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.

Beyond Class Hours

2010 ◽  
Vol 1 (3) ◽  
pp. 1-16 ◽  
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.

scholarly journals Controlling Multiple Virtual Machines in Computer Classrooms

2015 ◽  
Vol 63 (2) ◽  
pp. 683-691
Author(s):  
Petr Zach ◽  
Martin Pokorný ◽  
Jiří Balej ◽  
Michal Šturma
Keyword(s):  
Classroom Management ◽  
Virtual Machine ◽  
Operating Systems ◽  
Virtual Machines ◽  
Process Automation ◽  
Remote Server ◽  
Computer Classroom ◽  
Computer Classrooms ◽  
Software Updates ◽  
Process Diagrams

A management of computer classroom is undoubtedly a difficult task for the administrator which has to prepare virtual operating systems for education. It is quite common that lectors need to edit the particular machine during the semester, and that is the case where the main problems can appear. The process of changes deployment is not just very time-consuming but during it a virtual machine inconsistency can appear. The main part of this paper focuses on system process diagrams and its pseudocode. At first, the machine is created on the remote server by lector or administrator. After a proper approval, the machine is able to be deployed. The lector then specifies the details about date, time and destinations of the virtual machine deployment. Once these details are approved, the virtual machine will be automatically deployed at the specified time. The automatic deployment includes also an initial configuration of the virtual machine at remote desktop and its post-install configuration (hostname, MAC address, etc.). Once all steps are completed, the process will be marked as succeed. We present an automatized solution which provides a possibility how to easily manage computer classroom with virtual operating systems. The proposed solution should deliver a greater flexibility, more reliability and faster deployment in comparison with the current solution used in our computer classroom. The proposal is also able to manipulate with already deployed machines for easy changes (e.g. software updates). The main advantage is the improvement of classroom management process automation.

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.

Designing and using informal learning spaces to enhance student engagement with mathematical sciences.

2015 ◽  
Vol 14 (1) ◽  
pp. 18 ◽  
Author(s):  
Jeff Waldock
Keyword(s):  
Student Engagement ◽  
Informal Learning ◽  
Learning Community ◽  
Community Of Practice ◽  
Group Work ◽  
Working Relationships ◽  
Learning Spaces ◽  
Use Of Time ◽  
Mathematical Sciences ◽  
Sense Of Home

By helping create a shared, supportive, learning community, the creative use of custom designed spaces outside the classroom has a major impact on student engagement. The intention is to create spaces that promote peer interaction within and across year groups, encourage closer working relationships between staff and students and support specific coursework activities - particularly group work.  Such spaces make better use of time since students are motivated to stay and work during long gaps in their timetable, provide a sense of 'home' within the institution and can lead to a cohesive community of practice.  We describe how this has been achieved and currently delivered in Mathematics at Sheffield Hallam University and provide evidence for its success.

Virtual Learning Communities in Google Plus, Implications, and Sustainability in MOOCs

2016 ◽  
Vol 9 (3) ◽  
pp. 18-36 ◽  
Author(s):  
Margarita Martinez-Nuñez ◽  
Oriol Borras-Gene ◽  
Ángel Fidalgo-Blanco
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Informal Learning ◽  
Learning Community ◽  
Collective Intelligence ◽  
Virtual Learning ◽  
Business Professionals ◽  
Virtual Learning Community ◽  
New Model ◽  
Over Time

Two major educational strengths that MOOCs provide are informal learning and harnessing the collective intelligence of the students and the interactions among other users like former students, future students, business professionals, other universities, etc. These features may lead to the emergence of new sustainable in time educational elements wherein knowledge and learning continue enriching once the course finished. At present, one of the main limitations of the MOOC platforms is the lack of social open tools to enhance and take advantage of the collective intelligence generated in the course. This article proposes a new model to allocate informal learning and collective intelligence in MOOCs using external virtual learning communities through social networks, based on Google +. The main aim of this article is to assess the virtual learning community performance and analyze the interactions and the kinds of learning that take place inside the community and over time. A case of study of a MOOC course with Google + community is presented.

Insight

2017 ◽  
Author(s):  
John Wallace
Keyword(s):  
Informal Learning ◽  
Learning Community

John Wallace traces his life as a musician from his earliest experiences in informal ensemble playing to recent activities such as running a major European conservatoire. Noting that he is a ‘product of an instinctive, informal learning community of closely interacting humans with asymmetric age groupings’, he describes himself as a musician who is still ‘in the making’.

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