Suchergebnisse

Innovation Communities (InnoComms) are groups of people who meet regularly to learn from each other about the challenges of managing innovation and entrepreneurship.

Learning is considered as one of the essential tool to empower a community. Over the past three decades, technology mediated learning has been recognized as an alternate channel strengthening the traditional forms of education. However, the organizational learning at the peripheries and capacity development at the grass roots remain almost unattended, despite recognized global efforts under many bottom-up empowerment sequences. Social components at large within the transitional and developing economies remain outside the enclosure of universal access to information and thus access to knowledge has always been constricted to equitably compete with the global knowledge economy. Despite challenges in designing and implementing collaborative learning techniques and technologies, this article would like to emphasize on introducing collaborative learning at community level and improve the knowledge capacity at the grass roots for their empowerment. The article, further, investigates the relationship of collaborative learning towards improved e-governance.

Si de nombreuses publications traitent des pratiques dites «?exemplaires?» du système d'éducation scolaire franco-ontarien, force est d'admettre qu'aucune ne décrit en profondeur ses politiques, ses initiatives et les programmes mis de l'avant dans les dernières années. Des données révèlent une augmentation du taux de diplomation des élèves du secondaire fréquentant un établissement francophone de la province. Ces résultats impressionnants sont attribuables aux politiques et aux programmes instaurés par le ministère de l'Éducation de l'Ontario, mais aussi à l'apport concerté des directions de conseil scolaire et d'école, du personnel enseignant, des professionnels, des parents et d'autres acteurs qui ont investi temps et énergie à la réussite de leurs jeunes. Tous avancent dans la même direction pour respecter les trois objectifs fixés au début des années 2000 par le Ministère?: améliorer le rendement des élèves, réduire les écarts en matière de rendement et accroître la confiance du public. En 2014, son programme Atteindre l'excellence rappelle l'importance des trois objectifs et en fixe un quatrième?: promouvoir le bien-être.Plus de trente chercheurs et praticiens du domaine de l'éducation décrivent et analysent, dans le présent ouvrage, les politiques et les programmes qui ont fait la réputation du système scolaire ontarien, et ce, en les mettant en relation avec la situation de valorisation culturelle et linguistique (soit un contexte francophone «?minoritaire?») dans laquelle évolue ce système scolaire. Les auteurs souhaitent que la lecture de ce livre soit enrichissante, voire mobilisatrice, et qu'elle stimule la mise en place de nouvelles pratiques permettant de développer davantage le plein potentiel de tous les élèves.

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 discusses how utilization-focused program evaluation is an important tool for developing and improving sustainability-focused FLCs. The SFF program aims to enhance sustainability education by bringing faculty members together to expand their knowledge of sustainability concepts and offer pedagogical support for integrating those concepts in higher education curricula.


Design/methodology/approach
A utilization-focused evaluation framework guided the evaluation's design and implementation. Multiple methods were used to collect evaluation data, including in-person interviews and an online survey with SFF program participants.


Findings
The evaluation's findings suggest that UVM's SFF program expanded faculty understanding of sustainability concepts, encouraged curricular and instructional reform and made progress toward developing a community of faculty interested in sustainability education. The evaluation's utilization focus was instrumental in providing useful information for improving the SFF program.


Originality/value
Evaluation findings expand what we know about the potential effectiveness of sustainability-focused FLCs, as well as challenges institutions might encounter when adopting such an approach to faculty development. Findings also point to ways in which utilization-focused evaluations can inform program development and improvement efforts.

This article explores the findings from an action research project which tracked the evolution of The Executive Program (EP) (a pseudonym), a four-week open enrollment senior executive program at a major university in the United States. The decade-long journey grew from a program redesign initiative to a process of ongoing change through insider action research. Through the process the faculty director and collaborating faculty unexpectedly experienced an epistemological shift. The EP was transformed from a traditional 'teacher as expert' model with a focus on cognitive learning to a holistic learning community that emphasized broader participant involvement and a wider range of learning approaches. This article is the product of the authors' collaborative meaning-making through the lens of developmental action inquiry and adult learning theory.

"Education and Democratic Participation is an important and timely contribution to the emerging debate surrounding the value of educating citizens and communities in order to empower them to participate in democratic change. Responding to the effects of neo-liberal ideology on comprehensive education and public services, this book examines the purposes and conditions for reimagining an educated democracy. Arguing that social divisions and cultural misrecognition have intensified to the point of crisis, Ranson explains that a just society must create opportunities for diverse, cohesive and tolerant neighbourhoods to flourish. In order to achieve this, education will need to reimagine learners as prospective citizens and as cooperative makers of the democratic communities in which they live and work. Showing that participation in public forums, councils and associations can provide a real means of enabling members of different communities to learn how to respect and value one another, this book provides persuasive arguments that a broader pedagogy of democracy is needed to confront the common dilemmas facing society. This work is aimed at researchers, academics and postgraduates, particularly those lecturing and studying in the areas of education, the social sciences and politics. It will also appeal to professional and practitioner communities in school and college teaching, as well as in local authorities and related public services."--Provided by publisher.

Professional learning on social media is generally framed as unproblematic, but the transition to these platforms marks a change as professionals' work is conditioned by their logic and economy. In this paper, our focus is how problematic inequalities of teachers' professional learning around access, participation and resources are produced as their professional exchanges is formed by social media participation. Three aspects of inequality have been examined. First, the performance of teachers' (un)equal professional opportunities; second, (un)equal access to resources; and third, (un)equal existential opportunities for professional development. We draw on examination of three-years of API data from a large teacher Facebook-group asking, who can participate (gender, location), what voices are heard (status, language), and how does the social media platform condition professional exchange and participation? Our results consider the opportunities and costs for teachers as individuals, professionals and intellectuals. They reveal problematic temporal aspects such as work intensification, and limited professional exchange, partly conditioned by the platform functionality.

"In Demystifying MTSS: A School and District Framework for Meeting Students' Academic and Social-Emotional Needs, authors Matt Navo and Amy Williams guide school and district educators in building a successful multitiered system of supports (MTSS) framework. The authors assert that a solid MTSS framework is essential for maximizing student outcomes and inclusivity and that operating as a professional learning community (PLC) is the foundation for effective MTSS implementation. Therefore, the book provides practical, research-based strategies and tools for designing MTSS structures with a close focus on collaboration. By reading Demystifying MTSS, educators discover how to align school systems through a comprehensive framework aimed at addressing all students' needs"--

We study how contributors to innovation contests improve their performance through direct experience and by observing others as they synthesize learnable signals from different sources. Our research draws on a 10-year panel of more than 55,000 individuals participating in a firm-hosted online innovation community sponsoring creative t-shirt design contests. Our data set contains almost 180,000 submissions that reflect signals of direct performance evaluation from both the community and the firm. Our data set also contains almost 150 million ratings that reflect signals for learning from observing the completed work of others. We have three key findings. First, we find a period of initial investment with decreased performance. This is because individuals struggle to synthesize learnable signals from early performance evaluation. This finding is contrary to other studies that report faster learning from early direct experience when improvements are easiest to achieve. Second, we find that individuals consistently improve their performance from observing others' good examples. However, whether they improve from observing others' bad examples depends on their ability to correctly recognize that work as being of low quality. Third, we find that individuals can successfully integrate signals about what is valued by the firm hosting the community, not just about what is valued by the community. We thus provide important insights into the mechanisms of how individuals learn in crowdsourced innovation and provide important qualifications for the often-heralded theme of "learning from failures." The online appendix is available at https://doi.org/10.1287/orsc.2018.1219 .