Artykuły w czasopismach na temat „Community Learning Center Project”
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Achituv, Sigal, i Esther Hertzog. "‘Sowing the seeds of community’: Daycare managers participating in a community approach project". Educational Management Administration & Leadership 48, nr 6 (17.09.2019): 1080–99. http://dx.doi.org/10.1177/1741143219873076.
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This paper is based on a study of daycare center managers participating in a project aimed at changing the communal approach in early childhood education (ECE) centers. The project was implemented by the ECE system of Israel’s Association of Community Centers for ages birth to three, based on the Ecological Systems Theory (Bronfenbrenner, 1979). The study aimed at learning about the managers’ views and attitudes toward the project, expanding knowledge in the sphere of ECE management and proposing relevant methods for policy improvement. The study applied qualitative methodology and was based on in-depth interviews with managers who participated in the first year of the project, and on observations at the daycare centers and on the project’s implementation process. The findings reveal that the managers are influenced in various ways, by the complex economic and organizational reality of their workplace. The position of the daycare managers as responsible for both implementing the project’s policies and for managing the caregivers creates a complex identity informed by ambivalent attitudes toward the system and the project itself. As ECE for ages birth to three is a conspicuous subject on international public agendas, this study may help ECE policymakers improve education systems by developing solid communal policies.
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Cohn, Amos, i Ricardo Trumper. "The "Acheret" Center and "Archimedes Fulcrum" Academy: an innovative model for project-based learning of physics". Action Research and Innovation in Science Education 2, nr 2 (21.11.2019): 23–25. http://dx.doi.org/10.51724/arise.24.
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This paper presents a unique and innovative model for project-based learning in physics in which students are engaged in long-term open-ended research projects in physics that are done at the laboratory in school, and in which the project advisor is a physics teacher supported by a community of teacher-researchers.
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Phillips, Fred B., James W. Rushing* i Brenda J. Vander Mey. "The Charleston Area Children's Garden Project: A Community Sponsored Initiative". HortScience 39, nr 4 (lipiec 2004): 782D—782. http://dx.doi.org/10.21273/hortsci.39.4.782d.
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The Charleston Area Children's Garden Project is a community-sponsored initiative affiliated with the Clemson Univ. Coastal Research and Education Center and the Landscapes for Learning Program. The Project transforms vacant lots and other unused spaces into neighborhood outdoor learning centers. Garden activities are free and open to all. The children plan, plant, and tend the garden under the supervision and guidance of adult Garden Leaders. Whatever is grown, the children take home. A “sidewalk learning session” is held in the garden each week. At these sessions, the garden manager, parents, neighbors, or visitors teach the youngsters about garden-related topics from insects to siphons, from origami to pickling, and a multitude of other topics designed to stimulate learning and child participation. The Project is designed to give children a hands-on learning experience outside the classroom setting, to make neighborhoods more attractive, and to build a sense of community. The Project is totally funded by grant monies and has grown from one garden in 2000 to ten gardens in 2004. Gardens are planted with the involvement of neighborhood associations, the Boys and Girls Clubs, the Homeless Shelter, and in conjunction with after-school programs. The Project makes use of such resources as The Growing Classroom and the Junior Master Gardener Teaching Guide. An array of program materials has been developed that are designed for use in the coastal communities of South Carolina.
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Grichting, Anna, i Kyle Sturgeon. "Urban Design Build: The Frederick Douglass Peace Park - Community-Based Learning Through Making". Open House International 40, nr 3 (1.09.2015): 5–10. http://dx.doi.org/10.1108/ohi-03-2015-b0002.
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By way of its uniquely concurrent practice + academic learning model, the Boston Architectural College (BAC) has begun a thriving tradition of community engagement through design. This paper uncovers how design/build formats -cast as a service-learning projects - have the potential to foster profound student learning opportunities, improve the urban environment through design engagement and community action, and inform architectural accreditation. Though exceptionally rewarding, the design/build model is not without challenges. The authors utilize their unique perspectives as design educators and community members to deliver both a narrative account and critical analysis for a case study of one such learning model. The Frederick Douglas Peace Park project, conducted in 2008 as part of the authors’ Urban Design Build (UDB) format is an example of a grassroots initiative met with the support of an institution of design education. The project revitalizes a neglected neighborhood by activating forgotten space - rebuilding a sense of community and creating a place of memorial for a much-revered American Civil Rights Activist. Emanating from Grichting’s neighborhood peace park, Sturgeon’s UDB project extended grassroots momentum to community event programming and served as a catalyst for additional reclamation projects: a string of public spaces and the rehabilitation of a community center once on the verge of being torn down and privatized.
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Midden, Karen Stoelzle, i Mark Hamley. "Undergraduate Involvement in Master Planning the Anishinabe Culture and Wellness Center". HortScience 40, nr 4 (lipiec 2005): 1138D—1138. http://dx.doi.org/10.21273/hortsci.40.4.1138d.
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A cooperative project between Turtle Mountain Tribal Community College and Southern Illinois University (SIU) completed a master plan for the Anishinabe Culture and Wellness Center in Belcourt, N.D. The project involved four SIUC undergraduate landscape horticulture students and the researcher visiting the 100-acre site, students and faculty of the Community College, as well as residents of the reservation. The purpose of the project was to: 1) explore developing a distance learning landscape horticulture program as a model project; 2) offer hands-on learning experience for the undergraduates; and 3) develop a master plan for a cultural, wellness, and environmental educational center. Developing the master plan involved four stages conducted by SIUC and Turtle Mountain participants. This included an inventory of the site and surrounding area, visiting classes at Turtle Mountain Tribal College, and interviewing numerous people from the reservation. An analysis was completed to review desired activities, such as a native plant garden, medicine wheel garden, pow wow site, and an outdoor kitchen, in relation to physical and observed features of the site. Environmental concerns, including water quality of the lake, were also addressed in the analysis. A master plan was completed after design concepts were explored. Future goals to complete the Anishinabe project include educational workshops and seeking funds to implement the master plan. Participants felt that the learning exercise for this model project was rewarding and successful. Therefore, SIUC and Turtle Mountain will continue to develop distance learning opportunities for students and potentially invite other tribal colleges with an interest in landscape horticulture to be involved.
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Healy, Devlin. "Youth Pride, INC: Serving a Visible Community". Undergraduate Journal of Service Learning & Community-Based Research 1 (22.11.2012): 1–8. http://dx.doi.org/10.56421/ujslcbr.v1i0.57.
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How do feminism and service learning intersect in a transformative way for both studentand community? The University of Rhode Island’s Gender and Women’s Studies course,Feminist Thought into Action, challenges its students to answer this question through a synthesisof the pedagogical aims of feminism and service learning carried out in a course project. Thesemester-long service project asks students to employ a practical application of their knowledgeof feminist theory through activism and service in the community. More specifically, thestudents in the class are asked to choose an organization and, through observation andinteraction, evaluate its status as feminist over the course of the semester in order to better gaugethe effectiveness of feminist methodologies. I chose to focus my project on Youth Pride, INC, alesbian, gay, bisexual, transgender, queer, and questioning youth center in Providence, Rhode Island.
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Nichols, Jeananne, i Brian M. Sullivan. "Learning through dissonance: Critical service-learning in a juvenile detention center as field experience in music teacher education". Research Studies in Music Education 38, nr 2 (18.09.2016): 155–71. http://dx.doi.org/10.1177/1321103x16641845.
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Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school environment. The Champaign County Juvenile Detention Center (CCJDC) Arts Project was adopted as a critical service-learning course in order to introduce pre-service music teachers to students and ways of teaching that may be different from what they typically encounter through their university field experiences. Participants in the project designed and facilitated music and arts experiences with the incarcerated youth once per week over an entire semester. In this case study we examine the experiences of six pre-service music teachers who participated in the CCJDC Arts Project during 2012, looking for moments of “dissonance,” which Kiely defines as incongruities between participants’ past experiences and the challenging reality they encounter through the project. Entry into the facility, interactions with the youth at the facility, and the musical practices shaped by the needs of the facility all worked in tandem to challenge participants’ latent expectations and beliefs about their community, and to heighten their awareness of the sociocultural systems that shape their future students, their developing teaching practices, and their own privileged positions in school and society.
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Sompong, Narong, Nattaphon Rampai i Cherdpong Kheerajitt. "Learning Management in Enhancing Potential of Thai Community ICT Learning Center Project for ICT Development and Utilization". Procedia - Social and Behavioral Sciences 103 (listopad 2013): 567–76. http://dx.doi.org/10.1016/j.sbspro.2013.10.374.
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Deligiannis, Dimitris, Alexis Kokkos i Ted Fleming. "Larissa – Learning City: From Local Learning to Global Actions". Adult Education Critical Issues 2, nr 1 (20.07.2022): 20–32. http://dx.doi.org/10.12681/aeci.30772.
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Covid-19 demonstrates the vulnerabilities of living in close proximity to others and we ask this question: What kind of city would enhance the lives of all its citizens, including new arrivals? This question is at the center of attempts to bring adult and citizenship education to address community and social problems through a pedagogy of the city, in this case the City of Larissa. We explore the Learning City – its concept, goals and reality; the cultural and educational obstacles the project faces and the actions and tasks facing Larissa - Learning City. UNESCO provides the framework, resources and support for the Learning City project. It is planned as an exercise in democracy and citizenship which is the version of lifelong learning proposed by the Municipality of Larissa the local lead agency for this venture. The rationale for the project is built on the Freire inspired idea that the local is the starting point for addressing global issues.
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West, Jonathan, i Kristina Peterson. "Reflective Learning from Project Failure in a University/Agency/Community Partnership". Practicing Anthropology 31, nr 4 (1.09.2009): 33–37. http://dx.doi.org/10.17730/praa.31.4.c7r0754178084203.
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Disaster recovery efforts, especially directly following a natural or technological disaster, tend to focus on the immediate short-term needs of communities. The disaster recovery literature (Rolfe and Britton 1995, Tootle 2007) references the pressure governments are under to be proactive in the aftermath of a disaster. Unfortunately, by focusing so tightly on short-term needs, long-term planning, which can be critical to a community's ultimate resilience, can often be overlooked, inhibited, or disrupted. The fulfillment of an immediate short-term need can act as a force to push against and limit a community's long-term vision. Universities and government and non-profit agencies that work to provide valuable services to communities, especially in post-disaster situations, must be attuned to the long-term visions of the communities with which they work. At the Center for Hazards Assessment, Response, and Technology (CHART), we have taken advantage of the reflective character of participatory action research (PAR) in order to learn from our own shortcomings in such partnerships. An account of our missteps and wrong turns in regards to one particular project could be useful to others starting similar collaborative efforts.
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Bruch, Kimberly Mann, Hans-Werner Braun i Susan Teel. "Live Interactive Virtual Explorations at a Southern California Native American Learning Center". Journal of Cases on Information Technology 12, nr 3 (lipiec 2010): 62–74. http://dx.doi.org/10.4018/jcit.2010070104.
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For the past decade, researchers affiliated with the National Science Foundation-funded High Performance Wireless Research and Education Network (HPWREN) have been working with Native American education communities on an array of Internet-enabled activities, including the Live Interactive Virtual Explorations (LIVE) pilot project. One of the communities involved with the pilot LIVE project is the Pala Native American Learning Center, which is located in rural San Diego County, California. This paper discusses five case studies encompassing LIVE activities between Pala tribal community members and field scientists/educators throughout southern California. Using laptops equipped with off-the-shelf accessories and freeware, the five pilot case studies demonstrate the advantages and disadvantages of utilizing the LIVE concept for real-time distance education programs at rural Native American communities.
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Shin, Min Sun, Jisuk Park i Dae Joong Kang. "The Development of Performance Management Indicators and Model for ‘Eup·Myeon·Dong Lifelong Learning Center’ : The Case of Seoul Metropolitan Government’s ‘Community Learning Center Project’". Korean Society for the Study of Lifelong Education 26, nr 2 (30.06.2020): 71–101. http://dx.doi.org/10.52758/kjle.2020.26.2.71.
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Leonard, Timothy, i Patrick J. Flink. "Integrating Service-Learning Pedagogy Into Community College Coursework". International Journal of Innovative Teaching and Learning in Higher Education 1, nr 1 (styczeń 2020): 25–36. http://dx.doi.org/10.4018/ijitlhe.2020010103.
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Developmental students face significant academic and life challenges as they pursue a college degree. As students in developmental studies often struggle to complete their courses, research focused on innovative pedagogy that engages students while developing skills is needed. This project sought to investigate implementing an on-campus, service-learning (SL) component into developmental reading courses. Students participated in SL by reading to children at the on-campus Early Childhood Center (ECC) one time per week, during scheduled class, with time provided for structured metacognition through reflective journals. A phenomenological approach was used for this study, and Interpretive Phenomenological Analysis (IPA) was used to examine responses and note trends in data. It was found that students who participated in SL as part of their developmental reading course reported multiple positive effects such as developing a positive academic mindset, improving self-efficacy, and increasing motivation to read.
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LaLonde, Jill, i Sheku Mohamed Gassimu Jr. "Learning to Shift Power and Center Community Voices in International Development Work". Interdisciplinary Journal of Partnership Studies 10, nr 1 (28.06.2023): 2. http://dx.doi.org/10.24926/ijps.v10i1.5461.
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International development has long been dominated by primarily white-led, Global North organizations. These organizations are raising money in the Global North and doing work in the Global South, with the intended benefit to less economically developed communities. In recent years, there has been a significant increase in activism and calls by organizations in both the Global North and South for localization of development, humanitarian aid, and peacebuilding efforts in an attempt to address unequal North-South power dynamics. Since 2006, OneVillage Partners has worked to address multidimensional poverty in Sierra Leone by investing in individuals and communities to help them address their own challenges, providing targeted project facilitation and monetary support for communities to lead their own development, and connecting individuals and leaders with one another across communities to amplify their collective voices and actions for broader impact. Beginning in 2020, OneVillage Partners increased its commitment to “decolonize” their work and more fully shift power to local people in Sierra Leone. This article will provide context on the changing nature of the international development industry and outline steps OneVillage Partners has taken to operationalize the localization narrative, challenges they have encountered, and ideas for the future.
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Lee, Christine, Judy Wester i Evelyn Fudge. "“Operation Sick Bay”: An Opportunity for Community Service Learning". Journal of School Nursing 17, nr 1 (luty 2001): 50–53. http://dx.doi.org/10.1177/105984050101700108.
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“Operation Sick Bay” was the inspiration of the 3 full-time nurses at Framingham High School, which has a population of 1,800 students and 300 teachers and staff. The primary focus of Operation Sick Bay was to create a health services environment conducive to learning about health and illness, developing lifetime skills in self-help and self-care, providing a restful atmosphere, and involving students and staff in taking pride in their school health services center. The “sick bays” are small units with privacy curtain closures used for students who need to lie down because of illness. There are 3 bays for female students and 3 for male students. Instead of the usual cream-colored walls, the project provided the opportunity to create a colorful environment designed to provide health information to students.
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Kuhn, Caroline, Mary Warui i Dominic Kimani. "Kitambaa: A Convivial Future-Oriented Framework for Kinangop’s Learning Hub". Education Sciences 14, nr 5 (26.04.2024): 465. http://dx.doi.org/10.3390/educsci14050465.
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The aim of this paper, and more generally, our project “Impact from the ground” (a multi-stage ongoing project), is to reimagine education so that it transcends the walls and harsh constraints of a “universal one size fits all” education. To achieve this, we propose a framework that will inform the design of a participatory approach to co-create a learning hub (an informal lifelong learning opportunity) with and within the community. To weave this framework, we explore the current landscape of education, looking at the challenges that youth from rural settings face to complete their studies in urban universities, and the difficulties they experience when looking for jobs after having done so. We briefly explain our research project and contextualize it in Kinangop, a small region in the Nyandarua County in Kenya, where we explored the enablers and constraints people face to engage in social innovation. We proceed to imagine an alternative education that is local and organic, with different principles and theories weaved into a fabric kitambaa (in Swahili) that serves as the ground for an education intervention that is meaningful, binding, and bonding for the community members. In so doing, we aim to center matters of knowledge production as multi-epistemic conversations, situating those at the margins of epistemic divisions at the center of productive and creative debates.
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Barnett, Amanda E., i Sara Olinger. "UTILIZING UNDERGRADUATE RESEARCH TO INFORM COMMUNITY RESOURCES FOR OLDER ADULTS: A SERVICE-LEARNING PROJECT". Innovation in Aging 3, Supplement_1 (listopad 2019): S537—S538. http://dx.doi.org/10.1093/geroni/igz038.1974.
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Abstract Engaging undergraduate students with aging-focused community resources is critical for preparing students to work with older adults and make positive contributions to aging societies. During the fall, 2018 semester, undergraduate students in a human development course on middle and late adulthood partnered with a county aging and disability resource center (ADRC) in Wisconsin to evaluate and update several of their existing programs and resources using empirical research. Upon completion of this project, students synthesized course material to meet all course learning objectives such as: (1) critically analyze physical, psychological, and sociological processes of aging across categories of difference (e.g. cultural, ethnic, class); (2) evaluate social policies and their multigenerational implications for midlife and older adults; and (3) construct a personal position on aging that integrates theory, research, and policy to demonstrate a sensitive and competent approach to working with midlife and older adults. Students researched, wrote reports, and presented to ADRC staff on the impact of social isolation on older adults, best practices for home visitor and transportation programs serving older adults, cognitive competency tools and best practices for utilizing memory assessments, grief supports and groups for family caregivers, and best practices for supporting veterans as they age. The outcome of these projects are research-based recommendations for any ADRC to consider when developing and implementing related programs. All stakeholders (students, professor, and ADRC staff) were satisfied with the process and outcomes of the project. Strengths and challenges of carrying out such a collaborative project will be reviewed.
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Rudolph, Linda, Neil Maizlish, Savannah North i Kathy Dervin. "A Public Health Learning Collaborative on Climate Change for Urban Health Departments, 2016-2018". Public Health Reports 135, nr 2 (4.02.2020): 189–201. http://dx.doi.org/10.1177/0033354920902468.
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Objectives: The objective of this project was to demonstrate and assess approaches of urban local health departments (LHDs) to simultaneously address climate change, health, and equity; incorporate climate change into program practice; and participate in their jurisdiction’s climate change work. Methods: From January 2016 through March 2018, the Center for Climate Change and Health created learning activities, networking and relationship-building opportunities, communication platforms, and information sharing for 12 urban LHDs in the United States. We used administrative data and conducted interviews with participants and key informants to assess success in meeting learning collaborative goals. Results: LHDs developed diverse projects that incorporated internal capacity building, climate and health vulnerability assessments, surveillance, and community engagement. Projects fostered greater LHD engagement on climate change, broadened community partnerships, and furthered LHD integration into jurisdictions’ climate planning. LHD engagement helped shift the dialogue in the community and jurisdiction about climate change to include public health. Conclusions: LHDs have skills and expertise to rapidly partner with other governmental agencies and community-based organizations and to help communities identify vulnerabilities, take action to reduce the health harms of climate change, and—through Health in All Policies approaches and community partnerships—to ensure that climate policies are optimized for positive health and equity outcomes.
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Walker, Amy. "Transformative Potential of Culturally Responsive Teaching: Examining Preservice Teachers’ Collaboration Practices Centering Refugee Youth". Education Sciences 13, nr 6 (18.06.2023): 621. http://dx.doi.org/10.3390/educsci13060621.
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Using a critical ethnographic approach, this research explores the experiences of preservice teachers in a Midwestern educator preparation program as they plan and implement an interdisciplinary community exploration and learning project using culturally responsive teaching practices to center local refugee youth. Data collection includes observing collaborative planning processes, collecting written reflections and photographs, and conducting post-project interviews. Findings suggest that culturally responsive teaching practices can lead to the development of asset-based mindsets of their peers through an emphasis on openness, interdisciplinary collaboration, and centering refugee youth. The implications of reframing service learning as learning and exploration are discussed, highlighting the benefits for both students and preservice teachers in terms of cultural competence and equity. Considerations for future research include the importance of longitudinal studies on the impact of cultural responsiveness in educator preparation programs. The research contributes to the understanding of effective teaching strategies for promoting equity in education and highlights the transformative potential of culturally responsive teaching on preservice teachers in collaboration with each other. Overall, engaging preservice teachers in community exploration and learning projects as culturally responsive teaching has the potential to dismantle racism, challenge biases, promote openness and partnership, and foster equity across middle-level learning spaces.
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Tang, Kuok Ho Daniel. "Student-centered Approach in Teaching and Learning: What Does It Really Mean?" Acta Pedagogia Asiana 2, nr 2 (28.03.2023): 72–83. http://dx.doi.org/10.53623/apga.v2i2.218.
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Student-centered approach has been the center of attention in teaching and learning as the emphasis to shift away from teacher-centered approach is growing. While the term has been widely used, it remains unclear how it can be effectively operationalized given the continuum nature of teacher-centered and student-centered approaches. This article examines 34 articles and included a thematic analysis of their contents to systematically present the methods to operationalize student-centered approach. A channel to practice student-centered approach is project-based learning where students work on projects, such as community and design projects, and are expected to manage the projects or at least propose actions or solutions. Problem-based learning is a variant of project-based learning and students often work on scenarios, cases, questions, or problems which are less extensive than projects. Problem-solving usually precedes lectures to promote self-directed learning and facilitate scaffolding. An argument-based curriculum incorporates arguments and debates that engage students in the self-discovery of different perspectives on a given topic. Student-centered approach is closely linked to the use of technology for research, interactions, gamification, simulations, and feedback. Student-centered feedback prompts active learning through deliberate feedback while adaptive teaching involves students in content-building. This review contributes to the enhancement of student-centered elements in teaching and learning.
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Unger, Donald G., Tara Woolfolk, Vanessa Harper i Teresita Cuevas. "Community-Based After-School Inclusive Programs for Low-Income Minority Youth and Their Families: the Disability Specialist Approach". Journal of Youth Development 2, nr 3 (1.03.2008): 18–30. http://dx.doi.org/10.5195/jyd.2008.330.
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Intervention for helping community based after-school programs become more responsive to youth with disabilities and their families is presented in this manuscript. The Disability Specialist intervention utilized a variety of approaches, including: a) increasing awareness of disabilities and services by providing learning opportunity sessions for families and staff, and outreach activities to youth through interactive theater; b) developing in house “disability specialists” to offer ongoing leadership and technical expertise for after-school programs and their community centers; c) developing a network of technical consultants in order to connect families and after-school programs to specialized community resources; d) providing financial assistance to enable community center staff to allocate time to outreach activities; and e) providing families with support in educational advocacy efforts by partnering with a local parent mentoring program. The success of the project depended upon building partnerships with families, community centers, human service agencies, schools, and local funding sources.
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Katz, Anne, i Alexandra Sledge-Tollerson. "Connecting a Community through a Family Literacy Project and Virtual Writing Collaboration". Georgia Journal of Literacy 44, nr 1 (2.12.2021): 24–40. http://dx.doi.org/10.56887/galiteracy.14.
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The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students was scheduled to meet partially face-to-face and partially online weekly. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment that I incorporate each semester as part of the course. A second community literacy project embedded in the course involved reading and discussing Look both ways: A tale told in ten blocks (Reynolds, 2019), short stories that detail experiences of middle school characters on their walk home from school. My original plan was for both middle school students and pre-service educators to draft personal place-based writing short stories- inspired by the mentor text- and participate in writing conferences. Instead, Zoom sessions were conducted in which both sets of students virtually conferenced about their writing pieces when schedules allowed. In this manner, authentic conversations about writing were being cultivated through a virtual approach.
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Nurcahyadi, Teddy, Gatot Supangkat, Heri Setiyawan i Rudi Wiryawan. "The Improvement of Technological and Skill to Support the Operation of Bank Sampah Manunggal Sejahtera in Cawas District, Klaten Regency". Proceeding International Conference of Community Service 1, nr 1 (31.07.2023): 269–76. http://dx.doi.org/10.18196/iccs.v1i1.32.
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The impact of poor waste handling has been felt by the residents of Cawas District since more than seven years ago. In 2017, the community established Manunggal Sejahtera Waste Bank (BSMS) as a respond to this problem. BSMS is still operating well today by using the garbage donation system. In other Cawas sub-districts, waste management pioneering efforts are unfortunately still running sporadically. In this project, BSMS serves as a center for learning and increasing motivation for community-based and environmentally-friendly waste management in the Cawas District area. Currently, BSMS already has various facilities and infrastructure needed for waste segregation and organic waste management. Vegetable gardens and medicinal plants, as a medium for utilizing processed organic waste, are also owned by BSMS. However, this garden is still not well organized and does not have more value than other gardens. The capacity, attractiveness and utilization of this garden was increased to support the plan to make BSMS a center for learning and increasing motivation for community-based and environmentally-friendly waste management. This project was implemented by increasing the number and variety of plants and implementing smart solar lighting and irrigation systems. In addition to completing these supporting facilities and infrastructure, the UMY PPM-Muh Team also organized training in gardening skills
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Sposito, Jennifer, Amy Zipf, Fahad Alhowaymel, Mohammed Tala Almutairi i Karen Breda. "Community-Based Stroke Recognition Education and Response: An Evidence-Based Intervention Project". Creative Nursing 24, nr 4 (listopad 2018): 251–57. http://dx.doi.org/10.1891/1078-4535.24.4.251.
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Background:Stroke has a significant impact on mortality and disability in the United States. This led the aforementioned master’s students to create a community-based educational intervention using stroke curriculum from the American Heart Association/American Stroke Association (AHA/ASA).Purpose:The purpose of this evidence-based intervention project was to examine the effectiveness of public stroke education utilizing the AHA/ASA’s Face, Arm, Speech, Time (FAST) curriculum for stroke symptom recognition and response (Jauch, et al., 2013) at three central Connecticut senior centers.Design:This evidence-based intervention project was based on the theoretical framework of Dorothea Orem’s Self-Care Deficit Theory (Petiprin, 2016). Nurses can provide stroke based education to older adults in the community, ultimately empowering participants to recognize and respond to stroke symptoms.Methods:An educational session on the AHA/ASA FAST curriculum was presented by master’s students to groups of senior adults at three different senior centers, followed by a post teach-back session conducted by the students in smaller groups to assess learning. The total number of participants was 62 (n = 62).Results:The majority of participants (87%) were able to accurately teach back the four components of the FAST curriculum after the educational intervention.Conclusions:FAST was simple to teach and engaging for participants. Using the FAST curriculum in senior center populations increased the participants’ awareness of stroke signs and symptoms, and their willingness to activate the 911 emergency system.Implications for Practice:Educational interventions in the community with older adults can produce increased awareness of stroke symptoms and willingness to respond when necessary.
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Álvarez Correa, Aristóteles Alexander, Andrés Felipe Mejía Castro i Evelin Cristina Quiceno Sosa. "Learning Communities: A Project to Enhance the Development of English Communicative Competence". Enunciación 28, nr 1 (6.03.2023): 130–44. http://dx.doi.org/10.14483/22486798.20092.
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Educational communities are understood as a group of people who participate in the learning processes of an educational institution, academic center, or school. Accordingly, in this review article, the current theory about learning communities and their possible influence on English communicative competence are bonded together through discussion. This, in order to understand how learning community projects, represent a twist from traditional and hegemonic approaches towards a situated and community approach to contextualize practices aimed at the development of English communicative competence. This document adopts the interpretive paradigm and a qualitative approach as its epistemological, ontological, methodological, and axiological basis. Likewise, document research was chosen as its qualitative social research strategy. In this sense, two techniques were selected for data collection and analysis: document review and content analysis. The consulted databases were Scopus, Scielo, EBSCO, Springer Journal, and Google Scholar, and, out of 90 documents selected, 70 were reviewed. It can be said that learning communities are arriving in Latin America. Furthermore, it was found that, with the active participation of all members social realities and conditions can change. As a conclusion, English can be – and needs to be – approached from the appropriation and adaptation of knowledge, contents, competences, language policies, and local needs, i.e., English in Colombia should be taught and learned based on down-top approaches rather than on top-down ones.
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Alfa, Bonitasari Nurul, Mega Purnamasari i Diah Utami. "PENINGKATAN PENGETAHUAN SISWA MENGENAI PRODUK INDUSTRI MELALUI PENGENALAN KONSEP CAPSTONE DESIGN PROJECT". Jurnal Inovasi & Terapan Pengabdian Masyarakat 4, nr 1 (30.06.2024): 18–24. http://dx.doi.org/10.35721/jitpemas.v4i1.85.
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Project-based learning is considered important for developing student character because it provides students with the opportunity to learn through experience (experiential learning). The Project-based Learning (PjBL) model is a learning model that involves students' activeness in solving problems, carried out in groups/independently through scientific stages with certain time limits which are outlined in a product to then be presented to others. Starting from 2022 to 2024, the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) provides three curriculum options that can be applied by educational units in learning, namely the 2013 curriculum, emergency curriculum and prototype curriculum. The prototype curriculum has been implemented in 2,500 educational units that are members of the Driving Schools and Center of Excellence Vocational Schools program in 2021. However, starting in 2022, educational units that are not included in driving schools will also be given the option to be able to implement the prototype curriculum. The capstone project is a culmination of the learning process by applying what has been learned in the learning process. Innovation and product development is something that companies rely on to be able to progress and compete in the industrial world. Industrial products will ultimately be produced in a manufacturing system where everything becomes more complex. Insight and knowledge regarding capstone design projects through training to introduce the stages of the product and system development process. Community Service activities have been carried out with vocational school student participants showing enthusiasm and increased knowledge regarding the capstone design project.
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Mangkhang, Charin. "Learning Innovation of Area-Based Approach to Sustainable Development Goals of Highland Community Resources Management of Social Studies Teachers in the Northern Thailand". Higher Education Studies 11, nr 3 (28.07.2021): 95. http://dx.doi.org/10.5539/hes.v11n3p95.
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The research aimed to study the context of area-based approach learning management and guidelines of area-based approach learning management for sustainable highland community resource management of social studies teachers in the learning center for Thai hill tribe communities in northern Thailand. The method of qualitative research was used. Purposive sampling was conducted to obtain key informants which were social studies teachers of the highland learning center, accounting for 285 people. This area is a development area of the royal project. Learning center for Thai hill tribe communities in northern Thailand have accessed to organize social studies teaching at the basic education level. The tools used in the research consisted of in-depth interviews and focus group discussion recording. Then, content analysis was conducted.
From the research result, it was found that the context of area-based approach learning management for sustainable highland community resources management of social studies teachers consisted of: executing the process of area-based management by surveying and collecting village data to be used as knowledge in learning management for pre-school students and students of basic education and the illiterate; developing occupations for the interested group in communities; developing life skills by using the method of coordination with community leaders; building local networks; participating in meeting with the community ;and exchanging information in order to inform people in the community of external exchanges. Regarding the use of area-based knowledge of social studies teachers, they have implemented the knowledge until this has brought about guidelines for promoting community resources management. For example, the community has participatory development plans. The community has networks of natural resources and environmental conservation and citizens have local conscience. Results of sustainable highland development are the fact that the community has strong power in conserving traditions, inheriting tribe cultures, establishing local herbal plants groups to take care of community health. Moreover, there are groups developing local products, building community declarations and regulations for living together in the community peacefully. The guidelines of area-based approach learning management for sustainable highland community resource management of social studies teachers consisted of 5 components which were FPCIL, namely (1) F: Facilitator, (2) P: Participatory assessment and planning, (3) C: Community capital value added, (4) I: Innovation of knowledge and (5) L: Lesson-learned.
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Daryanto Setiawan, Hilman Hapinudin, Noval Fadila, Bayu Wardana, Khalid Argadhana, Rafli Ibrahim i Wagiman Manik. "Empowering Islamic Education". Al-arkhabiil: Jurnal Pengabdian Masyarakat 3, nr 4 (30.12.2023): 20–30. http://dx.doi.org/10.51590/jpm_assunnah.v3i4.524.
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The village of Jaharun B was selected as the site for the Community Service Learning program by students from STAI As-Sunnah due to the presence of Al-Barokah Islamic Elementary School (Madrasah Diniyah Takmiliyah Awaliyah, MDTA), which serves as the primary educational center for children in the village. Despite MDTA Al-Barokah's crucial role, most children in Jaharun B Village still require a deeper understanding of Islamic teachings and the ability to recite the Quran according to Tajwid rules. The student's participation in the Community Service Learning program is expected to significantly reinforce the role of MDTA Al-Barokah as an educational institution advancing the children of Jaharun B Village in Galang. The method applied in this initiative is asset-based community development, which comprises three main stages: planning, action, and evaluation. The outcomes of this community service project demonstrate notable and positive changes. Children at MDTA Al-Barokah have shown an increased understanding of the fundamentals of Islamic teachings, improved Quranic recitation with better adherence to Tajwid rules, and enthusiasm in the learning process, particularly in comprehending the taught concept of Mahfuzhat. This community service brings renewed hope to the people of Jaharun B Village, fostering positive changes in the religious education of children and strengthening the role of MDTA Al-Barokah as a center for enhanced knowledge and understanding of Islamic teachings for future generations.
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Wrye, Bethany, Cynthia Chafin i Casie Higginbotham. "Creating a Win-Win". Education + Training 61, nr 5 (10.06.2019): 605–21. http://dx.doi.org/10.1108/et-01-2018-0011.
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PurposeIt is well established that partnerships between universities and community organizations can serve to enhance student learning and employability (Anderson et al., 2011; Arantes do Amaral and Matsusaki, 2017; Jones and Sherr, 2014; Voss et al., 2015). Within this context, the purpose of this paper is to explore how one such partnership has resulted in the successful implementation of three pedagogical methodologies, which individually and collectively promote student-centered learning and employability skills through an experiential learning framework.Design/methodology/approachUsing this methodological case study approach where the pedagogies of internships, service-learning opportunities, and project-based learning are critically evaluated, the research reveals only positive benefits for students, faculty, and the community organization(s). These benefits center on improved employability skills, the development of social skills and societal contribution for students.FindingsParticipating students also noted the development of their confidence and the importance of feedback from both peers and assigned staff. Members of faculty considered the opportunity for students to put theory into practice, enhanced employability skills and the collective nature of the methodologies as the main benefits with The center echoing the sentiments of other stakeholders. The center considered the workplace preparedness, the development of soft skills and confidence and the collective nature of the methodologies as the main benefits of the partnership.Originality/valueThe insight provided by the research contributes to existing literature through examining the relationship between an academic institution and its community, providing a practical framework and guidelines for the implementation of student-centered pedagogical methods.
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Waskita, Adji, i Hamdi Rifai. "Needs Analysis of Design for the Integrated Project-Based Learning Module at Edupark Physics Science and Technology Center Sawahlunto". Physics Learning and Education 1, nr 4 (26.12.2023): 217–24. http://dx.doi.org/10.24036/ple.v1i4.94.
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Visiting a Geopark or tourist attraction has become a lifestyle of the community, but the visit is still limited to a tourist visit and the activity is no more than to capture moments or recreation such as enjoying the beauty of nature, taking pictures, selfies, playing and others. Geoparks or tourist attractions as learning resources have not been maximally utilized, including the Sawahlunto Science and Technology Center. This research is a preliminary research that aims to analyze the needs in the development of physics edupark-based learning modules at the iptek center destination in sawahlunto. The type of research used is R&D (Research and Development) or also known as research and development using the Plomp model. This research is only a preliminary research stage consisting of teacher analysis, student analysis, and analysis of potential materials at the sawahlunto science and technology center. Data used in this study were obtained from interviews and questionnaires given to physics teachers and 30 students of class XI SMAN 13 Padang. Based on this preliminary research, the results obtained that teaching materials in the form of PjBL-based modules associated with edupark have benefits to; motivate students in learning, display physics phenomena as a whole, help develop students' knowledge and skills and help students in mastering physics material. In addition, the sawahlunto science and technology center tourism activities can be used as a physics edupark and as an object for developing teaching materials in the form of PjBL-based modules in the form of photos and videos because they have a lot to do with physics concepts. So it can be concluded that the PjBL-based learning module is a suitable teaching material if used as a physics edupark learning media.
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Prasetyaningrum, Putri, i Scholastica Larissa Zafira Lewoema. "Digital Transformation for the Future of Education: Community Service in Website Design Company Profile Tutoring Institution Scholastica Education Center (SEC)". ABDIMAS: Jurnal Pengabdian Masyarakat 6, nr 4 (31.10.2023): 4367–76. http://dx.doi.org/10.35568/abdimas.v6i4.3799.
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This community service project explores the growing and crucial role of tutoring institutions (Bimbel) in providing important academic support to students in need. Traditionally, tutoring has been conducted in physical settings, involving face-to-face interactions between students and teachers. However, with the rapid advancement of technology and the soaring popularity of the internet, online tutoring has witnessed a tremendous surge in demand, becoming easily accessible and highly sought after. The Scholastica Education Center (SEC) located in Larantuka, East Flores, NTT, recognizes the importance of following technological advances and using them to increase access to education for children throughout Indonesia. Through these community service initiatives, SEC is wholeheartedly dedicated to making the most impactful contribution to the education sector, catering to the diverse needs and academic levels of its students. An integral aspect of promoting online learning programs is the role of official websites. As a result, Servants designed and launched a company profile website for the SEC, leveraging cutting-edge web technologies such as HTML, CSS, and Javascript. The implementation of this website aims to increase SEC's reach to its target audience, effectively disseminate information about their online tutoring services and programs, and provide an interactive and enriching learning experience for all students. The overall goal of this community service project is to generate a positive and transformative impact by improving the overall quality of education in Indonesia. The seamless integration of technology and the ease of access to learning through online tutoring offered by leading institutions such as the Scholastica Education Center actively contribute to the educational progress and holistic success of students.
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CABUNILAS, AGNES JEAN A., AURORA O. GABUTERO i ARMEDA B. BALUNO. "Enhanced Implementation of Community Learning Center Based on the Reading Level of the Learners of San Roque Elementary School During Pandemic". AIDE Interdisciplinary Research Journal 4 (29.03.2023): 51–62. http://dx.doi.org/10.56648/aide-irj.v4i1.43.
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This study was conducted to compare the reading level based on the assessment to determine the perceived effectiveness level in establishing community learning centers and their views on implementing the CLCs to redesign the project implementation plan. Sequential explanatory of mixed method design was used to complete this action research. The study involved thirty (30) learners as research participants. Specifically, using stratified sampling, ten (10) learners in each Grade level in 4, 5, and 6. The target respondents have undergone focus group discussion through home visitation to gather the needed data through an interview and conduct the PHIL-IRI Test as a reading assessment. Then, documentary analysis was used based on the results for developing the target output. The study found out that although Community Learning Centers were perceived to be effective, the following can be considered for improvement: Establishing CLCs to establish rapport with community members such as parents, youth, LGU, and other stakeholders; CLCs as a venue for material distribution and retrieval; and CLCs to encourage volunteers to assist teachers in the delivery of quality learning instruction to learners. This study implies that CLCs must be the teachers’ and community members’ responsibility. Teachers and School Governance Council should work hand in hand in sustaining the establishment of CLCs in every Sitio.
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Keen, Cheryl, i Elizabeth Baldwin. "Students promoting economic development and environmental sustainability". International Journal of Sustainability in Higher Education 5, nr 4 (1.12.2004): 384–94. http://dx.doi.org/10.1108/14676370410561081.
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Community‐based research has been suggested as a particularly effective form of service learning in college‐community collaborations. This paper reviews findings from interviews with alumni/ae and community partners of an environmental and economic sustainability center at Allegheny College in Northwest Pennsylvania, the Center for Economic and Environmental Development (CEED). CEED's community‐based research projects have spanned the natural and social sciences to analyze water quality, reduce waste streams and local energy consumption, identify environmental problems and enhance forest management. Interviews with alumni/ae point to the valued real world experience, enhanced cognitive development, and improved communication skills for students. Community partners valued new information and networks resulting from research and stressed the contribution they were making to college students' learning. Community‐based research projects can benefit from interviewees' recommendations to increase continuity, clarity of purpose, and follow‐through in projects, while maximizing opportunities for dialogue between community partners and students. Community‐based research may have a strong contribution to make to students' cognitive, academic, social, civic and career development.
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Giamminuti, Stefania. "The ‘Value of Locality’ in Early Childhood Settings: Pedagogical Documentation in the Reggio Emilia Educational Project". Journal of Childhood Studies 36, nr 2 (30.12.2011): 4–10. http://dx.doi.org/10.18357/jcs.v36i2.15085.
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This article engages with the notions of locality and community in early childhood settings. Locality is conceptualized as a ‘value’ in the context of the experience of the municipal infant-toddler centers and ‘schools of childhood’ (scuole d’infanzia) of Reggio Emilia, Italy. The article is drawn from a recent study (Giamminuti, 2009) which engages with questions of quality, values and relationships in early childhood education and care. Participants in the study include educators, families, and children that were part of the learning communities of Arcobaleno Infant-Toddler Center and Pablo Neruda School. This article focuses on the value of locality as experienced in Reggio Emilia, and offers an invitation to early childhood settings internationally to consider: the importance of positioning oneself in time, history, and place; the significance of constructing a collective sense of locality; and the value of conceptualizing and living early childhood settings as places that belong to children.
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Tucker, Kimberly Pause, i Christine E. Moran. "More Than Just Pulling Weeds". Experiential Learning and Teaching in Higher Education 2, nr 1 (1.09.2022): 10. http://dx.doi.org/10.46787/elthe.v2i1.3381.
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The field of conservation biology focuses on maintaining biodiversity by mitigating both global and local threats. One of the top threats to biodiversity is the worldwide problem of invasive species. Each community has its own pests to control, and students can engage with this global issue on a local scale through well-designed service-learning courses. This article discusses how students engaged with conservation biology through an integrated service-learning project tackling invasive species at a local nature center. Products of the class, data from class artifacts, as well as student feedback on evaluations are also presented.
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Vehachart, Rungchatchadaporn, Phatsarabet Wetviriyasakul, Venus Srisakda, Orapin Tipdech i Somkiat Yangchin. "SUFFICIENCY ECONOMY LEARNING CENTERS IN SATUN PROVINCE’S ISLAND SCHOOLS: A STRATEGIC APPROACH TO CURRICULUM MANAGEMENT FOR CAREER COMPETENCY". Journal of Law and Sustainable Development 12, nr 2 (27.02.2024): e3398. http://dx.doi.org/10.55908/sdgs.v12i2.3398.
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Purpose: The aim of this study is to investigate the implementation of Sufficiency Economy Learning Centers (SELCs) in schools located on islands within Satun Province. Specifically, the study aims to explore how these SELCs strategically contribute to curriculum management, with a focus on enhancing career competency among students. Through this research, the aim is to analyze the effectiveness of integrating sufficiency economy principles into the educational framework of island schools, thereby facilitating students' acquisition of skills and knowledge essential for their future careers.
Theoretical framework: The theoretical framework for this study draws upon several key concepts and theories to provide a comprehensive understanding of the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools and their impact on curriculum management for career competency.
Design/Methodology/Approach: The target groups are vocal speakers and 8 people from the Thaksin University research team; 4 people from the Primary Educational Service Area Office in Satun; 10 experts in language, science, math, and technology; 19 teachers in Ban Ko Lipe School; 30 people from community leader, village sage and interested people participating in the pilot project of learning center development; and 127 people from the evaluation of using the project.
Findings: The research findings found that one integrated SMT competency-based curriculum of Ban Ko Lipe school and online platform of SMT competency-based learning center of Ban Ko Lipe school displayed Ecotourism such as snorkeling, features of landscape, climate, high/low tide, waxing/waning moon 2) Fishing such as fishing gear, methods of catching each type aquatic animals 3) Local products such as long tail boats produced from seashore screw pines. The platform development of SMT competency-based learning of students in the Lipe island area created the administrative collaboration of the community using SMT competency-based curriculum followed the sufficiency economy philosophy of Lipe island area for the career path of the youth to have ways of life through the sufficiency economy philosophy Satun Province. The evaluation of 127 curriculum users found that the SMT level was at the highest in every aspect 1) administration 2) premises 3) learning resources 4) network.
Research, Practical & Social implications: This study examines the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools in Satun Province, focusing on their impact on students' career readiness. The research uses a mixed-methods approach, combining qualitative and quantitative techniques. The findings can inform policy recommendations, guide professional development, and prompt curriculum revisions. The study also emphasizes community engagement, empowerment, and sustainable development, highlighting the importance of SELCs in promoting socio-economic resilience.
Originality/Value: This study explores the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools in Satun Province, focusing on their impact on career competency development. It provides context-specific insights, practical relevance, and theoretical advancements in education, sustainable development, and career development, bridging the gap between theory and practice.
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Martín Casabona, Noemí, i Itxaso Tellado. "Violencia de Género y Resolución Comunitaria de Conflictos en los Centros Educativos". Multidisciplinary Journal of Gender Studies 1, nr 3 (25.10.2012): 300–319. http://dx.doi.org/10.4471/generos.2012.14.
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Gender violence is a reality in educational centers of which there is not many data. On the other hand the existing cases are frequently hidden behind general conflicts or bullying. In order to act on this problem, this article is based on two research projects funded by the Catalan Government and the transformational project of Learning Communities to present the community model of conflict resolution. This model is based on the participation of all the community, establishing common norms and egalitarian dialog among other elements.
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Sakti, Arauf Aji Harindra. "Building Inclusive Development for People with Disability in Post-Pandemic Era to Pursue ASEAN Community 2025: Learning from Asia-Pacific Development Center (APDC)". WIMAYA 3, nr 02 (26.12.2022): 62–70. http://dx.doi.org/10.33005/wimaya.v3i02.82.
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This qualitative research conducted with the study case method tries to point out the impact of COVID-19 on the employment condition of disabled-person and what ASEAN might consider adopting from the Asia-Pacific Development Center (APCD) when it faces disability policy development. ASEAN itself has many legal commitment papers to establish an inclusive community, particularly for people with disabilities. COVID-19 has hit multi-sector of development in ASEAN and facing bigger challenges to establish an inclusive environment to achieve ASEAN Community 2025 due to the economic slump and mass unemployment. The study found that the pandemic's negative effect doubled when it hit people with disabilities and required rapid response. ASEAN established the Comprehensive Recovery Framework (ACRF), a set of principle guidelines, to respond to the challenge. However, it lacks procedures on how to implement the principles and guidelines at regional level. ASEAN may learn from Asia-Pacific Development Center for Disability (APCD) program, 60+Plus Project, as policy implementation guidelines for ASEAN Member States.
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Tarakova, Bistra. "Model for Project-Based Training at the Intersection Point of General and Vocational Education". Vocational Education 24, nr 1 (25.02.2022): 49–62. http://dx.doi.org/10.53656/voc22-17mod.
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Project-based learning centers education around the student's personality. It relies on the cognitive activity, creative imagination, creativity and team thinking of students, guided by teachers who are in the position of motivators and facilitators. The article presents a model for project-based learning, which makes interdisciplinary links between general and vocational education, combines elements of formal and non-formal education, active and interactive learning and involves students in a real learning community. The educational project “Enchanté de faire votre connaissance, Monsieur Onéguine” provided an opportunity to enrich the educational environment, outsource learning, new roles for teachers and students, pedagogical innovation, improving students' professional competencies and building an attitude to learning in whole life.
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LIN, ANTI, i Hui-Chuan Wei. "Education as a Strategy for Active Aging Learning Center in Taiwan". Advances in Social Sciences Research Journal 8, nr 2 (16.02.2021): 137–46. http://dx.doi.org/10.14738/assrj.82.9650.
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The population of individuals who are over 65 years-old in Taiwan has grown from less than 10% in 2008 to 14% in 2018. Since 2008, Taiwan has officially been an aging nation as defined by the World Health Organization. With the current rate of growth, we expect the country to become a super-aged society with 20% of the population being older than 65 years of age in 2025. The challenge Taiwan currently faces in bracing for a rapidly aging society is more difficult than ever. In response to a rapidly aging population, universities have been cooperating with the government since 2008 in promoting a community-based lifelong learning-oriented "active aging" education policy, of which we collectively call "Senior Learning" (“Le-Ling Learning” in Mandarin, meaning “Active Aging Learning”). 12 years into implementing the program, 369 senior learning centers have been established in Taiwan by 2020. These established centers with their extensions can be found throughout Taiwan, including 360 towns and cities as well as 3,175 villages. These centers, supported by local resources (e.g. schools, and non-governmental organizations), provide senior learning courses and activities. There are thousands of community volunteers participating every year, as well as over 200,000 hours of Active Aging Learning course duration prepared by the government; moreover, there are currently 200 instructors trained for teaching these programs. Active Aging Learning program has truly become a “zeitgeist” in Taiwan in response to the elderly society. In caring for the elderly, meaningful educational learning has become the best strategy as reflected by the public.
The purpose of this article is to report on the developmental background, promotion model, effectiveness of, and the prospects of Active Aging Learning in Taiwan. The contents of this article include: (1) the conceptual basis of Active Aging Learning, (2) the practice mode and strategy of Active Aging Learning, (3) the implementation effect of Active Aging Learning, and (4) the future progress of Active Aging Learning. The research data in this article originate from policy documents, both qualitative and quantitative data for the implementation of the Active Aging Learning program, as well as my 12 years of practical observations and experience as the overall project principal investigator. Through reading this article, the readers can quickly understand the implementation process, effectiveness, and problems of senior learning in Taiwan, as well as the key findings of our 12 years of experience. We found that the best strategy for an aging society is not to emphasize "care" in the context of traditional pathology, but to learn in order to "prevent". Educational strategies and talent cultivation are the broad directions of our active efforts.
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Astina, Made Arya, Ni Wayan Rena Mariani i I. Wayan Eka Sudarmawan. "The development of digital-based training media for tourism and hospitality job training center in Bali". Community Empowerment 6, nr 10 (17.10.2021): 1861–66. http://dx.doi.org/10.31603/ce.5952.
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This community service activity is a collaboration between IPB International and DPD HILLSI (Association of Indonesian Private Training Institution) Bali which supervise the Job Training Centers in Bali. This activity was held to respond to an urgent need related to distance training that was held as a result of the Covid-19 Pandemic. This distance training needs transformation of training media from conventional to digital. The participants of this community service activity are instructors from Job Training Centre of the tourism and hospitality sector in Bali. This activity, which was held for 3 days, focusing on the development of digital-based media in accordance with current needs. The method of this training was not only lecturing, but also discussion and give many opportunities for the participants to practice their skill, and presenting their media. Participants were given the opportunity to work on a project to make several training media which were presented at the end of the training. To support the project, all participants were provided with supporting facilities, such as internet quota, modules, and clip microphones. After participating this training, participants have understanding of the importance of media in a competency-based training, able to create various digital-based training medias, and distance learning quality improvement.
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Quinn, Ronald W. "Sport as a Tool for Social Change within Undeserved Communities: A Description of the First Urban Soccer Collaborative National Youth Leadership Institute". Journal of Coaching Education 4, nr 2 (sierpień 2011): 99. http://dx.doi.org/10.1123/jce.4.2.99.
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This presentation will describe through lecture and video the first Urban Soccer Collaborative National Youth Leadership Institute, a weeklong residence program held at Xavier University to assist future leaders within underserved communities. This program could serve as a model for teaching sport leadership and service to children between the ages of 14-18. The weeklong program consisted of a youth soccer coaching education certification course, goal-setting sessions, personal and career development workshops, service through soccer training, and a cultural experience via a field trip to the Freedom Center on the Underground Railroad. Upon completion of the program the students made a commitment to design and implement a service-learning project within their undeserved community within the calendar year. An update of their service projects will also be presented.
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E. RAMÍREZ ORTEGÓN, Teresa, José H. LORÍA ARCILA, Mirna LÓPEZ-PACHECO, Norma PAVÍA RUZ i Ph D. Pablo MANRIQUE-SAIDE. "THE SERVICE-LEARNING APPROACH AS A TOOL TO IMPROVE SUSTAINABILITY IN HOUSES OF A MAYAN COMMUNITY". EPH - International Journal of Science And Engineering 7, nr 4 (27.12.2021): 6–12. http://dx.doi.org/10.53555/ephijse.v7i4.182.
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Service-learning is a hands-on educational approach where students apply the knowledge they acquire in the classroom, while serving in a community. This paper reports the results of applying this approach at the University of Yucatán. During 2014, a “Social Project” was developed in the community of Yaxunah (“Green house”, in Mayan language), Yucatán. Students from several disciplines (engineering, architecture, medicine, biology, social service and agro-ecology) followed an ecosystem approach to improve the health and the environment of the community. The specific goal was to improve the backyards (here after referred as patios) of the houses in the community. In the Mayan culture, the patio is the family’s reunion center, since it has several purposes. In this space are located: the kitchen, bathroom, garden, pet area, and, in many instances, livestock. Faculty, students and community partners worked closely together over six months, finding the best ways to improve their patios and houses using local materials, and their own labor, while taking care of the environment. After the project’s completion, members of the community reported their experiences as a very productive one, helping them to maintain the patios’ sustainability and family health. Participating students answered a questionnaire, reporting that their learning experience was very rewarding.
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Кипнес, Людмила, i Елена Непоклонова. "Формирование поликультурной образовательной среды как средства интенсификации обучения русскому языку как иностранному". Zeszyty Naukowe Uniwersytetu Rzeszowskiego. Seria Filologiczna. Glottodydaktyka 12 (2021): 82–97. http://dx.doi.org/10.15584/znurglotto.2021.12.8.
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The article discusses ways of forming a multicultural educational environment as an actual means of effective teaching of Russian as a foreign language. Methodological issues are considered in close interaction with the issues of the relationship between science and culture at the present stage, special attention is paid to the decisive role of methodological reflection in the competence model of a modern researcher and how to form it in the process of teaching research skills at the stages of school and university learning using the example of teaching the Russian language as to foreign. Particular attention is paid to modern educational projects aimed at creating an effective multicultural interaction between students studying Russian as a foreign language in order to intensify learning. In the framework of the multicultural interaction project between Turkmen and Russian students, implemented at the Russian State Medical University, the article discusses the methodological aspects of linguistic Olympiads and the joint project activities of Turkmen and Russian students. The article also discusses the prospects of creating a Russian-Turkmen language center on the basis of the university as a scientific community of teachers and students, suggesting a flexible system of various types and methods of integration in order to solve various professional problems.
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Sato, Tomoko. "The Impact on Community Governance from Actual Conditions of Urban "Kominkan" (Japanese public learning centres) Reorganization". Impact 2021, nr 3 (29.03.2021): 44–45. http://dx.doi.org/10.21820/23987073.2021.3.44.
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A Kominkan is a type of learning centre in Japan that conducts activities related to culture and education and thus plays an important role in communities. Kominkans came about following World War II and although the idea was a government-sponsored project, many were also voluntarily built by citizens in response to the government's call. As such, academia has long questioned who is responsible for the operations of Kominkan. With college enrollment rates having increased since World War II, many have questioned why Kominikans are necessary nowadays. Associate Professor Tomoko Sato at Tohoku University's Center for Learning Support, Japan, is investigating the role of Kominkans and the kind needed in the 21st century. Sato looks at how community governance is determined, with a focus on the two main forms: top-down and bottom-up. She believes that Kominikans are more than adult versions of schools and are actually hubs of social learning and integrated education. Ultimately, Sato's goal is to enable every individual to be afforded the same opportunities and environments through education. She hopes her research findings will impact on government policy and social learning practices.
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Cira, Mishka K., Allison Dvaladze, Robel Tesfay, Jo Anne Zujewski i Kalina Duncan. "Promoting Evidence-Based Practices for Breast Cancer Care Through Web-Based Collaborative Learning". JCO Global Oncology 6, Supplement_1 (lipiec 2020): 54. http://dx.doi.org/10.1200/go.20.49000.
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PURPOSE The objective of the Project ECHO (Extension for Community Healthcare Outcomes) for Knowledge Summaries for Comprehensive Breast Cancer Control (KSBC) was to strengthen the capacity to plan and implement evidence-based, resource-appropriate breast cancer control programs using virtual case-based learning within a global network of experts and peers. METHODS The KSBC ECHO was a collaboration between the US National Cancer Institute Center for Global Health, Women’s Empowerment Cancer Advocacy Network, and Breast Health Global Initiative in alignment with the Breast Cancer Initiative 2.5 campaign to reduce disparities in breast cancer outcomes. Using the ECHO model, we developed a 6-month Web-based program to support the development of locally relevant, resource-appropriate cancer control programs through mentorship and use of KSBCs. The course was advertised via existing networks, conferences, and social media. Breast cancer control project teams from around the world applied and were accepted to participate in the KSBC ECHO. Fourteen biweekly ECHO sessions were held via Zoom and included case presentations, didactic presentations, and discussion. Projects spanned the care continuum and sessions addressed preplanning, assessing need/barriers, setting objectives/priorities, and implementing/evaluating. Baseline and end point surveys were used to evaluate the ECHO program. Participants identified a mentor, completed worksheets, and presented on the project status. RESULTS Fifteen project teams from 11 countries—64 participants: advocates, clinicians, policymakers, and researchers—were enrolled. Twenty-eight participants (57%) completed the baseline and end point surveys. Analysis of the data using a paired t-test indicates that the knowledge increase was statistically significant: The average knowledge gain was 0.76 ± 0.89 (95% CI, 0.44 to 1.08; P < .0001). Additional feedback on the Web-based collaborative learning model will be presented. CONCLUSION The ECHO model encouraged interaction between policymakers, clinicians, advocates, and technical experts while using evidence-based tools to develop locally relevant, resource-appropriate implementation strategies and policy recommendations.
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Rojek, Marcin. "Cyberspace as a place of intergenerational learning. Example of the „ICT Guides” project". Problemy Opiekuńczo-Wychowawcze 579, nr 4 (30.04.2019): 52–63. http://dx.doi.org/10.5604/01.3001.0013.2846.
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This article presents the main assumptions and general results of the "ICT Guides" project implemented under the Erasmus + program. This project was initiated by the local government of the city of Goteborg in Sweden, and its aim was to reduce the phenomenon of early school leaving by children and youth from immigrant families. The project was also joined by the authorities of three other European cities, namely Sheffield (Great Britain), Madrid (Spain) and Berlin (Germany). The project consisted in organizing of intergenerational learning courses with the participation of children and young people from immigrant families and local seniors, which were supported by information and communication technologies (ICT) and Internet applications. Apart from conventional meeting places, such senior clubs, community centers, intergenerational cooperation and intergenerational learning, there was also cyberspace. The University of Lodz was the research institution preparing the theoretical framework for the project implementation and evaluated the project.
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Walczak - Człapińska, Karolina, Gabriela Dobińska i Katarzyna Okólska. "Individual and community learning of academics during the COVID-19 pandemic". Studia z Teorii Wychowania XII, nr 3 (36) (24.10.2021): 155–68. http://dx.doi.org/10.5604/01.3001.0015.4830.
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The article presents a reconstruction of crisis coping strategies adopted by academics during the changes in higher education resulting from the SARS-Cov-2 virus pandemic. This analysis is part of a wider research project entitled “Academic Education during the Covid-19 Pandemic.” In our research, we used a focus interview to learn about e-learning experiences of lecturers and students. Due to limitations in face-to-face meetings, the interviews were conducted via the Microsoft Teams application, which significantly improved the process of consolidating the empirical material. Academic teachers from various research centers in Poland participated in the research. An important point in the team data analysis was the clear presence of community in the strategies undertaken by online distance learning at universities.
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Et. al., Dr Jestoni P. Babia,. "EDUCATION SUSTAINABLE DEVELOPMENT-COMMUNITY BASED PROJECTS OF THE PHILIPPINES". Psychology and Education Journal 58, nr 3 (14.04.2021): 3998–4007. http://dx.doi.org/10.17762/pae.v58i3.4605.
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Education for Sustainable Development permits each individual to get the information, abilities, perspectives and qualities important to shape a practical future. This study determined the level of training implementation based on the six ESD action principles and as to which of these principles have contributed to the improvement of the level of implementation of ESD programs in the Philippines, ESD- best practices of the university community extensionists and the challenges that they have met in the implementation of ESD. It centered on Cell’s Resilience by Szanton & Gill (2020), Transformational Learning by Mezirow (1994) and UNESCO’s three pillars of ESD and Six ESD Action principles and policy support for sustainable development through community learning centers. This study utilized a quasi-experimental type of research in which it involved quantitative and qualitative data. The random sampling technique was used in order to select the 25 beneficiaries from private and public basic education and higher education institutions. The results showed that the level of implementation was to at least SOME EXTENT with a 3.25 mean, and that only the transformation component is the only significant predictor, the best practices of USJR-Blooms, PNU-Mangrove, and CTU-Hablon tapped the decoding of books through Bloom’s Software for reading literary , reviving Mangrove Forest through DAGANG fisherfolks to target environmental conservation and MTB literacy, and reviving the Handloom Weaving of Hablon in Argao with socio-economic impact, and the challenges of other extension projects in the Philippines enumerated on the attendance of the beneficiaries and the project team, he change of leaders, organizations, time availability, their limited resources and linkages, financial resource mobilization, sustainability of interest, miscommunication, hectic schedules and negative attitudes towards the extension process. It is concluded that the ESD of the Philippines’ implementation is so far, in average level and that the projects have to focus on the transformation of the beneficiaries. This study is recommended to be replicated prioritizing the sustainability and transformation researches, monitoring and evaluation of ESD-Based community project researches, proposed plans for wide array of external funding.
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Lee, Hyejin. "A Qualitative Case Study on Learning Experience of Adolescents in Youth Autonomous Learning Center Cooperated with Community: -Focusing on Project-based Students' Autonomous Learning at Mongsil School in Uijeongbu City-". Korean Association For Learner-Centered Curriculum And Instruction 20, nr 20 (30.10.2020): 1177–97. http://dx.doi.org/10.22251/jlcci.2020.20.20.1177.
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