Suchergebnisse

In dieser überarbeiteten Dissertation beschäftigt sich Roland BADER ausführlich mit dem Handlungsfeld der außerschulischen Medienpädagogik und interaktionistischen Konzepten des Lernens. Lern- und sozialpsychologische Konzepte wie beispielsweise die "Activity Theory" werden dargestellt. BADER widmet sich im Weiteren den Lernenden Gemeinschaften. Im Anschluss an die theoretischen Erörterungen wird anhand der sorgsam beschriebenen Fallstudie in der pädagogischen Weiterbildung deutlich, wie die Aneignung von Netzkompetenz bei PädagogInnen trainiert werden kann. Hierbei sind für BADER Gestaltung und Grenzen von Learning Communities wesentlich. Als ein Ergebnis ist die Kohärenz der Kommunikation in Gruppen in Bezug auf den Erfahrungsaustausch, auch außerhalb der Aufgabenstellung, zu sehen.

This paper proposes the building of Indigenous learning communities as an avenue to address the limited engagement of Indigenous Australians with education. Against the backdrop of current discussions of social capital and community capacity building, the paper explores educational policy and program options for linking families, schools and communities (including business and government) to identify and address local needs through drawing upon local resources. Five program models, from both Australia and overseas, are sketched to illustrate a range of approaches to encouraging and fostering positive engagement of families, schools and communities. Although the programs differ in focus, schools and community education are central to each, and all involve degrees of capacity building and the development of social capital. The experience derived from these programs suggests there is value in attempting to position the school at the centre of Indigenous communities. Further, in extending the traditional role of the school to incorporate other initiatives such as adult education and the coordination and integration of various child and family services, these programs necessarily bring more members of the wider community into contact with the school. Many of these programs also deliver increased parental and student participation and retention, and community involvement in the school. Indeed, the underlying philosophies of these approaches foster parental and community ownership of, and involvement in, not only the school, but also the education process in general. This is the foundation for building learning communities, where education is a life-long affair, where families and schools are strong and healthy, and where individuals in communities feel empowered to identify their most pressing needs and develop mechanisms to build capacity and secure resources to address those needs. The paper suggests a cluster of key features derived from the models that could be used in the formulation of a policy and program framework that addresses the needs of Indigenous families, schools and communities through a federally funded initiative to build Indigenous learning communities. Specific recommendations related to funding, evaluation and essential program components are provided.

To build learningcommunities, teachers must become colearners. Everyone must be a teacher; all must be learners. One mechanism for developinga learningcommunity is for us to be more purposefully reflective about what we do and to use learningjournals for ourselves, not just for students. This article describes the learningderived from the author's writingand sharingjournal entries in a graduate course on learningorganiza tions. Excerpts from student feedback on the author's journals further illustrate the benefits of keepinga journal.

Now, as throughout human history, the world is undergoing transformation, and business organizations are caught in the turbulence of a change they are not able to control. The fundamental assumptions of our Western orthodox worldview, on which our business institutions were founded, has proved inadequate to regulate either our society or our business institutions. New business structures—communities—are emerging based on a transpersonal worldview, one that embraces spirituality, psychology, and science in an integrated perspective on human experience. Transpersonal learning communities combine an emphasis on the development of human consciousness and business performance by adopting triple-loop learning practices. While they do business, transpersonal learning communities will simultaneously transform themselves and society as a competitive advantage.

Analyzes effectiveness of small study groups affiliated with large lecture courses, designed to promote learning among college students; data from political science courses at Texas A&M University-Corpus Christi, 1994.

This article examines the use of Internet-and World Wide Web-based learning systems in the context of business education. I propose the concept of "online learning communities" as an organizing frame for developing online learning systems. I describe some examples of online learning communities in business and academic institutions. I discuss the learning skills needed for and implementation issues in creating online learning communities.

Educational practices are constituted through the junction of cultural artifacts, beliefs, values, and normative routines known as activity systems. Classroom activity is a particularly important nexus for understanding cultural processes in that thinking and doing are linked in social practice. An activity-based, problem-oriented approach to understand development in school contexts focuses analysis on the cultural practices of learning environments. Studying classrooms and other learning contexts as cultural activity reveals how different microcultures for teaching and learning emerge, and it links forms of participation to the kinds of cognitive forms individuals construct to accomplish cognitive and social functions. Ongoing studies of the literacy practices of formal and nonformal learning environments serve as the context for examining culture in educational activity.

From this push for non‐linear innovation has come a fragmented market of hardware, software, and services branded as, knowledge‐management solutions. Virtual knowledge networks provide a dynamic way of working relevant for the emergence of a post‐industrial economy. E‐learning is seen as a driver of knowledge creation across unstructured virtual communities. The paper considers the role of managed learning environments (MLEs) in the context of information‐intensive organisations operating in virtual markets (software, publishing, education, music, consultancy services plus many more), the relationship with knowledge creation across distributed networks, and finally strategies for building knowledge networks through the creation of e‐learning communities.

This paper discusses learning communities as pedagogy for introductory sociology courses, which are often plagued by student apathy. Most importantly, it examines the potential for learning communities to incorporate active and collaborative learning techniques as a vehicle to subvert dominant views of diversity, to see diversity as intersecting social inequalities that can be rearranged in favor of greater social equality. The effectiveness of a learning community with the theme of diversity for meeting these goals is assessed using qualitative and quantitative data. It is concluded that the pedagogic framework of the learning community did indeed push students to problematize their student role. Finally, a review of results from a pre/post-test questionnaire suggests that students entered the community as a fairly homogenous group in their views of diversity and left as a more heterogeneous group, indicating some shift in consciousness, however slight.

In contrast with traditional pedagogical approaches to higher education that are isolating and didactic in nature, a progressive educational approach responds to students' changing needs and redefines the university's role in contemporary society. Two innovative George Mason University initiatives are described to illustrate and analyze the strengths and challenges of alternative approaches that have been designed to better meet the changing needs of the students and communities they serve. In both cases, the traditional classroom is redefined as a learning community and is built around a philosophy of teaching and learning that emphasizes interdisciplinary and democratic collaboration, reflective practice, relations between theory and practical applications, and a commitment to continuous improvement. The authors discuss the highly participatory, interdisciplinary environment, intense faculty-student interaction, strong sense of community, intense collaborative work, interconnections between theory and experience, expectations of students, and demands of technology, as well as the challenges beyond the classroom.