scholarly journals Knowledge, Technology and the Professional Learning of Localisers

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Irene Malcolm ◽  
Lydia Plowman
Keyword(s):  
Professional Learning ◽  
Shared Knowledge ◽  
Learning Trajectories ◽  
Codified Knowledge ◽  
Digital Society ◽  
Personal Learning ◽  
Knowledge Practices ◽  
Shared Goals ◽  
Work Contexts

A study of the software localisation industry examines learning in digital society by describing localisers’ knowledge practices. The shortcomings of stand- ard models of professional learning that assume shared goals, codified knowledge and workers’ co-location are considered, along with the problem of learning in distributed and technologically mediated work contexts. The paper uses Knorr Cetina’s concept of macro-epistemics to highlight the need for theoretical develop- ment in relation to two questions: i) How do ways of organising localisers' work constitute opportunities and constraints for shared knowledge practices? ii) How does technology disrupt macro-epistemic potential and personal learning trajectories?

scholarly journals Designing professional learning tasks for mathematics learning trajectories

2013 ◽  
Vol 7 (4) ◽  
pp. 135-143
Author(s):  
P. Holt Wilson ◽  
Paola Sztajn ◽  
Cyndi Edgington
Keyword(s):  
Elementary Teachers ◽  
Teacher Learning ◽  
Teacher Knowledge ◽  
Professional Learning ◽  
Mathematics Learning ◽  
Theoretical Perspective ◽  
Learning Task ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Learning Tasks

In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers’ learning of mathematics learning trajectories. We outline our theoretical perspective on teacher knowledge of learning trajectories, review the literature concerning mathematics professional learning tasks, offer a set of initial conjectures about teacher learning of learning trajectories, and articulate a set of principles to guide the design of tasks. We conclude with an example of one learning trajectory professional learning task taken from our current research project.Diseño de tareas de aprendizaje profesional para trayectorias de aprendizaje de matemáticasEn este artículo, presentamos un conjunto emergente de conjeturas de aprendizaje y de principios de diseño para ser empleados en el desarrollo de tareas de aprendizaje profesional que apoyan el aprendizaje de trayectorias de aprendizaje de matemáticas de maestros de primaria. Describimos brevemente nuestra perspectiva teórica sobre el conocimiento del profesor acerca de trayectorias de aprendizaje; revisamos la literatura sobre tareas de aprendizaje profesional, presentamos un conjunto de conjeturas iniciales acerca del aprendizaje del profesor sobre trayectorias de aprendizaje; y articulamos un conjunto de principios para guiar el diseño de tareas. Concluimos con un ejemplo de una tarea de aprendizaje profesional que ha sido tomada de nuestro proyecto de investigación actual.Handle: http://hdl.handle.net/10481/24791Nº de citas en WOS (2017): 3 (Citas de 2º orden, 2)Nº de citas en SCOPUS (2017): 3 (Citas de 2º orden, 1)

“I Love Being Able to Have my Colleagues Around the World at my Fingertips:”

2013 ◽  
pp. 110-126
Author(s):  
Jennifer L. Branch ◽  
Joanne de Groot
Keyword(s):  
Professional Learning ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Online Distance Education ◽  
Personal Learning ◽  
Online Networks ◽  
Face To Face ◽  
Life Long Learning ◽  
Online Distance ◽  
Teacher Librarians

Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.

Exploring Creation of Connected Classroom in Rural College: Challenges and Implications

2020 ◽  
Vol 11 (1) ◽  
pp. 32-32
Author(s):  
Saadia Saleem ◽  
Dr Farhana Khurshid
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Professional Learning ◽  
Rural Areas ◽  
College Level ◽  
Personal Learning ◽  
Teaching Faculty ◽  
Limited Option ◽  
Rural College ◽  
Connected Classroom

Education plays an important role in the lives of individuals. Education helps the individuals in developing skills, capabilities, attitudes and behavior (Saleem & Shah, 2015). In developing countries like Pakistan access towards education is not satisfactory. In Pakistan, at the higher education, arts subjects generally and science subjects particularly are not with in the access of rural people. Because there are very few colleges in rural areas, and these colleges have shortage of subject specialist faculty. The available faculty is only for teaching compulsory courses and limited option of humanities group courses. As a result, the rural communities are deprived from their basic right of getting education and unable to utilize their potential in their areas of interest. Connected classroom is one of the technological innovation that can be used to overcome the shortage of teaching faculty issue in rural areas. Connected classrooms are created by using new technology tools to build online networks and develop personal learning resources through collaboration with personal learning networks and professional learning communities (Siemens, 2005). t was observed that in remote and rural areas of Pakistan, the opportunities of higher education are limited. After completing the secondary school certificate, students have limited option to choose subjects of their interest. As a result, either they select the subjects in which they are not interested or move towards cities to get better education opportunities. But it is a sad fact that majority of students cannot afford to travel towards colleges in big cities, and have to left their journey of education. Therefore, this study introduced connected classroom technology for rural and remote communities at college level to improve student's enrollment in rural area colleges instead of moving towards urban colleges. More importantly, it will help to overcome the problem of shortage of subject teachers at the rural colleges as well. Keywords: Connected classroom; teaching faculty; rural college; rural student

Foundations for Change

2017 ◽  
pp. 1-22
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teacher Agency ◽  
Teacher Professional Learning ◽  
District Leaders ◽  
Teacher Capacity ◽  
Personal Learning ◽  
Natural Progression ◽  
Collaborative Interactions ◽  
Teacher Professional

Historically, educators, leaders, and policymakers have described teacher professional learning as professional development or trainings, which imply teachers receive information rather than acknowledging and accepting personal learning as an ongoing, natural progression toward improving the craft of teaching. Consensus exists regarding standards for professional learning, which includes the elements of embedded learning in contextually relevant locations, content focused practices, collaborative interactions, ongoing and sustained opportunities, and alignment to district and school goals. However, many school and district leaders have not yet made the paradigm shift to valuing the importance of teacher agency and cultivating an environment for building capacity. This chapter is devoted to sharing a research-based personalized professional learning model for change, which focuses on building greater teacher capacity and improved student learning.

scholarly journals Strengthening Coordination Among Extension Service Providers for Improved Provision of Agricultural Extension and Advisory Services: A Case Study from Kenya

2020 ◽  
Vol 27 (3) ◽  
pp. 18-26
Author(s):  
Kevan La ◽  
Fallys Masambuka-Kanchewa ◽  
Alexa Lamm ◽  
Kristin Davis ◽  
Silim Nahdy
Keyword(s):  
Service Providers ◽  
Agricultural Productivity ◽  
Shared Knowledge ◽  
Extension Services ◽  
Advisory Services ◽  
Conflicting Information ◽  
Services Delivery ◽  
Starting Point ◽  
Shared Goals

Implementation of decentralized and pluralistic policies in provision of extension services has led to increased availability of actors providing extension services to farmers in most developing countries including Kenya. What is unique about extension services providers is that they have a shared goal of improving agricultural productivity. However, in some cases these providers differ in their knowledge regarding the practices or knowledge that is required to improve agricultural productivity. Lack of shared knowledge among providers has contributed to delivery of uncoordinated and duplication of efforts thereby limiting the effectiveness of efforts in extension services delivery. Moreover, in some cases lack of shared knowledge has contributed towards provision of conflicting information which has left farmers confused. Enhancing coordination and collaboration among these representatives is of paramount importance if their efforts to improve agricultural productivity are to be successful. Having structures in place that bring together organizations that have shared goals is an important step in facilitating coordination. This is based on findings of a case study that was conducted in Kenya with the Kenyan Forum for Agricultural Advisory Services (KeFAAS). The results of the study provide insights that can be used as a starting point when strengthening coordination in extension services delivery in decentralized and pluralistic environments. Keywords: coordination, improved productivity, shared goals, pluralism

scholarly journals Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’

2014 ◽  
Vol 7 (1) ◽  
pp. 98-105 ◽  
Author(s):  
Ann-Marie Young ◽  
Ann MacPhail
Keyword(s):  
Physical Education ◽  
Professional Identity ◽  
Professional Learning ◽  
Situated Learning ◽  
Cooperating Teachers ◽  
Legitimate Peripheral Participation ◽  
Learning Trajectories ◽  
Supervision Process ◽  
School Placement ◽  
Peripheral Participation

This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.

Pragmatic Utility: Using Analytical Questions to Explore the Concept of Ethical Sensitivity

2006 ◽  
Vol 20 (3) ◽  
pp. 191-214 ◽  
Author(s):  
Kathryn Weaver ◽  
Janice M. Morse
Keyword(s):  
Professional Learning ◽  
Well Being ◽  
Knowledge Development ◽  
Shared Knowledge ◽  
Moral Perception ◽  
Ethical Sensitivity ◽  
Academic Literature ◽  
Self Transcendence ◽  
Professional Disciplines

Ethical sensitivity is the means and capacity through which professionals strive to understand and compassionately respond to those in their care. As a transdisciplinary concept, ethical sensitivity can facilitate knowledge development across disciplines. To clarify and reduce ambiguities, the concept of ethical sensitivity was analyzed using the pragmatic utility method. With this method, the investigator uses analytical questions arising from in-depth understanding of the literature to synthesize data, to push beyond the limits of isolated findings and individual disciplines, to identify shared knowledge, and to provide new insights, lines of questioning, and direction. In this article, the role, technique, results, advantages, and limitations of the pragmatic utility method are elucidated. Characteristics of ethical sensitivity are its (a) preconditions of suffering and vulnerability cues, uncertainty, relationships characterized by receptivity and responsiveness, and courage; (b) attributes of moral perception, affectivity, and dividing loyalties; and (c) outcomes of client comfort and well-being, professional learning and self-transcendence, and integrity-preserving compromise. Use of the pragmatic utility method enhanced comprehension, meaning, relevance, and dimensions of the concept of ethical sensitivity as conveyed in the academic literature of selected professional disciplines.

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