1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.
Investigating the social configuration of a community to understand how netwo...Fleur Prinsen
The OERu is an international community focused on widening access to education through open educational resources (OER). It has a shared goal and values related to open education. The community is organized through central coordination of a core group and quality standards, as well as institutionalized subnetworks. Common practices include coordinating the community, co-creating OER, and contributing to debates about OER. While the community shows signs of cohesion, further development of shared practices and embedding OER use within educational institutions could help strengthen networked learning activities across the wider community over time.
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Lifelong Learning and Vocational Education and Training: towards Understandin...Jaakko Hyytiä
Natasha Kersh and Karen Evans (UCL Institute of Education ) presented on : “Lifelong learning and VET: Towards Understanding the Influence of Societal Eco-Systems on Learning Across the Lifespan”
The presentation has considered a range of complex interdependencies between lifelong learning (LLL) and vocational education and training (VET) and reflected on some emerging findings of the ongoing H2020 project EduMAP.
The presentation has discussed fresh trends in economic and social development and the ways they have contributed to the changes in perception of learning though life, the skills required by contemporary learning spaces and the ways that adults engage with a range of networks, contexts and spaces.
Using Social Network Analysis to Examine Leadership Capacity within a Central Office Administrative Team .. 1
Robert M. Hill, Ed.D. and Barbara N. Martin, Ed.D.
Implementation of a Teaching and Learning Model: Institutional, Programme and Discipline level at a University
of Technology in South Africa. ........................................................................................................................................... 20
Dr Pauline Machika
Effects of Bioethics Integration on the Critical Thinking and Decision-Making Skills of High School Students..... 32
Sally B. Gutierez and Rosanelia T.Yangco
Effects of Tissue Properties on OJT for Japanese Elementary School Teachers ........................................................... 43
Masaaki Murakami
Revising the Imaginative Capability and Creative Capability Scales: Testing the Relationship between
Imagination and Creativity among Agriculture Students............................................................................................... 57
Yuling Hsu, Li-Pei Peng, Jiun-Hao Wang and Chaoyun Liang
The Relationship between Upper Intermediate EFL Learners’ Critical Thinking and Their Listening
Comprehension Ability........................................................................................................................................................ 71
Samane Naderi and Hamid Ashraf
Buying Our Lives with a Riddle:1 Adaptation as the “Female-Other” Perspective .................................................... 81
Lekan Balogun
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1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.
Investigating the social configuration of a community to understand how netwo...Fleur Prinsen
The OERu is an international community focused on widening access to education through open educational resources (OER). It has a shared goal and values related to open education. The community is organized through central coordination of a core group and quality standards, as well as institutionalized subnetworks. Common practices include coordinating the community, co-creating OER, and contributing to debates about OER. While the community shows signs of cohesion, further development of shared practices and embedding OER use within educational institutions could help strengthen networked learning activities across the wider community over time.
The document discusses educative governance networks (EGNs) and their use in addressing complex social problems related to education inequalities. It provides background on the interdependence of social issues and the need for organizations to collaborate across boundaries. EGNs are described as formal, long-term networks of organizations that work together through joint strategic planning, needs analysis, and sharing of resources to achieve social-educational goals. The document examines EGNs using three dimensions: organizational structure, operational performance, and cultural values. It also provides strategic principles for EGN management and compares the Schools of Hope project in Madison, WI to a similar network in Barcelona, Spain.
This document discusses conceptualizing collaborative participation and engagement in open educational resource (OER) communities. It examines OER typologies and communities, how OER are used and reused, and how they can improve education by making resources visible and accessible to communities. It also looks at categories of OER providers like institutions and communities, potential tensions around OER, and how collaboration and knowledge exchange can occur through communities of improvement and practice that engage faculty, tutors, and learners.
Lifelong Learning and Vocational Education and Training: towards Understandin...Jaakko Hyytiä
Natasha Kersh and Karen Evans (UCL Institute of Education ) presented on : “Lifelong learning and VET: Towards Understanding the Influence of Societal Eco-Systems on Learning Across the Lifespan”
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The presentation has discussed fresh trends in economic and social development and the ways they have contributed to the changes in perception of learning though life, the skills required by contemporary learning spaces and the ways that adults engage with a range of networks, contexts and spaces.
Using Social Network Analysis to Examine Leadership Capacity within a Central Office Administrative Team .. 1
Robert M. Hill, Ed.D. and Barbara N. Martin, Ed.D.
Implementation of a Teaching and Learning Model: Institutional, Programme and Discipline level at a University
of Technology in South Africa. ........................................................................................................................................... 20
Dr Pauline Machika
Effects of Bioethics Integration on the Critical Thinking and Decision-Making Skills of High School Students..... 32
Sally B. Gutierez and Rosanelia T.Yangco
Effects of Tissue Properties on OJT for Japanese Elementary School Teachers ........................................................... 43
Masaaki Murakami
Revising the Imaginative Capability and Creative Capability Scales: Testing the Relationship between
Imagination and Creativity among Agriculture Students............................................................................................... 57
Yuling Hsu, Li-Pei Peng, Jiun-Hao Wang and Chaoyun Liang
The Relationship between Upper Intermediate EFL Learners’ Critical Thinking and Their Listening
Comprehension Ability........................................................................................................................................................ 71
Samane Naderi and Hamid Ashraf
Buying Our Lives with a Riddle:1 Adaptation as the “Female-Other” Perspective .................................................... 81
Lekan Balogun
Promoting collaborative interactions in a learning management systemAleksandra Lazareva
This document discusses strategies to promote collaborative interactions in an online learning management system. It describes a study of a master's degree program delivered online with some face-to-face sessions. The study examined how students interacted collaboratively on discussion forums and with tutors. Key findings included that students learned to structure discussions into threads over time, tutors guided discussions with pointers rather than enforcing participation, and asynchronous discussions supported reflection. The implications discussed promoting awareness in groups and training students to effectively use collaboration tools.
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This document summarizes a presentation on how social networks impact organizational learning. It discusses two key concepts - organizational learning, which is how organizations acquire, retain, and apply knowledge, and social networks, which embody past knowledge and shape future knowledge transfer. The presentation examines the relationship between these two concepts, exploring how networks impact knowledge creation, retention, and transfer within organizations. It uses a case study of student company networks and learning to empirically test these relationships.
This document discusses several topics related to online learning communities and knowledge creation, including social presence, social capital, connectors between learning networks, and designing collaborative activities. It proposes ideas for future research, such as identifying the roles of connectors, measuring their influence on learning outcomes, understanding the importance of strong and weak social ties, and designing online environments and activities that minimize technology problems and accommodate learner diversity. References are provided for many of the concepts and models discussed.
Royce Kimmons Spring 2012 Research Talkroycekimmons
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2) It identifies four key factors: e-learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as a multimedia learning environment, and teachers as assisted tutors in e-learning.
3) The study surveyed 168 learners and used factor analysis to group their attitudes toward e-learning systems into these four factors.
The document summarizes a study on social presence in blended social work education. It examines how social presence, a sense of community, and communities of practice relate to students' field experiences. Preliminary data shows that students in blended field experiences had more and longer comments, showing more affect. Qualitative results found that students felt field experiences and discussing experiences with others were most beneficial for learning. Students indicated aspects like field experience and interacting with others facilitated social presence most effectively.
The document summarizes a presentation about effective strategies for economic and community development. It discusses how community change issues have become more complex over time as institutions have emerged to address them. Effective strategies are characterized by network structures, asset-based frameworks, iterative planning and implementation, inclusion of short-term goals, decentralized implementation, use of metrics to learn what works, high trust among participants, and readiness for change in the community. Ineffective strategies tend to have opposing characteristics.
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Leadership for wicked problems. Key Words: Public Leadership and Management, Wicked Problems, Transactional and Transformative, Implementation, Competencies
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Systems Thinking in Practice - an Open University showcasedtr4open
Presentation details the Open University's Systems Thinking in Practice Masters programme along with examples of practice from STiP Alumni as showcased at the UK Public Sector Show April 2013.
This document summarizes a workshop on social networks and network weaving. The workshop introduced concepts of networks and their benefits for social change. Participants learned about characteristics of healthy networks and the role of network weavers. The goals of the workshop were to help participants work with a network mindset and understand network theory. Participants provided input on topics for future learning community sessions focused on network mapping and applying network weaving practices to address local issues in Monterey County.
This document summarizes a presentation on how social networks impact organizational learning. It discusses two key concepts - organizational learning, which is how organizations acquire, retain, and apply knowledge, and social networks, which embody past knowledge and shape future knowledge transfer. The presentation examines the relationship between these two concepts, exploring how networks impact knowledge creation, retention, and transfer within organizations. It uses a case study of student company networks and learning to empirically test these relationships.
This document discusses several topics related to online learning communities and knowledge creation, including social presence, social capital, connectors between learning networks, and designing collaborative activities. It proposes ideas for future research, such as identifying the roles of connectors, measuring their influence on learning outcomes, understanding the importance of strong and weak social ties, and designing online environments and activities that minimize technology problems and accommodate learner diversity. References are provided for many of the concepts and models discussed.
Royce Kimmons Spring 2012 Research Talkroycekimmons
This document summarizes Royce Kimmons' research interests, which focus on how social technologies impact identity and participation. It discusses studies on gender differences in educational games, the disconnect between social networking sites and learning, and how collaboration works on Wikipedia. The implications are that social technologies may replicate existing structures and that we need to critically examine their embedded values before using them for learning. The document also outlines Kimmons' dissertation on how teacher training impacts pre-service teachers' senses of online social identity.
Wikis and collaborative learning allow students to work together online. Wikis are websites that give students access to online resources, opportunities for discussion, and the ability to edit and share information. Collaborative learning involves students and teachers sharing knowledge and authority, with heterogeneous groups working together as equals. The benefits of online collaborative learning include improved self-esteem, reduced anxiety, understanding diversity, and stimulating critical thinking. However, lack of face-to-face interaction and technical issues can cause problems, and some topics may require more teacher guidance. While online groups can collaborate without a teacher, they still need some form of leadership.
An Activity-Theoretical Approach To Investigate Learners Factors Toward E-Le...Tye Rausch
1) The document discusses factors that influence learners' attitudes toward e-learning systems based on an activity theory approach.
2) It identifies four key factors: e-learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as a multimedia learning environment, and teachers as assisted tutors in e-learning.
3) The study surveyed 168 learners and used factor analysis to group their attitudes toward e-learning systems into these four factors.
The document summarizes a study on social presence in blended social work education. It examines how social presence, a sense of community, and communities of practice relate to students' field experiences. Preliminary data shows that students in blended field experiences had more and longer comments, showing more affect. Qualitative results found that students felt field experiences and discussing experiences with others were most beneficial for learning. Students indicated aspects like field experience and interacting with others facilitated social presence most effectively.
The document summarizes a presentation about effective strategies for economic and community development. It discusses how community change issues have become more complex over time as institutions have emerged to address them. Effective strategies are characterized by network structures, asset-based frameworks, iterative planning and implementation, inclusion of short-term goals, decentralized implementation, use of metrics to learn what works, high trust among participants, and readiness for change in the community. Ineffective strategies tend to have opposing characteristics.
Developing Sino-British Transnational Partnerships- Relationship ManagementClaudia M. Bordogna
This document discusses a study investigating Sino-British transnational partnerships in higher education. It aims to understand how faculty members' activities at the operational stage of joint programs affect partnership development. The study uses theoretical frameworks including activity theory and social capital theory. It takes a multiple case study approach, examining partnerships between 2 UK and 2 Chinese faculty in different contexts. The conclusions suggest improved communication, support and understanding of partners' systems can help generate trust and commitment, while barriers to knowledge sharing can erode social capital and partnership success.
Leadership for wicked problems. Key Words: Public Leadership and Management, Wicked Problems, Transactional and Transformative, Implementation, Competencies
The document discusses communities of practice (CoPs), defined as groups of people who share a passion for something they know how to do and who regularly interact to improve their skills. It explores the concepts of situated learning and legitimate peripheral participation developed by Lave and Wenger. The document also discusses how CoPs, situated learning, and legitimate peripheral participation can be incorporated into traditional and online learning environments to create collaborative learning communities.
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The document discusses tensions between learning object repositories (LORs) and their user communities. It analyzes case studies of two LORs, Jorum and DIDET, identifying contradictions between the perspectives of curators and users. Users saw the LORs as standalone tools rather than integrated into their existing systems. Curators had a long-term strategic view while users focused on short-term operational needs. The study also found mismatches between community identities and rewards for teaching versus research. It concludes with implications like better aligning repositories with user needs and involving users in development.
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The Role of Brokers in Cultivating an Inter-Institutional Community around Open Educational Resources in Higher Education
1. Marjon Baas, Robert Schuwer, Ellen van den Berg, Tjark Huizinga, Roeland van der Rijst, Wilfried Admiraal
2. Context of the study
2
Session:
The Truth Is Out There
Wednesday 11.00 Salle 200
Baas, M., Schuwer, R., van den Berg, E., Huizinga, T., van der Rijst, R. & Admiraal, W. (2022). The
Role of Brokers in Cultivating an Inter-Institutional Community around Open Educational Resources in
Higher Education. Accepted for publication in Higher Education
3. • Brokers are individuals in an inter-institutional Community of
Practice who facilitate transfer of knowledge and resources,
and coordinate efforts across boundaries of organizations
3
What is a broker?
6. 1. What is the role of brokers within the collective activity system of
cultivating an inter-institutional community around OER?
2. What actions do brokers undertake to cultivate an inter-
institutional community around OER and what impact do these
actions have on the activity?
3. Which conflict experiences do brokers encounter in their role of
fostering sustainable collaboration on OER among higher
education teachers across institutes?
6
Research questions
7. • Qualitative descriptive study
• Data of Together Nursing
– Project documents
– Minutes of meetings
– 92 process reports
• Data collected at the end of Together Nursing
– Focus group with 7 brokers
– Reflection reports of 10 brokers
7
Method
8. • ‘historically accumulating structural tensions within and between
activity systems’ (Engeström, 2001, p. 137)
• Contradictions are needed for an activity system to develop
• Four levels
– Primary (within nodes of the activity system)
– Secondary (between nodes)
– Tertiary (between an old and a more advanced activity system)
– Quaternary (between the main and a neighbouring activity system (e.g.
the activity system in an institution))
8
Contradictions
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical
reconceptualization. Journal of Education and Work, 14(1), 133-156.
https://doi.org/10.1080/13639080020028747
11. 11
Brokers’ actions and impact (RQ 2)
Focus of actions Topic
Incite teachers Encouragement and awareness
Teacher support
Use of OER repository Creation of OER
Sharing and reuse of OER
OER quality
Use of online community Cultivation of community
Organizational Organization institute
Project organization
External promotion
12. 12
Brokers’ conflict experiences (RQ 3)
Level Perceived conflict experiences
1 Primary Ambiguity of broker role
2 Secondary Imposed rules of the project
Lack of management support
3 Tertiary Limited use of inter-institutional community
4 Quaternary Organizational and societal issues
13. • Brokers were essential in cultivating the inter-institutional
community due to the unique positions they held among
colleagues
• Brokers’ actions yielded the intended transformation of the
collective activity, albeit to a more limited extent than expected
• The role of the broker was hindered due to conflicts they
experienced
• Management did not empower the brokers within their role
13
Conclusions
14. • Brokers encountered stressors in their role. This could be
lessened if:
– the institute provides time, empowerment and organizational support;
– the project manager provides clear expectations on tasks,
responsibilities and intended outcomes;
– teachers would recognize and value the act of boundary crossing across
institutes;
– address the multi-voicedness of such large collaborative projects with all
stakeholders.
14
Recommendations