Supporting Community Engagement Through Real-World Instructional Learning

2021 ◽  
pp. 415-431
Author(s):  
Caroline M. Crawford ◽  
Janice Moore Newsum ◽  
Sharon Andrews White ◽  
Jennifer Young Wallace
Keyword(s):  
Conceptual Framework ◽  
Community Engagement ◽  
Lifelong Learning ◽  
Real World ◽  
Higher Order ◽  
Instructional Process ◽  
Community Environment ◽  
New Information ◽  
Instructional Environments ◽  
Competency Based

The ability to attain knowledge for implementation within real-world environments is a shift in understanding within many instructional environments. Shifting from competency-based understandings wherein a knowledge base is attained as well as implemented towards a capability-based understanding that emphasizes the conceptual framework of information shift towards higher order knowledge creation within novel situations and environments is essential. Lifelong learning within nuanced understandings of new situations and new experiences is essential. Normally, these novel situations and experiences occur within a real-world community environment wherein the learner is critically analyzing new information and opinions from innumerable engaged people within the community. This style of learning is vital to understand within a competency-based learning environment, as well. Therefore, real-world instructional learning embeds the supporting community engagement at distinctly appropriate and impactful points throughout the instructional process, resulting in outstanding conceptual frameworks with the continuous understanding around cognitive engagement.

Instructional Real World Community Engagement

2018 ◽  
pp. 1474-1486
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Real World ◽  
Support Systems ◽  
Academic Community ◽  
Professional Organization ◽  
Professional Communities ◽  
Instructional Process ◽  
World Community ◽  
Collegial Support ◽  
Personal Communities

The impact of the instructional real world community engagement upon the learner's cognitive understanding and subject matter attainment is recognized as a viable and integrally important element within the learner's instructional process. The integration of an active instructional engagement at the real world community engagement level supports recognition of academic communities of engagement, personal communities of engagement, and professional communities of engagement. The academic community of engagement includes current course colleagues, prior course collegial support systems, and current and prior instructors. Within personal communities of engagement falls friends, family, and social connections. Within professional communities of engagement falls current work colleagues, prior work collegial support systems, and professional organization colleagues.

Implicit Cognitive Vulnerability through Nudges, Boosts and Bounces

2022 ◽  
Vol 6 (1) ◽  
pp. 0-0
Keyword(s):  
Conceptual Framework ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
Short Term ◽  
Theoretical Understanding ◽  
Community Environment ◽  
New Information ◽  
Motivational Support ◽  
Primary Focus

Implicit Cognitive Vulnerability is a developing theoretical understanding, wherein feeling safe within an instructional environment is of significant impact upon short-term and long-term memory’s cognitive acquisition of information so as to embed new information within a learner’s conceptual framework of understanding. Towards successfully individualizing a learner’s implicit cognitive vulnerability, the primary focus has been upon the larger community environment in which the learner is housed, yet the viability of the learner’s ability and cognitive viability must also be addressed through nudges, boosts and bounces of motivational support. Recognizing this individualized need of learners, this discussion revolves around the ability of a learner to embed implicit cognitive vulnerability within their own cognitive viability through structured and unstructured synchronous and asynchronous nudges and boosts that support self-regulatory and self-efficacy understandings.

Instructional Real World Community Engagement

2019 ◽  
pp. 64-78
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Real World ◽  
Support Systems ◽  
Academic Community ◽  
Professional Organization ◽  
Professional Communities ◽  
Instructional Process ◽  
World Community ◽  
Collegial Support ◽  
Personal Communities

The impact of the instructional real-world community engagement upon the learner's cognitive understanding and subject matter attainment is recognized as a viable and integrally important element within the learner's instructional process. The integration of an active instructional engagement at the real-world community engagement level supports recognition of academic communities of engagement, personal communities of engagement, and professional communities of engagement. The academic community of engagement includes current course colleagues, prior course collegial support systems, and current and prior instructors. Within personal communities of engagement falls friends, family, and social connections. Within professional communities of engagement falls current work colleagues, prior work collegial support systems, and professional organization colleagues.

scholarly journals Higher-order temporal network effects through triplet evolution

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Qing Yao ◽  
Bingsheng Chen ◽  
Tim S. Evans ◽  
Kim Christensen
Keyword(s):  
Real World ◽  
Link Prediction ◽  
Higher Order ◽  
Prediction Algorithm ◽  
Interaction Patterns ◽  
Temporal Networks ◽  
World Systems ◽  
Order Interaction ◽  
Space And Time ◽  
Pairwise Interactions

AbstractWe study the evolution of networks through ‘triplets’—three-node graphlets. We develop a method to compute a transition matrix to describe the evolution of triplets in temporal networks. To identify the importance of higher-order interactions in the evolution of networks, we compare both artificial and real-world data to a model based on pairwise interactions only. The significant differences between the computed matrix and the calculated matrix from the fitted parameters demonstrate that non-pairwise interactions exist for various real-world systems in space and time, such as our data sets. Furthermore, this also reveals that different patterns of higher-order interaction are involved in different real-world situations. To test our approach, we then use these transition matrices as the basis of a link prediction algorithm. We investigate our algorithm’s performance on four temporal networks, comparing our approach against ten other link prediction methods. Our results show that higher-order interactions in both space and time play a crucial role in the evolution of networks as we find our method, along with two other methods based on non-local interactions, give the best overall performance. The results also confirm the concept that the higher-order interaction patterns, i.e., triplet dynamics, can help us understand and predict the evolution of different real-world systems.

“Is There Lead in My Water?”: Employing a Culturally Compelling Instructional Perspective to Teach for Change

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Fenice B. Boyd ◽  
Monica L. Ridgeway ◽  
Tiffany M. Nyachae
Keyword(s):  
Conceptual Framework ◽  
Real World ◽  
Instructional Practice ◽  
Instructional Delivery ◽  
Learning Opportunities ◽  
Content Area ◽  
Illustrative Case ◽  
Water Crisis ◽  
Alternative Learning ◽  
Instructional Perspective

AbstractIn this paper we build a conceptual framework to argue for culturally compelling instruction that leads to teaching for change. Culturally compelling instruction calls for a substantive shift in how teachers view their students, communities, and what the perspective might mean for students’ future when they have access to alternative learning opportunities. The framework encourages teachers to take a stance and assume responsibility and ownership for their own decisions about the curriculum and instructional delivery. Most prominent is to acquire a depth of understanding of their students’ identities and needs. To represent our vision for culturally compelling instruction we use the lead poisoned water crisis in Flint, Michigan, USA as an illustrative case. Our work provides an example of how a real-world circumstance such as Flint’s may be integrated into content area subjects to frame a culturally compelling instructional practice.

scholarly journals Lesson Study: A Tool for an Improved Instructional Design in Teaching Integration by Parts

2021 ◽  
Vol 12 (3) ◽  
pp. 3862-3869
Author(s):  
Daisy Lyn F. Mariano Et.al
Keyword(s):  
Instructional Design ◽  
Real World ◽  
Classroom Environment ◽  
Lesson Study ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Integration Technique ◽  
Careful Planning ◽  
Integration By Parts ◽  
Tabular Method

This study aimed to develop instructional design in teaching the Integration by Parts in Calculus. By engaging in a Lesson Study, the researchers underwent careful planning of the design, executed it through a research lesson, noted key observations during the delivery of the lesson, and conducted a post-lesson conference. From the observations and insights during the post-conference, two themes emerged from where recommendations were drawn. The first theme pivoted on the propensity of teaching Integration by Parts as highly procedural and mechanical despite attempts at activating students’ higher-order thinking. However, the extent to which the tabular method could be advantageous should be explained to the students to clarify misconceptions about using it as a shortcut in performing Integration by Parts. The second theme revolved around how supportive classroom environment and the use of Tabular Method made the students more engaged. Nevertheless, providing learning experiences where students can be work on higher-order thinking and where they can process results of their collaboration was recommended to be incorporated in the instructional design. Generally, both Tabular and Conventional Methods play a crucial role in developing students’ mastery of this integration technique and may eventually allow them to make connections to the real world

scholarly journals Prediction of individual response to antidepressants and antipsychotics: an integrated concept

2014 ◽  
Vol 16 (4) ◽  
pp. 545-554 ◽  
Keyword(s):  
Clinical Trials ◽  
Conceptual Framework ◽  
Daily Practice ◽  
Intraindividual Variability ◽  
Individual Response ◽  
Antipsychotic Therapy ◽  
Patient Response ◽  
Antipsychotic Medications ◽  
New Information ◽  
Integrated Concept

In both clinical trials and daily practice, there can be substantial inter- and even intraindividual variability in response--whether beneficial or adverse--to antidepressants and antipsychotic medications. So far, no tools have become available to predict the outcome of these treatments in specific patients. This is because the causes of such variability are often not known, and when they are, there is no way of predicting the effects of their various potential combinations in an individual. Given this background, this paper presents a conceptual framework for understanding known factors and their combinations so that eventually clinicians can better predict what medication(s) to select and at what dose they can optimize the outcome for a given individual. This framework is flexible enough to be readily adaptable as new information becomes available. The causes of variation in patient response are grouped into four categories: (i) genetics; (ii) age; (iii) disease; and (iv) environment (internal). Four cases of increasing complexity are used to illustrate the applicability of this framework in a clinically relevant way In addition, this paper reviews tools that the clinician can use to assess for and quantify such inter- and intraindividual variability. With the information gained, treatment can be adjusted to compensate for such variability, in order to optimize outcome. Finally, the limitations of existing antidepressant and antipsychotic therapy and the way they reduce current ability to predict response is discussed.

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