Using the International Negotiation Modules Project (INMP) to Build a Learning Community

2018 ◽  
pp. 652-666
Author(s):  
Rosalind Raby
Keyword(s):  
Community College ◽  
Learning Community ◽  
Collaborative Work ◽  
Approaches To Learning ◽  
International Negotiation ◽  
College Curriculum ◽  
Construction Of Knowledge ◽  
Online Simulation ◽  
Student Teams ◽  
Traditional Approaches

This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.

Using the International Negotiation Modules Project (INMP) to Build a Learning Community

2014 ◽  
pp. 117-131
Author(s):  
Rosalind Raby
Keyword(s):  
Community College ◽  
Learning Community ◽  
Collaborative Work ◽  
Approaches To Learning ◽  
International Negotiation ◽  
College Curriculum ◽  
Construction Of Knowledge ◽  
Online Simulation ◽  
Student Teams ◽  
Traditional Approaches

This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.

Study on M-Learning Usage Among LIS Students With Special Reference to Alagappa University

2019 ◽  
pp. 289-317
Author(s):  
M. Meenambigai
Keyword(s):  
Blended Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Mobile Technology ◽  
Approaches To Learning ◽  
Learning Resources ◽  
Tablet Computers ◽  
Daily Lives ◽  
Class Time ◽  
Traditional Approaches

Mobile learning comprises any kind of learning which is done on mobile and handheld gadgets either in or out of class, or learning which takes place “on the go” as part of class time, or outside. Although mobile learning is often taken to be synonymous with the use of mobile phones, it is increasingly associated with other devices such as tablet computers, portable games machines, e-books, and other devices which allow people to continue more traditional approaches to learning as they move through their daily lives. As such, it fits comfortably into definitions of blended learning. Educators and trainers are empowered since they can use the mobile technology to communicate with learners from anywhere and at any time. At the same time, educators and trainers can access learning resources from anytime and anywhere to plan and deliver their lessons.

The LOLA Strategy and E-Learning Knowledge Management

2011 ◽  
pp. 653-669
Author(s):  
Patricia Lupion Torres ◽  
Rita de Cassia Veiga Marriott
Keyword(s):  
Knowledge Management ◽  
Online Learning ◽  
Collaborative Learning ◽  
Collaborative Work ◽  
Methodological Approach ◽  
Technological Changes ◽  
Construction Of Knowledge ◽  
New Knowledge ◽  
Learning Programs ◽  
E Learning

Economic globalisation and technological changes have led to one of the greatest challenges that education faces – the access to permanent education for all segments of society. In this scenario, there is a need for innovative e-learning methodologies that involve students in the construction of knowledge and make use of the technologies now available. In this chapter, we introduce knowledge management in the context of the Online Learning Lab (LOLA), a methodological proposal for collaborative learning. LOLA represents an advance on most e-learning programs as its methodological approach surpasses traditional proposals for knowledge reproduction and stimulates students to become more active, autonomous, responsible and investigative. The activities in LOLA, described below, give rise to ideas, paradoxes, discussions and the formulation of concepts, all leading to the production of new knowledge while involving students in individual and collaborative work.

scholarly journals Emergent School Leadership: Creating the Space for Emerging Leadership through Appreciative Inquiry

2012 ◽  
Vol 2 (2) ◽  
pp. 55 ◽  
Author(s):  
Mark S. Dickerson
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
Learning Community ◽  
School Leadership ◽  
Appreciative Inquiry ◽  
Collaborative Work ◽  
Leadership Capacity ◽  
Work Culture ◽  
Emerging Leadership ◽  
Big Picture

Much has been written on the importance of increasing leadership capacity in schools and managed systems for leadership development; however, little focus has been given to creating conditions to facilitate the emergence of leadership. This research study examines associations of strength-based reflexive processes to the emergence of educational leadership. Specifically, through qualitative analysis, the author explores the emergence of school leadership during an appreciative inquiry initiative in a large, urban school district and identifies the features of appreciative inquiry that were conducive to such emergence. In addition, the author notes that the initiative also provided participants with many of the elements considered vital to leading a healthy learning community: a greater understanding of the big picture, opportunities for professional reflection and sense making, a safe and affirming learning community, time to dialogue with others in the system regarding their core values and commitments, a collaborative work culture, space for networking, and the freedom to take action.   Keywords: Emergent Leadership, Appreciative Inquiry, School Improvement

scholarly journals The Development Process PLC Competencies for School Administrators in Buriram Province

2019 ◽  
Vol 12 (6) ◽  
pp. 148
Author(s):  
Kovit Vajarintarangoon ◽  
Phaophongphat Bunkanan ◽  
Sittichai Deelon ◽  
Sripen Poldech ◽  
Kittiwat Thauyngam
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Administrators ◽  
Collaborative Work ◽  
Action Planning ◽  
Group Problem Solving ◽  
Supervision Process ◽  
Competencies Development

The purposes of the research study were to a) study the current situation of school management and administration using professional learning community b) to develop professional learning community for the school administrators and c) follow up collaborative practice among school colleagues and administrators within school using professional learning community in Buriram Province. The researcher utilized focused interview sessions, group interview questionnaires, and Professional Learning observation within school to determine how the school colleagues perceived the implementation of professional learning communities. The results indicated that: 1) A school’s PLC isn’t working, common problems in Buriram Province include: a) Personal practice, b) Insufficient collaborative work, 3) Academics support, and 4) supportive conditions. 2) School administrators' competencies development after implementation of PLC workshop have an influence on process of using PLC in school. School administrators' competencies included supportive conditions for safe environment of PLC, creating environment that support learning collaboratively and respect for individual differences and developing collegial relationships for planning, following up of supervision process through action planning that support collaborative work among school colleagues. 3) Model of school administrators' competencies development in Buriram Province were a) a PDCA model incorporated with contemplative education that driven through small group of PLCs. This model utilized school administrators as coach and mentor to reflect on co-operation of group problem solving in the same group c) a PLC comprised of school teachers, coming together by grade level, content area, or through an interdisciplinary group. The purpose of a PLC was to build a community of teachers to focus on a common goal or objective collaboratively.

scholarly journals Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

2021 ◽  
Vol 9 (1) ◽  
pp. 218-240
Author(s):  
Darren S. Hoffmann ◽  
Katherine Kearns ◽  
Karen M. Bovenmyer ◽  
W. F. Preston Cumming ◽  
Leslie E. Drane ◽  
...  
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Learning Outcomes ◽  
Institutional Design ◽  
Course Design ◽  
Collaborative Work ◽  
Hybrid Approach ◽  
College Courses ◽  
Face To Face ◽  
Approach To Teaching

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.

scholarly journals The Impact of Integrating Weblogs into an ESP Classroom

2013 ◽  
Vol 9 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Luiza Zeqiri
Keyword(s):  
Learning Community ◽  
Collaborative Work ◽  
Technology In The Classroom ◽  
Good Opportunity ◽  
Self Reflection ◽  
Analysis And Evaluation ◽  
Teacher Student ◽  
Use Of Technology ◽  
The Impact

Abstract Researchers have investigated the role of information technology (IT) in learning but there is a need for studies investigating the impact of Blogging distinctively. There are previous studies which support the use of technology in the classroom and researchers who are arguing the opposite by expressing their concerns related to technology integration into the curriculum. This paper attempts to explore the impact and effectiveness of using weblogs in universities, particularly in English for Specific Purposes (ESP) environment. The participants in this study were 25 second and third year Communication Sciences students attending ESP one and two courses. Qualitative and quantitative approaches were used for the data collection. Evidence was gathered in the form of student questionnaires, weblogs and teacher’s analysis and evaluation of the process. The findings indicate that ESP students would not use their blogs effectively unless they are monitored and motivated by their teacher. It can be suggested that blogs can be used as an educational tool in different ESP courses and not only with ESP for Communication Sciences because their usage enhances student-student and teacher-student interaction and promotes discussions. Moreover, using Blogs in the classroom proved to be a good opportunity to promote students’ self reflection, peer evaluation skills and also their critical thinking ability. Finally, weblogs encourage collaborative work; establish a rapport between the learners and the teacher, by building a learning community and enhancing learner autonomy

Structuring Senior Design Capstone to Develop Competencies

2012 ◽  
Author(s):  
Zahed Siddique
Keyword(s):  
Learning Community ◽  
Mechanical Engineering ◽  
Oil And Gas ◽  
Energy Industry ◽  
Student Outcome ◽  
Engineering Programs ◽  
University Of Oklahoma ◽  
Senior Design ◽  
Student Teams ◽  
The University

Senior Design Capstone is a required component of many undergraduate engineering programs. The School of Aerospace and Mechanical Engineering at the University of Oklahoma has incorporated industry sponsored design projects, with Experiential Learning as the model, to develop technical and meta-competencies through the Senior Design Practicum Program. The Mechanical Engineering Capstone program has been developed to provide a learning environment, where students in teams work closely with an industry sponsor and a faculty advisor. The student teams work as a consulting group to produce useful results on an open-ended project to the sponsors’ satisfaction within the constraints of time and budget. Three major program elements, are (1) Student teams to learn and perform the tasks to achieve the desired goals of the project (2) Sponsor to define the problem, guide and accept or reject the results, and (3) Faculty to advise, coordinate, and evaluate. The Capstone program has targeted the energy industry, with a focus on oil and gas, which has a very strong presence in the region. The program, working closely with industry partners as mentors, prepares students for the energy industry. The student outcome and program are evaluated with extensive participation from industry. The program was implemented during 2002–2003. Over the last 10-years the program been able to sustain and grow. The plan that was used to sustain the program relied on developing a learning community of students, faculty and industry to support development of student competencies.

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