A community for learning

2015 ◽  
Vol 21 (4) ◽  
pp. 12-13
Author(s):  
Claudia Schulz
Keyword(s):  
Community For Learning

scholarly journals Scratch Commuinty Blocks: Supporting Children as Data Scientists

2017 ◽  
Author(s):  
Sayamindu Dasgupta ◽  
Benjamin Mako Hill
Keyword(s):  
Case Studies ◽  
Online Community ◽  
Computer Programming ◽  
Self Reflection ◽  
Young Learners ◽  
Community For Learning ◽  
Answering Questions ◽  
New System

In this paper, we present Scratch Community Blocks, a new system that enables children to programmatically access, analyze, and visualize data about their participation in Scratch, an online community for learning computer programming. At its core, our approach involves a shift in who analyzes data: from adult data scientists to young learners themselves. We first introduce the goals and design of the system and then demonstrate it by describing example projects that illustrate its functionality. Next, we show through a series of case studies how the system engages children in not only representing data and answering questions with data but also in self-reflection about their own learning and participation.

Configuring School and Community for Learning: the role of governance

2004 ◽  
Author(s):  
Stewart Ranson
Keyword(s):  
Learning Community ◽  
Cultural Traditions ◽  
School And Community ◽  
Excellent Teachers ◽  
Pedagogic Practices ◽  
Motivation And Learning ◽  
Community For Learning

The argument of the paper proposes that learning grows out of motivation which depends upon recognising and valuing the distinctive qualities of each and the cultural traditions they embody. If learning expresses a journey between worlds, the challenge for the school is to create a learning community that brings together local and cosmopolitan in its pedagogic practices. This configuration of the school and its communities, by interconnecting the symbolic orders of each, creates the conditions for relevance, motivation and learning. Excellent teachers have always sought, as a defining principle of their individual practice, to relate activities within their classroom to the interests of the child. But the argument being developed here proposes that this configuration is a strategic and systemic task for the governance of school as a whole institution.

Building a Caring Community for Learning: Multiculturalism in Action

1998 ◽  
Vol 18 (2) ◽  
pp. 32-35
Author(s):  
Victoria R. Fu ◽  
Andrew J. Stremmel ◽  
Lynn T. Hill
Keyword(s):  
Caring Community ◽  
Community For Learning

Early Student Outcomes Associated with a Virtual Community for Learning

2010 ◽  
Vol 49 (6) ◽  
pp. 355-358 ◽  
Author(s):  
Jean Foret Giddens ◽  
Geoff Shuster ◽  
Nicole Roehrig
Keyword(s):  
Student Outcomes ◽  
Virtual Community ◽  
Community For Learning

Content Developers as Stakeholders in the Blended Learning Ecosystem

2021 ◽  
pp. 124-142
Author(s):  
Adri Breed ◽  
Nadine Fouché ◽  
Nina Brink ◽  
Marlie Coetzee ◽  
Cecilia Erasmus ◽  
...  
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Vital Role ◽  
Digital Platforms ◽  
Learning And Teaching ◽  
Teaching Content ◽  
Teaching Support ◽  
Learning Ecosystem ◽  
Community For Learning

Within the blended learning environment, it is important to consolidate expert content and pedagogy inside and outside the classroom. Subject experts who serve as content developers play a vital role by contributing quality controlled subject content covered by the curriculum, which can be made available to students on digital platforms. However, in developing countries and in communities where resources are limited, good and complementary digital content may not be accessible to all learners. Teachers are often left to their own devices to develop teaching content. When considering Afrikaans language teaching in South Africa specifically, there is a great need within the language community for learning and teaching support. This chapter reports on the role that the Virtual Institute for Afrikaans (VivA) is playing as a content provider of quality Afrikaans linguistic material in the blended learning environment. The aim is to present VivA as a case study or prototype of an independent organisation acting as a key stakeholder in the blended learning ecosystem.

scholarly journals ‘Community of Learning’ for African PhD students: Changing the scene of doctoral education?

2017 ◽  
Vol 2 ◽  
Author(s):  
Mindel Van de Laar ◽  
Martin Rehm ◽  
Shivani Achrekar
Keyword(s):  
The Internet ◽  
African Countries ◽  
Community Of Learning ◽  
Research Institutes ◽  
Online Tools ◽  
Phd Education ◽  
Training Activities ◽  
Postgraduate Research ◽  
Community For Learning ◽  
Young Researchers

African PhD fellows who are interested in completing (part of) their research in Europe cannot always afford to leave their place of residency for prolonged periods of time. Yet, young researchers from African countries might be searching for particular guidance from experts in their field that might not be accessible in their home countries. Consequently, both PhD fellows and universities and postgraduate research institutes require more flexible educational formats that cater for these circumstances. With the growing availability and potential of online tools and methodologies, it is possible to choose from a range of options for PhD education. Communities of Learning (CoL) have emerged as an approach to support the exchange of knowledge and experience among participants on the Internet. Participants can collaborate in developing research skills, while at the same time creating a feeling of belonging, which helps individuals to establish personal ties and relations. The paper introduces the research and educational project: Community for Learning for Africa (CoLA). It was designed to help participating actors from Africa and Europe to get and to stay connected online, to collaborate in joint training activities and projects, as well as to openly exchange ideas and thoughts, all in relation to underlying PhD research trajectories via the Internet. The paper offers results from a needs assessment undertaken in spring 2015, among PhD fellows and supervisors in Africa on what they would need CoLA to include, as well as template of what CoLA could include.

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