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La condición de usuario o usuaria de un servicio es un aspecto esencial de la vida humana. Un aspecto que además se relaciona con el devenir histórico, la realidad económica, los desarrollos tecnológicos y la orientación política de toda sociedad. En consecuencia, los problemas de los servicios públicos representan desafíos complejos que convocan diversidad de conocimientos y requieren de herramientas conceptuales para obtener soluciones o aproximaciones. Hemos convocado además una colección de tecnologías de la información, tanto para apoyar las tareas de enseñanza-aprendizaje, como para reforzar la refl exión necesaria sobre el tema. En este texto presentamos el diagnóstico general sobre el que se funda una comunidad de aprendizaje sobre estos temas y algunos de los métodos informáticos que hemos incorporado a nuestras prácticas de servicio. ; Being a user of any public service is an essential role in human life. This aspect is also related with historical evolution, economic factors, technological development, and political orientation of societies. In consequence, problems found in public services should be understood and considered as complex challenges requiring the convergence of diverse discipline approaches and conceptual tools that could help to fi nd solutions or near solutions to those problems. A number of Information and Communication Technologies (ICTs) have been collected for teaching & learning activities and for reinforcing theoretical refl ection on public services. General and particular aspects on which our collaborative learning community in public services is based are shown in this article, as well as some computer-based methods created for understanding public service operations. ; 59-66 ; jacinto@ula.ve ; mariaelena.garciadiaz@gmail.com ; melva@ula.ve ; solimari@gmail.com ; soleivargasq@gmail.com ; Cuatrimestral

Tese no âmbito do Programa de Doutoramento em Direitos Humanos nas Sociedades Contemporâneas, apresentada ao Instituto de Investigação Interdisciplinar da Universidade de Coimbra. ; Education as a right has become a crucial issue in restructuring Western democracies' educational systems. The growing tendency to discuss education from a rights-based approach makes it necessary to consider education in social transformation and claim more democratic learning territories. Collaboration, solidarity, empathy, engagement and critical thinking are rare and are increasingly difficult to establish, as reported by several authors and underlined by this study's interviewees. The school is one of the institutions of public life where common collective life practices can be built. This research aims to understand how collaborative learning communities and learning schools broaden the notion of education as a Human Right in practice and drive educational change. We suggest that learning communities contribute to the quality of the learning process and the knowledge produced within these groups should be considered a valued contribution to the learning experience. Hence, expanding groups of agents contributing to the diversification of the learning process and changing schools from teaching institutions to learning organisations contributes to thinking education as an emancipatory process. The point of departure for the discussion is the Institute for Education and Citizenship (IEC) - an institution of non-formal education that works as an intermediary between schools, universities, research centres, and Oliveira do Bairro municipality. The IEC claims for a new structure for community-based learning and research, leveraging schools-community-university partnerships' democratisation. The IEC's central role in facilitating relationships among institutions and people unrelated before, and forming a collaborative learning community, is worthy of being considered an essential educational enterprise. Methodologically, we have ...

As the state retracts further in the Netherlands, the role of civil society increases. Only now the impact becomes visible due to changing arrangements in the social domain. Since enormous cuts in the welfare budgets have been implemented; creative innovations by civil initiatives are much needed to cater for welfare and care arrangements. In the Netherlands we see various developments: a group of citizens did become more active in taking care of their social and physical environment and well-being. We see a shift from 'third generation 'civil participation, where citizens contribute to value creation, to the 'fourth generation' civil involvement where citizens are in the driving seat, local government follows, and social professionals facilitate. In the meantime there are many communities where citizens need to be facilitated to gain more ownership over their social and physical environment. These developments put citizens, social professionals and civil servants in new roles, even new identities, that require specific (new) capacities/practices of interaction. As for social professionals a more situational approach is needed with a variety of behavioral practices. Those capacities/practices will not come automatically but must be cultivated and learned by the actors. We have intensified our research about developing these capacities in various collaborative learning settings in community development projects where professionals and citizens (and local government) are involved. Collaborative learning is a way of learning while working together. In our research we are experimenting with this broad concept (Dillenbourg 1999) in various settings, that we see as learning environments. Social professionals are involved in all settings.All learning environments are about enhancing mutual understanding by the actors involved of each other's positions as well as about fostering the learning, reflective, resilient capacities of the community involved (Maton e.a. 1995).In some learning processes the role of ...

Service learning within independent living facilities may be a highly effective means to address the service gaps that challenge older adults and people who are disabled. We present a new approach to service learning by leveraging opportunities for community–university partnerships. The Community Collaborative Model (CCM) represents synergy between organized independent living and higher education at Arizona State University and led by the School of Social Work. The CCM is a unique collaborative service learning program aligned with current thinking about independent living, supportive services, and community-based service learning. We share lessons learned from the challenges of establishing this program, which included institutional hurdles, maintaining adequate physical space, student-focused planning, varying levels of preparedness, and stigma related to service use. In conclusion, we recommend means to (1) build interprofessional teams, (2) seek support and commitment of faculty partners, (3) ensure sustainability via community liaisons and clinical supervisors, and (4) create space for reflective practice.

Conference Theme: Educational Reform and Social Change: East-West Dialogue ; 主題: 教育改革與社會變遷 ─ 東西方對話 ; Concurrent Session 1 (CS1.12): Student Workshop 2 ; The Conference program's website is located at http://www.fe.hku.hk/cerc/ceshk/doc/Conference%20Program_full.pdf ; Rural schools in the Peruvian Andes are attended by indigenous children belonging to Andean communities that have an ancestral culture and different perspective of the world. In the last decade, results of national tests have shown a rural educational achievement gap. In order to overcome this problem, the government has created different projects. However, the academic gap has continued to increase; moreover, rural communities are concerned about the kind of education that is being offered, which is neither contextualized nor fits the commu. ; postprint

Soziale Medien verstärken brisante Transformationsprozesse in der Gesellschaft und wirken unmittelbar auf die Bildungsarbeit mit Erwachsenen ein. Angesichts dieser Veränderungen ist es notwendig, einen konsequenten Neuanfang zu wagen und strikter auf eine Digitalisierung der Angebote und Veranstaltungen zu setzen.

Cover -- Half Title -- Series Page -- Title -- Copyright -- Contents -- List of contributors -- Foreword -- Introduction -- 1 Primary care: its modern context and the role of collaboration in practice -- 2 Collaboration with patients in primary care -- 3 Organisations collaborating together -- 4 Learning to collaborate: boundary work and contemporary approaches in interprofessional education -- 5 The role of technology in collaborative primary care -- 6 Collaboration in general practice -- 7 Collaboration amongst professionals in primary care: examples from pharmacy -- 8 Collaboration amongst professionals in primary care: examples from social work -- 9 General practice nursing in collaborative practice -- 10 Collaboration and paramedicine -- 11 Concluding remarks on collaborative primary care.