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This book constitutes a comprehensive guide for readers who want a broad strategic view of learning communities, enabling them to identify which type of LC best meets the learning needs of their students, and the context and mission of their institution. It also provides the tools for planning, designing and implementing what the authors define as ...
This book constitutes a comprehensive guide for readers who want a broad strategic view of learning communities, enabling them to identify which type of LC best meets the learning needs of their students, and the context and mission of their institution. It also provides the tools for planning, designing and implementing what the authors define as “powerful” LCs, and for understanding the assessment implications of their decisions.
The potential power of LCs is realized through effective facilitation, appropriate team-building activities, linkages, planning, and active collaboration that promotes learning of the group and the individual group members – all of which topics are covered in this volume.
This book is organized around the three themes of setting the stage, designing an LC, and building or enhancing a powerful LC, and covers three types of learning communities – student, professional (faculty, staff), and institutional LCs concerned with student learning – providing a range of tools and forms to facilitate planning. The authors also address designing and maintaining hybrid and virtual LCs.
This book is intended as a practical resource for anyone at any level in higher education who wants to champion, develop or redesign student or professional LCs, or even explore broader initiatives to develop their institution into a “learning organization”. Administrators in academic and student affairs administrators will find guidance for setting appropriate policies and allocating resources.
The book may also serve as a textbook for graduate courses in institutional leadership and policy studies, curriculum and instruction, student affairs, or assessment/evaluation.
This is a radically revised new edition of The Powerful Potential of Learning Communities: Improving Education for the Future (1999).
INTRODUCTION: WHY WRITE THIS BOOK?
The Audience for This Book
How to Use This Book
New Data: The “100-Institution Survey”
Definition of Concepts and Key Terminology
Why Create Learning Communities?
1) THE SCOPE AND TYPES OF LEARNING COMMUNITIES
The Scope of LCs
Factors/Facets of LCs
A Typology of LCs
LC Subtypes for Membership Facet
2) PREPARING FOR POWERFUL LEARNING COMMUNITIES
Creating Purposeful LCs That are Powerful
Conducting an Environmental Scan
Principles for Design of Powerful LCs
Designing Powerful LCs
3) CREATING AND IMPLEMENTING OPTIMAL FACE-TO-FACE, VIRTUAL, AND HYBRID LEARNING COMMUNITIES
Comparison of Outcomes In Face-To-Face, Virtual, and Hybrid LCs
Essential Processes Common to All Three Delivery Modes
Essential Processes Unique to Face-To-Face LCs
Essential Processes Unique to Online LCs
Processes Unique To Hybrid LCs
4) CONCEPTUAL FRAMEWORKS FOR CREATING POWERFUL LEARNING COMMUNITIES
Focusing on Learning in LCs
Instructional Design Frameworks
Overall Guiding Framework in the Creation of Powerful LC
5) ACHIEVING OPTIMAL STUDENT SUCCESS THROUGH POWERFUL SLCs, PLCs, AND LOs
Developing Powerful SLCs
Developing Powerful PLCs
Developing Powerful LOs
6) CREATING ETHICAL AND LEGAL LCS
Membership and Access
Integrity, Privacy, and Liability
7) ASSESSMENT GUIDELINES FOR DIFFERENT TYPES OF LCS
Connections to Research
The Assessment Cycle
Strategies to Create Powerful LC
8) ADDRESSING POTENTIAL PROBLEMS FOR POWERFUL LCS
Overcoming Potential Problems for LC Success
APPENDIX A—COLLEGES AND UNIVERSITIES SELECTED FOR THE 100-INSTITUTION SURVEY
APPENDIX B—COMPENDIUM OF KEY FACTORS RECOMMENDED IN THE RESEARCH TO BUILD POWERFUL LCs
APPENDIX C—POWERFUL LC PLANNING FORM
APPENDIX D—EXPERIENTIAL EVIDENCE THAT FACE-TO--FACE AND VIRTUAL LCs DEPEND ON THE SAME PRINCIPLES AND TECHNIQUES
APPENDIX E—100-INSTITUTION SURVEY RESPONSES REGARDING WHAT MAKES THE INSTITUTIONS’ SLCs UNIQUE OR INNOVATIVE AND EFFECTIVE/POWERFUL
APPENDIX F—KEY LAWS AND LEGAL RESOURCES IMPACTING LCs
ABOUT THE AUTHORS
APPENDIX G—A BRIEF HISTORY OF LCs
APPENDIX H—A CALL FOR AND EVIDENCE OF EDUCATIONAL CHANGE
APPENDIX I—WITHIN-CLASS LCs DEFINED
APPENDIX J—MORE DETAILS ABOUT LEARNING PERTAINING TO DELIVERY FORMATS FOR SLCs
APPENDIX K—THE ROLE OF CONCEPTUAL FRAMEWORKS IN LCs
APPENDIX L—WEBSITE URLs PERTAINING TO LCs FOR 100-INSTITUTION SURVEY COLLEGES AND UNIVERSITIES
APPENDIX M—EXAMPLES OF INSTITUTIONAL LC SUPPORT MATERIALS