scholarly journals Learning cities and learning communities: Analyzing contextual factors and their impacts on adult and lifelong learning in urban settings

2020 ◽  
pp. 17-52
Author(s):  
Balázs Németh ◽  
Ola Issa ◽  
Farah Diba ◽  
Alan Tuckett
Keyword(s):  
Knowledge Transfer ◽  
Community Development ◽  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Social Inclusion ◽  
Urban Environments ◽  
Left Behind ◽  
Critical Approaches ◽  
Learning Cities

This paper will elaborate upon the contextual aspects of community development in the scope of Learning City and Learning Community related practices of knowledge transfer and sharing in urban environments. Engaged colleagues will provide their critical approaches, reflections and proposals upon how we can understand and recognize adult and lifelong learning through communities trying to reach for peace, understanding , social inclusion and sensitive intercultural and intergenerational aspirations in times of difficulties and challenges affecting our vulnerable relationships. This paper will try to point out matters of equity, human discoveries of collection, sharing and saving values, tradition and dignities through Learning Communities in four different cultural environments from the British Isles, India, Palestine and Hungary. Their urban frames might not be necessarily called or considered as Learning Cities, but labels and notions are not the first priority. It is as simple as it sounds: No One Left Behind.

Guidelines for Lifelong Education Management to Mobilize Learning Community

2018 ◽  
Vol 9 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Suwithida Charungkaittikul
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Cultural Context ◽  
Lifelong Education ◽  
Management Guidelines ◽  
Education Management ◽  
Meaningful Information ◽  
The Social ◽  
Practical Guidelines

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

Observing the Evolution of a Learning Community Using Social Network Analysis

2011 ◽  
pp. 215-231
Author(s):  
Francesca Grippa ◽  
Marco De Maggio ◽  
Angelo Corallo
Keyword(s):  
Social Network ◽  
Network Analysis ◽  
Community Development ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Environments ◽  
Computer Scientists ◽  
Clear Identification ◽  
Network Metrics ◽  
Contribution Index

During the last decades, social and computer scientists have been focusing their efforts to study the effectiveness of collaboration in both working and learning environments. The main contributions clearly identify the importance of interactivity as the determinant of positive performances in learning communities where the supportive dimension of exchanges is balanced by the interactive one. In this chapter, authors describe a method based on social network metrics to recognize the stages of development of learning communities. The authors found that the evolution of social network metrics - such as density, betweenness centrality, contribution index, core/periphery structure – matched the formal stages of community development, with a clear identification of the forming, norming, and storming phases.

scholarly journals Learning Communities as a New Way to Learn

2017 ◽  
Vol 11 (2) ◽  
pp. 364
Author(s):  
Edelia Denisse Castañeda de la Cruz
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Local Community ◽  
Education For All ◽  
Human Community ◽  
Cultural Project

A Learning Community (CA) for its acronym in Spanish, is an organized human community that builds and engages in its own educational and cultural project to educate itself, its children, its youth and its adults, within the framework of an endogenous, cooperative and supportive effort, based on a diagnosis not only of their hortcomings but, above all, of their strengths to overcome such weaknesses (Elboj et al., 2006). The only way to ensuring education for all and quality lifelong learning is to make education a necessity and a task for all, developing and synchronizing the resources and efforts of the local community in order to ensure more sustainable conditions. We are then, confronted with one of the most difficult and complex contemporary challenges: to think twice and to rebuild the bonds that the human develops, through society, in conjunction with the environment.

scholarly journals The Need of Lifelong Learning towards Learning Community Development in Malaysia

2013 ◽  
Vol 93 ◽  
pp. 1541-1545 ◽  
Author(s):  
Yahya Buntat ◽  
Nor Azlina Puteh ◽  
Siti Hajar Azeman ◽  
Ahmad Nabil Md Nasir ◽  
Noorminshah Iahad ◽  
...  
Keyword(s):  
Community Development ◽  
Lifelong Learning ◽  
Learning Community

Guidelines for Lifelong Education Management to Mobilize Learning Community

2021 ◽  
pp. 564-575
Author(s):  
Suwithida Charungkaittikul
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Cultural Context ◽  
Community Mobilization ◽  
Lifelong Education ◽  
Management Guidelines ◽  
Education Management ◽  
The Social ◽  
Practical Guidelines

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

Building Learning Communities for Faculty

1998 ◽  
Vol 2 (6) ◽  
pp. 22-24
Author(s):  
Jodi H. Levine
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Colleges And Universities ◽  
Dynamic Learning ◽  
Temple University ◽  
Teaching Team ◽  
Daunting Challenge ◽  
The Way

As at most colleges and universities, when faculty at Temple University are asked to join with other faculty to teach a “learning communities” course, they are faced with the daunting challenge of changing the way they teach. To help them meet this challenge, Temple University engages in a number of faculty development activities, the goal of which is to have faculty come together in a dynamic learning community—a teaching team—in which they can work out the best approaches for involving students in their own learning.

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