Transformative Learning and Sustainable Education at SkinDEEP 2011 EcoLabs
Transformative Learning and Sustainable Education. An introduction to transformative learning and a short case study of the 2009 Teach-in for ecological literacy in design education. Presentation at SkinDEEP 2011 - experiential knowledge and multi-sensory communication. International Conference 2011 of the Design Research Society's Special Interest Group on Experiential Knowledge. June 2011. Farnham, UK. http://www.experientialknowledge.org/
Also see: http://teach-in.ning.com/
and the full paper at http://eco-labs.org/
The Visual Communication of Ecological Literacy - PhD Presentation, November ...EcoLabs
1. Graphic design can make complex information more accessible by selectively framing data and structuring information to reveal patterns.
2. A Gapminder world map from 2010 visualizes health and income data across countries using bubble size to represent population and color to group countries by region.
3. The map allows viewers to easily compare health and wealth indicators between nations and see how factors like income and population are distributed globally.
This document provides an overview of an academic's work related to online learning and reflective learning (RL). It includes publications, conferences, research groups and networks they have been involved in. Some of their publications focus on online communication tools, blended learning models, and how the online environment can support varied learning. They have held leadership roles in several conferences and committees. Their work explores using RL to help students develop skills for employment and individual fulfillment both during and after their studies.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
The document discusses Campus Channel Networks (CCN) 2.0, a web-based knowledge management system at the Bandung Institute of Technology (ITB) that aims to facilitate knowledge sharing and participation within the ITB community. CCN 2.0 follows a Web 2.0 approach using principles like collaboration, participation and empowering local creative communities at ITB. It provides features like a Creative Warehouse wiki to connect creative actors and contents, digital galleries of video and audio, and a record label to market creative productions.
Transformative Learning and Sustainable Education at SkinDEEP 2011 EcoLabs
Transformative Learning and Sustainable Education. An introduction to transformative learning and a short case study of the 2009 Teach-in for ecological literacy in design education. Presentation at SkinDEEP 2011 - experiential knowledge and multi-sensory communication. International Conference 2011 of the Design Research Society's Special Interest Group on Experiential Knowledge. June 2011. Farnham, UK. http://www.experientialknowledge.org/
Also see: http://teach-in.ning.com/
and the full paper at http://eco-labs.org/
The Visual Communication of Ecological Literacy - PhD Presentation, November ...EcoLabs
1. Graphic design can make complex information more accessible by selectively framing data and structuring information to reveal patterns.
2. A Gapminder world map from 2010 visualizes health and income data across countries using bubble size to represent population and color to group countries by region.
3. The map allows viewers to easily compare health and wealth indicators between nations and see how factors like income and population are distributed globally.
This document provides an overview of an academic's work related to online learning and reflective learning (RL). It includes publications, conferences, research groups and networks they have been involved in. Some of their publications focus on online communication tools, blended learning models, and how the online environment can support varied learning. They have held leadership roles in several conferences and committees. Their work explores using RL to help students develop skills for employment and individual fulfillment both during and after their studies.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
The document discusses Campus Channel Networks (CCN) 2.0, a web-based knowledge management system at the Bandung Institute of Technology (ITB) that aims to facilitate knowledge sharing and participation within the ITB community. CCN 2.0 follows a Web 2.0 approach using principles like collaboration, participation and empowering local creative communities at ITB. It provides features like a Creative Warehouse wiki to connect creative actors and contents, digital galleries of video and audio, and a record label to market creative productions.
“I’m here to help you “I think it’s important to have
learn, not to do it for you.” support there if you need it.”
Provide opportunities for “I think it’s important to have
autonomy but also support. structure and deadlines.”
Scaffold autonomy development “I think it’s important to have
clear guidelines.”
Encourage questioning and “I think it’s important to have
reflection feedback.”
Developing autonomy through
curriculum design
Scaffolding autonomy through levels
Providing choice within structure
Encouraging ownership of learning
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Transforming education in an era of accelerating changeJohn Moravec
1. The document discusses the transition from Society 1.0 to Society 3.0 and how this impacts education. Society 3.0 is driven by accelerating change, globalization, and innovation fueled by "knowmads."
2. Education 3.0, which is necessary for Society 3.0, focuses on students producing knowledge and sharing ideas in flexible learning environments located everywhere. Schools will embrace new technologies but the focus is on cultivating minds, not just skills.
3. For education to transform for Society 3.0, schools must leapfrog past outdated 1.0 models and redesign themselves based on ambient, context-driven learning suited for a world of constant change.
MIT General Exams. Grounding interfaces: shifting the body boundaries, 2008.Cati Vaucelle
This document outlines Cati Vaucelle's oral exam on her work titled "Grounding Interfaces: Shifting the Body Boundaries" on November 14, 2008. The exam committee consisted of Professor Hiroshi Ishii, Professor Edith Ackermann, and Professor Joe Paradiso. The exam focused on tangible interaction techniques, psychology and cultural artifacts, and technologies for body sensing and expression.
This document summarizes Vicki Suter's presentation at the 2007 AERA Conference on learning and the sense of presence in the virtual world Second Life. The presentation defines presence as an action-based process and contextualized individual experience. It proposes using an ethnographic action-based approach and activity theory as a conceptual framework to study how the sense of presence develops for individuals engaged in collaborative learning activities in Second Life. The study aims to provide insights into design attributes that may contribute to developing a sense of presence to support collaborative learning in 3D virtual worlds.
A few new approaches on business and societal transition within crisis situations. Field and operational technology developed by UHDR UniverseCity. Contact: info(at)uhdr.net . Operations in Europe, Canada, Turkey and Brasil
2013 01-28 presentation to ma students at hatiiChris Batt
This document discusses the future of knowledge institutions like museums, libraries, and archives in a digital world. It questions whether the traditional model of these institutions is suitable for maximizing the value of digital collections, and explores possible new service paradigms that better fit the needs of the network society. The challenges include fragmentation of collections, loss of control, and the need for new governance structures and multi-disciplinary strategic approaches to deal with increasing complexity. The primary research question is whether the traditional institution-based model can maximize value delivery in a digital environment, and if an alternative conceptual model is needed.
Lect 3 Educational ideology in Outdoor EducationGeoff Adams
What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.
Through partnerships with schools and communities, Greenfox Schools empowers youth for a sustainable world by providing integrated curriculum. The curriculum connects academics across disciplines through projects and learning centers that reflect students' interests. The goals are for students to develop critical thinking, teamwork, and lifelong learning skills through experiences both in and out of the classroom.
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
Creating sustainable digital communities for students & teachers reushle
This document discusses creating sustainable digital communities for learning. It provides principles for building communities, including making the community purposeful, engaged, connected, and about people. Structure is needed but also flexibility. Leadership is required and communities should bring members closer together rather than create separation. Examples of digital communities include communities of practice and collaborative models involving mentoring and digital environments. Questions are raised about community commitment and priorities competing with other work.
This document discusses two different contexts for learning - social change contexts and communities of practice. Social change learning can be long or short term, informal, and aims to transform society and challenge norms through discussion. Communities of practice involve a group learning together for a shared goal through knowledge sharing and problem solving. Both involve adult group learning but have different goals and processes, so learners would benefit from approaches tailored to each context.
This document summarizes research on online learning communities for teachers' continuous professional development. It presents a case study of an eTwinning Learning Event that was conducted in two cycles. The research context discusses benefits of online communities for learning. The research design section outlines a community of inquiry framework and research questions. The findings section notes recommendations from the first cycle and changes made in the second cycle to strengthen cognitive, social and teaching presences. Participation levels correlated with moderated activities and discussions.
A basic explanation for communities of practice, and some ideas for designing digital environments to help them thrive. Based on portions of presentations I have given over the last 4-5 years.
Jean Lave, Etienne Wengerand communities of practiceJean.docxvrickens
Jean Lave, Etienne Wenger
and communities of practice
Jean Lave, Etiene Wenger and communities of practice.
The idea that learning involves a deepening process of
participation in a community of practice has gained
significant ground in recent years. Communities of
practice have also become an important focus within
organizational development and have considerable value
when thinking about working with groups. In this article
we outline the theory and practice of such communities,
and examine some of issues and questions for informal
educators and those concerned with lifelong learning.
infed is a not-for-profit
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YMCA George Williams
College. Give us
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printing, privacy, disclaimer
new : I am whole. A
report investigating the
stigma faced by young
people experiencing
mental health
difficulties
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contents: introduction · communities of practice ·
legitimate peripheral participation and situated learning ·
learning organizations and learning communities ·
conclusion · references · links · how to cite this article
Many of the ways we have of talking about learning and
education are based on the assumption that learning is
something that individuals do. Furthermore, we often
assume that learning ‘has a beginning and an end; that it is
best separated from the rest of our activities; and that it is
the result of teaching’ (Wenger 1998: 3). But how would
things look if we took a different track? Supposing learning
is social and comes largely from of our experience of
participating in daily life? It was this thought that formed
the basis of a significant rethinking of learning theory in the
late 1980s and early 1990s by two researchers from very
different disciplines – Jean Lave and Etienne Wenger. Their
model of situated learning proposed that learning involved
a process of engagement in a ‘community of practice’.
Jean Lave was (and is) a social anthropologist with a strong
interest in social theory, based at the University of
California, Berkeley. Much of her work has f ...
1. The document discusses Etienne Wenger's theory of communities of practice, which views learning as social participation within communities. It describes key elements of communities of practice, including mutual engagement, a joint enterprise, and a shared repertoire.
2. Participation and reification are presented as dual and interdependent processes by which meaning is negotiated within a community of practice. Participation involves active involvement while reification involves projecting meanings into concrete forms.
3. Identity is discussed as both a negotiated experience of self in relation to participation and non-participation within and across communities of practice, and as involving different modes of belonging like engagement, imagination, and alignment.
The document discusses various theories of instructional design including cognitive, constructivist, and connectivist perspectives. It outlines key principles such as learning occurring within communities of practice and personal learning environments. Different learning environments are also examined, like cognitive apprenticeship and technology-enabled active learning. Motivation theories including ARCS, self-efficacy, attribution, and goal-setting are summarized.
This document describes Kwantlen Polytechnic University's Blended Learning BSN program. The program uses online learning enhanced with interactive technologies and apps, combined with intensive on-campus residencies and simulations labs. Students complete their courses online, with theory concentrated in the online portions. Residencies in semesters 1, 3, and 7 provide intensive hands-on practice in labs and clinical placements. Nursing skills are first taught online, then practiced in labs and applied during residencies. The blended model aims to provide rich, engaging content online while maintaining connections through visits, mentors, and face-to-face components.
This document summarizes interviews with 10 Finnish educators about their use of Second Life for education. Key findings include:
1) Educators were able to create authentic learning contexts and tasks in Second Life that simulated real-world scenarios like international trade fairs and hospitals. This increased student engagement and ownership of learning.
2) Second Life facilitated access to experts, multiple perspectives, and collaboration between organizations, businesses, and the third sector through events and networking.
3) Collaboration was a norm in Second Life and students were more eager to collaborate, sometimes continuing sessions past their scheduled end time.
4) While many aspects of authentic e-learning were achieved in Second Life, assessment was not discussed and needs
This document discusses an approach to teacher education that focuses on developing 21st century skills through social media, authentic learning experiences, and communities of practice. It describes incorporating inquiry-based learning, authentic learning principles, and social media like Second Life into a teacher training program. The goals are to help teachers acquire skills like critical thinking, collaboration, and adaptability, and to foster a professional identity aligned with the demands of a knowledge society. Key aspects of the approach include providing authentic contexts for learning, collaborative knowledge construction through team projects, and ongoing dialogic assessment rather than exams.
“I’m here to help you “I think it’s important to have
learn, not to do it for you.” support there if you need it.”
Provide opportunities for “I think it’s important to have
autonomy but also support. structure and deadlines.”
Scaffold autonomy development “I think it’s important to have
clear guidelines.”
Encourage questioning and “I think it’s important to have
reflection feedback.”
Developing autonomy through
curriculum design
Scaffolding autonomy through levels
Providing choice within structure
Encouraging ownership of learning
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Transforming education in an era of accelerating changeJohn Moravec
1. The document discusses the transition from Society 1.0 to Society 3.0 and how this impacts education. Society 3.0 is driven by accelerating change, globalization, and innovation fueled by "knowmads."
2. Education 3.0, which is necessary for Society 3.0, focuses on students producing knowledge and sharing ideas in flexible learning environments located everywhere. Schools will embrace new technologies but the focus is on cultivating minds, not just skills.
3. For education to transform for Society 3.0, schools must leapfrog past outdated 1.0 models and redesign themselves based on ambient, context-driven learning suited for a world of constant change.
MIT General Exams. Grounding interfaces: shifting the body boundaries, 2008.Cati Vaucelle
This document outlines Cati Vaucelle's oral exam on her work titled "Grounding Interfaces: Shifting the Body Boundaries" on November 14, 2008. The exam committee consisted of Professor Hiroshi Ishii, Professor Edith Ackermann, and Professor Joe Paradiso. The exam focused on tangible interaction techniques, psychology and cultural artifacts, and technologies for body sensing and expression.
This document summarizes Vicki Suter's presentation at the 2007 AERA Conference on learning and the sense of presence in the virtual world Second Life. The presentation defines presence as an action-based process and contextualized individual experience. It proposes using an ethnographic action-based approach and activity theory as a conceptual framework to study how the sense of presence develops for individuals engaged in collaborative learning activities in Second Life. The study aims to provide insights into design attributes that may contribute to developing a sense of presence to support collaborative learning in 3D virtual worlds.
A few new approaches on business and societal transition within crisis situations. Field and operational technology developed by UHDR UniverseCity. Contact: info(at)uhdr.net . Operations in Europe, Canada, Turkey and Brasil
2013 01-28 presentation to ma students at hatiiChris Batt
This document discusses the future of knowledge institutions like museums, libraries, and archives in a digital world. It questions whether the traditional model of these institutions is suitable for maximizing the value of digital collections, and explores possible new service paradigms that better fit the needs of the network society. The challenges include fragmentation of collections, loss of control, and the need for new governance structures and multi-disciplinary strategic approaches to deal with increasing complexity. The primary research question is whether the traditional institution-based model can maximize value delivery in a digital environment, and if an alternative conceptual model is needed.
Lect 3 Educational ideology in Outdoor EducationGeoff Adams
What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.
Through partnerships with schools and communities, Greenfox Schools empowers youth for a sustainable world by providing integrated curriculum. The curriculum connects academics across disciplines through projects and learning centers that reflect students' interests. The goals are for students to develop critical thinking, teamwork, and lifelong learning skills through experiences both in and out of the classroom.
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
Creating sustainable digital communities for students & teachers reushle
This document discusses creating sustainable digital communities for learning. It provides principles for building communities, including making the community purposeful, engaged, connected, and about people. Structure is needed but also flexibility. Leadership is required and communities should bring members closer together rather than create separation. Examples of digital communities include communities of practice and collaborative models involving mentoring and digital environments. Questions are raised about community commitment and priorities competing with other work.
This document discusses two different contexts for learning - social change contexts and communities of practice. Social change learning can be long or short term, informal, and aims to transform society and challenge norms through discussion. Communities of practice involve a group learning together for a shared goal through knowledge sharing and problem solving. Both involve adult group learning but have different goals and processes, so learners would benefit from approaches tailored to each context.
This document summarizes research on online learning communities for teachers' continuous professional development. It presents a case study of an eTwinning Learning Event that was conducted in two cycles. The research context discusses benefits of online communities for learning. The research design section outlines a community of inquiry framework and research questions. The findings section notes recommendations from the first cycle and changes made in the second cycle to strengthen cognitive, social and teaching presences. Participation levels correlated with moderated activities and discussions.
A basic explanation for communities of practice, and some ideas for designing digital environments to help them thrive. Based on portions of presentations I have given over the last 4-5 years.
Jean Lave, Etienne Wengerand communities of practiceJean.docxvrickens
Jean Lave, Etienne Wenger
and communities of practice
Jean Lave, Etiene Wenger and communities of practice.
The idea that learning involves a deepening process of
participation in a community of practice has gained
significant ground in recent years. Communities of
practice have also become an important focus within
organizational development and have considerable value
when thinking about working with groups. In this article
we outline the theory and practice of such communities,
and examine some of issues and questions for informal
educators and those concerned with lifelong learning.
infed is a not-for-profit
site provided by the
YMCA George Williams
College. Give us
feedback; write for us.
Join us on Facebook and
Twitter
faqs: about us,
copyright,
printing, privacy, disclaimer
new : I am whole. A
report investigating the
stigma faced by young
people experiencing
mental health
difficulties
hosting by Memset
Dedicated Servers
[CarbonNeutral®]
http://infed.org/mobi
https://i0.wp.com/infed.org/mobi/wp-content/uploads/2012/12/communityofpractice_sonson_flickr_cc-Copy.jpg
http://infed.org/mobi/aboutus/
http://www.ymca.ac.uk/
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http://infed.org/mobi/wp-login.php
http://infed.org/mobi/call-for-contributors/
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http://twitter.com/infed
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http://infed.org/mobi/printing/
http://infed.org/mobi/privacy-policy/
http://infed.org/mobi/disclaimer/
http://www.ymca.org.uk/wp-content/uploads/2016/10/IAMWHOLE-v1.1.pdf
http://www.memset.com/
http://www.memset.com/dedicated-servers/
javascript:void(0)
contents: introduction · communities of practice ·
legitimate peripheral participation and situated learning ·
learning organizations and learning communities ·
conclusion · references · links · how to cite this article
Many of the ways we have of talking about learning and
education are based on the assumption that learning is
something that individuals do. Furthermore, we often
assume that learning ‘has a beginning and an end; that it is
best separated from the rest of our activities; and that it is
the result of teaching’ (Wenger 1998: 3). But how would
things look if we took a different track? Supposing learning
is social and comes largely from of our experience of
participating in daily life? It was this thought that formed
the basis of a significant rethinking of learning theory in the
late 1980s and early 1990s by two researchers from very
different disciplines – Jean Lave and Etienne Wenger. Their
model of situated learning proposed that learning involved
a process of engagement in a ‘community of practice’.
Jean Lave was (and is) a social anthropologist with a strong
interest in social theory, based at the University of
California, Berkeley. Much of her work has f ...
1. The document discusses Etienne Wenger's theory of communities of practice, which views learning as social participation within communities. It describes key elements of communities of practice, including mutual engagement, a joint enterprise, and a shared repertoire.
2. Participation and reification are presented as dual and interdependent processes by which meaning is negotiated within a community of practice. Participation involves active involvement while reification involves projecting meanings into concrete forms.
3. Identity is discussed as both a negotiated experience of self in relation to participation and non-participation within and across communities of practice, and as involving different modes of belonging like engagement, imagination, and alignment.
The document discusses various theories of instructional design including cognitive, constructivist, and connectivist perspectives. It outlines key principles such as learning occurring within communities of practice and personal learning environments. Different learning environments are also examined, like cognitive apprenticeship and technology-enabled active learning. Motivation theories including ARCS, self-efficacy, attribution, and goal-setting are summarized.
This document describes Kwantlen Polytechnic University's Blended Learning BSN program. The program uses online learning enhanced with interactive technologies and apps, combined with intensive on-campus residencies and simulations labs. Students complete their courses online, with theory concentrated in the online portions. Residencies in semesters 1, 3, and 7 provide intensive hands-on practice in labs and clinical placements. Nursing skills are first taught online, then practiced in labs and applied during residencies. The blended model aims to provide rich, engaging content online while maintaining connections through visits, mentors, and face-to-face components.
This document summarizes interviews with 10 Finnish educators about their use of Second Life for education. Key findings include:
1) Educators were able to create authentic learning contexts and tasks in Second Life that simulated real-world scenarios like international trade fairs and hospitals. This increased student engagement and ownership of learning.
2) Second Life facilitated access to experts, multiple perspectives, and collaboration between organizations, businesses, and the third sector through events and networking.
3) Collaboration was a norm in Second Life and students were more eager to collaborate, sometimes continuing sessions past their scheduled end time.
4) While many aspects of authentic e-learning were achieved in Second Life, assessment was not discussed and needs
This document discusses an approach to teacher education that focuses on developing 21st century skills through social media, authentic learning experiences, and communities of practice. It describes incorporating inquiry-based learning, authentic learning principles, and social media like Second Life into a teacher training program. The goals are to help teachers acquire skills like critical thinking, collaboration, and adaptability, and to foster a professional identity aligned with the demands of a knowledge society. Key aspects of the approach include providing authentic contexts for learning, collaborative knowledge construction through team projects, and ongoing dialogic assessment rather than exams.
Social learning involves learning through social interactions and social media channels. It can be both informal through communities of learners or more formal through integrating social tools into classroom trainings. Effective social learning combines individual and collaborative components, allowing learners to engage through asking questions, sharing knowledge, and networking with others in both informal community settings or more formal instructor-led trainings. However, guidance is needed on how to structure comprehensive social learning programs.
This document provides an overview of A LivingValues Movement, a non-profit organization established in 2003 to promote human values among students. The organization's mission is to create awareness of one's connection to society and nature through its LivingValues programs. The main program, JoyClub, uses experiential learning sessions over 4 years from standards 7 to 10 to discuss topics like friendship, discipline, success orientation. Supporting programs include sessions for teachers, parents, and camps for students. The organization has reached over 200,000 students since inception and aims to expand its outreach strategy. It provides implementation support and content development to partner schools. The document outlines the organization's scale of operations, programs, tools, facilitation approach, learning outcomes
The document outlines the process for a department to define its learning outcomes by aligning with the institution's mission and the division's learning domains. It discusses reviewing frameworks, identifying the intersection between the department mission and learning domains, brainstorming learning areas, and using theoretical underpinnings to create shared understandings and outcomes for the areas. The department is working to define outcomes for a living learning community, considering what students need to learn to participate in one and discussing theories like small group theory to represent the frames for different learning areas.
Situated cognition theory proposes that learning is a social process that occurs within authentic contexts through participation and collaboration. It represents a shift from traditional views of learning as an individual process, to one that is social and emergent. Core concepts include that knowledge and skills are inextricably linked to the activities in which they are used, and that learning involves social interactions and engagement within a community of practice. Examples of apprenticeship models illustrate how novice learners progress by observing and participating in authentic tasks alongside experts.
- Dr. Maria Fernanda Lopez
- Dr. Juan Carlos Gomez
- Dr. Anthropic team
Researchers:
- Dr. Jean-Marc Lavest
- Dr. Marie-Hélène Brousse
- Dr. Emmanuelle Volle
- Dr. Marie-France Marin
- Dr. Jean-Pierre Changeux
Students:
- 34 students educator
- 10 tutors
Administration:
- 5 people
Communication:
- 2 people
IT Department:
- 3 people
Foundation for research in Ethical Development - 2011
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
12 10-04 iceland keynote
1. Social learning spaces
in
landscapes of practice
The evolution of a theory and implications for practice
Etienne and Beverly Wenger-Trayner
University of Iceland
October 4, 2012
Etienne and Beverly Wenger-Trayner
2. A social theory of learning
some key concepts
Where do we
belong?
community
Who are we
becoming?
practice learning identity
What are we
doing?
meaning
What is our
experience?
Etienne and Beverly Wenger-Trayner
3. Communities of practice
a central type of social learning space
A community of practice is ...
… a self-governed learning partnership among people, who
• share challenges, passion or interest
• interact regularly
• learn from and with each other
improve their ability to do what they care about
define in practice what competence means in their context
In gangs…
they learn to survive on the streets
In organizations…
they provide better service to clients
Etienne and Beverly Wenger-Trayner
4. Learning as becoming
realignment of competence and experience
socially defined competence
personal experience
Etienne and Beverly Wenger-Trayner
5. Social learning initiatives
across sectors
Ontario
leading municipalities
provincial
service
organizations
Etienne and Beverly Wenger-Trayner
6. Language and practice
English for Specific Purposes: in international settings
genres in international settings
Portuguese participation
in international practices
Communities of practice
as learning contexts
International networks of
communities of practice
EU Social fund
social innovation challenge
Etienne and Beverly Wenger-Trayner
10. Reconfiguring geographies of practice
dimensions of social learning capability
Localities
social learning spaces
institutions projects physical spaces
networks communities
Scaling domains social bonds
strategic resizing
scaling outwards Changing geographies of
scaling upwards
practice
scaling across
Boundaries
in between places where differences are salient
periphery threshold
boundary encounters
boundary objects
brokering
Etienne and Beverly Wenger-Trayner
11. Vertical and horizontal accountability
key tensions in social learning capability
CoP
Etienne and Beverly Wenger-Trayner
12. Competence and knowledgeability
Reflect and
self-design
Reflect and
self-design Domain
Learning Push practice
Bring practice in
partnership forward
Community Practice
Create self- Reflect and
representation self-design
Domain
Domain
Learning Push practice
Bring practice in Bring practice in
Learning Push practice
partnership forward partnership forward
Community Practice
Community Practice
Create self-
Reflect and representation
self-design
Domain
Learning Push practice
Bring practice in
partnership forward
Community Practice
Create self-
representation
Create self-
representation
Defined within a community of Defined in relation to a
practice landscape of practice
• Claims to competence • Claims to knowledgeability
negotiated in the politics of negotiated in the politics of
community formation landscapes of practice
Etienne and Beverly Wenger-Trayner
13. Knowledgeability
negotiating identity in a complex landscape
Etienne and Beverly Wenger-Trayner
14. Knowledgeability
negotiating identity in a complex landscape
Training
Professional Research
body discipline 1
Regulatory Research
body discipline 2
Workplace Colleagues
Client
Etienne and Beverly Wenger-Trayner
15. Knowledgeability
negotiating identity in a complex landscape
Training
Professional Research
body discipline 1
Regulatory Research
body discipline 2
Workplace Colleagues
Client
Etienne and Beverly Wenger-Trayner
16. Knowledgeability
negotiating identity in a complex landscape
Informal
curriculums Wikipedia
Institutes
Training Google
Professional Research
body discipline 1
NGO’s
Twitter
Regulatory Research
body discipline 2
Bloggers Alumni
Workplace Personal
networks
Client
Communities Informal
of practice communities
Etienne and Beverly Wenger-Trayner
17. Knowledgeability
the modulation of identification
A shift in the burden of identity
Etienne and Beverly Wenger-Trayner
18. Social learning spaces
localities to negotiate complex identities
Etienne and Beverly Wenger-Trayner
19. Learning citizenship
a social ethic of learning and identity
Etienne and Beverly Wenger-Trayner
20. How do you act as a learning citizen?
In your organization, in your personal spheres, in your world?
Etienne and Beverly Wenger-Trayner
21. Thank you!
Etienne and Beverly Wenger-Trayner
Email: be@wenger-trayner.com
Website: http://wenger-trayner.com
Workshops: http://wenger-trayner.com/betreat/
Etienne and Beverly Wenger-Trayner