Suchergebnisse

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.

AbstractIn pedagogical practice, gratitude is recognised not as an emotion, but as an approach to learning. This study introduced gratitude messages into the academic online communication of university students and specifically examined the community in which students shared their messages with gratitude. This study examined the tendency of message connections and how gratitude messages prompted replies. To elucidate their connections, exponential random graph models (ERGMs) were used. A post-event questionnaire to evaluate gratitude experiences was also administered. Results revealed that 77.3% of the 172 connected messages from 123 students involved gratitude. When the post-event questionnaire results were examined using an ERGM, the score effects on increasing message connections were found not to be significant. The most prominent indication was a higher level of significant propensities to make mutual connections. The homophily of the message content was found to have a significant propensity to increase connections. The ERGM results and a review of messages revealed that students expressed gratitude for being both benefactors and beneficiaries of gratitude messages, which confirmed their prosocial behaviour.

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.

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.

A classroom community agreements activity is described to cultivate a critically compassionate learning community. Reflections on co-developing and implementing these agreements in collaboration with college students are described. By facilitating opportunities for critically reflexive dialogues with students, a set of agreements are developed and incorporated into the learning environment. Thus, the agreements can help inform values and practices for critical consciousness learning among students, and can help educators engage inclusive teaching practices. When developed with students, these agreements can support the diverse, equitable, and humanizing learning spaces that are necessary to support student academic thriving.

Inhaltsverzeichnis -- Abkürzungsverzeichnis -- Vorwort -- Kapitel 1 Die Aachener Learning Community -- Kapitel 2 Vollständige Medikationsübersicht -- Kapitel 3 Mündiger Patient -- Kapitel 4 Individualisierte Medikation -- Kapitel 5 Die Bedeutung von Rabattverträgen für die AMTS -- Kapitel 6 Infrastrukturen der Zusammenarbeit von Arzt, Apotheker und Patient -- Kapitel 7 Ein Beschreibungs- und Bewertungsrahmen für AMTS-Vernetzungsprojekte -- Literaturverzeichnis -- Glossar

The ROTC LLC at Tolbert Hall is a collaborative effort between the Department of Housing and Residence Education and the Department of Military Science. The program aims to provide a high quality residential program to enhance students' academic success and retention at UF through informal out-of-class interactions between cadets/midshipmen.