‘Facebook Me’ within a Global Community of Learners of English: Technologizing Learner Autonomy

2014 ◽  
pp. 100-118 ◽  
Author(s):  
Alice Chik ◽  
Stephan Breidbach
Keyword(s):  
Learner Autonomy ◽  
Community Of Learners ◽  
Global Community

The Distance Education Phenomena

2015 ◽  
pp. 112-142 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

Adapting E-Learning Across Cultural Boundaries

2011 ◽  
pp. 223-238 ◽  
Author(s):  
Catherine McLoughlin
Keyword(s):  
Belief Systems ◽  
Learning Experiences ◽  
Community Of Learners ◽  
Learning Resources ◽  
Global Community ◽  
Constructive Alignment ◽  
Cultural Boundaries ◽  
E Learning ◽  
Pluralistic Approach ◽  
Quality Learning

The chapter will, first of all, consider the challenges for educational designers of the need to maximise the opportunities of e-learning by enabling learners to participate in learning experiences, activities, and forms of communication that are congruent with their values, belief systems, and styles of learning. Second, by building on extant research and frameworks, the chapter will propose an integrated framework and set of guidelines for the development of quality learning resources for a global community of learners. The chapter makes a case for the internationalisation of learning resources informed by a flexible and pluralistic approach to design, based on the concept of constructive alignment.

scholarly journals Learning from each other: The role of libraries in the promotion of international understanding

2021 ◽  
Vol 82 (4) ◽  
pp. 168
Author(s):  
Diljit Singh
Keyword(s):  
Community Of Learners ◽  
Global Community ◽  
Global Business ◽  
Access To Resources ◽  
International Understanding ◽  
International Effort ◽  
Racial Boundaries ◽  
Import And Export ◽  
National Borders

ACRL’s vision is that of a future where academic and research librarians and libraries are essential to a thriving global community of learners and scholars.1 In today’s world, no community can exist alone. We live in an interdependent world. We need to understand each other, cooperate, and work towards mutual benefits.In such a context of interdependence, the current pandemic has shown that the COVID-19 virus knows no geographical or racial boundaries. The search for a vaccine to control the virus has also required a collaborative international effort. Businesses are involved in the import and export of products from many different countries. Education is a global business with students and scholars traversing national borders to seek and share knowledge. Similarly, libraries provide access to resources and services that may have originated or been developed in some countries, and users may be remotely accessing them from other countries. We live in a global community.

Creating a Global Community of Learners in Nursing and Beyond

2016 ◽  
Vol 37 (5) ◽  
pp. 269-274 ◽  
Author(s):  
Kathleen L. Sitzman ◽  
Andrea Jensen ◽  
Sang Chan
Keyword(s):  
Community Of Learners ◽  
Global Community

scholarly journals Teachers’ Conceptions of Assessment for Learning: What are the Implications for Children?

2020 ◽  
Vol 72 (1) ◽  
pp. 64-78
Author(s):  
Amanda O’Shea
Keyword(s):  
Personal Autonomy ◽  
Learner Autonomy ◽  
Assessment For Learning ◽  
Community Of Learners ◽  
Expert Teacher ◽  
Mathematics Classrooms ◽  
Conceptions Of Assessment ◽  
Use Of Assessment ◽  
And Control

AbstractThis paper describes a multi-case study which linked conceptions and practices of assessment for learning to developing learner autonomy within UK primary mathematics classrooms. The project explored the use of assessment for learning in mathematics lessons with Year 5 (9–10 years old) children and their teachers. Four cases were studied in depth to understand how conceptions and practices impacted upon autonomy and control for teachers and learners. A typology of assessment for learning in mathematics is proposed, along with what this might mean for both teachers and learners in terms of the balance between control and autonomy. One case in particular, that of teacher Alex, is highlighted as it exemplified the expert teacher through the conceptions and use of assessment for learning, which led to the children becoming expert learners of mathematics. The class ethos was one of value for personal autonomy. Responsibility and control of learning was a shared endeavour within a community of learners. Community in this respect was broadened to include the environment and resources within the classroom and so demonstrated learners working within an expert classroom. This article was developed from a paper first presented at the ICME 13 conference (O’Shea, 2016).

The Distance Education Phenomena

2020 ◽  
pp. 25-57 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

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