Framing Care for Planners of Education Programs

2017 ◽  
Vol 29 (2) ◽  
pp. 62-71 ◽  
Author(s):  
Michelle Glowacki-Dudka ◽  
Cathy Mullett ◽  
Wendy Griswold ◽  
Amy Baize-Ward ◽  
Crissy Vetor-Suits ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Community ◽  
Critical Reflection ◽  
Popular Education ◽  
Learning Goals ◽  
Open Communication ◽  
Nel Noddings ◽  
Care Community ◽  
Education Community ◽  
Myles Horton

Using a framework of care to design experiences in formal or informal learning does two things. It acknowledges intentions of reflective learning through open communication and meets expectations of scholars seeking knowledge within a learning community. This proposed framework was developed from programs involving popular education, community development, open communication, critical reflection, and democratic participation. It can be applied to most instructional contexts, where relationships between facilitators and participants are valued as part of an active learning environment. This framework of care builds on the work of Myles Horton, Paulo Freire, Nel Noddings, and Fergal Finnegan. When planning programs, we recommend both understanding participants’ learning goals and then being attentive to care, community, communication, critical reflection, equality, and democracy. Through these approaches, educators can create a caring experience for learners.

Beyond Class Hours

2012 ◽  
pp. 46-61
Author(s):  
Robert Hickey
Keyword(s):  
Informal Learning ◽  
Learning Community ◽  
Teaching Styles ◽  
Physical Design ◽  
Think Tank ◽  
Geographic Education ◽  
Computer Classroom ◽  
Geographic Knowledge ◽  
Computer Classrooms ◽  
Formal Class

Much has been written regarding the effectiveness of different teaching styles; however, considerably less has been written about the physical design of computer classrooms and their implications on education. To date, nothing has been written regarding building an informal learning community within a computer classroom, particularly outside of formal class hours. In this paper, the author examines designing an environment in which geography students feel at home, that is, a center of geographic education. Such a center could be defined as a place where students and faculty congregate to create and transmit geographic knowledge. A GIS lab can be such a place if deliberate care and effort are taken to ensure that the lab is multidisciplinary, dynamic, encourages creativity and discourse, and is a think tank for solving geospatial problems. This paper illustrates some proven methods for building such an environment.

Instructional Conversations

2008 ◽  
pp. 144-160 ◽  
Author(s):  
Lorraine Sherry ◽  
Shelley H. Billig
Keyword(s):  
Professional Practice ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Learning Goals ◽  
Instructional Conversations ◽  
Reflective Conversations

Instructional conversations lie at the heart of teaching and learning. Well designed instructional conversations stimulate deep thinking, promote critical reflection and metacognition, and help participants create meaning and leverage ideas to generate something new. This chapter defines instructional conversations and presents a taxonomy of five types, ranging from dialectic conversations to reflective conversations. Illustrations of each type of conversation are provided, along with a discussion of their function and ways to increase their effectiveness. The chapter ends with a set of suggestions for improving professional practice, and particularly for instructors who wish to become more intentional about reaching learning goals.

scholarly journals An Automatic Classification and Clustering Algorithm for Online Learning Goals Based on Cognitive Thinking

2018 ◽  
Vol 13 (11) ◽  
pp. 54 ◽  
Author(s):  
Ying Wang ◽  
Weifeng Jiang
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Community ◽  
Clustering Algorithm ◽  
Automatic Classification ◽  
Learning Goals ◽  
Diagnostic Model ◽  
Process Data ◽  
Community Concept ◽  
Classification And Clustering

To improve the learning effect of online learning, an online learning target automatic classification and clustering analysis algorithm based on cognitive thinking was proposed. It was applied to a multi-dimensional learning community. A new form of virtual learning community concept was proposed. The design ideas of its multi-dimensional learning environment were elaborated. Ontology technology was used to collect student learning process data. A cognitive diagnostic model for assessing student learning status was generated. Finally, through the cluster analysis technology, the registered students in the curriculum center were automatically divided into different levels of community groups. The results showed that the proposed algorithm for automatic classification and clustering of online learning targets had a good application effect in the learning community. Therefore, this method has practical application value.

Worker and Community Ownership as an Economic Development Strategy: Innovative Rebirth or Tired Retread of a Failed Idea?

2020 ◽  
Vol 34 (4) ◽  
pp. 325-342
Author(s):  
Jason S. Spicer
Keyword(s):  
Economic Development ◽  
Development Strategy ◽  
Early Stage ◽  
Historical Analysis ◽  
Popular Education ◽  
Community Capacity ◽  
Community Ownership ◽  
The Past ◽  
Education Community ◽  
State And Local

A generation ago, American state and local experiments with worker and community ownership appeared unsuccessful. Does their current revival offer anything new to the field of economic development or is this merely a tired retread of a failed idea? Using historical analysis, case studies, and interview data from three U.S. regions, the author analyzes the current range of initiatives that seek to remove impediments, stimulate development, and provide direct technical and financial support to worker and community-owned enterprises. The author also identifies how these efforts differ from those in the past, with respect to scope, scale, and success orientation. Collectively, these differences suggest a focus on engaging with, rather than escaping from, market-based economic development. Key challenges are also identified: popular education, community capacity, competitive pressure, early-stage financing, and managing political content. While too early to assess outcomes, these differences suggest the possibility of more substantial results than in the past.

scholarly journals Out of alignment? A critical reflection on the student-teacher relationship in project-based paramedicine education.

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
John Rae ◽  
Alexander MacQuarrie
Keyword(s):  
Professional Practice ◽  
Student Teacher ◽  
Research Methodology ◽  
Critical Reflection ◽  
Project Based Learning ◽  
Open Communication ◽  
Clinical Simulation ◽  
Student Teacher Relationship

<p>This article draws on our experiences in project-based learning and in particular our experiences in facilitating a group of paramedicine students tasked with the responsibility of evaluating clinical simulation debriefing sessions.</p><p>Using critical reflection as the research methodology, we unearthed and reworked our experiences in this project, especially the experiences of one of us, Sandy, who took on role of project facilitator. The article identifies the importance of alignment between student and teacher in project-based learning and a set of principles are offered to guide and support this in project-based teaching. These principles include open communication and respect, the suspension of conventional belief, and reflection on professional practice.</p><p> </p><p> </p><p><strong> </strong></p><p> </p>

scholarly journals Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning

2021 ◽  
pp. 761-782
Author(s):  
Cherng-Jyh Yen ◽  
Chih-Hsiung Tu ◽  
Laura E Sujo-Montes ◽  
Hoda Harati ◽  
Claudia R. Rodas
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Open Educational Resources ◽  
Learning Goals ◽  
Lifelong Learners ◽  
Personal Learning ◽  
Network Learning ◽  
Self Regulated Learning ◽  
Personal Learning Environment

Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the formal, non-formal, or informal learning environments. This study empirically examined how PLE management predicted the use of PLE to support three types of lifelong learning (i.e., formal, non-formal, or informal learning). This study concluded that PLE management was predictive of each type of learning respectively. PLE is not only a technical platform but also a new digital learning literacy, conceptual space, pedagogical process, and social networks that enable and support learners to achieve their lifelong learning goals. While Open Educational Resources (OERs) are perceived as a solution for social justice in digital lifelong learning, PLE and Open Network Learning Environment are identified as the key pedagogy and instructional strategies to empower learners gaining network-learning literacy and becoming competent digital lifelong learners.

scholarly journals Werk maken van moreel werk van leraren door reflectie en dialoog : Een exploratieve case studie naar de betekenis die leraren geven aan dagelijkse praktijk ervaringen met leerlingen

Pedagogiek ◽  
2020 ◽  
Vol 40 (1) ◽  
pp. 45-72
Author(s):  
Helma de Keijzer ◽  
Gaby Jacobs ◽  
Jacqueline van Swet ◽  
Wiel Veugelers
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Critical Reflection ◽  
Educational Practice ◽  
Daily Practice ◽  
Collective Learning ◽  
Critical Dialogue ◽  
Political Dimension ◽  
Field Notes

Abstract Making work of the morality of teachers daily practice through reflection and dialogueAn exploratory case study to teachers’ meaning given to their daily practice experiences with pupilsThis article reports a study into the reflection of teachers. The teachers participated in a professional learning community (PLC) to investigate their interactions with pupils in a dialogical process with colleagues. For this purpose a ‘critical reflexive dialogue’ was developed. First, we investigated how teachers give meaning to their experiences through three types of reflection ‐ content, process and critical reflection ‐ and or a shift in type of reflection takes place with the use of a critically reflexive dialogue. Second, we studied how the moral-political dimension occurred in teachers’ critical reflection. The research was conducted as an explorative case study in which the theoretical framework establishes a connection between moral educational practice with the types of reflection for teachers. Based on observations and field notes from eleven PLC meetings, results show when teachers make sense individually, they mainly pay attention to the content and the process of reflection. In this situation critical reflection is not self-evident. However, the results also show that teachers get more involved in critical reflection through critical dialogue and collective learning with colleagues in the PLC. Moral-political dimension included teachers’ critical reflection, but mainly focus on the meaning of their own beliefs for their daily practice and pupils and rarely on social and political influences. Based on these results, it is recommended that the moral-political dimension receives more explicit attention in teachers’ reflection.

Effects of managerial coaching on critical reflection: mediating role of learning goal orientation

2020 ◽  
Vol 32 (3) ◽  
pp. 217-228 ◽  
Author(s):  
Makoto Matsuo ◽  
Kohei Arai ◽  
Takami Matsuo
Keyword(s):  
Goal Orientation ◽  
Critical Reflection ◽  
Learning Goals ◽  
Future Research ◽  
Managerial Coaching ◽  
Content Type ◽  
Mediating Role ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Quantitative Studies

Purpose The purpose of this paper is to investigate the direct and indirect effects of managerial coaching on critical reflection mediated through learning goal orientation. Design/methodology/approach The authors conducted a questionnaire survey of 169 employees in 53 teams at an IT firm in Japan. The data were examined using multi-level analyses. Findings Managerial coaching has a direct positive effect on critical reflection, and the relationship is mediated by learning goal orientation. Research limitations/implications The characteristics of the sample may limit the generalization of the findings. Future research should verify the model in other industries and countries. Practical implications The organizations should note that managerial coaching is useful not only for facilitating employees’ problem-solving but also for enhancing their critical reflection. It should also be noted that employees can reflect critically on their beliefs and work routines when they have learning goals. Originality/value Although few quantitative studies have investigated the determinants of critical reflection, the present research reveals the overlooked functions of managerial coaching in promoting employees’ learning.

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