Construction of a Brand-new Learning Community Led by Independent Learning During the COVID-19 Pandemic ——A Study Based on Chinese Experience

2020 ◽  
Vol 4 (2) ◽  
pp. 14-26
Author(s):  
Jing Kong ◽  
Ziyi Zhang ◽  
Caiwei Yang ◽  
Wen Si
Keyword(s):  
Learning Community ◽  
Independent Learning ◽  
New Learning

scholarly journals Medical student engagement and leadership within a new learning community

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Mark Bicket ◽  
Satish Misra ◽  
Scott M Wright ◽  
Robert Shochet
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Learning Community ◽  
New Learning

Applying Design Concepts for the Cultivation of Cross-University Partnerships

2022 ◽  
pp. 155-168
Author(s):  
Ralph A. Gigliotti ◽  
Sunita Kramer ◽  
Dee Magnoni
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
Design Thinking ◽  
University Partnerships ◽  
Design Concepts ◽  
Academic Innovation ◽  
Rutgers University ◽  
New Learning ◽  
Vantage Points ◽  
The University

Representing distinct parts of Rutgers University—academic innovation and experiential learning, organizational leadership and strategy, and the university library—the authors approach this discussion of agility and cross-university partnerships from three distinct vantage points. Despite different administrative portfolios and scholarly and professional interests, the authors collectively view this moment as one of profound opportunity for our institution and for higher education more broadly. Purposeful collaborations have contributed to new and innovative partnerships that will be discussed in this chapter, including a new learning community for interested members of the New Brunswick Libraries—The Hatchery, a dedicated design thinking and ideation studio centrally located in the Archibald S. Alexander Library—and varying points of convergence with the Innovation, Design, and Entrepreneurship Academy (IDEA) that integrates design and entrepreneurial thinking and leadership development into the Rutgers student experience.

E-Learning Environment

2005 ◽  
pp. 1001-1005
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Learning Community ◽  
The Internet ◽  
Computer Assisted ◽  
Concept System ◽  
New Learning ◽  
E Learning ◽  
The Many ◽  
Assisted Instruction ◽  
Learning Ecology ◽  
Learning Issues

Nowadays, the concept/system of e-learning (or eLearning) is widespread with the advent and prevalence of the Internet. Via the Internet, people can communicate with each other at anytime and from anywhere. People can also share, rebuild, stock, and reuse various kinds of information. Here, it is clear that e-learning gets citizenship in the educational society instead of CAI (computer-assisted instruction) and CMI (computer-managed instruction). As a response to society’s advance, it is necessary to construct a new learning ecology, such as a learning organization or a learning community. To date, the need for an understanding of e-learning issues has not been met by a coherent set of principles for examining past work and plotting fruitful directions. Obviously, it would be difficult to document the many seeds sown now.

scholarly journals "MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS

2021 ◽  
Author(s):  
Dana Kaplan ◽  
◽  
Maya Wizel ◽  
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Learning Community ◽  
Language Teachers ◽  
Independent Learning ◽  
Academic Socialization ◽  
Ongoing Research ◽  
Academic Field ◽  
Introductory Course ◽  
Self Image

This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.

scholarly journals Pedagogical Assumptions Via the Internet Culture

2016 ◽  
Vol 1 (2) ◽  
pp. 347
Author(s):  
Eranda Bilali (Halluni) ◽  
Fatmir Vadohej ◽  
Mehdi Kroni ◽  
Edit Lezha
Keyword(s):  
Learning Community ◽  
Life Experiences ◽  
Contemporary Literature ◽  
Technology In Education ◽  
Additional Information ◽  
Internet Culture ◽  
Educational Environments ◽  
New Learning ◽  
Teachers And Students

The pervasion of digital technology through our lives is part of a broader set of phenomena. More and more we speak now of the network society, knowledge and learning. In fact, the networks have come into our lives, permeating our daily relations with their presence. New integrations have risen between men and networks capable to create the evolution, to change the forms of our knowledge into new learning contexts. Technology makes grading easier, lesson planning easier, provides access to additional information and resources, saves time, and helps the learner expand his or her learning opportunity beyond the classroom walls (Technology in Education Consortium, 2014; Nye - McConrville, 2007). In such a learning community, teachers and students in the role of diversity, skills and participatory methods, collaborate on the construction and reconstruction of knowledge as well as the exploitation of the sense of life experiences. The interaction that the teacher assumes is the function of priority organizer of educational environments with an appropriate learning and a conscious participation. These concepts shape the basis of treatment of the paper for the presenting, authors together with their vision and generalize from contemporary literature that emphazise the role of internet culture in education

E-Learning Environment

2011 ◽  
pp. 726-732 ◽  
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Learning Community ◽  
The Internet ◽  
Computer Assisted ◽  
Concept System ◽  
New Learning ◽  
E Learning ◽  
The Many ◽  
Assisted Instruction ◽  
Learning Ecology ◽  
Learning Issues

Nowadays, the concept/system of e-learning (or eLearning) is widespread with the advent and prevalence of the Internet. Via the Internet, people can communicate with each other at anytime and from anywhere. People can also share, rebuild, stock, and reuse various kinds of information. Here, it is clear that e-learning gets citizenship in the educational society instead of CAI (computer-assisted instruction) and CMI (computer-managed instruction). As a response to society’s advance, it is necessary to construct a new learning ecology, such as a learning organization or a learning community. To date, the need for an understanding of e-learning issues has not been met by a coherent set of principles for examining past work and plotting fruitful directions. Obviously, it would be difficult to document the many seeds sown now.

scholarly journals UPGRADING MOOC STUDENTS' ENGAGEMENT AND PARTICIPATION IN HUMANITIES-ORIENTED ONLINE COURSES: THE EXAMPLE OF THE MOOC BASED ON THE PROJECT “DETECT”

2021 ◽  
Author(s):  
Jan Baetens ◽  
◽  
Roberta Pireddu ◽  
Frederik Truyen
Keyword(s):  
Distance Learning ◽  
Learning Community ◽  
Online Courses ◽  
Learning Experience ◽  
Academic Research ◽  
Independent Learning ◽  
Learning Approaches ◽  
Learning Context ◽  
Horizon 2020 ◽  
E Learning

Massive Online Open Courses (MOOCs) have become a grounded reality and a stable concept in the distance education panorama with worldwide universities continuously creating and offering every year broad selections of online courses. Nevertheless, despite the many developments in terms of individual and distance learning approaches, it is indetermined if MOOCs can deliver effective pedagogical methods and tools suitable for the implementation of online courses in the categories of art and humanities as well as in creating environments that give equal space to the two complementary layers of distance learning and distant teaching. Consequently, also the development of a valid, and captivating e-learning experience able to effectively reach out to students of different backgrounds, creating an impactful learning community represents a challenge. This issue acquires certain relevance particularly in relation to the much-debated question around the most effective pedagogical methodology to deliver humanities-oriented knowledge in a distant learning context. This paper provides an overview of the educational and pedagogical formulas adopted for the creation of a MOOC on European Crime Fiction, currently being developed in the framework of DETECt – Detecting Transcultural Identity in European Popular Crime Narratives (https://www.detect-project.eu/) a project funded by European’s Union Horizon 2020. The MOOC concept presented in the framework of this research concentrates on the development of mixed e-learning and e-teaching strategies, that leverages the application of pedagogical elements like social network and independent learning and combines them with users’ engagement methods. On the one hand, this research aims to challenge the debate related to the effectiveness of teaching and learning a humanities-oriented subject in a distance learning environment. On the other hand, intends to recreate a vibrant learning community capable of broadening the academic research carried out by the project enabling the collaboration between the MOOC public and the researchers and teachers.

Sign in / Sign up

Export Citation Format

Share Document