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Bibliografías temáticas / Community of learners

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Literatura académica sobre el tema "Community of learners"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Community of learners"

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Natrah Aziz, Noor Hida, Haryani Haron, and Afdallyna Fathiyah Harun. "Components of Participatory Engagement within E-Learning Community." Indonesian Journal of Electrical Engineering and Computer Science 12, no. 2 (November 1, 2018): 556. http://dx.doi.org/10.11591/ijeecs.v12.i2.pp556-561.

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This paper explores the components of participatory engagement to improve learner’s engagement within the e-learning community. Data are gathered through observations to measuring the interactions of the learner’s. The measurement included the learners’ feedbacks through the interactions of learners and educators, learners and learners and learners and content. Follow-up interviews are conducted to get deeper insights into the interactions and overall learner’s engagement environment. Findings show that in order to promote learners’ engagement in e-learning components such as accessibility, mobility, active learning and collaboration must be present in an e-learning ecosystem.

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Rutz, Fredrik. "Recording Mobile Learning." International Journal of Mobile and Blended Learning 4, no. 3 (July 2012): 68–82. http://dx.doi.org/10.4018/jmbl.2012070105.

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Data collection in M-TEL (Mobile Technology Enhanced Learning) studies is associated with great challenges, as both the learners and data collectors are mobile. One context for M-TEL is outside the controlled environment of the classroom, meaning disturbing sound and noise from the environment, which forces the research community to re-evaluate how the community collects data. This study evaluates how many audio recording devices are needed when collecting data for a subsequent qualitative analysis of an M-TEL study; in the author’s case through interaction and conversation analysis. The author analyzed how much of one learner’s speech was recorded by an audio recorder attached to that learner, and compared this with how much that learner’s speech was recorded by her peer learners’ audio recorders, as well as by a close-up video camera. This article presents a quantitative analysis of the material from different points of view; consecutive in time, the proximity of the learners, activity of the learners, a union between audio recorders, and a union between video and an audio recorder. The author’s conclusion is that in a group of learners, it is necessary to let every learner carry an audio recorder to sufficiently record their speech for later qualitative analysis.

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Keiny, Shoshana. "A Community of Learners: promoting teachers to become learners." Teachers and Teaching 2, no. 2 (October 1996): 243–72. http://dx.doi.org/10.1080/1354060960020206.

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Howard, Martin. "The effects of study abroad on the L2 learner’s structural skills." EUROSLA Yearbook 1 (January 1, 2001): 123–41. http://dx.doi.org/10.1075/eurosla.1.11how.

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This article compares the relative effect of study abroad as opposed to foreign language instruction on an aspect of the L2 learner’s grammatical development, namely the expression of past time in target language (TL) French. Based on a cross-sectional quantitative analysis of oral data elicited from Irish advanced learners, a number of differences and similarities emerge between the learners’ development in the TL community and in the foreign language classroom. On the one hand, the more beneficial effect of study abroad is evident insofar as the study abroad learners attain a higher level of accuracy in their use of past time morphology across a more expansive range of aspectual contexts. On the other hand, however, similarities are also evident between the learners in both domains of acquisition. Based on a variationist analysis which controls for the effect of a number of linguistic factors on the learners’ choice of past time marker (grammatical aspect, inherent lexical aspect, and discourse grounding), the learners’ contextual use of past time morphology appears to be relatively similar. The results are firstly dicussed in relation to existing research evidence concerning the L2 learner’s grammatical development during study abroad, and secondly, in relation to the question of the manifestation of grammatical development in the L2 learner.

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Natrah Aziz, Noor Hida, Haryani Haron, and Afdallyna Fathiyah Harun. "ICT-supported for participatory engagement within E-learning community." Indonesian Journal of Electrical Engineering and Computer Science 20, no. 1 (October 1, 2020): 492. http://dx.doi.org/10.11591/ijeecs.v20.i1.pp492-499.

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This paper presents ICT-supported for participatory engagement learning within the e-learning community. Effectively tools in e-Learning facilitate interactive learning and the achievement of desired learning outcomes for learners. However, the intensity of its usage is not very remarkable; there is a need to understand ICT- supported for learners from the perspectives of participatory engagement. Therefore, integrating suitable technology into e-learning is expected to strengthen learner's engagement within the e-learning community. The objective of the study is to identify technology that could effectively support learners' engagement. This study analyzes the available technology in the market to integrate into e-learning using the technology evaluation process. Interview sessions with experts were held to validated and suggested other technology uses in e-learning. This research is carrying out with three experts (academic staff) of the e-technologies within the University. This study uses semi-structured interviews to captured expert suggestions, knowledge, and expertise about technologies. Understanding learner's requirements toward technology are essential to ensure learners can reap the benefits of technology usage. This study uses a thematical analysis to identify and organize key themes from qualitative data. The result reveals mobile technology, wireless technology, live streaming technology, authoring tool, summative assessment, cloud computing, gamification and Instagram is suitable technologies that support participatory engagement activities.

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Petersen, Sobah Abbas, Monica Divitini, and George Chabert. "Identity, sense of community and connectedness in a community of mobile language learners." ReCALL 20, no. 3 (August 21, 2008): 361–79. http://dx.doi.org/10.1017/s0958344008000839.

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AbstractMobility can affect a learner's participation in different communities that support language learning. In this paper we report on our experience with supporting a course in which language students are encouraged to travel to a country where the target language is spoken. On the one hand, students who travel abroad get in contact with local communities,which can promote their learning of the language and the culture. On the other hand, they risk losing contact with their classmates and the support that they provide. In this context we introduced a mobile community blog with the aim of extending the learning arena and promoting the sharing of knowledge among the students, independently of their location. This paper discusses the design considerations for the blog and describes its use to support students' sense of community. An evaluation and analysis of the usage of the blog is presented. These results suggest that the learners lack an identity within the community of language learners and there was no sense of community among the members. Reflecting on these results, we suggest that while a blog might be an appropriate tool for promoting knowledge sharing, it lacks functionalities to promote connectedness among learners and foster their identity as a community.

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Starratt, Robert J. "Leading a Community of Learners." Educational Management Administration & Leadership 35, no. 2 (April 2007): 165–83. http://dx.doi.org/10.1177/1741143207075387.

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Honeychurch, Sarah, Aras Bozkurt, Lenandlar Singh, and Apostolos Koutropoulos. "Learners on the Periphery: Lurkers as Invisible Learners." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 192–212. http://dx.doi.org/10.1515/eurodl-2017-0012.

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Abstract Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn’t one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community.

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Heller, Monica L., and Jerrell C. Cassady. "Predicting Community College and University Student Success." Journal of College Student Retention: Research, Theory & Practice 18, no. 4 (July 24, 2016): 431–56. http://dx.doi.org/10.1177/1521025115611130.

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The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables in predicting student performance outcomes (i.e., grade point average). The results illustrate that prior research on those factors most salient within student academic success prediction models within a social cognitive framework function as expected for the university population. However, the community college learner experience deviates significantly from this standard model. For the community college learner, it is the environmental factor that appears to be the most significant to predicting student success. These findings highlight those factors most influential in academic performance outcomes among diverse student populations.

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Hodge, Diane M. "Creating a Virtual Community of Learners Using WebCT: Lessons Learned." Journal of Technology in Human Services 22, no. 3 (June 7, 2004): 69–78. http://dx.doi.org/10.1300/j017v22n03_04.

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Tesis sobre el tema "Community of learners"

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Keith, Karin. "Creating a Community of Learners: Connecting Learners in the Classroom." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1029.

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Countryman, Kemba Chambers Witte Maria Margarita. "A comparison of adult learners' academic, social, and environmental needs as perceived by adult learners and faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/COUNTRYMAN_KEMBA_41.pdf.

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Rice, Cheryl. "Perspectives among Successful Adult Learners in Two Diploma Completion Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6099.

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More than 24,000 U.S. high school students drop out each year, contributing to the approximate 1.1 million U.S. adults who have not earned the high school diploma or General Education Development. This failure in educational attainment contributes significantly to the lack of economic and workforce development opportunities as well as the standard of living for more than 10% of the statewide population of a midwestern state. In response to this problem, the state entered into model programming in 2015 with 2 new approaches for adult education to diploma programs. The purpose of this basic qualitative interpretive research study was to better understand the experiences of 9 adult learners who successfully completed 1 of 2 high school diploma completion programs. The conceptual framework for this study integrated the learning theory perspectives of Bruner and Bandura and the aspects of lifelong learning and its influence on the motivations and values of the adult learner. The codes and themes that emerged from the analysis of the interview process were the participants' connection to the program, extrinsic and intrinsic motivations, challenges that were experienced through the program, strategies for success that fostered the completion process, suggestions for program improvements, and the advice the participants would give to prospective students who are considering an adult diploma option. These results may contribute to a better understanding of success factors for adult students enrolled in diploma completion programs and support positive change and program effectiveness in the future.

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Ferguson, Dennis Edward. "A community of learners in an elementary school recorder collegium." Thesis, Boston University, 2014. https://hdl.handle.net/2144/10990.

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Thesis (D.M.A.)--Boston University<br>The purpose of this study was to explore how students learned in an elementary school Collegium that consisted of SATB recorders. Using Rogoffs Theory of Community of Learners, an examination ofthe experiences of the students, the researcher, parents, classroom teachers, and the principal ofthe school occurred during one academic semester of instruction. The primary question that guided this study was: How did the students, instructor, teachers, and parents work together as a Community of Learners? The research questions for this study included: 1) What were the background conditions that led the students to audition for and take an active role in the Collegium ensemble?; How do the students engage with members ofthe community?; 3) How do the students engage in shared endeavors? Data collection included individual interviews, focus group interviews, journals, observations, and artifacts. Data was coded during the analysis process and revealed the following themes: Foundations ofthe Community uncovered influences from family members, as well as early pre-Collegium experiences; Entry points into the Collegium explored the initial interest by the participants, as they voiced their intentions to be a part ofthe ensemble and spoke oftheir attitudes regarding practice and learning processes; Experiences in the Collegium demonstrated perspectives on rehearsing together, self-preparedness, work attitudes, listening and concentration issues, group awareness, interdependence, learning together, and various issues ofmanaging the ensemble work with other academic commitments. Findings from this study indicated that close interactive behavior developed among the participants within the constructed environment, influenced by several factors, including foundational and educational backgrounds, exposure to the recorders, and an encouragement of a collaborative Community of Learners approach. The study concludes with a consideration ofthe author's role in the community, implications, and need for further study. Implications for the profession include establishing a learning environment that promotes collaborative learning, providing opportunities for students to engage with each other, and using the surrounding community of parents and teachers to assist with teaching students, which can lead to an improvement in the level of performance skills in an ensemble.

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Ban, Ruth. "Community of practice as community of learners : how foreign language teachers understand professional and language identities." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001637.

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Raza, Nadia. "Pedagogies of Repair: Community College and Carceral Education for Adult Learners." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24178.

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This dissertation examines the relationship between community colleges and prisons as similar institutions that absorb and manage displaced workers, economic refugees, and dispossessed adult populations. Based on interviews with adult learners in two community college settings, I discuss how these two seemingly distinctive institutions work together to subvert individual and collective desires for self-determination through policies and pedagogies that institutionalize discouragement and emotional management. Specifically, I am concerned with what it means for working-class adults to participate in higher education in the context of precarity and incarceration-literally and figuratively. Drawing from the growing field of scholarship that underscores the consolidation of practices and interdependency between academia and incarceration (Chatterjee, Davis, 2003, 2005, Meiners, 2007, Sojoyner 2016), the contexts I have chosen for this project are two institutions where students gather each week to participate in the project of higher education. Carrying past and present traumas related to schooling, many participants viewed community college as the one remaining institution deigned to help them remake their lives. This study asks how participants made sense of their lives, choices, and sacrifices to participate in higher education and how these factors structure their expectations of what college might provide them. Utilizing critical race theory, this dissertation offers a theoretical framework pedagogy of repair, which I define as the interpretive structures and stories used by non-traditional students to make sense of their past and potential futures amidst the normative neoliberal structures of precarious labor, vulnerability, social abandonment and debt.

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Sokenu, Julius Oluwasola. "Motivations among at risk students in rural community colleges." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32834.

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Thesis (Ed.D)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>Is it possible for at-risk students attending a rural community college to succeed in attaining their stated academic goals if exposed to a retention program customized to suit the needs of students attending their type of institution? What role does a student's motivation to succeed play in his or her decision to pursue achievement behavior in college? Are academically at-risk learners aware of behaviors that limit their success in the classroom? If so, what affective and cognitive variables determine individual success and to what extent can these variables be screened for on entrance? To address the above questions, the LASSI and Trice Locus of Control inventory were administered to 45 students enrolled in the Opportunity For Success program, a retention effort for at-risk 17-21 years old students at Quinebaug Valley Community College in Connecticut. Using SPSS, a multiple regression analysis was performed by entering the 10 variables of the LASS I and the GP A for the subjects. Also, two 90- minute, in-depth interviews were conducted of 26 of the 45 students. Faculty and advisors of these students were asked to rate their performance. The findings support the literature on student success and college student attrition. At-risk learners are aware of behaviors that limit their success. Successful at-risk students possess a variety of strategies to cope with academic challenge while low achieving students often do not. Instead, the low achieving students develop theories to explain their failure to succeed. Similarly, this research illustrates that failure, like success, is a habit learned over time and context dependent; the high school experiences of underachieving subjects demonstrate that they are often unmotivated to succeed in the classroom because they lack the interest to invest in academic endeavors. Low achieving students in this study continued this pattern in college, while those who became high and moderately achieving adopted multiple strategies to ensure success. Participants were motivated to perform in classes they considered "fun" and relevant to their future goals. The findings also show that educators should assist at-risk students to overcome their fear of failure by increasing their ability to self-regulate learning, set goals, and evolve healthy self concept. This study concludes that the desire to persist, information processing, and attitude towards learning play a major role in the learner's decision to pursue achievement behavior.<br>2031-01-01

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Shelton, Andrea D. "Adult learners' level of satisfaction with campus services at a community college district /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924923.

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Farnsworth, Megan. "Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195766.

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In this dissertation, the participation of 5-year-old Spanish speaking children in a kindergarten classroom community was explored. The school was located in a working and middle-class community in Southern Arizona, where pursuant to state law; the language of instruction was English. Student participants spent four hours every day in an English Language Development classroom, segregated from their native-English speaking peers.The purpose of this qualitative multiple case study was to explore factors that affected the participation of kindergarten English Language Learners (ELLs) in knowledge construction in their classroom community. Research questions were addressed by examining ways teacher questioning strategies and evaluation responses enabled or constrained the participation of ELLs in mathematics, as well as the role ofpeers in the classroom. Data were analyzed through participant frameworks, whichilluminated the process of identity negotiation through positioning strategies. Questions were investigated through the theoretical framework of communities of practice, in which learning as apprenticeship in knowledge distribution among experts and novices is emphasized.Results indicated that teachers apprenticed ELLs into academic language in three ways: (a) using predictable, consistent language; (b) using choice and process elicitations in questioning strategies; and (c) repairing communication by revoicing student responses. In math table groups, ELLs participated by talking about resources,procedures, and initiating and extending topics. Results also showed how English-proficient peers apprenticed ELLs into negotiating inclusion and exclusion requirements, which were necessary to build an argument.

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Smith, Melissa L. "Creating classroom community with diverse learners : ELL+SPED+TAG+ADD+"Average"=A class /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,304.

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Libros sobre el tema "Community of learners"

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Penrose, Marion. A community of active learners. Scarborough, ON: Nelson Canada, 1990.

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Shulman, Lee S. Communities of learners & communities of teachers. Jerusalem: Mandel Institute, 1997.

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United States. Department of Housing and Urban Development. Campus of learners: Designation kit. Washington, D.C: U.S. Dept. of Housing and Urban Development, 1996.

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Campus of learners: Designation kit. Washington, D.C: U.S. Dept. of Housing and Urban Development, 1996.

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Development, United States Department of Housing and Urban. Campus of learners: Designation kit. Washington, D.C: U.S. Dept. of Housing and Urban Development, 1996.

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1966-, Whaley Suzanne, ed. Becoming one community: Reading & writing with English language learners. Portland , Me: Stenhouse Publishers, 2004.

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Short, Kathy Gnagey. Creating curriculum: Teachers and students as a community of learners. Portsmouth, NH: Heinemann, 1991.

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Paths to partnership: University and community as learners in interprofessional education. Lanham, Md: Rowman & Littlefield Publishers, 1998.

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Vasquez, Olga A. La clase mágica: Imagining optimal possibilities in a bilingual community of learners. Mahwah, N.J: Lawrence Erlbaum Associates, Publishers, 2003.

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Maedo, Bev. The multi-age classroom: An inside look at one community of learners. Cypress, CA: Creative Teaching Press, 1994.

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Capítulos de libros sobre el tema "Community of learners"

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Fischer, Christopher, and Shana Pribesh. "Community of Learners." In Encyclopedia of the Sciences of Learning, 658. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1207.

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Campione, Joseph C., Ann L. Brown, and Michael Jay. "Computers in a Community of Learners." In Computer-Based Learning Environments and Problem Solving, 163–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77228-3_8.

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Kwo, Ora. "From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development." In Teachers as Learners, 153–76. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_8.

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Gorinski, Ruth, Cath Fraser, and Lyn Ayo. "Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education." In Teachers as Learners, 217–41. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_11.

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Tagarelli, Andrea, and Roberto Interdonato. "Ranking Vicarious Learners in Research Collaboration Networks." In Digital Libraries: Social Media and Community Networks, 93–102. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03599-4_11.

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Titus, Julia. "Russian Heritage Learners’ Goals and Motivation." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_35-1.

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Murray, Garold. "Older Language Learners, Social Learning Spaces and Community." In Beyond the Language Classroom, 132–45. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306790_11.

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Hill, Mary F. "Assessment for Learning Community: Learners, Teachers and Policymakers." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 772–89. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n48.

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Fragoso, António. "Older Adults as Active Learners in the Community." In Learning across Generations in Europe, 59–69. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-902-9_6.

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Chik, Alice, and Stephan Breidbach. "‘Facebook Me’ within a Global Community of Learners of English: Technologizing Learner Autonomy." In Social Dimensions of Autonomy in Language Learning, 100–118. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137290243_6.

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Actas de conferencias sobre el tema "Community of learners"

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Sun, Na, Mary Beth Rosson, and John M. Carroll. "Where is Community Among Online Learners?" In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173574.3173866.

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Lundby, Knut, Ole Smørdal, Anniken Larsen, and Annita Fjuk. "Networked PDAs in a community of learners." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658714.

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Wu, Greg Chung-Hsien, and Yu-Chuan Joni Chao. "Learners’ agency in a Facebook-mediated community." In EUROCALL 2015. Research-publishing.net, 2015. http://dx.doi.org/10.14705/rpnet.2015.000393.

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Darihastining, Susi, Heny Sulistyowati, Aang Fatihul Islam, and Q. Umi Nur. "Writing Descriptive Text to Activate Learners’ Language and Cultural Schema." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.157.

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Sun, Na. "Enhancing Visibility of Distance Learners To Promote Community." In CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3022198.3024943.

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Prokop, Jiří, and Joanna M. Łukasik. "TEACHERS' TRAINING FOR BUILDING THE COMMUNITY OF LEARNERS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0099.

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Luckner, Naemi, Peter Purgathofer, and Geraldine Fitzpatrick. "Learning about Deadlines from a Community of Learners." In C&T 2019: The 9th International Conference on Communities & Technologies - Transforming Communities. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328320.3328379.

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Siswanto, Agus. "eaching English to Young Leaners: A Reflection Form Englaoshi Community." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.04.

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de Boer, Remco C., Rik Farenhorst, and Hans van Vliet. "A Community of Learners Approach to Software Architecture Education." In 2009 22nd Conference on Software Engineering Education and Training. IEEE, 2009. http://dx.doi.org/10.1109/cseet.2009.10.

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10

Spitulnik, Jeff, Scott Studer, Elizabeth Finkel, Edwin Gustafson, Jason Laczko, and Elliot Soloway. "Toward supporting learners participating in scientifically-informed community discourse." In The first international conference. Morristown, NJ, USA: Association for Computational Linguistics, 1995. http://dx.doi.org/10.3115/222020.222815.

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Informes sobre el tema "Community of learners"

1

DeTurk, Patricia. Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1095.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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3

Woods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool

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4

Schmidt, Michele. The local agricultural community exchange: outcomes and lessons learned from a public-private initiative to revitalize a downtown community. University of New Hampshire Libraries, 2012. http://dx.doi.org/10.34051/p/2020.160.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

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6

Richard, Patrick, Sara Siebert, Junior Ovince, Alexandra Blackwell, and Manuel Contreras-Urbina. A Community-Based Intervention to Prevent Violence against Women and Girls in Haiti: Lessons Learned. Edited by Robert Pantzer, Eric L. Olson, and Jacquelyn Dolezal. Inter-American Development Bank, August 2018. http://dx.doi.org/10.18235/0001249.

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7

Schuberth, Moritz. Approaching Community-Based Armed Groups in Sub-Saharan Africa: Lessons Learned & Measures of Success. RESOLVE Network, October 2019. http://dx.doi.org/10.37805/cbags2019.1.

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Choi, Yoojin, Nathan M. Stall, Antonina Maltsev, Chaim M. Bell, Isaac I. Bogoch, Tal Brosh, Gerald A. Evans, et al. Lessons Learned from Israel’s Vaccine Rollout. Ontario COVID-19 Science Advisory Table, February 2021. http://dx.doi.org/10.47326/ocsat.2021.02.09.1.0.

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As Ontario expands access to the COVID-19 vaccine beyond the Phase 1 priority populations, strategic planning and execution of mass vaccine rollout will have a significant impact on the health and safety of Ontario’s 14.5 million residents. There are six key elements of Israel’s successful COVID-19 vaccine campaign that can be readily applied to Ontario to expedite and expand the province’s vaccine rollout strategy: a simple vaccine prioritization process; modification to the transport, storage, and distribution of the vaccines; effective communication to promote vaccine confidence; decentralization of vaccination sites; centralized organization through Health Maintenance Organizations (HMOs) using a fully integrated information technology (IT) system in a universal health care system; and the engagement of community-based personnel, infrastructure, and resources.

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Buckland, Sandra Stansbery, and Teena Jennings Rentenaar. Creating Community Connections through a Joint Venture with a Trade Association: A Six-Year Retrospective of What We’ve Learned. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-782.

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

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