scholarly journals Deciphering the Problem of Change: Socioeconomic Disparity in Marginalized Communities in the Wake of COVID-19

10.31355/69 ◽  
2020 ◽  
Vol 4 ◽  
pp. 041-065
Keyword(s):  
Learning Opportunities ◽  
Shared Vision ◽  
Self Awareness ◽  
Socioeconomic Disparity ◽  
Community Based ◽  
Marginalized Communities ◽  
Development Models ◽  
The Face ◽  
Community Based Learning ◽  
Historical Origins

Aim/Purpose: The following manuscript presents a broad humanistic-existential framework in support of human-centered design strategy, as it explores the axiological assessment of how marginalized community leadership, post-COVID-19, can lead and integrate innovative Community-Based Learning (CBL) community development models. The manuscript commences with a synthesis of literature focused on understanding the problem of change concerning marginalized communities’ complex historical origins, which has now become further complicated due to the current COVID-19 pandemic. Background: The manuscript commences with a synthesis of literature focused on understanding the problem of change concerning marginalized communities’ complex historical origins, which has now become further complicated due to the current COVID-19 pandemic. Methodology: By developing an in-depth understanding of the foundational elements that challenge marginalized communities, this manuscript explores and identifies the confluence of non-linear methodological system models with blended applications to create human-centric development. Findings: Such creations driven by synergistic strategies can engage marginalized communities to develop empowered learning opportunities that place direct investment in its residents. Thereby, these efforts can holistically shift community landscapes by enabling residents’ socio-economic growth through the acquisition of high levels of knowledge and skill while achieving ongoing self-awareness. Impact on Society: Even in the face of a volatile future world, these attributes can strengthen and increase levels of independence and autonomy to create sustainable and equitable ecosystems; and ultimately work to ensure a shared vision of change now and into the future.

Teaching Graduate Students to Evaluate Public Health Programs Through Community-Based Learning

2019 ◽  
Vol 6 (2) ◽  
pp. 119-127
Author(s):  
Brenda M. Joly
Keyword(s):  
Public Health ◽  
Program Evaluation ◽  
Core Competency ◽  
Learning Opportunities ◽  
Lessons Learned ◽  
Health Programs ◽  
Community Based ◽  
Public Health Programs ◽  
Public Health Professionals ◽  
Community Based Learning

Public health professionals are increasingly called on to demonstrate program evaluation skills, a core competency for the field. Learning opportunities that are connected to community organizations with identified evaluation needs give students meaningful opportunities to build and test new skills. When thoughtfully implemented, community-based learning benefits both the student and the community, yet there are several important considerations for designing a course that incorporates this feature. This article describes one approach for teaching graduate public health students how to conceptualize and write a comprehensive program evaluation plan for a community agency, based on the needs, priorities, and capacity of that agency. Lessons learned and recommendations for adopting this model are discussed.

scholarly journals The Nature of the Space: Walls to Bridges as Transformative Learning

2018 ◽  
Vol 4 (1) ◽  
pp. 241-250
Author(s):  
Anna Sferrazza
Keyword(s):  
Transformative Learning ◽  
Community Building ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Traditional Classroom ◽  
Community Based ◽  
Teaching Methodologies ◽  
Academic Settings ◽  
Community Based Learning ◽  
Educational Paradigms

Community-based learning initiatives have the potential to have a meaningful impact on participants. When integrated into an academic setting, such experiential learning opportunities can initiate transformative learning within students and the broader community. Through a self-reflexive approach, this essay describes one such first-hand experience from a Walls to Bridges class, offered through Wilfrid Laurier University and facilitated in a Canadian Federal Prison. The learning model utilized within this class has the capacity to deeply engage students in ways where traditional classroom methodology falls short. Institutionalized education can learn a great deal from this model, which values diversity and community building, and which centralizes voices that are often absent or marginalized in academic settings. This essay examines the nature of a Walls to Bridges class as it compares to traditional educational experiences. The essay explores current, dominant educational paradigms that are influenced by capitalistic values and can perpetuate power imbalances and systemic barriers, while also highlighting alternatives to traditional education models. Teaching methodologies, such as collaborative rather than competitive learning, circle pedagogy, the creation of a safe classroom space, power redistribution, and creative means of critical classroom discussions, are celebrated as opportunities for deep learning.

scholarly journals Analisis kebutuhan guru pendidikan jasmani, olahraga dan kesehatan pasca program guru pembelajar

2017 ◽  
Vol 13 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Herka Maya Jatmika ◽  
Awan Hariono ◽  
Joko Purwanto ◽  
Caly Setiawan
Keyword(s):  
Health Education ◽  
Sampling Technique ◽  
Shared Vision ◽  
System Thinking ◽  
Community Based ◽  
Peter Senge ◽  
Personal Mastery ◽  
Five Disciplines ◽  
Community Based Learning ◽  
Special Region

Penelitian ini bertujuan untuk memetakan kompetensi guru serta rumusan rekomendasi kebijakan yang mendalam dan kongkrit mengenai konsep strategi implementasi kerja yang efektif, efisien, produktif, kreatif dan inovatif demi terlaksananya program pembinaan kompetensi dan profesionalitas guru secara khusus di Daerah Istimewa Yogyakarta. Penelitian ini merupakan penelitian deskriptif kualitatif yang bersifat eksploratif reflektif. Subjek Penelitian adalah para guru PJOK di jenjang Sekolah Dasar di Yogyakarta sebanyak 30 guru yang dipilih melalui mekanisme purposive. Proses pengumpulan data akan dibantu dengan lembar-lembar identifikasi atau pencatatan. Mekanisme pengumpulan data yang selanjutnya adalah dengan melakukan FGD dengan beberapa guru yang juga ditentukan melalui mekanisme purposive. Sementara itu, langkah-langkah yang hendak diterapkan dalam metode analisis data berturut-turut berupa, (1) klasifikasi data; (2) display data; (3) melakukan  penafsiran dan interpretasi serta pengambilan kesimpulan. Guru PJOK di Daerah Istimewa Yogyakarta masih terkendala oleh kapasitas IT, kejelasan program Guru Pembelajar serta rendahnya pendampingan dari instansi terkait, sehingga dalam melaksanakan program ini mereka mengalamai stagnasi. Community based learning menjadi metode yang diingini oleh para guru PJOK dalam mengembangan kompetensinya. Konsep The Five Disciplines dari Peter Senge yang meliputi personal mastery, mental models, building shared vision, team learning, dan system thinking perlu didorong dalam upaya menghebatkan para guru PJOK. Needs analysis for the sport and health education teachers after the implementation of learning-teacher program AbstractThe study aims at mapping the in-depth and concrete teacher competence and recommendation formula toward the concept of effective, efficient, productive, creative and innovative job implementation in implementing the special program of teachers’ competence and professionalism development in the Province of Yogyakarta Special Region. The study is a qualitative descriptive research with explorative-reflective nature. When the study was conducted, the subjects were 30 teachers of Sports and Health Education in the Elementary Schools degree throughout the Province who had been selected by means of purposive sampling technique. Then, the data in the study were gathered bt means of identification or record sheets. After the data had been gathered, a focus group discussion (FGD) was conducted by involving several teachers who had also been selected by means of purposive sampling technique. Then, in analysing the data for the study the following procedures were applied: (1) data classification; (2) data display; (3) interpretation and conclusion drawing/verification. Based on the results of the study, it might be concluded that the teachers of Sports and Health Education in the Province of Yogyakarta Special Region are still troubled with their capacity of operating Information Technology, the clarity of Learning-Teacher Program and the low guidance provided by the relevant institution; as a result, the implementation of the program among the teachers become stagnant. The teachers in the program prefer Community-Based Learning as the method for the program implementation. In relation to the demand, the concept of Five Disciplines by Peter Senge that includes personal mastery, mental models, building shared vision, team learning and system thinking should be encouraged in empowering the teachers of Sports and Health Education.

Where are the handouts?

2009 ◽  
Vol 91 (4) ◽  
pp. 131-131
Author(s):  
John Crean
Keyword(s):  
Learning Opportunities ◽  
Community Based ◽  
Community Based Learning

Over the last 10 years, influences from across the Atlantic and mainland Europe have forced those involved in organising learning opportunities to reconsider the place of teacher-led learning. The trend toward a student-led approach has an increasing number of UK-based advocates, whose focus is to facilitate self-directed community-based learning.

scholarly journals The face of postural tachycardia syndrome – insights from a large cross‐sectional online community‐based survey

2019 ◽  
Vol 286 (4) ◽  
pp. 438-448 ◽  
Author(s):  
B. H. Shaw ◽  
L. E. Stiles ◽  
K. Bourne ◽  
E. A. Green ◽  
C. A. Shibao ◽  
...  
Keyword(s):  
Online Community ◽  
Postural Tachycardia Syndrome ◽  
Community Based ◽  
Cross Sectional ◽  
Postural Tachycardia ◽  
The Face

Can we use a complex systems framework to model community-based learning?

2003 ◽  
Vol 24 (3) ◽  
pp. 32-38
Author(s):  
Elizabeth Charles
Keyword(s):  
Complex Systems ◽  
Community Based ◽  
Model Community ◽  
Community Based Learning ◽  
Systems Framework
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