Networking theories by iterative unpacking

An iterative unpacking strategy consists of sequencing empirically-based theoretical developments so that at each step of theorizing one theory serves as an overarching conceptual framework, in which another theory, either existing or emerging, is embedded in order to elaborate on the chosen element(s) of the overarching theory. The strategy is presented in this paper by means of reflections on how it was used in several empirical studies and by means of a non-example. The article concludes with a discussion of affordances and limitations of the strategy.Teorías de conexión mediante análisis iterativoUna estrategia de análisis iterativo consiste en una secuenciación de avances teóricos con base empírica. Así, cada avance en una teoría sirve para organizar un marco conceptual, en el que otra teoría, existente o emergente, queda embebida con el propósito de ampliar los elementos de la teoría global. En este artículo, presentamos esta estrategia por medio de reflexiones sobre cómo se utilizó en varios estudios empíricos y por medio de un no-ejemplo. El artículo concluye con una discusión sobre los puntos fuertes y las limitaciones de la estrategia.Handle: http://hdl.handle.net/10481/31596

Engaging Faculty as a Strategic Choice in Assessment

This chapter introduces methods that can be used to engage faculty in the assessment process, working within a shared governance structure in institutions of higher education. It begins by identifying assumptions about including faculty in the assessment process, placing special emphasis on social capital and networking theories often used in communication and sociological research. The chapter then proceeds to identify six methods that might be used to engage faculty strategically in the assessment process, and then used three case studies to help explain these methods. The author hopes that an understanding of these assumptions and methods will empower assessment professionals wishing to develop and sustain assessment on their own campuses, and will lead to further discussion about how to include faculty in the assessment process.

Social Networking Theories and Tools to Support Connectivist Learning Activities

This article considers the affordances of social networking theories and tools to build new and effective e-learning practices. We argue that “connectivism” (social networking applied to learning and knowledge contexts) can lead to a reconceptualization of learning in which formal, nonformal, and informal learning can be integrated as to build potentially lifelong learning activities to be experienced in “personal learning environments.” In order to provide a guide in the design, development, and improvement both of personal learning environments and in the related learning activities, we provide a knowledge flow model highlighting the stages of learning and the related enabling conditions. The derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.