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1.
Involving people outside of a science course can foster learning for students enrolled in the course. Assignments involving friends and family provided such opportunities in an undergraduate physics course for prospective teachers. These assignments included reflecting upon prior experiences, interviewing friends and family members, engaging them in exploring physical phenomena, and teaching them with relevant websites. The six strands of science learning articulated in Learning Science in Informal Environments (National Research Council in Learning science in informal environments: People, places, and pursuits. National Academies Press, Washington, DC, 2009) provided a framework for analyzing the prospective teachers’ responses. Through such assignments, the instructor created opportunities for the prospective teachers to use and build upon knowledge learned in class as well as to gain confidence and experience in facilitating the learning of others.  相似文献   

2.
《Africa Education Review》2013,10(2):380-394
Abstract

This article looks at how the application of the concept of a ‘learning organisation’ can be used at a specific organisation in South Africa to change the work performance of its employees. We do this by exploring different theories, models and definitions of organisational learning, learning organisation, organisational knowledge and knowledge management in the field, and against this background examine the perceptions of employees at a South African Organisation. The article underpins this approach by uniquely balancing conceptual rigour with practical experiences of employees at this institution. The view is taken that organisations are living systems that have the capacity to renew themselves by continuously reflecting on their practices and thereby create new knowledge, share and leverage it. Knowledge acquisition and sharing is closely linked to the core values of the organisation in order to achieve business competitiveness, set goals, efficiency, and overall strategic success. The purpose of this article is to understand how an organisation's training department could use the concept of a learning organisation within the South African context to sustain change. To achieve this objective we (the researchers) used a qualitative research paradigm. A phenomenological design presented the research with opportunities to analyse, interpret, and describe the perceptions, feelings and experiences of the participants at the organisation. Eight semi-structured individual interviews provided data for the purposes of this research. The data was analysed to identify categories, themes and sub-themes. The five main themes discussed are organisational learning, organisational culture, organisational change, globalisation and knowledge management and these were linked to the theory of learning organisations and were based on the findings.  相似文献   

3.
ABSTRACT

Despite UNESCO’s Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies.  相似文献   

4.
ABSTRACT:?

Government policy aims at a ‘seamless web’ of learning provision. This is exemplified in a local Learning and Skills Council supported by work on widening participation to higher education (HE) in another London sub-region. The emerging system described is comprehended as a whole from ‘Foundation Learning’ in compulsory schooling to post-compulsory ‘Lifelong Learning’ in further, higher and continuing education and training thereafter.  相似文献   

5.

Most British universities now have equal opportunities policies but the extent to which these policies have brought about real change in university departments is not clear. Management theory suggests that when trying to implement change in an organisation it is important to understand that organisation's culture. Opportunity 2000, a business initiative to try to increase the number of women (especially managers) in the British workforce stresses the importance of cultural change. However, there has been little attempt to 'measure' culture in relation to gender in university departments. This article explores the findings from an attempt to use Johnson & Scholes's cultural web to 'measure' the culture in a business studies department in an 'old' British university  相似文献   

6.
ABSTRACT

Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed.  相似文献   

7.
Abstract

This is the final in a series of articles tracing the history of Learning Difficulties Australia since the late 1960s, and covers the decade beginning in the mid‐1990s. This decade has seen increasing professionalisation of the association through adoption and implementation of a Strategic Plan, more rigorous administrative procedures, a strengthening of nation‐wide ties through interstate conferences and election of interstate Council members, and a change of name. The regular program of professional development has been maintained, as has the Consultants’ Referral Service, with the introduction of a similar service in Queensland. Increased involvement of academic researchers in the association is reflected in greater pressure on specialist educators to employ research‐based methods in the teaching of early reading. The association has continued to lobby for greater support for students with learning difficulties.  相似文献   

8.
Abstract

Communicating the Christian ethos of Christian institutions constitutes a significant portion of the effort and monies of these institutions. Included in the purview of ethos enablers are faculty input and advising, student services, required chapel/worship, ministry formation/field experiences, admissions procedures, and opportunities for students to interact with one another in informal settings. Each of these is included in the core functioning of campus-based Christian institutions. As these institutions move more and more to providing distance learning opportunities, it is questioned if equal importance is being given to these ethos enablers in interactions with distance learners. The purpose of this study is to describe what is being done and how effective selected Christian institutions perceive themselves to be in including intentional ethos enablers in their distance learning opportunities.  相似文献   

9.
Abstract

Making Theory and Development of Early Childhood Education come alive for elementary master's degree students in two learning sites offers opportunities and challenges. In constructing the class, a primary goal was to expose the students to the context under which early childhood educators developed programs and theories. Also, students were challenged to uncover the relationship that the education of young children had with social change and emerging human rights. Utilizing distance learning, contemporary books such as Who Moved My Cheese (Johnson, 1998) and a field trip to the National Civil Rights Museum and the Rock'n Soul Museum, students developed a sense of the place early childhood education had and continues to have in social change and the advancement of civil rights in this country.  相似文献   

10.
As Education for Sustainable Development (ESD) slowly moves up the UK Government's policy agenda, practical implementation issues are increasing in significance. This paper offers a retrospective reflective account of a major national ESD initiative, Learning to Last, funded by the Quality and Standards Directorate of the Learning and Skills Council. At the centre of the Learning to Last experience was a tension between a managerialist approach to project development, common within the Learning and Skills sector, and an ecological, networked and synoptic methodology more in keeping with and sympathetic to the values of ESD. Applying the concepts of ‘governmentality’ and new public management, Learning to Last is viewed as a target and output driven initiative offering restricted opportunities for creative development and conceptual learning. Only with a more reflective and reflexive engagement with sustainability and learning will the possibilities of achieving a more sustainable future and of negotiating our ‘society of government’ be realised.  相似文献   

11.
Abstract

Assessment and learning analytics both collect, analyse and use student data, albeit different types of data and to some extent, for various purposes. Based on the data collected and analysed, learning analytics allow for decisions to be made not only with regard to evaluating progress in achieving learning outcomes but also evaluative judgments about the quality of learning. Learning analytics fall in the nexus between assessment of and for learning. As such it has the potential to deliver value in the form of (1) understanding student learning, (2) analysing learning behaviour (looking to identify not only factors that may indicate risk of failing, but for opportunities to deepen learning), (3) predicting students-at-risk (or identifying where students have specific learning needs), and (4) prescribing elements to be included to ensure not only the effectiveness of teaching, but also of learning. Learning analytics have underlying default positions that may not only skew their impact but also impact negatively on students in realising their potential. We examine a selection of default positions and point to how these positions/assumptions may adversely affect students’ chances of success, deepening the understanding of learning.  相似文献   

12.
Abstract

This article introduces the monograph on Personal Learning Environments in formal education and presents six papers addressing, both theoretically and empirically, the use of these environments as learning spaces. The six papers contribute to reflection and discussion of the challenges that the new scenario derived from the information society poses to formal education. The common thread of the work is the idea that, to address these challenges, we need new approaches and proposals. In this context, Personal Learning Environments are presented as an innovative approach that can contribute to transforming learning and teaching. All articles focus on the design, construction, appropriation and use of Personal Learning Environments, as well as on the possibilities, limitations and difficulties of implementing this type of learning environment in formal educational settings.  相似文献   

13.
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14.

This paper aims to shift the debate on the Learning Society away from the normative focus which has predominated hitherto. Rather than beginning with questions about what a Learning Society ought to constitute, we seek to engage with the patterns of participation in learning through the life‐course and their determinants. Our discussion begins with an examination of the way in which the official discourse of the Learning Society is dominated by human capital theory. The critical evaluation of the latter is thus a serious undertaking. Human capital theory involves an unwarranted abstraction of economic behaviour from social relations more widely; participation in lifetime learning cannot be understood in terms of the narrow calculation of utility maximization. This critique provides the basis for the development of a more satisfactory theoretical account, in which learning behaviour is conceived as the product of individual calculation and active choice, but within parameters set by both access to learning opportunities and collective norms. These parameters, by their very nature, vary systematically over space and time: accordingly, place and history must play a central role in any adequate theorization. We conclude that this kind of theoretical approach has important implications not only for empirical research, but also for strategies aimed at creating a Learning Society.  相似文献   

15.
ABSTRACT

The paper explores the processes by which two Australian rural communities established Community Learning Plans (CLPs). It acknowledges the role of CLPs as contributors to social and economic change through influencing employment rates, income equity, social cohesion and reduction in poverty. In addressing the research question: What factors contribute to the effective development and implementation of a CLP in a small rural community? The paper reveals the importance of evidence and clarity of vision such as improved social and economic outcomes as core rationales for triggering the development of CLPs. The analysis of leadership and social capital resources drawn upon from trigger for a CLP through initiation, development and reflection to sustainable embedding in community, reveals the interplay between formal community leadership structures such as Council, community members, education, business, training and social services, and external actors as a predicator of communities’ ability to enact CLPs. Maturity of social capital resources and leadership processes and resources influence the development and implementation of plans in alignment with community needs and aspirations. The paper advocates for reward and recognition frameworks to help connect, engage and sustain stakeholder groups into community learning initiatives through providing relevance to their business or activity.  相似文献   

16.
Abstract

The purpose of this study was to examine self-reported relative use of cooperative learning among exemplar teachers. Comparisons were made of teacher-reported actual versus preferred use of cooperative learning, along with actual and preferred use on each of the 4 elements of cooperative learning delineated by D. Johnson, R. Johnson, E. Holubec, and P. Roy (1984). Several teacher characteristics also were examined to determine whether individual characteristics were associated with relative use. Survey results indicated a significant disparity between overall reported actual and preferred use, as well as a significant discrepancy between actual and preferred use on each of the 4 elements of cooperative learning. Of the 6 teacher characteristics examined, only participation in staff development for cooperative learning was associated with relative use. Follow-up analyses indicated that staff development was related to greater relative use only for the element of individual accountability.  相似文献   

17.
Abstract

A Distributed Collaborative Science Learning Laboratory (DCSLL) was designed, prototyped, and pilot‐tested as the “Electrical Circuit Simulator.” This laboratory was part of a module on electricity within an introductory distance course for postsecondary students on the scientific method. The concept of DCSLL emerged from work in distance education and new technologies, cooperative/collaborative learning, and science education. Instructional design principles derived from these areas are presented, and their implementation in the DCSLL is described, followed by results from the pilot test. Analysis of the results led to the articulation of six instructional design guidelines, identified as being key to the development of such learning environments.  相似文献   

18.
《Cultura y Educación》2013,25(2):141-156
Abstract

In this article the authors raise their concern about the way in which students with different levels of competence in the language of instruction (English in this case) acquire a second language. They also address the issue of the types of conditions which are necessary in order for dialogic interaction to be effective in the classroom when these students are acquiring a second language

In the first section, a review of the different theories on language learning is carried out, which helps to provide a response to the questions which have been raised. In the second section, the need to create opportunities to use the second language in real and meaningful situations is also raised, based on the results of three case studies. Learning through dialogue is presented as being a much more effective approach to teaching and learning a second language than traditional approaches, which were based on the teacher merely providing instruction and subsequently developing the information.  相似文献   

19.
Abstract

Critical thinking is an important component of learning, yet it has received little attention in distance education literature. The purpose of this study was to investigate graduate students' satisfaction and perception of opportunities for critical thinking in distance education courses that utilized a two‐way audio/video system.  相似文献   

20.
ABSTRACT

The Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s] an exceptional cross-cultural experience with international engagement … to broaden teacher candidates’ horizons for a society of increasing diversity in today’s globalized world’. This article’s purposes are to discuss how reciprocal learning is both a concept and an approach for international and cross-cultural teacher education and school education and to present the learning outcomes and educational significance of the East-West reciprocal learning programme in teacher education. The Programme has created opportunities for both pre-service and in-service teachers to understand and appreciate a culture and educational system different from their own, thereby reciprocally contributing to educational opportunities for those they teach. The research theory and method utilised in this work are found in a companion paper in this special series and are briefly discussed below in the project overview and later in a discussion of student outcomes. This work has implications for other school settings where increasing immigrant student population and cultural diversity have become the norm.  相似文献   

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