Learning and teaching innovation: Creating an inspirational learning community
In: Enhancing learning in the social sciences: ELiSS, Band 1, Heft 2, S. 1-19
ISSN: 1756-848X
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In: Enhancing learning in the social sciences: ELiSS, Band 1, Heft 2, S. 1-19
ISSN: 1756-848X
In: Women in higher education, Band 21, Heft 3, S. 8-9
ISSN: 2331-5466
In: Futures, Band 42, Heft 2, S. 162-169
In: Futures: the journal of policy, planning and futures studies, Band 42, Heft 2, S. 162-170
ISSN: 0016-3287
In: Gerontechnology: international journal on the fundamental aspects of technology to serve the ageing society, Band 5, Heft 3
ISSN: 1569-111X
In: Advances in social work, Band 8, Heft 2, S. 252-263
ISSN: 2331-4125
Recently, higher education has focused on "learning communities." This
study examines a process in which students create expectations for their community of learners. The expectations provide the basis for assessment of students and the
program. Across three cohorts, common themes arise. The major themes from students' expectations of faculty are that faculty should be organized, use a variety of
teaching methods, and provide mentoring. Students primarily want their peers to
participate actively and constructively in class, have academic honesty, and contribute to class in a civil, respectful manner . Study findings indicate that students are
empowered in finding their collective voice and holding each other accountable for
classroom community. Using the transformative power of a learning community to
improve both student classroom behaviors and faculty teaching appears to be a
promising practice.
In: Practical theology, Band 11, Heft 4, S. 320-333
ISSN: 1756-0748
In: Journal of US-China Public Administration, Band 12, Heft 10
ISSN: 1935-9691
World Affairs Online
In: Journal of women's history, Band 17, Heft 4, S. 162-169
ISSN: 1527-2036
The author argues that the current conjuncture is a kairotic moment for their own learning community program as well as the national movement to support the development of learning communities in universities and colleges and the array of pedagogical approaches associated with them. With Barbara Leigh Smith (2013), they recognize a link between the social justice movements of the 1960s and the learning community movement both in their commitments to democracy and their organizing strategies. Through relating the story of their own experience as co-directors of the LIU Brooklyn Learning Community program, specifying different inventions, audiences, and purposes driving that initiative, they further suggest that learning communities have the potential not only to reinvigorate teaching and learning but also to contribute to struggles for a more democratic, compassionate society.
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This paper examines how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. Students in this course were consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. The microblogging activities were designed to allow quick peer interaction to build the momentum of social learning in the VLC. In this study, we collected quantitative data on sense of community through a Likert scale survey, and rich qualitative data on students' perception about microblogging activities. It was found that students' sense of community was generally high and students were positive about their microblogging experiences. In addition, microblogging was found to be useful and valuable in sustaining students' learning by doing such as sharing real-world design examples, critiquing design examples with technical knowledge learned in class, and quick and short commenting with peer support in a VLC. Based on the findings, the authors aim to provide design suggestions for educators and instructional designers to incorporate this social web tool in strengthening virtual learning communities in a meaningful and engaging way.
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Working paper
In: APSA 2010 Teaching & Learning Conference Paper
SSRN
Working paper
In: Systems research and behavioral science: the official journal of the International Federation for Systems Research, Band 18, Heft 5, S. 379-391
ISSN: 1099-1743
AbstractThis paper presents the results of an inquiring process conceived as learning for action. The focus of the inquiry was the creation of some initial conditions considered necessary for the design of Evolutionary Learning Community (ELC)—an ideal alternative learning system that seeks to catalyze the purposeful creation of sustainable and evolutionary futures. These conditions included: (1) an idealized operational definition of ELC; (2) a description of the personal attributes of the potential designers of ELC; and (3) the design of a learning framework for empowering designers of ELC. The particular approach used was Evolutionary Systems Design: a systemic heuristic based on social systems design and complemented with an evolutionary and critical systems perspectives. The inquiry involved a theoretical exploration that was enriched with the experiences and perspectives of a group of individuals—who are involved in areas of work relevant for the design of ELC, such as systems design, community development, educational change, and environmental sustainability—who engaged with the author and principal researcher in learning conversations. Copyright © 2001 International Society for the Systems Sciences.