Facilitating Connected Knowing Through Virtual Learning Communities

2010 ◽  
pp. 597-607
Author(s):  
Holly McCracken
Keyword(s):  
Staff Development ◽  
Learning Communities ◽  
Knowledge Construction ◽  
Relationship Building ◽  
Academic Disciplines ◽  
Professional Organizations ◽  
Teaching Approaches ◽  
Educational Environments ◽  
Ongoing Relationship ◽  
Connected Knowing

Generally believed critical to facilitating multi-dimensional instructional experiences for participants in a range of educational environments (for example, as accessed through academic institutions, corporate staff development, professional organizations, and so forth), the use of learning communities as an important instructional method is widely recognized across academic disciplines, teaching approaches, and delivery media. In fact, Lave and Wenger (in McPherson & Nunes, 2004) argued that learning is, by nature, an activity by which one engages knowledge in many forms, through which one becomes a “member of the community of knowledge” (p. 305). As such, communication, collaboration, and interaction become essential methods in facilitating instructional partnerships. Extending beyond a social context, the ongoing relationship building, advising, and mentoring generated through participation in learning communities provide a foundation for continued cognitive development and knowledge construction (Rovai, 2002; Wegerif, 1998).

Facilitating Connected Knowing Through Virtual Learning Communities

2010 ◽  
pp. 1003-1011
Author(s):  
Holly McCracken
Keyword(s):  
Staff Development ◽  
Learning Communities ◽  
Knowledge Construction ◽  
Relationship Building ◽  
Academic Disciplines ◽  
Professional Organizations ◽  
Teaching Approaches ◽  
Educational Environments ◽  
Ongoing Relationship ◽  
Connected Knowing

Generally believed critical to facilitating multi-dimensional instructional experiences for participants in a range of educational environments (for example, as accessed through academic institutions, corporate staff development, professional organizations, and so forth), the use of learning communities as an important instructional method is widely recognized across academic disciplines, teaching approaches, and delivery media. In fact, Lave and Wenger (in McPherson & Nunes, 2004) argued that learning is, by nature, an activity by which one engages knowledge in many forms, through which one becomes a “member of the community of knowledge” (p. 305). As such, communication, collaboration, and interaction become essential methods in facilitating instructional partnerships. Extending beyond a social context, the ongoing relationship building, advising, and mentoring generated through participation in learning communities provide a foundation for continued cognitive development and knowledge construction (Rovai, 2002; Wegerif, 1998).

Community in Virtual Learning Environments

2011 ◽  
pp. 304-309 ◽  
Author(s):  
Holly McCracken
Keyword(s):  
Staff Development ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Professional Organizations ◽  
Dynamic Learning ◽  
Web Based ◽  
Educational Environments

The development of dynamic learning communities is generally believed to be critical to providing engaging and multi-dimensional instructional experiences for participants in a range of educational environments (for example, as accessed through academic institutions, corporate staff development, professional organizations, and so forth). Both wide-scale anecdotal feedback and more formal research indicate that this aspect of a virtual classroom is particularly essential to student satisfaction, motivation, and retention in Web-based environments (Boettcher, 2004; Collison, Elbaum, Haavind, & Tinker, 2000; Kearsley, 2000; Palloff & Pratt, 1999, 2001; Rovai, 2002). For example, Fredericksen, Pelz, Pickett, Shea, and Swan (2001) surveyed 1,406 on-line students about their experiences in, satisfaction with, and perceptions of the Web-based classroom. Among the largest studies completed to date, it substantiated the correlation between, and importance of, student-to-student and instructor-to-student interaction to perceived learning effectiveness in virtual learning environments.

Performers as teachers: exploring the teaching approaches of instrumental teachers in conservatoires

2005 ◽  
Vol 22 (3) ◽  
pp. 287-298 ◽  
Author(s):  
David Purser
Keyword(s):  
Staff Development ◽  
Prospective Teachers ◽  
Research Community ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Individual Approach ◽  
Brass Players ◽  
The Individual

This article was motivated by a staff development session when the brass faculty of a conservatoire were invited to share and discuss their approaches to teaching. It presents the results of interviews with six well known woodwind or brass players who have also taught at one or more conservatoires in London for periods of between one and 40 years. All are male. The six instruments represented are: trumpet, horn, trombone, flute, clarinet and bassoon. While there were commonalities in the approach of teachers, marked differences also emerged. Although some of these may reflect the particular demands of the instrument on which a teacher specialises, and the ease with which accomplished students of that instrument may be recruited to conservatoires, there also appear to be substantial differences in the individual approach of teachers. The findings raise the issue of whether it may be appropriate to provide some training for instrumental teachers at conservatoire level; surely one way of making the pool of accumulated wisdom more readily available, to prospective teachers and to the research community.

scholarly journals Open Access and Authors’ Rights Management: A Possibility for Theology?

2009 ◽  
Vol 2 (1) ◽  
pp. 45-56
Author(s):  
Kevin L. Smith
Keyword(s):  
Open Access ◽  
General Public ◽  
Management Program ◽  
Academic Disciplines ◽  
Professional Organizations ◽  
Scientific Disciplines ◽  
Rights Management ◽  
Theological Institutions ◽  
Dissemination Of Research

Several academic disciplines have begun to understand the benefits of open access to scholarship, both for scholars and for the general public. Scientific disciplines have led the way, partially due to the nature of scholarship in those areas and partially because they have felt the crisis in serials pricing more acutely than others. Theological studies, however, have largely been insulated from the push for open access; considering the reasons for that is the first task of this article. It is also the case, however, that the missionary impulse that stands behind much theological scholarship is a strong incentive to embrace the opportunities afforded by digital, online dissemination of research and writing. After discussing this imperative for global distribution, the bulk of the article focuses on how theological institutions, and especially their libraries, can encourage and support scholars in making their work freely accessible. Copyright issues, including the elements of a successful copyright management program, are discussed, as are some of the technological elements necessary for an efficient and discoverable open access repository. Options for licensing, both at ingestion of content and at dissemination to users are also considered. Finally, it is argued that the role of consortia and professional organizations in supporting these initiatives is especially important because of the relatively small size of so many theological institutions.

Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Sharon L Colley
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Educational Experiences ◽  
Leadership Preparation ◽  
Teaching Approaches ◽  
Learning Spaces ◽  
Leadership Positions ◽  
Educational Environments ◽  
Quiet Students ◽  
Bsn Students

AbstractThe nursing profession needs leaders from across the temperament continuum. Educational environments are conducive to extroverts’ learning but can have detrimental outcomes for introverted students. Introverted nurses avoid leadership positions because they have been taught extroversion traits are needed. This study explores perceptions of seven RN-BSN students who work as nurses and self-identify as introverts. Interviews with participants were conducted to ascertain perceptions of their educational experiences including preparation for leadership positions. Four themes emerged as: (1) stop making me sick, and I will appreciate learning, (2) respect my silence, and I will eventually speak, (3) recognize my strengths, and I will grow in confidence as a leader, and (4) adapt the environment, and I will learn more. Implications for nurse educators include being mindful to avoid bias and reduce stigma, considering changes to teaching approaches to create equitable learning spaces, and respecting silence in the classroom.

Addressing Digital Competencies, Curriculum Development, and Instructional Design in Science Teacher Education

2019 ◽  
pp. 1-14
Author(s):  
Isha DeCoito
Keyword(s):  
Learning Communities ◽  
Teacher Candidates ◽  
Knowledge Construction ◽  
Science Teacher Education ◽  
Technological Literacy ◽  
Methods Course ◽  
Engaged Learning ◽  
Digital Literacies ◽  
Explicit Integration ◽  
Digital Competencies

The author reports on a mixed-methods study focusing on teacher candidates' (TCs') digital competencies as they integrated digital literacies in a science methods course. The emphasis is on course assignments which incorporated digital literacies on a variety of levels as TCs developed 1) digital case studies, 2) scientific timelines, 3) concept presentations, and 4) science resource websites focusing on multimedia interactive activities. Results indicate that the explicit integration of digital literacies created and engaged learning communities while improving technological and scientific literacies in a purposeful manner. Findings include enhanced technological literacy in terms of learning about technology, awareness of the process of knowledge construction, personalized learning pedagogy, and heightened self-efficacy. There was also evidence that TCs utilized digital literacies learned in the course during their practicum.

Social Networks and Blogs as Educational Communicative Resources During a Pandemic

2022 ◽  
pp. 153-163
Author(s):  
Rosabel Martínez-Roig ◽  
Juan-Francisco Álvarez-Herrero ◽  
Mayra Urrea-Solano
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Informal Education ◽  
Large Scale ◽  
Communication Technologies ◽  
Face To Face ◽  
Educational Environments ◽  
Information And Communication

This work aims at researching the use of social networks and blogs as resources of information and communication technologies (ICTs) in non-face-to-face educational environments, which, in this case, education centers have had to reshape on a large scale due to the pandemic. With this aim in mind, an analysis is performed about the most important aspects which make social networks and blogs into important educational resources in the classroom, which enable us to propose collective and individual activities based on digital technology. Such activities make it possible for us to undertake experiences referred to formal, non-formal, and even informal education, which have the potential to enrich the current non-face-to-face context thanks to their diversity. The conclusion is that these resources can serve as effective communicative tools to generate true learning communities within an online environment.

scholarly journals Research collaboration and development of intellectual property with the University of Southampton in the field of asthma and COPD

2006 ◽  
Vol 12 (3) ◽  
Author(s):  
Stephen Holgate ◽  
Sue Edwards
Keyword(s):  
Intellectual Property ◽  
Staff Development ◽  
Research Universities ◽  
Research Collaboration ◽  
Teaching Excellence ◽  
Research And Teaching ◽  
Ongoing Relationship ◽  
Commercial Research ◽  
The University

The University of Southampton, one of the UK's top ten research universities, has an active enterprise agenda encompassing commercial licensing, spin-out creation, commercial research collaboration, consultancy and staff development. Southampton aims to be a recognised world leader in its interactions with industry while maintaining the ethos of a leading academic centre of research and teaching excellence. This paper explores the creation of and ongoing relationship between Southampton and Synairgen plc, a spin-out from the University founded on its expertise in the field of asthma and COPD, as a case study of the benefits and balances to be found between academic, enterprise and corporate agendas.

Culturally Responsive Practices in Educational Environments

2019 ◽  
pp. 51-69
Author(s):  
Syntia Santos Dietz ◽  
Christy M. Rhodes
Keyword(s):  
Social Justice ◽  
Cultural Competence ◽  
Culturally Responsive ◽  
Cultural Theory ◽  
Relationship Building ◽  
Political Climate ◽  
Global Citizens ◽  
Culturally Responsive Practices ◽  
Cultural Responsive ◽  
Educational Environments

The current political climate, changes in demographics, and a globalized world call for culturally responsive practices that strengthen the education and development of the future generation of global citizens. The chapter will unfold the meaning of cultural responsive practices in education through the lens of the relational cultural theory (RCT). The discussion will center on the importance of having critical conversations, promoting relationship building, developing cultural competence, and taking social justice and advocacy actions in all educational environments. At the end of this chapter, readers will 1) have a better understanding of cultural responsive practices in education, 2) identify strategies that support meaningful learning environments, 3) reflect on their own cultural competence development, 4) recognize their responsibility in promoting social justice, and 5) identify their opportunities for taking advocacy actions towards more caring and equitable educational environments.

School Psychology in the USA and USSR

1986 ◽  
Vol 7 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Ivan Z. Holowinsky
Keyword(s):  
School Psychology ◽  
International Education ◽  
Comparative Psychology ◽  
Cross Cultural ◽  
Professional Organizations ◽  
Cross Cultural Comparison ◽  
Educational Environments ◽  
Soviet Psychology ◽  
The Usa ◽  
Service Oriented

Understanding of international issues in comparative psychology requires a dynamic view of historical trends and current developments. Such analysis usually requires consideration of political, ideological, sociological and educational realities. In addition, understanding of school psychology as an academic and service-oriented discipline requires some understanding of a general field of psychology in a given country. In the past, interest in Soviet psychology has been widely documented among American psychologists (Bauer, 1952; Razran, 1971; Brozek and Slobin, 1972; Rahman, 1973; Brozek and Mecacci, 1974; Holowinsky, 1978). This interest, however, has been sporadic, not well focused and did not involve concerns of major professional organizations. More recently we are noticing an expression of interest in more focused cross-cultural scholarship in international education in psychology (Cole, 1984; Kennedy, Scheirer and Rogers, 1984; Russell, 1984; Staudt and Misiak, 1984; Triandis and Brislin, 1984). The purpose of this paper is to present a brief cross-cultural comparison of school psychology in the USA and the USSR. This discussion will begin with a brief description of the educational environments of the two countries.

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