scholarly journals Blending Pedagogies in Higher Education

2021 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Immaculate Kizito Namukasa
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Cognitive Theory ◽  
Pedagogical Practices ◽  
Story Telling ◽  
Management Culture ◽  
Online Pedagogies ◽  
Faculty Of Education

This paper presents analysis of evidence on the ways in which the connection between technology and scholarship supported a Community of Practice (CoP) for instructors in a faculty of education in Canada. The goal is to reflect on different types of pedagogical practices of CoP members. We discuss the ways in which both social learning and online technology were harnessed to support professional learning. We based the analysis on notions of collective learning and Bandura’s (1986) social cognitive theory that inform studies on professional development. The main unit of analysis is the learning community (Wenger, 1998). CoP members jointly analyzed data from aggregated questionnaires, anonymized notes, and audio and textual recordings of selected meetings, resources archived and follow-up reflection by CoP members. The results showed that four pedagogies were most highly ascribed by CoP members: Culturally Responsive Pedagogies (11.63%; e.g., caring pedagogies, Healing, Global Transformative and Reconciliatory pedagogies), Hands-on and Digital Pedagogies (11.63%; e.g., Maker Education and Materiality pedagogies), Story Telling Pedagogies (13.95%; e.g., Deep, Imaginative, Surprise, Participatory, Story Telling and Learners as Curriculum Makers pedagogies), and 21st Century Teaching (16.28%; e.g., Blended, Digital and Online pedagogies). The findings provide evidence that there is potential in harnessing digital technology for social learning environments within the context of faculty responding to changing higher education institutional factors, including those motivated by the neoliberal management culture.

scholarly journals Development of Faculty of Education of Northeastern University through Professional Learning Community Process

2020 ◽  
Vol 9 (6) ◽  
pp. 318
Author(s):  
Pha Agsonsua ◽  
Vanich Prasertphorn
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Research Work ◽  
Present Condition ◽  
International Level ◽  
Participatory Action ◽  
Family Culture ◽  
Faculty Of Education

The objectives of this research were 1) to study the present and the desirable condition of the Faculty of Education of Northeastern University, 2) to develop the faculty through PLC process, and 3) to assess the results. The study used PAR (Participatory Action Research) with the sample of selected groups of 6 administrators, 27 instructors, and 378 students with a total of 411 persons altogether. The research results were as follows: Regarding the present condition, the faculty has been traditionally embedded in family culture with the faculty vision of “Being a Professional Learning Community”, but, still, seriously underperformed in research work and English proficiency; therefore, the desirable condition was to have research work and English competency meet the national higher education standards that ultimately lead to being professionals. As for the results of the development of the faculty through PLC process and PAR, the research works of all staffs and students were nationally acceptable and published in the journals of TCI group 1 and 2 and looking forward to and now making good progress to international level. Over 85% of staffs and students passed the Common European Framework of Reference for Language test required by Thai Higher Education Commission. The development will be on-going and moving toward international level. In sum, the development of research work and English competency of the staffs and students in the Faculty of Education of Northeastern University through PLC process and PAR was academically and professionally effective. The study is rewarding.

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

2014 ◽  
pp. 1-23
Author(s):  
Piergiuseppe Ellerani
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Learning Community ◽  
Professional Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
Management Tool ◽  
Video Research ◽  
Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

scholarly journals Kuahuokalā: Reflections on Space and Ttransformative Education Conversations

2019 ◽  
Vol 3 ◽  
pp. 29
Author(s):  
Cathy Kanoelani Ikeda ◽  
Stephanie Hauki Kamai ◽  
Michael Thomas Hayes
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Native Hawaiian ◽  
Everyday Lives ◽  
The Way

How can a place transform a conversation? In this paper the authors discuss how meeting to develop a professional learning community in a hale, a traditional native Hawaiian building, changed the course and direction of the learning community. Too often, departments and divisions of higher education are driven by external standards imposed by state and national accrediting and licensing agencies. The conceptions of education and the way it is implemented then is more focused on meeting the standard rather than coming to a deeper understanding of what can be accomplished for our communities in the name of education and how it can be achieved. Our PLC is intended to address this shortcoming by creating space of sharing, conversation and communal action. What emerged from our work within our relationship to the hale was an expression of the values, commitments and ideals that emerged through the context of our developing relationship. With a political desire for voice, we built a community that found meaning in the process of building something greater than ourselves, yet fundamentally immersed in our everyday lives.

Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

2020 ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer V. Lock ◽  
Kim Koh
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Complex Problem ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Learning And Teaching

Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.

scholarly journals Potential of digital teaching portfolios for establishing a professional learning community in higher education

2016 ◽  
Author(s):  
Ming Lai ◽  
Cher Ping Lim ◽  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Staff ◽  
Successful Implementation ◽  
Learning Beliefs ◽  
Collective Case Study

<p>Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of themes emerged from the cross-case data analysis: the teaching staff used DTPs for both personal and social benefits; they found it important to link their DTPs with students’ learning; they developed DTPs at different levels (individual and group level); they aligned their DTPs with their underlying teaching and learning beliefs; and they found that technical and conceptual supports, as well as opportunities to discuss and share with colleagues, were necessary for the successful implementation of DTPs. The study suggests that DTPs could significantly enhance higher education teaching and learning, and through sharing of DTPs, teaching staff could build a professional learning community that enhances their capacity for teaching and professional learning.</p>

Practices And Value Of A Professional Learning Community In Higher Education

2012 ◽  
Vol 5 (2) ◽  
pp. 71 ◽  
Author(s):  
Ann T. Hilliard
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Community Setting ◽  
Faculty Members ◽  
Definition Of ◽  
University Leaders ◽  
The University

It is important for leadership teams and faculty members in higher education to create an atmosphere of trust as new and improved ideas are addressed in a professional learning community setting. Prior to the past ten years, many faculty members at the university have been accustomed to working somewhat independently in their own discipline. However, today, more university leaders and faculty members are reaching out to one another to discuss issues or concerns within the organization. For the purpose of this research, emphasis will be placed on definition of a professional learning community, characteristics of a professional learning community, ways to improve teaching and learning, models of collaborative learning, effectiveness of professional learning communities and evaluating a professional learning community.

scholarly journals When online learning is a must: a case study of emergency remote teaching in higher education

2021 ◽  
Author(s):  
Ingrid Noguera ◽  
Paloma Valdivia
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Digital Competence ◽  
Innovative Teaching ◽  
Health Crisis ◽  
Face To Face ◽  
Online Pedagogies ◽  
Faculty Of Education

The health crisis caused by COVID-19 has urged face-to-face universities to adapt to the distance-teaching mode. This research seeks to analyse teaching and learning strategies and experiences during the confinement period in the context of the Faculty of Education of the Universitat Autònoma de Barcelona (N=29 teachers, 227 students). The results reveal that design of the course has reproduced face-to-face practices tending towards content-based learning. Lecturers have experienced difficulties deriving from a lack of digital competence and literacy in online pedagogies and students with reference to the paradigm shift that affect their role and tasks. In conclusion, there are pedagogical and technological changes that are here to stay and that the future of higher education will be hybrid. Teachers are predisposed to continue learning about the use of digital technologies and innovative teaching methods while there is a need to incorporate such competences into educators’ educational programmes.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

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