United States)

    Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

    2015-01-01

    Unlike past research which has mainly examined whole school or whole department professional learning communities, this study focused on factors related to effective collaborative practices within teacher learning teams. Our main objective was to ascertain the roles of team value orientations (collectivism and power distance) and team collegiality…

  4. A Journal of Critical Inquiry and Professional Learning: Telling Tales of Community Art, Aesthetics, and Cultures

    Science.gov (United States)

    Krug, Don H.; Parker, Ann

    2009-01-01

    In this article, the authors share some of their learning about art, aesthetics, and people's ways of living. They discuss why the renewal of professional learning is important and demonstrate how K-12 teachers can engage in this process by creating a journal of critical inquiry about their own local communities' art, aesthetics, and cultures.…

  5. The Strategic Thinking and Learning Community: An Innovative Model for Providing Academic Assistance

    Science.gov (United States)

    Commander, Nannette Evans; Valeri-Gold, Maria; Darnell, Kim

    2004-01-01

    Today, academic assistance efforts are frequently geared to all students, not just the underprepared, with study skills offered in various formats. In this article, the authors describe a learning community model with the theme, "Strategic Thinking and Learning" (STL). Results of data analysis indicate that participants of the STL…

  6. 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…

  7. 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…

  8. A View of Professional Learning Communities through Three Frames: Leadership, Organization, and Culture

    Science.gov (United States)

    Mullen, Carol A.; Schunk, Dale H.

    2010-01-01

    In this discussion of professional learning communities (PLCs) in North American public schools, we examine three theoretical frames--leadership, organization, and culture. Issues related to learning are infused throughout our presentation of the frames. Based on our analysis of the current literature on this topic, PLCs offer a promising tool for…

  9. 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…

  10. 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…

  11. 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…

  12. 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...

  13. 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,

  14. Adults with Learning Disabilities Experiences of Using Community Dental Services: Service User and Carer Perspectives

    Science.gov (United States)

    Lees, Carolyn; Poole, Helen; Brennan, Michelle; Irvine, Fiona

    2017-01-01

    Background: The government alongside other health and social care organisation have identified the need to improve the care provided for people with learning disabilities. Materials and Methods: This service evaluation aimed to explore the experiences of people with learning disabilities and their carers who accessed community dental services…

  15. 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…

  16. Measuring Curricular Impact on Dental Hygiene Students' Transformative Learning.

    Science.gov (United States)

    Springfield, Emily C; Smiler, Andrew P; Gwozdek, Anne E

    2015-12-01

    Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e-learning dental hygiene degree completion program beyond attainment of competence-changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students' confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle-performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e-learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle-performing students is warranted.

  17. The influence of an online virtual situated environment on a Chinese learning community

    Directory of Open Access Journals (Sweden)

    Kuo-En Chang

    2012-03-01

    Full Text Available This study used an online virtual environment to create and develop a Chinese learning community. The purposes of research were (1 to enhance the Chinese learners’ oral Chinese communication skills and (2 to change the community members’ Chinese speaking and teaching behavior. This is an action research. The research tried to create a community in a virtual environment. The research results showed that (1 a virtual community can enhance learner’s Chinese competence, and (2 future Chinese teachers’ instructional and leading skills can be developed in a virtual community situation.

  18. The impact of genetically modified crops on soil microbial communities.

    Science.gov (United States)

    Giovannetti, Manuela; Sbrana, Cristiana; Turrini, Alessandra

    2005-01-01

    Genetically modified (GM) plants represent a potential benefit for environmentally friendly agriculture and human health. Though, poor knowledge is available on potential hazards posed by unintended modifications occurring during genetic manipulation. The increasing amount of reports on ecological risks and benefits of GM plants stresses the need for experimental works aimed at evaluating the impact of GM crops on natural and agro-ecosystems. Major environmental risks associated with GM crops include their potential impact on non-target soil microorganisms playing a fundamental role in crop residues degradation and in biogeochemical cycles. Recent works assessed the effects of GM crops on soil microbial communities on the basis of case-by-case studies, using multimodal experimental approaches involving different target and non-target organisms. Experimental evidences discussed in this review confirm that a precautionary approach should be adopted, by taking into account the risks associated with the unpredictability of transformation events, of their pleiotropic effects and of the fate of transgenes in natural and agro-ecosystems, weighing benefits against costs.

  19. Training the Foot Soldiers of Inquiry: Development and Evaluation of a Graduate Teaching Assistant Learning Community

    Science.gov (United States)

    Linenberger, Kimberly; Slade, Michael C.; Addis, Elizabeth A.; Elliott, Emily R.; Mynhardt, Glené; Raker, Jeffrey R.

    2014-01-01

    As part of a Howard Hughes Program for Innovation in Science Education grant at Iowa State University, a series of interdisciplinary graduate teaching assistant learning communities (TALC) were developed. The purpose of these communities was to create an environment to facilitate teaching assistants' pedagogical development and training to enhance…

  20. Working for Equality and Diversity in Adult and Community Learning: Leadership, Representation and Racialised "Outsiders within"

    Science.gov (United States)

    Hunter, Shona

    2006-01-01

    This article uses empirical material from a qualitative study of adult and community learning (ACL) to explore issues around leading for equality and diversity in educational organisations. What the author is interested in is the way that the commitment to a "community" context in ACL opens up (or keeps open) certain possibilities for "diverse"…

  1. Designing innovative learning environments to foster communities of learners for students in initial vocational education

    NARCIS (Netherlands)

    Boersma, A.; ten Dam, G.T.M.; Wardekker, W.L.; Volman, M.L.L.

    2016-01-01

    In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and

  2. Designing innovative learning environments to foster communities of learners for students in initial vocational education

    NARCIS (Netherlands)

    Boersma, A.; ten Dam, G.; Wardekker, W.; Volman, M.

    In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and

  3. 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,…

  4. The Place of Community-Based Learning in Higher Education: A Case Study of Interchange

    Science.gov (United States)

    Hardwick, Louise

    2013-01-01

    This article focuses on one strand of community engagement: community-based learning for students. It considers in particular Interchange as a case study. Interchange is a registered charity based in, but independent of, a department in a Higher Education Institution. It brokers between undergraduate research/work projects and Voluntary Community…

  5. 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…

  6. 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…

  7. Learning in/through Everyday Resistance: A Cultural-Historical Perspective on Community Resources and Curriculum

    Science.gov (United States)

    Pacheco, Mariana

    2012-01-01

    This essay addresses the value of leveraging the unique learning, thinking, and knowledge students develop in home-community spaces for school curriculum. The author explores "everyday resistance" to highlight a particular set of enacted political actions and practices in which students, families, and communities participate to negotiate the…

  8. Relationship between Active Learning Methodologies and Community College Students' STEM Course Grades

    Science.gov (United States)

    Lesk, Cherish Christina Clark

    2017-01-01

    Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use…

  9. 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…

  10. 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).…

  11. Mandatory Community-Based Learning in U.S. Urban High Schools: Fair Equality of Opportunity?

    Science.gov (United States)

    Bennett, Jeffrey V.; Alsbury, Thomas L.; Fan, Jingjing

    2016-01-01

    This study explores participant experiences at two contrasting high schools in a large, urban school district in crisis who implemented mandatory community-based learning (CBL) (e.g. community service, work-based internships) as a policy of reform. Rawls' theory of justice as fairness is used to examine capacity of the district formal policy to…

  12. "The Next Level": Investigating Teaching and Learning within an Irish Traditional Music Online Community

    Science.gov (United States)

    Kenny, Ailbhe

    2013-01-01

    Online music communities offer a new context and culture for musical participation globally. This article, employing a socio-cultural theoretical lens, examines how the Online Academy of Irish Music (OAIM) functions as a teaching and learning online community for Irish traditional music. Findings from qualitative case study research present…

  13. 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…

  14. How Instructional Strategies Impact Students' Learning, Motivation, and Learning Strategies in Introductory Geology Courses

    Science.gov (United States)

    Perkins, D.; Budd, D. A.; Stempien, J. A.; Kraft, K.; Matheney, R. K.; McConnell, D.; Wirth, K. R.; Bykerk-Kauffman, A.

    2010-12-01

    The Geoscience Affective Research Network (GARNET) quantified the relationship between classroom teaching styles, student learning, and students’ motivations and attitudes for 14 different instructors at 2 community colleges, a private college, and 4 large public universities. Instruction was characterized with the Reformed Teaching Observation Protocol (RTOP). The 0-100 scale reflects the span between traditional instructor-centered lecture and interactive, student-centered courses. Every participating instructor was observed at least twice. Student learning was measured using a 15-question concept inventory (CI) focused on geologic time and plate tectonics. Twelve questions were from the Geologic Concept Inventory of Libarkin and Anderson (2005) and 3 questions were added on relative time. Students’ affective domain was measured using the Motivated Strategies for Learning Questionnaire (MSLQ), 81 questions that define 15 motivation and cognitive subcategories. 1152 students completed both surveys in the 2nd and 14th weeks of their class during the 2008-2010 academic years. RTOP scores ranged from 19 to 87. Learning gains ranged from 18.6% to 47.4% with students learning significantly more from instructors with higher RTOP scores. Learning gains and RTOP positively covary (R2 = 0.67). Adjusting for questions on which students scored high prior to instruction (>90% correct), results in an even stronger relationship (R2 = 0.89). Higher RTOP scores correlate to significant declines in many aspects of student motivation (extrinsic and intrinsic goals, task value, control of learning, and effort regulation). Declines occur mainly in lower and/or middle performing students as measured by grades. The highest performing students only show declines with respect to their control of learning beliefs. Students’ self-efficacy also declines with increasing use of student-student interactions. Higher RTOP scores only exhibit positive correlations to a few aspects of

  15. 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.

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

    Directory of Open Access Journals (Sweden)

    Morgulis Yuri

    2012-05-01

    Full Text Available Abstract Background 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. Methods 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. Results 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. Conclusions 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.

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

    Science.gov (United States)

    2012-01-01

    Background 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. Methods 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. Results 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. Conclusions 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. PMID:22640463

  18. Caring communities as collective learning process: findings and lessons learned from a participatory research project in Austria.

    Science.gov (United States)

    Wegleitner, Klaus; Schuchter, Patrick

    2018-04-01

    By now, the public health end-of-life care approach is well established and has induced diverse initiatives-subsumed under the concept of compassionate or caring communities-to engage the community in supporting vulnerable, dying people and their beloved ones. In the light of a participatory research project our paper examines the question: what are the deeper ideas behind caring communities and what constitutes a caring community? A multi-level analysis based on (I) qualitative research with focus groups and interviews with community members within the project; (II) the reflection of the role of participatory research in caring community initiatives, and (III) the meta-analysis of an international expert workshop, which allowed to discuss our experiences and insights in the light of international caring community models and expertise. Our analysis of qualities ("ingredients") of a caring community, from the perspective of community members, highlighted the importance of the co-creation of supportive care relationships in the local care web, through everyday life solidarity in the neighbourhood, appreciating and exchanging the wisdom of care, and also marked the role of professionals as enablers. Participatory research in caring community developments has the potential to engage and empower citizens, and to interlink existential care-stories with questions about the structural and political environments of appropriate end-of-life care. The caring community movement and public health end-of-life care has to maintain their critical potential against the commercialization and fragmentation of care (services), but also without "romanticizing" communities. Prospective caring community progresses need (I) an ecological health-promotion framework for action and (II) social learning processes along the existential experiences and the wisdom of community members, complementing each other. Organizing existential-political care dialogues can contribute to an ethic of caring

  19. Impact of the Three Mile Island accident as perceived by those living in the surrounding community

    International Nuclear Information System (INIS)

    Trunk, A.D.; Trunk, E.V.

    1983-01-01

    The foregoing has pointed out that the public had a false sense of security about TMI. The plant was designed to withstand an accident. What the public heard was that an accident could not happen. A lack of knowledge and misconceptions about nuclear reactors contributed to an interpretation that the accident would have a devastating effect on such things as real-estate, tourism, farming, infant mortality, health, business and jobs. This perception changed as data was reported. The community is alive and prospering. Some still have strong apprehensions. The drawn out cleanup process does not help. The large majority have learned to accept the presence of TMI and are assured that the impact has been more psychological than real

  20. 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.

  1. Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers

    Science.gov (United States)

    Hamzeh, Fouada

    Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led form of professional development that involves the collaborative efforts of teachers in co-planning and observing the teaching of a lesson within a unit for evidence that the teaching practices used help the learning process (Lewis, 2002a). The purpose of this research was to investigate if Lesson Study enables pre-service teachers to improve their own teaching in the area of science inquiry-based approaches. Also explored are the self-efficacy beliefs of one group of science pre-service teachers related to their experiences in Lesson Study. The research investigated four questions: 1) Does Lesson Study influence teacher preparation for inquiry-based instruction? 2) Does Lesson Study improve teacher efficacy? 3) Does Lesson Study impact teachers' aspiration to collaborate with colleagues? 4) What are the attitudes and perceptions of pre-service teachers to the Lesson Study idea in Science? The 12 participants completed two pre- and post-study surveys: STEBI- B, Science Teaching Efficacy Belief Instrument (Enochs & Riggs, 1990) and ASTQ, Attitude towards Science Teaching. Data sources included student teaching lesson observations, lesson debriefing notes and focus group interviews. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. This study added to the body of research on teaching learning communities, professional development programs and teacher empowerment.

  2. A Machine Learning Based Intrusion Impact Analysis Scheme for Clouds

    Directory of Open Access Journals (Sweden)

    Junaid Arshad

    2012-01-01

    Full Text Available Clouds represent a major paradigm shift, inspiring the contemporary approach to computing. They present fascinating opportunities to address dynamic user requirements with the provision of on demand expandable computing infrastructures. However, Clouds introduce novel security challenges which need to be addressed to facilitate widespread adoption. This paper is focused on one such challenge - intrusion impact analysis. In particular, we highlight the significance of intrusion impact analysis for the overall security of Clouds. Additionally, we present a machine learning based scheme to address this challenge in accordance with the specific requirements of Clouds for intrusion impact analysis. We also present rigorous evaluation performed to assess the effectiveness and feasibility of the proposed method to address this challenge for Clouds. The evaluation results demonstrate high degree of effectiveness to correctly determine the impact of an intrusion along with significant reduction with respect to the intrusion response time.

  3. Learning to Adapt. Organisational Adaptation to Climate Change Impacts

    International Nuclear Information System (INIS)

    Berkhout, F.; Hertin, J.; Gann, D.M.

    2006-01-01

    Analysis of human adaptation to climate change should be based on realistic models of adaptive behaviour at the level of organisations and individuals. The paper sets out a framework for analysing adaptation to the direct and indirect impacts of climate change in business organisations with new evidence presented from empirical research into adaptation in nine case-study companies. It argues that adaptation to climate change has many similarities with processes of organisational learning. The paper suggests that business organisations face a number of obstacles in learning how to adapt to climate change impacts, especially in relation to the weakness and ambiguity of signals about climate change and the uncertainty about benefits flowing from adaptation measures. Organisations rarely adapt 'autonomously', since their adaptive behaviour is influenced by policy and market conditions, and draws on resources external to the organisation. The paper identifies four adaptation strategies that pattern organisational adaptive behaviour

  4. 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

  5. Parenting Styles and Adolescents' Learning Strategies in the Urban Community.

    Science.gov (United States)

    Boveja, Marsha E.

    1998-01-01

    Examines the relationship between perceived parenting styles and urban adolescents' learning and studying strategies. Results revealed that those adolescents who perceived their parents as being authoritative tended to engage in more effective learning and study strategies. Discusses implications for counselors and teachers using this information…

  6. The Role of Interpretative Communities in Remembering and Learning

    Science.gov (United States)

    Shahzad, Farhat

    2011-01-01

    Students' memories and learning strategies are situated in their social relationships, political orientations, cultural meanings, worldviews, and historical experiences. This study uses qualitative research methods to investigate how Canadian students remember and learn about the War on Terror. It deals with the narratives of ninety-nine students…

  7. Organisational Problem Based Learning and Social Communities for SMEs

    Science.gov (United States)

    O'Brien, Emma; Hamburg, Ileana

    2013-01-01

    This paper highlights reasons for SMEs low uptake of training and argues that current offerings are not suitable for their needs. It highlights the need to leverage the benefits of work based learning through the use of technology. Social media and web 2.0 has significantly changed the way people learn and access knowledge. The body of knowledge…

  8. Learning Relationships in Community-Based Further Education

    Science.gov (United States)

    Mayes, J. Terry; Crossan, Beth

    2007-01-01

    This article offers a new perspective on pedagogy and learning culture by emphasizing the key role played by "learning relationships." The first part of the paper describes the theoretical background in the work of Bordieu, and Lave & Wenger, and considers how, through the role of identity, individual relationships reflect the influence of…

  9. Distant Voices, Shared Lives: Students Creating Global Learning Community.

    Science.gov (United States)

    Weston, Norman; Ingram, John H.

    1997-01-01

    Typically, the adult bureaucratic values of control, efficiency, and accountability set the climate for teaching and learning in the schools. The traditional teaching-as-transmission model of education should be replaced with one in which teachers and students are co-creators of the curriculum and collaborators in learning. (Author/JOW)

  10. Leveraging Social Media for Learning: Communities of Practice on Flickr

    Science.gov (United States)

    Smock, Andrew

    2012-01-01

    Research has begun to address the use of social media sites, such as Facebook and Twitter, for supplementing and enhancing classroom-based learning. However, the use of social media platforms for less formal learning has received little attention. Study One of this dissertation presents the results from semi-structured interviews with twenty-one…

  11. 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.

  12. 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.

  13. 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.

  14. 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

  15. 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...

  16. 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…

  17. 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...

  18. 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.

  19. The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning.

    Science.gov (United States)

    Kourdioukova, Elena V; Verstraete, Koenraad L; Valcke, Martin

    2011-06-01

    The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  20. Errorful and errorless learning: The impact of cue-target constraint in learning from errors.

    Science.gov (United States)

    Bridger, Emma K; Mecklinger, Axel

    2014-08-01

    The benefits of testing on learning are well described, and attention has recently turned to what happens when errors are elicited during learning: Is testing nonetheless beneficial, or can errors hinder learning? Whilst recent findings have indicated that tests boost learning even if errors are made on every trial, other reports, emphasizing the benefits of errorless learning, have indicated that errors lead to poorer later memory performance. The possibility that this discrepancy is a function of the materials that must be learned-in particular, the relationship between the cues and targets-was addressed here. Cued recall after either a study-only errorless condition or an errorful learning condition was contrasted across cue-target associations, for which the extent to which the target was constrained by the cue was either high or low. Experiment 1 showed that whereas errorful learning led to greater recall for low-constraint stimuli, it led to a significant decrease in recall for high-constraint stimuli. This interaction is thought to reflect the extent to which retrieval is constrained by the cue-target association, as well as by the presence of preexisting semantic associations. The advantage of errorful retrieval for low-constraint stimuli was replicated in Experiment 2, and the interaction with stimulus type was replicated in Experiment 3, even when guesses were randomly designated as being either correct or incorrect. This pattern provides support for inferences derived from reports in which participants made errors on all learning trials, whilst highlighting the impact of material characteristics on the benefits and disadvantages that accrue from errorful learning in episodic memory.

  1. A social action learning approach to community resilience

    DEFF Research Database (Denmark)

    Berliner, Peter; Larsen, Line Natascha; de Casas Soberón, María Elena

    2011-01-01

    In Paamiut in Kalaallit Nunaat (Greenland) a community mobilisation programme has been launched as a response to a history of violence, suicides, drug abuse, and child neglect. The overall goal of the programme is to strengthen community resilience, psychosocial well-being and revitalisation...

  2. Dive Tourism and Local Communities: Active Participation or Subject to Impacts?Case Studies from Malaysia

    OpenAIRE

    Daldeniz, Bilge; Hampton, Mark P.

    2013-01-01

    Dive tourism impacts were examined in three Malaysian islands: Perhentian(backpackers), Redang (package tourism) and Mabul (upmarket dive tourism). Qualitative local participation approaches were applied to investigate whether host communities were merely reactive to dive tourism’s impacts. Dive tourism affected many aspects of community life. Besides physical/environmental impacts (new infrastructure), research found varied economic impacts including employment/business opportunities and dif...

  3. 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...

  4. Experiencing local community resilience in action : Learning from post-disaster communities

    NARCIS (Netherlands)

    Imperiale, Angelo Jonas; Vanclay, Frank

    2016-01-01

    Although increasing attention has been given to the need to engage local communities and facilitate community resilience, discrepancies between theory and practice remain evident. Myths, misconceptions and mistakes persist in post-disaster emergency operations, and in the reconstruction and

  5. Partnership for Sustainable Communities: Five Years of Learning from Communities and Coordinating Federal Investments

    Science.gov (United States)

    This report commemorating the fifth anniversary of the HUD-DOT-EPA Partnership for Sustainable Communities shows how the three agencies are changing their policies and removing barriers to help communities.

  6. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    Science.gov (United States)

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  7. Value Added: Learning Communities, Experiential Process and Student Engagement in Life Long Learning in the Culinary Arts

    Science.gov (United States)

    Smyth, Thomas J.

    2016-01-01

    Culinary Arts training at the associates level presents a set of challenges to the instructor. It has been my experience that as the work environment is changing, students face new challenges in the kitchen, including a new mix of skills, both technical and social in nature. In this piece, I reflect on a promising learning community model at our…

  8. Combining Project-Based Learning and Community-Based Research in a Research Methodology Course: The Lessons Learned

    Science.gov (United States)

    Arantes do Amaral, João Alberto; Lino dos Santos, Rebeca Júlia Rodrigues

    2018-01-01

    In this article, we present our findings regarding the course "Research Methodology," offered to 22 first-year undergraduate students studying Administration at the Federal University of São Paulo, Osasco, Brazil. The course, which combined community-based research and project-based learning, was developed during the second semester of…

  9. Targeting change: Assessing a faculty learning community focused on increasing statistics content in life science curricula.

    Science.gov (United States)

    Parker, Loran Carleton; Gleichsner, Alyssa M; Adedokun, Omolola A; Forney, James

    2016-11-12

    Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate mathematical and statistical concepts into their life science courses. A new Faculty Learning Community (FLC) was constituted each year for four years to assist in the transformation of the life sciences curriculum and faculty at a large, Midwestern research university. Participants were interviewed after participation and surveyed before and after participation to assess the impact of the FLC on their attitudes toward teaching, perceived pedagogical skills, and planned teaching practice. Overall, the FLC had a meaningful positive impact on participants' attitudes toward teaching, knowledge about teaching, and perceived pedagogical skills. Interestingly, confidence for viewing the classroom as a site for research about teaching declined. Implications for the creation and development of FLCs for science faculty are discussed. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):517-525, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

  10. Community Based Nutrition Rehabilitation in Tanzania: Challenges and Lessons Learned

    International Nuclear Information System (INIS)

    Urio, Elisaphinate Moses; Jeje, Benedict; Ndossi, Godwin

    2014-01-01

    Full text: Malnutrition among children under the age of five continues to be a significant public health problem in Tanzania. Despite numerous nutritional interventions that have been implemented, the country still experiences high rates of malnutrition. According to Tanzania Demographic and Health Survey of 2010 the prevalence of underweight was estimated to be 16%, wasting 5% and stunting 42 %. Factors contributing to causes of malnutrition include immediate, underlying and basic causes. All these factors are interlinked and operate synergistically and not independently. Approaches for managing malnourished children in Tanzania evolved from facility based Nutrition Rehabilitation Units (NURU) in the late 1960s to Community Based Nutrition Rehabilitation (CBNR) in late 1980s. In the latter approach, malnourished children are rehabilitated in the same environment (village, home) that precipitated the condition, using resources and infrastructures available in the community. Mothers are taught about child feeding using family foods to make good food mixtures and of the importance of feeding frequency for the young child. Limitations for this approach include inadequate advocacy to leaders from districts down to the community level, few trained health providers and community health workers on knowledge and skills on community based nutrition rehabilitation, inadequate equipment and supplies for identification and categorization of malnutrition, low awareness of parents, care givers and community leaders on home rehabilitation of malnourished children. Nonetheless, Community Based Nutrition Rehabilitation approach has the potential to address malnutrition in children given political will and resources. (author)

  11. 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.

  12. Social Phenomenon of Community on Online Learning: Digital Interaction and Collaborative Learning Experience

    Science.gov (United States)

    Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

    2009-01-01

    Digital interaction in e-learning offers great opportunities for education quality improvement in both--the classical teaching combined with e-learning, and distance learning. Zagreb School of Economics & Management (ZSEM) is one of the few higher education institutions in Croatia that systematically uses e-learning in teaching. Systematically…

  13. Enculturating science: Community-centric design of behavior change interactions for accelerating health impact.

    Science.gov (United States)

    Kumar, Vishwajeet; Kumar, Aarti; Ghosh, Amit Kumar; Samphel, Rigzin; Yadav, Ranjanaa; Yeung, Diana; Darmstadt, Gary L

    2015-08-01

    Despite significant advancements in the scientific evidence base of interventions to improve newborn survival, we have not yet been able to "bend the curve" to markedly accelerate global rates of reduction in newborn mortality. The ever-widening gap between discovery of scientific best practices and their mass adoption by families (the evidence-practice gap) is not just a matter of improving the coverage of health worker-community interactions. The design of the interactions themselves must be guided by sound behavioral science approaches such that they lead to mass adoption and impact at a large scale. The main barrier to the application of scientific approaches to behavior change is our inability to "unbox" the "black box" of family health behaviors in community settings. The authors argue that these are not black boxes, but in fact thoughtfully designed community systems that have been designed and upheld, and have evolved over many years keeping in mind a certain worldview and a common social purpose. An empathetic understanding of these community systems allows us to deconstruct the causal pathways of existing behaviors, and re-engineer them to achieve desired outcomes. One of the key reasons for the failure of interactions to translate into behavior change is our failure to recognize that the content, context, and process of interactions need to be designed keeping in mind an organized community system with a very different worldview and beliefs. In order to improve the adoption of scientific best practices by communities, we need to adapt them to their culture by leveraging existing beliefs, practices, people, context, and skills. The authors present a systems approach for community-centric design of interactions, highlighting key principles for achieving intrinsically motivated, sustained change in social norms and family health behaviors, elucidated with progressive theories from systems thinking, management sciences, cross-cultural psychology, learning

  14. 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)

  15. Outcome Mapping Virtual Learning Community - Phase II | IDRC ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The first phase of the project (103520) focused on developing the Outcome ... as distance learning) and strategically communicating Outcome Mapping to key ... an organization based in India with South Asian reach, to facilitate exchange ...

  16. Using Economic Impact Models as an Educational Tool in Community Economic Development Programming: Lessons from Pennsylvania and Wisconsin.

    Science.gov (United States)

    Shields, Martin; Deller, Steven C.

    2003-01-01

    Outlines an educational process designed to help provide communities with economic, social, and political information using community economic impact modeling. Describes the process of community meetings using economic impact, community demographics, and fiscal impact modules and the local preconditions that help make the process successful. (SK)

  17. Discovering the Impact of Community Policing: The Broken Windows Thesis, Collective Efficacy, and Citizens' Judgment

    Science.gov (United States)

    Xu, Yili; Fiedler, Mora L.; Flaming, Karl H.

    2005-01-01

    The main purpose of the present study is to demonstrate the structure, mechanisms, and efficacy of community policing and its impact on perceived disorder, crime, quality of life in the community, citizens' fear, and satisfaction with the police. It compares traditional and community policing paradigms on three dimensions: goal, measurement of…

  18. Factor Analysis of the HEW National Strategy for Youth Development Model's Community Program Impact Scales.

    Science.gov (United States)

    Truckenmiller, James L.

    The former HEW (Health, Education, and Welfare) National Strategy for Youth Development Model proposed a community-based program to promote positive youth development and to prevent delinquency through a sequence of youth needs assessments, needs-targeted programs, and program impact evaluation. HEW Community Program Impact Scales data obtained…

  19. 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.

  20. 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.