T-E CLC: A conceptual model towards creative learning community

2014 ◽  
Author(s):  
Dawam D. J. Suwawi ◽  
Warih Maharani ◽  
Husni S. Sastramihardja
Keyword(s):  
Learning Community ◽  
Conceptual Model ◽  
Creative Learning

scholarly journals Conceptual Model of Technology-Enabled Creative Learning Community

Techno Com ◽  
2017 ◽  
Vol 16 (2) ◽  
pp. 164-181
Author(s):  
Dawam Dwi Jatmiko Suwawi
Keyword(s):  
Learning Community ◽  
Conceptual Model ◽  
Graduate School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Design Science ◽  
Science Research ◽  
Creative Learning ◽  
Need To Evaluate ◽  
Definition Of

This paper proposes a definition of Creative Learning Community (CLC) that is enabled with technology and its conceptual model in Graduate School of Telkom University. As rooted to learning community term, CLC is defined as a teaching and learning approach within a learning community that consists of a group of students and faculty member that uses creative learning concept. This study adapts the Design Science Research Framework in Information System by Hevner et al to build the conceptual model. First, the study synthesizes existing literature on learning community and creative learning community to define CLC term. Second, based on a review of previous studies and books on learning community, creative thinking, group creativity, engaged learning, student learning outcomes and technology supporting creative learning community, the author analyzes construct candidates of the model. Third, after selecting constructs from the candidates, the study continues by designing the conceptual model of technology-enabled creative learning community. The model was tested the implementations of learning community in Graduate School of Telkom University. The findings provide several conceptual and managerial insights into the role of technology in supporting creative learning community. Future work will need to evaluate the model in the context of other engineering.

Education for Discipleship: A Curriculum Orientation for Christian Educators

2009 ◽  
Vol 13 (2) ◽  
pp. 155-168 ◽  
Author(s):  
John E. Hull
Keyword(s):  
Learning Community ◽  
Conceptual Model ◽  
Curriculum Reform ◽  
Life Experience ◽  
Point Of View ◽  
True Nature ◽  
Curriculum Orientation ◽  
It Education ◽  
History Of ◽  
Christian Educators

THIS ARTICLE INVESTIGATES the long-held assumption that Christian educators need their own curriculum orientation. Seminal documents published by Philip Jackson and Harro Van Brummelen in the nineties are analyzed against the background of a brief history of the field of curriculum theory. The author accepts Jackson's conclusion that curriculum theorists and classroom teachers are generally confused about the true nature of curriculum orientations and about the way curriculum reform takes place. Jackson's own understanding of curriculum orientations raises the bar of curriculum reform from the mere substitution of one conceptual model for another to the preference of one way of life over all others. The investigation reveals that Van Brummelen's presentation of an alternative Christian curriculum orientation both rises above Jackson's critique and is vulnerable to it. Education for Discipleship is a highly evolved alternative curriculum orientation; nevertheless, its implementation is limited to a learning community actualizing a biblical world and life point of view from a conceptual model to actual practice. This investigation suggests that substantive curriculum reform requires two-way traffic along the conduit of influence that connects faith, theoretic frameworks, curricular practice, and community life experience.

scholarly journals Empowerment Of Pospaud Cades In Management Of Posture "Melati" Cepoko Gunungpati Semarang

2019 ◽  
Vol 1 (2) ◽  
pp. 149-159
Author(s):  
Ari Yuniastuti
Keyword(s):  
Learning Community ◽  
Community Service ◽  
Local Food ◽  
Supplementary Feeding ◽  
Nutrition And Health ◽  
Food Ingredients ◽  
Childhood Education ◽  
Number Of Children ◽  
Creative Learning ◽  
Initial Knowledge

PosPAUD is a form of early childhood education services (PAUD) whose implementation is integrated with the services of Bina Keluarga Balita (BKB) and Posyandu. PosPAUD "Melati" is one of the PAUD Posts in Gunungpati Subdistrict. Based on PosPAUD data "Melati" Getas Cepoko village, the number of children active in PosPAUD aged 0-6 years in 2017 reached 25 children, while in 2018 active PAUD students were 18 people, there was a decrease in the number of community participation in PAUD activities. Likewise in the Posyandu activities which are held routinely on Saturdays on the first week of each month, the longer the number of people who come there is less The main problems faced by this pospaud include the limited number of cadres, the low knowledge and skills of cadres about nutrition and health and nutritional supplementary feeding (PMT) based on local food ingredients, the limited facilities available, the lack of knowledge about administrative order and active-creative learning. Community service methods are applied through pospaud cadre training, and assistance in the implementation of pospaud. Pospaud cadre empowerment activities carried out for 4 months, contributed 1). Increased cadre knowledge in managing PosPAUD; 2) Posyandu cadre skills in providing counseling and counseling about nutrition and health to children participating in PosPAUD and mothers of children under five; 3) Increased knowledge of PosPAUD cadres about nutritional supplementary feeding (PMT) based on local food ingredients; 4) PosPAUD cadre skills in making PMT (Supplementary Feeding) increased, and cadres could innovate types of PMT based on local food ingredients; 5) PosPAUD room is more comfortable and attractive; 6) Establishment of Family Medicine Park (TOGA). The results of the posyandu cadre empowerment activities showed an average initial knowledge of posyandu cadres on various aspects of being cured by 40.45%; the average posyandu cadre final knowledge on various aspects of being educated and trained is 95.25%; thus increasing the final evaluation results by 54.80% (classified in the medium category). The equipment assistance provided is able to support the smooth operation of the Melati pospaud activities. Keyword : pospaud, nutrition, supplmenetray feeding

scholarly journals A Conceptual Model Participatory Engagement Within E-learning Community

2017 ◽  
Vol 116 ◽  
pp. 242-250 ◽  
Author(s):  
Haryani Haron ◽  
Noor Hida Natrah Aziz ◽  
Afdallyana Harun
Keyword(s):  
Learning Community ◽  
Conceptual Model ◽  
E Learning ◽  
Participatory Engagement

Daddy Diary for the daughter of the future: a sound-based archive

2019 ◽  
Vol 19 (1) ◽  
pp. 18-28
Author(s):  
David Prescott-Steed
Keyword(s):  
Learning Community ◽  
Human Life ◽  
Learning Experience ◽  
Free Association ◽  
Raw Material ◽  
Content Type ◽  
Creative Learning ◽  
The Future ◽  
Letting Go ◽  
First Time

PurposeThe purpose of this paper is to explore a range of questions and problems pertaining to a sound-based project that the author began half-way through 2011. Called Daddy Diary, this archive-in-progress takes the form of a series of free-association audio monologues, produced by a first-time father, that are addressed to his adult-daughter of the future and that reflect upon their evolving familial relationship.Design/methodology/approachAs is often the case with creative projects that are embedded in a plurality of ideological, material and temporal conditions, Daddy Diary requires an eclectic and para-humanities approach to its theorisation. By drawing from ethical, sociological, historical and pedagogical assemblages, this paper shows how Daddy Diary activates a non-hegemonic truth space wherein familial knowledge (tacit knowledge captured in the raw material of the voice recordings) participates in the sustainable and counter-institutional negotiation of self-concept.FindingsSound recording technologies have made accessible new ways of documenting human life-narratives, thus augmenting how notions of the self can be written, reviewed and shared with a creative learning community. Just as photography has been used in creative practice reinforce parental worth, playing into the experience of holding and letting go, so too does an audio diary provide the apparatus through which a parent may reflexively navigate death anxiety and the possibility of loss. Thus, this paper contains insight that may prove useful for other first-time fathers. It’s insight may also be of benefit to practice-led researchers wishing to understand how to translate non-institutional activity into a creative learning experience.Originality/valueJust as the foregrounding of sound poses a challenge to the so-called dominance of visual cultural communication, so too can “listening” engage an alternative sensory perspective from which we “see” ourselves.

scholarly journals INCORPORATING CREATIVE LEARNING INTO HORTICULTURE CLASSES

HortScience ◽  
2005 ◽  
Vol 40 (3) ◽  
pp. 883d-883
Author(s):  
Heather Whitmire ◽  
Mary Haque
Keyword(s):  
South Carolina ◽  
Service Learning ◽  
Learning Community ◽  
Creative Thinking ◽  
Botanical Garden ◽  
Landscape Design ◽  
Wildlife Habitat ◽  
Stepping Stones ◽  
Design And Implementation ◽  
Creative Learning

The Clemson University Communication Across The Curriculum program is coordinating a creative response for learning (CRL) project to provide students with creative learning and critical thinking opportunities relevant to course content while creating a learning community. Faculty representing numerous disciplines asked their students to respond with creative projects (e.g., drawings, poems, posters, multimedia, sculpture, music, etc.) to the subject matter of the course. Students in Horticulture courses responded by writing poems in a Landscape Appreciation class, designing creative solutions to environmental problems in a Landscape Design Class, and installing an Ethnobotany Garden in a landscape implementation class. The landscape design and implementation classes used a service learning methodology to identify and solve problems in local communities. Following a four-part process of preparation, action, reflection, and celebration, students in the design class completed plans for thirteen theme gardens constituting a Children's garden in the South Carolina Botanical Garden. The following semester, landscape implementation students built the first of the series, an Ethnobotany Garden, using teamwork and university/community partnerships. They also practiced individual creative thinking and building skills through the design and installation of creative projects including a bat house, a stained glass and a broken tile birdhouse, four container gardens, artistic stepping-stones, and a dramatic metal sculpture of a butterfly representing the sustainable wildlife habitat aspect of the Children's garden. College students and faculty working on the Ethnobotany Garden project alone contributed over 1,000 hours to their community while learning more about both the art and the science of landscape design and implementation.

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