A Learning Community of Learning Communities

2011 ◽  
Vol 21 (1) ◽  
pp. 42-46
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Community Of Learning

Building Learning Communities for Faculty

1998 ◽  
Vol 2 (6) ◽  
pp. 22-24
Author(s):  
Jodi H. Levine
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Colleges And Universities ◽  
Dynamic Learning ◽  
Temple University ◽  
Teaching Team ◽  
Daunting Challenge ◽  
The Way

As at most colleges and universities, when faculty at Temple University are asked to join with other faculty to teach a “learning communities” course, they are faced with the daunting challenge of changing the way they teach. To help them meet this challenge, Temple University engages in a number of faculty development activities, the goal of which is to have faculty come together in a dynamic learning community—a teaching team—in which they can work out the best approaches for involving students in their own learning.

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

scholarly journals A case study of two teacher learning communities in KwaZulu-Natal, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-15
Author(s):  
Free-Queen Bongiwe Zulu ◽  
Tabitha Grace Mukeredzi
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Teacher Learning ◽  
South African ◽  
Professional Learning ◽  
Basic Education ◽  
Local Level ◽  
Education And Development ◽  
Teacher Learning Communities

In the Integrated Strategic Planning Framework for Teacher Education and Development, a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation of professional learning communities in a South African context is still unclear. In this article we use the concept of professional learning communities to examine the extent to which 2 teacher learning communities operate as professional learning communities. We used interviews, observations, survey questionnaires and document analysis to generate data. The findings of the study reveal that the 2 teacher learning communities were initiated by the DBE and not by teachers. However, the size of 1 teacher learning community and the nature of its functioning seemed to adhere to the characteristics of a professional learning community while the other did not. The findings indicate that professional learning communities that operate in developing contexts might be functional when all the stakeholders play a meaningful role in supporting professional learning communities.

scholarly journals Dannelse og samskaping av utdanning mellom akademia og sykehjem

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Gunilla Kulla ◽  
Åshild Slettebø
Keyword(s):  
Nursing Home ◽  
Nursing Students ◽  
Learning Communities ◽  
Learning Community ◽  
Thematic Analysis ◽  
Elderly Care ◽  
Boundary Crossing ◽  
Ethnographic Approach ◽  
Field Notes ◽  
Development Methods

Cultivation and co-creation of education between academy and nursing home: A critical ethnography study Collaboration between academy and practice in education is emphasized. In this study, we explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. How to learn holistic person-centered dementia care, evolved through the participants in a learning community. A critical ethnographic approach and method with observations, field notes, minutes of board, spontaneous meetings, and focus groups particularly with the students were used. Data were analyzed with six-step thematic analysis by Braun and Clarke. There were two main themes: 1) Creating a room for learning communities and 2) The room of the cultivation of students in learning communities. We further suggest, learning communities co-creation in elderly care, might potentiate innovative research- and development methods for the future.

Knowledge Access and Interaction Evolution in Virtual Learning Communities

2012 ◽  
pp. 1019-1038
Author(s):  
Maria Chiara Caschera ◽  
Alessia D’Andrea ◽  
Fernando Ferri ◽  
Patrizia Grifoni
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Intelligent Agents ◽  
Virtual Communities ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Software Systems ◽  
Virtual Learning Community ◽  
Support Interaction ◽  
Interesting Alternative

Interaction among members in Virtual Learning Communities influences the communities’ evolution. Starting from this consideration, this chapter provides a discussion on the more widely used software systems that support interaction between virtual communities’ members and virtual learning environment underlining the advantages and the disadvantages considering the several processes that characterize the VLCs. Moreover in education environments interactions are important in order to facilitate the learning process, and this chapter describes how the intelligent agent approaches can bean interesting alternative to a human facilitator. The analysis of intelligent agents describes how they allow both analysing interaction and improving the level of participation of members of a Virtual Learning Community.

STEM Learning Communities

2013 ◽  
pp. 57-74
Author(s):  
Bernadette Kelley ◽  
Lisa McClelland
Keyword(s):  
Student Achievement ◽  
Learning Communities ◽  
Learning Community ◽  
Academic Progress ◽  
Holistic Approach ◽  
Retention Rates ◽  
Stem Learning ◽  
Community Learning ◽  
And Mathematics

This chapter presents a case study involving the fictional Coastal University’s move to the next level of Science, Technology, Engineering, and Mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student using a learning community. Learning communities are designed to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. This case discusses the various components that were utilized to enhance the learning community including cluster courses, seminars, branch activities, academic progress assessments, and meetings. The challenges with the implementation of the learning community and the engagement in interdisciplinary activities will be discussed as will recommendations for the future.

Knowledge-Building through Collaborative Web-Based Learning Community or Ecology in Education

2009 ◽  
pp. 821-828
Author(s):  
Percy Kwok
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Knowledge Building ◽  
Educational Systems ◽  
Web Based ◽  
Knowledge Based ◽  
Local Schools ◽  
Web Based Learning ◽  
Knowledge Based Economy ◽  
Curriculum Guidelines

Because of the ever changing nature of work and society under knowledge-based economy in the 21st century, students and teachers need to develop ways of dealing with complex issues and thorny problems that require new kinds of knowledge that they have not ever learned or taught (Drucker, 1999). Therefore, they need to work and collaborate with others. They also need to be able to learn new things from a variety of resources and people, and to investigate questions and bring their learning back to their dynamic life communities. There have arisen recent learning community approaches (Bereiter, 2002; Bielaczyc & Collins, 1999) and learning ecology (Siemens, 2003) or information ecology approaches (Capurro, 2003) to education. These approaches fit well with the growing emphasis on lifelong, lifewide learning and knowledge-building works. Following this trend, the Internet technologies have been translated into a number of strategies for teaching and learning (Jonassen, Howland, Moore, & Marra, 2003) with supportive development of one-to-one (e.g., e-mail posts), one-to-many (such as e-publications), and many-to-many communications (like video-conferencing). The technologies of computer-mediated communications (CMC) make online instructions possible and have the potential to bring enormous changes to student learning experience of the real world (Rose & Winterfeldt, 1998). It is because individual members of learning communities or ecologies help synthesize learning products via deep information processing processes, mutual negotiation of working strategies, and deep engagement in critical thinking, accompanied by an ownership of team works in those communities or ecologies (Dillenbourg, 1999). In short, technology in communities is essentially a means of creating fluidity between knowledge segments and connecting people in learning communities. However, this Webbased collaborative learning culture is neither currently emphasized in local schools nor explicitly stated out in intended school curriculum guidelines of formal educational systems in most societies. More than this, community ownership or knowledge-construction in learning communities or ecologies may still be infeasible, unless values in learning cultures are necessarily transformed after technical establishment of Web-based learning communities or ecologies.

Analysis of Students’ Engagement and Activities in a Virtual Learning Community

2010 ◽  
Vol 2 (4) ◽  
pp. 31-50 ◽  
Author(s):  
Ben Daniel ◽  
Richard A. Schwier
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Student Perceptions ◽  
Learning Environments ◽  
Communication Technology ◽  
Research Laboratory ◽  
Virtual Learning ◽  
Community Research ◽  
Online Pedagogy ◽  
Virtual Learning Community

With advances in communication technology and online pedagogy, virtual learning communities have become rich learning environments in which individuals construct knowledge and learn from others. Typically, individuals in virtual learning communities interact by exchanging information and sharing knowledge and experiences with others as communities. The team at the Virtual Learning Community Research Laboratory has employed an array of methods, including social network analysis (SNA), to examine and describe different virtual learning communities. The goal of the study was to employ mixed methods to explore whether the content of students’ interaction reflected the fundamental elements of community. SNA techniques were used to analyse ties and relationships among individuals in a network with the goal of understanding patterns of interactions among individuals and their activities, and interviews were conducted to explore features and student perceptions of their learning community.

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