scholarly journals Learning Communities as a New Way to Learn

2017 ◽  
Vol 11 (2) ◽  
pp. 364
Author(s):  
Edelia Denisse Castañeda de la Cruz
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Local Community ◽  
Education For All ◽  
Human Community ◽  
Cultural Project

A Learning Community (CA) for its acronym in Spanish, is an organized human community that builds and engages in its own educational and cultural project to educate itself, its children, its youth and its adults, within the framework of an endogenous, cooperative and supportive effort, based on a diagnosis not only of their hortcomings but, above all, of their strengths to overcome such weaknesses (Elboj et al., 2006). The only way to ensuring education for all and quality lifelong learning is to make education a necessity and a task for all, developing and synchronizing the resources and efforts of the local community in order to ensure more sustainable conditions. We are then, confronted with one of the most difficult and complex contemporary challenges: to think twice and to rebuild the bonds that the human develops, through society, in conjunction with the environment.

Guidelines for Lifelong Education Management to Mobilize Learning Community

2018 ◽  
Vol 9 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Suwithida Charungkaittikul
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Cultural Context ◽  
Lifelong Education ◽  
Management Guidelines ◽  
Education Management ◽  
Meaningful Information ◽  
The Social ◽  
Practical Guidelines

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

Hybridizing Online Learning with External Interactivity

2010 ◽  
pp. 24-41 ◽  
Author(s):  
Donna Morrow ◽  
Richard G. Bagnall
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Local Community ◽  
Online Professional Development ◽  
Online Learning Communities ◽  
On Line ◽  
External Learning ◽  
On Line Learning

One approach to hybrid learning is to hybridize online learning through recognizing and including external interactivity. This chapter examines that possibility. After reviewing the nature of interactivity and individual learner experience in online learning communities, it presents a recent study of interactivity in online professional development learning by practising teachers. From that study emerges the importance and scope of external interactivity between the learner and his or her local community of colleagues, friends, and family in a learning community beyond the traditional online class. Building on that case study, and indications from the literature that its implications may be generalizable, the chapter suggests ways in which external interactivity can be recognized and included in the online learning environment – as a way of hybridizing on-line learning through its inclusion of learners’ interactive engagements in the external learning communities that they bring to their studies.

scholarly journals Learning cities and learning communities: Analyzing contextual factors and their impacts on adult and lifelong learning in urban settings

2020 ◽  
pp. 17-52
Author(s):  
Balázs Németh ◽  
Ola Issa ◽  
Farah Diba ◽  
Alan Tuckett
Keyword(s):  
Knowledge Transfer ◽  
Community Development ◽  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Social Inclusion ◽  
Urban Environments ◽  
Left Behind ◽  
Critical Approaches ◽  
Learning Cities

This paper will elaborate upon the contextual aspects of community development in the scope of Learning City and Learning Community related practices of knowledge transfer and sharing in urban environments. Engaged colleagues will provide their critical approaches, reflections and proposals upon how we can understand and recognize adult and lifelong learning through communities trying to reach for peace, understanding , social inclusion and sensitive intercultural and intergenerational aspirations in times of difficulties and challenges affecting our vulnerable relationships. This paper will try to point out matters of equity, human discoveries of collection, sharing and saving values, tradition and dignities through Learning Communities in four different cultural environments from the British Isles, India, Palestine and Hungary. Their urban frames might not be necessarily called or considered as Learning Cities, but labels and notions are not the first priority. It is as simple as it sounds: No One Left Behind.

Guidelines for Lifelong Education Management to Mobilize Learning Community

2021 ◽  
pp. 564-575
Author(s):  
Suwithida Charungkaittikul
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Cultural Context ◽  
Community Mobilization ◽  
Lifelong Education ◽  
Management Guidelines ◽  
Education Management ◽  
The Social ◽  
Practical Guidelines

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

Building Learning Communities for Faculty

1998 ◽  
Vol 2 (6) ◽  
pp. 22-24
Author(s):  
Jodi H. Levine
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Colleges And Universities ◽  
Dynamic Learning ◽  
Temple University ◽  
Teaching Team ◽  
Daunting Challenge ◽  
The Way

As at most colleges and universities, when faculty at Temple University are asked to join with other faculty to teach a “learning communities” course, they are faced with the daunting challenge of changing the way they teach. To help them meet this challenge, Temple University engages in a number of faculty development activities, the goal of which is to have faculty come together in a dynamic learning community—a teaching team—in which they can work out the best approaches for involving students in their own learning.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

Sign in / Sign up

Export Citation Format

Share Document