Learning Portals as New Academic Spaces

2011 ◽  
pp. 1422-1428
Author(s):  
Katy Campbell
Keyword(s):  
Learning Community ◽  
Information Management ◽  
Integrated System ◽  
Learning And Development ◽  
Community Based ◽  
Models Of Teaching ◽  
Collaborative Community ◽  
Management Function ◽  
The World ◽  
Teaching Learning

Many functional definitions emphasize a portal as an integrated system providing a gateway to organized data (c.f., Batson, 2000; Copeland, 2001; Eisler, 2001; Looney & Lyman, 2000). However, a learning portal may go beyond the information management function to provide important mechanisms for reaching out to new populations of learners and engaging them in new ways to facilitate learning and development. Beyond serving as a gateway and an organizer, a portal can provide access to a broader range of contemporary information and learning resources (experts, teachers, researchers, mentors), encourage enriched interaction with those resources and with other learners anywhere in the world, and support new models of teaching, learning and research. Ultimately, a collaborative, community-based process of designing and implementing a portal may support institutions in reorienting towards a user-centered learning community.

Learning Portals as New Academic Spaces

2005 ◽  
pp. 1815-1819
Author(s):  
Katy Campbell
Keyword(s):  
Learning Community ◽  
Information Management ◽  
Integrated System ◽  
Learning And Development ◽  
Community Based ◽  
Models Of Teaching ◽  
Collaborative Community ◽  
Management Function ◽  
The World ◽  
Teaching Learning

Many functional definitions emphasize a portal as an integrated system providing a gateway to organized data (c.f., Batson, 2000; Copeland, 2001; Eisler, 2001; Looney & Lyman, 2000). However, a learning portal may go beyond the information management function to provide important mechanisms for reaching out to new populations of learners and engaging them in new ways to facilitate learning and development. Beyond serving as a gateway and an organizer, a portal can provide access to a broader range of contemporary information and learning resources (experts, teachers, researchers, mentors), encourage enriched interaction with those resources and with other learners anywhere in the world, and support new models of teaching, learning and research. Ultimately, a collaborative, community-based process of designing and implementing a portal may support institutions in reorienting towards a user-centered learning community.

Evaluating the Implementation of a Collaborative Juvenile Reentry System in Oakland, California

2018 ◽  
Vol 62 (12) ◽  
pp. 3662-3680 ◽  
Author(s):  
Sonia Jain ◽  
Alison K. Cohen ◽  
Priya Jagannathan ◽  
Yvette Leung ◽  
Henrissa Bassey ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Integrated System ◽  
System Level ◽  
Youth Engagement ◽  
Community Based ◽  
Alameda County ◽  
Complex Needs ◽  
Collaborative Community ◽  
Specialty Courts ◽  
Using Data

Traditional juvenile reentry systems often inadequately meet offenders’ complex needs. Policymakers and researchers increasingly recognize the importance of a collaborative community- and development-based reentry system to improve recidivism, youth developmental outcomes, and public safety. Yet, system-level process evaluations of integrated reentry systems are scarce. California’s Alameda County juvenile reentry system implemented evidence-based strategies and practices to better serve reentry youth. We report findings from a process evaluation, using data from 15 key stakeholder interviews, focus groups with community-based providers, a reentry system-wide stakeholder survey, site visit observations, and document reviews. We identified strengths, challenges, and lessons learned. System-level strengths included increased multidisciplinary assessments, interagency collaboration, and specialty courts. Challenges included differing agency agendas, limited family and youth engagement, and data sharing. We recommend future researchers and practitioners to further examine and implement integrated system-level processes and organizational change, informed by the ecological-developmental perspective, to help promote positive outcomes for reentry youth.

Microcultures, Local Communities, and Virtual Networks

2011 ◽  
pp. 117-130 ◽  
Author(s):  
José Luis Lalueza ◽  
Isabel Crespo ◽  
Marc Bria
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Traditional Teaching ◽  
Virtual Networks ◽  
Community Based ◽  
Shared Beliefs ◽  
Fifth Dimension ◽  
Exclusive Property ◽  
Teaching Learning

Through a case study, we will exemplify how ICT can be used in a collaborative way to constitute the foundations of intercultural projects in local and global communities. First, we present a local learning community based on the Fifth Dimension model where, adopting a collaborative model, each of its activities departed from the traditional teaching-learning form based on transmission. Collaboration mediated by ICT in local computer-supported learning communities, understood to be borderer zones that are not the exclusive property of any one specific cultural group, has the potential to generate genuine neo-cultures in which participants can share meanings and appropriate artefacts. Second, the same approach is adopted to analyse the dialogue established between educational researchers and technologists. Setting out with different goals, both groups engaged in a borderer activity involving the development of educational artefacts that could be accessed via the Internet. Common participation in those activities gave rise to a set of shared beliefs, knowledge, behaviours and customs, i.e. a network of meanings that crystallised into a common microculture.

scholarly journals Building College Readiness: Theories and Practices

2021 ◽  
Vol 25 (3) ◽  
pp. 62-71
Author(s):  
L. G. Wariyo ◽  
A. Asgedom
Keyword(s):  
Student Learning ◽  
College Readiness ◽  
Support Systems ◽  
Early Years ◽  
Community Based ◽  
Traditional School ◽  
School Based ◽  
The World ◽  
Teaching Learning ◽  
K 12

The purpose of this study was to 1) explore theories and practices in building college readiness; 2) examine the Ethiopian college readiness policy and the Ethiopian preparatory for higher education curriculum through the lens of the theories and practices around the world.Materials and methods. To achieve these objectives, extant literature reviews were conducted. The international research databases such as Scimago Journal and Country Rank, Web of Science, and Google Scholar were used for the collection of the resources. Some local government reports and research findings were accessed in hard copy. The resources reviewed in this study consist of quantitative, qualitative, mixed-methods empirical research reports, and systematic reviews. This systematic review mainly focused on 1) searching for interventionist approaches, theories, and practices of building college readiness across k-12 education beyond the traditional school-based teaching and learning arena; 2) how the trends in building college readiness focused on narrowing the gap between theory and practices through student supports from early years of schooling as well as how the practices focused on managing and monitoring student learning outcomes effectively.Results. The review analysis shows that the current practice of building college readiness has spread its roots in societal and ecological grounds than ever before. For this reason, the traditional school-based college readiness building tends to be more supplemented by the advanced, research-oriented, and community-based, or ecologically grounded early support and monitoring of student progress. The Ethiopian college readiness curriculum, admission processes, and practices in teaching-learning are highly school-based and traditional compared to the contemporary practices of building college readiness around the world. The early warning and support systems are highly dependent on the teachers’ classroom tests and national assessments that are administered at some grade levels only.Conclusion. Building college readiness is a significant factor in promoting college success and higher education student learning outcomes. The contemporary college readiness and transition to higher education is highly affected by multiple personal and ecological factors, in addition to the traditional school, curriculum, and teachinglearning factors. Multiple community-based and research-oriented early interventions and support systems need to supplement the role of schooling in building college readiness. The curriculum and teaching-learning processes need to be rich enough in narrowing the gap between theories and practices. The teachers play a great role in building college readiness.

Sustaining University-Community Partnerships in Indigenous Communities: Five Lessons from Papakōlea

2019 ◽  
Vol 16 (1-2) ◽  
pp. 35-63
Author(s):  
Robert Agres ◽  
Adrienne Dillard ◽  
Kamuela Joseph Nui Enos ◽  
Brent Kakesako ◽  
B. Puni Kekauoha ◽  
...  
Keyword(s):  
Learning Community ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Community Based ◽  
Urban And Regional Planning ◽  
Culture Of Learning ◽  
Community Values ◽  
University Of Hawai'i ◽  
The University

This resource paper draws lessons from a twenty-year partnership between the Native Hawaiian community of Papakōlea, the Hawai‘i Alliance for Community-Based Economic Development, and the Department of Urban and Regional Planning at the University of Hawai‘i. Key players and co-authors describe five principles for sustained partnerships: (1) building partnerships based upon community values with potential for long-term commitments; (2) privileging indigenous ways of knowing; (3) creating a culture of learning together as a co-learning community; (4) fostering reciprocity and compassion in nurturing relationships; and (5) utilizing empowering methodologies and capacity-building strategies.

scholarly journals Psychological impact in the time of COVID-19: A cross-sectional population survey study during confinement

2021 ◽  
pp. 135910532098558
Author(s):  
Carmina Castellano-Tejedor ◽  
María Torres-Serrano ◽  
Andrés Cencerrado
Keyword(s):  
Chronic Conditions ◽  
Population Survey ◽  
Psychological Impact ◽  
Survey Study ◽  
Psychological Interventions ◽  
Community Based ◽  
Cross Sectional ◽  
Young Females ◽  
The World ◽  
The Impact

The transformation that COVID-19 has brought upon the world is unparalleled. The impact on mental health is equally unprecedented and yet unexplored in depth. An online-based survey was administered to 413 community-based adults during COVID-19 confinement to explore psychological impact and identify high risk profiles. Young females concerned about the future, expressing high COVID-related distress, already following psychological therapy and suffering from pre-existing chronic conditions, were those at highest risk of psychological impact due to the COVID-19 situation. Findings could be employed to design tailored psychological interventions in the early stages of the outbreak to avoid the onset/exacerbation of psychopathology.

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

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