Moving on the continuum between teaching and learning: communities of practice in a student support programme

2014 ◽  
Vol 20 (2) ◽  
pp. 221-230 ◽  
Author(s):  
Luzelle Naude ◽  
Hannemarie Bezuidenhout
Keyword(s):  
Communities Of Practice ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Student Support ◽  
Support Programme ◽  
The Continuum

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

Becoming the Puppeteer: Reflections on Global Language and Culture by Puppetry Students in Yogyakarta, Indonesia

2020 ◽  
Author(s):  
Susana Ayala ◽  
Keyword(s):  
Communities Of Practice ◽  
Hip Hop ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Language Shift ◽  
Art Teachers ◽  
Theoretical Concepts ◽  
Language And Culture ◽  
Puppet Theater ◽  
Global Language

Puppet theater on the island of Java is an ancient art which has maintained some of its characteristics considered traditional, but has also been transforming innovations such as the wayang with hip-hop music among other popular expressions. The art of puppetry has also been institutionalized and is itself a degree program at the National Institute of Arts of Indonesia. In this paper, I show the outcomes of my research among students and shadow puppet art teachers in Java, Indonesia. There are two special characteristics in training puppeteers: The main use of Jawanese language and the development of communities of practice as ways of working in the teaching and learning process. As such, these contexts motivate students to be constantly reflecting on the Javanese language and culture. I note the process and the reflections of the participants on the Javanese language shift, and the uses of language in puppet performances which consider the reception of young Javanese. To analyze the data, I draw from fieldwork and interviews, I use the theoretical concepts of discursive genres and dialogism proposed by Bakhtin and I propose that the art of puppetry is a social field that encourages vitality and linguistic diversity on the island of Java.

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

scholarly journals Facilitators and Barriers to Engagement and Effective SoTL Research Collaborations in Faculty Learning Communities

2020 ◽  
Vol 8 (2) ◽  
pp. 53-72
Author(s):  
Claudia A. Cornejo Happel ◽  
Xiaomei Song
Keyword(s):  
United States ◽  
Learning Communities ◽  
Teaching And Learning ◽  
The United States ◽  
Faculty Engagement ◽  
Faculty Learning Communities ◽  
Academic Communities ◽  
Faculty Learning ◽  
Explanatory Sequential Design ◽  
Collaborative Structures

To determine factors that influence faculty engagement and success in faculty learning communities focused on collaborative Scholarship of Teaching and Learning (SoTL), our project gathered information on (1) faculty motivation to engage with SoTL; (2) structures that support collaboration; (3) the perceived impact of SoTL on teaching, scholarship, and faculty engagement in academic communities on campus and beyond; and (4) the role of the teaching center in supporting collaborative faculty learning communities focused on SoTL. In this explanatory, sequential design mixed-methods study, participants were asked to complete a survey on their experience as participants in faculty learning communities at a large comprehensive public university in the southeastern United States; researchers then conducted one-on-one interviews with select participants to gain an in-depth understanding of trends and questions emerging from the survey data. Results indicate that personal, institutional, professional, and team factors contribute to participants’ perception of the success and effectiveness of collaborative research teams. Findings from the study offer guidance for setting up effective collaborative structures for SoTL projects and nurturing inter-disciplinary research among faculty members, thus providing insights that can inform the design and facilitation of similar programs in the United States and internationally.

scholarly journals Student support to enhance student living and learning at a South African University

2016 ◽  
Author(s):  
Isabella Coetzee
Keyword(s):  
Higher Education ◽  
South African ◽  
Student Support ◽  
Support Structures ◽  
Social Challenges ◽  
Higher Education System ◽  
Support Programme ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education

Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges

scholarly journals Developing Faculty Communities of Practice to Expand the Use of Effective Pedagogical Techniques

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Mark Hoyert ◽  
Cynthia O'Dell
Keyword(s):  
Student Success ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Retention Rates ◽  
First Year ◽  
Scholarship Of Teaching ◽  
Pedagogical Techniques ◽  
The Impact ◽  
Faculty Group

The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an intervention designed to encourage the exploration and use of a variety of pedagogical techniques by faculty in a traditional, four-year college faculty within the context of the AASCU Re-imagining the First Year Initiative. Small groups of six to eight faculty, joined and created communities of practice. The groups were known as Pedagogical Interest Groups, or PIGs for short. The faculty read about and analyzed a series of pedagogical techniques and committed to introducing at least one technique into their courses to further explore the techniques. When the techniques were successful, the faculty members redesigned entire classes to expand the impact. The communities of practice were successful in encouraging faculty to explore a wide variety of techniques. The average faculty group explored eight different pedagogical techniques. Faculty were able to use the opportunity to experiment with techniques with the support from their colleagues in their PIG. A dozen techniques were explored across the PIGs and dozens of class sections have been completely redesigned. To date, over 2000 students have experienced redesigned courses. Measures of student success, satisfaction, and interest in those sections have increased. The effort has been accompanied by a robust increase in the campus-wide retention rates. ​

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

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