Education Commons^™

Collaborative Learning And Convergence: Library Strategies And Solutions With An Eye On The Usg Information Technology Strategic Plan, Robert W. Fernekes, Lori Jean Ostapowicz Critz

Georgia Library Quarterly

The article discusses collaborative learning as a library strategy of the University System of Georgia (USG) Information Technology Strategic Plan 2010 and the role of convergence in fostering it. It is stated that collaborative learning enables people to achieve quality learning by way of efficient technologies and its integration with content and environments that will benefit people and institutions. Convergence reportedly refers to the integration of distinct library services that will support the shared purpose of learning.

We're All In This Together, Susan J. Schmidt

Georgia Library Quarterly

The article discusses the relationship between library volunteers and the administrative staff in supporting libraries. To foster communication and exchange of ideas, a representative from each group should reportedly be appointed to the board of the other. It is stated that library staff and volunteers should be aware of all plans and their roles clearly defined, that surprises should not be practiced and that people should be advised of any personal agenda that may affect them.

Collaborative Learning Problems And Identity Salience: A Mixed Methods Study, Feihong Wang, John K. Burton

Journal of Educational Technology Development and Exchange (JETDE)

Peer collaborative learning that emphasizes collaboration among peers has attracted a great deal of interest since the last two decades of the 20^th century (Dornyei, 1997; Martin, 2007). Other than proved academic advantages, many collaborative groups were ineffective and failed to generate any collaborative actions (Hardy, Lawrence, & Grant, 2005; Johnson & Johnson, 1996). Identities are motivators of human actions (Stryker, 1968), which impact students’ behavior tendencies to be contributing or preventing to the occurrence of the collaborative learning problems. The purpose of this study was to explore students’ behavioral tendencies in dealing with collaborative learning problems in relation …

Identifying Types Of Teaching And Learning In An Informal Community Of Practice, Shalane Balfour Navorska

Doctoral Dissertations

The purpose of this study was to identify indicators of three different types of teaching and learning used within an informal community of practice. Peters and Armstrong’s (1998) article, Collaborative learning: People laboring together to construct knowledge, served as the basis for this case study, which expanded upon the types of teaching and learning as a framework for understanding practitioners’ interactions within communities of practice (CoP). No other research has comparatively examined these three types of teaching and learning, or examined the types of teaching and learning as a framework for understanding interactions within CoPs.

Eight members of a CoP …

Learning In A Reggio-Inspired Reuse Center, Lauren Lantz-Helm, William A. Parnell

Education Faculty Publications and Presentations

What would children's learning look like in the Child Development Center's Re-Use Center if teachers, parents, and children could collaborate around the learning? This action research collaboration between a professor and a graduate student/teacher, examines the process the graduate student/teacher goes through as she documents the re-use center narratives of a small group of young children. A re-use center is likened to Reggio Emilia, Italy's Remida Center as a repository for found, rescued and repurposed materials. This center finds new meanings for discarded items destined for landfills and incinerators. The findings reveal stories of language, literacy and social development as …

Re-Adjusting The Kaleidoscope: The Basic Tenants Of Invitational Theory And Practice, Daniel E. Shaw, Betty L. Siegel

Faculty Articles

Given the variance in the literature regarding definitions of terms and elements of Invitational Theory and Practice, this article proposes the adoption of a standard terminology for the foundational principles and elements unique to this theory. The major concepts are presented herein as an attempt to set the standardization for future use.