Gotowe bibliografie tematyczne / Transformational learning

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Transformational learning”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 28 stycznia 2023

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Artykuły w czasopismach na temat "Transformational learning"

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Foote, Laura S. "Transformational Learning". Adult Learning 26, nr 2 (25.02.2015): 84–86. http://dx.doi.org/10.1177/1045159515573017.

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Clark, M. Carolyn. "Transformational learning". New Directions for Adult and Continuing Education 1993, nr 57 (1993): 47–56. http://dx.doi.org/10.1002/ace.36719935707.

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Imran, Muhammad Kashif, Muhammad Ilyas, Usman Aslam i Ubaid-Ur-Rahman Ubaid-Ur-Rahman. "Organizational learning through transformational leadership". Learning Organization 23, nr 4 (9.05.2016): 232–48. http://dx.doi.org/10.1108/tlo-09-2015-0053.

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Purpose The transformation of firms from resource-based-view to knowledge-based-view has extended the importance of organizational learning. Thus, this study aims to develop an organizational learning model through transformational leadership with indirect effect of knowledge management process capability and interactive role of knowledge-intensive culture. Design/methodology/approach Different statistical analyses were done to check the direct, indirect and interactive effects on 204 valid responses. Findings The results are clearly depicting that transformational leadership has significant positive impact on organizational learning and knowledge management process capability, and partially mediates the relationship between transformational leadership and organizational learning. Additionally, knowledge-intensive culture has strengthened the relationship between transformational leadership and knowledge management process capability. Originality/value This is an overarching and unique conceptual model. After examining the importance of organizational learning in the context of innovative ability, competitive advantage, creativity and organizational performance, management has to initiate steps to induct transformational leaders, develop knowledge-intensive culture and introduce knowledge management processes to boost learning environment in organizations.
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Stevens, Karen, Dan Gerber i Rick Hendra. "Transformational Learning Through Prior Learning Assessment". Adult Education Quarterly 60, nr 4 (sierpień 2010): 377–404. http://dx.doi.org/10.1177/0741713609358451.

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VanDerLinden, Kim. "Blended Learning as Transformational Institutional Learning". New Directions for Higher Education 2014, nr 165 (marzec 2014): 75–85. http://dx.doi.org/10.1002/he.20085.

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Shor, Rachel, Lauren Cattaneo i Jenna Calton. "Pathways of Transformational Service Learning". Journal of Transformative Education 15, nr 2 (20.01.2017): 156–73. http://dx.doi.org/10.1177/1541344616689044.

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This study extended research on transformational service learning by examining the impact that a community placement context can have on college students’ transformational processes. Kiely’s Transformational Service-Learning Process Model was used as a framework to better understand how context, dissonance, and student reactions are interrelated. Using the consensual qualitative research method of qualitative analysis, we examined 43 essays written by students in a service-learning course that focused on the development and maintenance of poverty in the United States. The essays described an experience the students found to be “eye-opening.” Our findings suggest that context of the community placement (i.e., job responsibilities and service location) shapes the types of disorienting dilemmas students identify and the reactions they report; working inside (e.g., shelter) and outside of a community placement may produce different transformational paths. These findings have implications for educators and researchers and highlight several different potential pathways of transformation within Kiely’s general framework.
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Jajko, Pamela. "Librarians and Transformational Learning". Medical Reference Services Quarterly 15, nr 2 (26.06.1996): 75–80. http://dx.doi.org/10.1300/j115v15n02_07.

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Drago-Severson, Ellie, i Jessica Blum-DeStefano. "Leadership for Transformational Learning". Journal of Research on Leadership Education 9, nr 2 (18.03.2014): 113–41. http://dx.doi.org/10.1177/1942775114527082.

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Young, Curtis J. "Transformational Learning in Ministry". Christian Education Journal: Research on Educational Ministry 10, nr 2 (listopad 2013): 322–38. http://dx.doi.org/10.1177/073989131301000205.

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Ntseane, Peggy Gabo. "Culturally Sensitive Transformational Learning". Adult Education Quarterly 61, nr 4 (19.09.2011): 307–23. http://dx.doi.org/10.1177/0741713610389781.

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Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning.
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Rozprawy doktorskie na temat "Transformational learning"

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Haghighi, Saideh. "Transformational learning toward transformative leadership". Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637058.

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One of the greatest challenges our society faces is how to transform a fundamentally inequitable educational system. The societal inequities marginalized groups witness and experience on a daily basis are magnified by hegemonic educational policies and practices which produce, reproduce, and reinforce the concepts of white privilege. Developing transformative leaders is crucial given educational leadership is considered second only to teaching as an influence on students' learning.

This qualitative study examined the personal and professional growth of eight administrators and described the process by which these adults learn, internalized what they learn, and put their new knowledge into practice through socially just action within their schools and departments. The targeted professional development employed the tenets of critical race theory and principles of transformative leadership development as key elements toward addressing educational inequities.

The study provided insight into the lived experiences of educational leaders and explored their development of critical consciousness and how they utilized a lens of equity to effect personal and systemic change. The study grounded in critical race theory, transformational adult learning, and social justice leadership development revealed administrators who participated in ongoing, equity centered, professional development, shared similar experiences as adult learners and educational leaders in their professional roles. The results strongly suggested the impact this professional development had on their beliefs and behaviors was significant. These developing transformative leaders found the professional development to be relevant and urgent work resulting in the implementation of systemic change to varying degrees.

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Vergara, Mariana Ines. "Mindfulness into action| Transformational learning through collaborative inquiry". Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013911.

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This action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology, the researcher found that participants were in the initial “reactive” state in Phase 1, experiencing conflict, resistance, stress, and victim identity. These characteristics were unknown to participants who were just reacting to everyday life experiences. In Phase 2, participants became aware of their behaviors, but could not stop non-beneficial behaviors. In Phase 3, they could observe their unknown behaviors and then change their sabotaging behaviors. Other salient characteristics from Phase 3 were happiness, being at peace with themselves, tolerance, and effectiveness.

There is a tendency to believe that change does not come easily, especially for adults, because our mental models rule our lives (subconsciously). However, participants were all adults from distinct walks of life who observed their unknown assumptions and reported change in their lives and in perceptions of their world. Furthermore, this intervention helped participants manage dissonance in their lives and produce changes specific and relevant to each individual, i.e., adults in the Kichwa community changed their assumptions and got rid of the mining company without violence. Moreover, the students who conducted research in the Amazon rainforest changed their research approach from top-down (doing research on people) to human development co-creation (doing research with people). Lastly, students in the academic institutions changed their way of interacting with their environment and others, and most importantly observed and changed behaviors that were sabotaging their efforts to succeed in life. They overcame their assumption of “knowing” and became more open to others’ perspectives. Each change was specific to the individual, resulting in the betterment of their lives.

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Ash, David B. "Transformational leadership and organizational learning : leader actions that stimulate individual and group learning". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063425.

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The purpose of this research was to identify and describe the action's leaders practice that stimulate individual and group learning. An MLQ- Multifactor Leadership Questionnaire and a series of interviews with members of three work teams were utilized to gather research data. This is one of the first studies completed to research this important aspect of leadership. In all three cases, the teams shared experiences where learning was transformed into useable knowledge to accomplish objectives or solve problems. The three teams learned and generated new knowledge based on viewing, challenging, sharing, orchestrating, and modeling.The findings suggest transformational leadership behaviors and actions can and often do influence individual and group learning. Specific findings included that in all three case studies, 1) team leaders engaged in transformational leadership practices 2) transformational leaders created a climate for learning by encouragement, establishing cooperation, and the identification and use of team talent. In addition, 3) the leader modeled appropriate behaviors, 4) challenged the team to question basic assumptions shared by others, 5) and acquired, shares and assimilated information for the purpose of aiding in team learning. Furthermore, in at least two cases, the leader 6) provided the team with opportunities to learn about the "big picture" and how their actions and decisions impact larger systems, and 7) provided team members with opportunities to become their own leader.Results of the research suggest organizations should consider ways to teach leaders about their role in organizational learning, systems thinking, and how their personal actions influence follower performance. Leaders should also construct climates that allow learning to take place. Lastly, with the support from leaders, knowledge and information systems are important organizational elements, which lead to learning.
Department of Educational Leadership
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Sims, Julian. "Strategic and transformational role of e-learning in HEIs". Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438846.

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Penczarski, Jennifer Marie. "Lessons from Transformational Teacher Leaders within a Learning Organization". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1586861617039983.

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Maynard, Julie Ann. "Transformational Teaching & Learning Modeled in a Flipped Classroom Environment". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446.

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Jackson, Marsha Elizabeth. "Herstory : intergenerational transformational learning in upwardly mobile African American women /". Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-08082007-120021/.

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Dix, Clinton R. "Leadership and learning| The impact of transformational leadership on learning culture within global ministry nonprofits". Thesis, Indiana Wesleyan University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613527.

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Global nonprofits face not only the challenges of funding but now need to adapt to the challenges of a complex and changing environment. Part of this changing environment is the need to network with other organizations to enhance their impact. As these networked nonprofits attempt to meet the challenges of the twenty-first century they most likely will need solutions that contain complex roles, procedures, and structures. Organizations need to learn to readily adapt to these challenges. A learning organization is one which has the ability to transform itself by collectively learning how to face new challenges. An organization that has this ability is better prepared to meet its challenges and can produce greater results. When an organization becomes a learning organization it may be more likely to possess the necessary tools to effectively meet its objectives.

Leaders must implant into the organizational culture factors that will allow the organization to make the necessary transformation. Transformational leadership has been proposed as a viable model of leadership that can produce this type of environment. Rijal (2009) stated that "transforming a complex system is difficult without a leader who understands the needs of the situation, the people and the goal and undertakes the necessary action to achieve the transition" (p. 131).

Networked global nonprofits offer a unique setting for analyzing this relationship. This study will look at several ministry nonprofits that have networked together to fulfill their common purpose. It will seek to discover more about the alleged relationship between transformational leadership and a culture of learning by seeking evidence within these global nonprofits.

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Grove-Heuser, Jennifer R. "Women as Transformational Leaders: Learning to Lead in the Community College". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2706.

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Community colleges face a growing crisis in leadership and a critical aspect of this crisis is a shortage of leaders. The representation of women leaders in community colleges has increased more than other sector of higher education. This upswing suggests that community colleges are the most likely place for women to achieve executive leadership status. Yet, community college history is grounded in male dominance and women leaders remain marginalized in the community college system. The purpose of my study was to examine some of the factors that contribute to women executive leaders' success specifically: (a) how women experience their leadership role in the community college, (b) how women vice presidents use transformational leadership, and (c) how women administrative vice presidents have learned to lead. In the literature review, I considered leadership, the community college, organizational culture, women's development and learning. The research approach for this study was an exploratory case study design. The participants were female Vice Presidents in community colleges within the Western United States. To answer research questions about the participants' perspectives on leadership in the community college, use of transformational leadership practices, and learning to lead, I used a survey instrument and conducted interviews. By exploring factors that contribute to the success of women executive leaders, one intention of this study was to arm institutions with information to support the development of women leaders as efforts focus on addressing the leadership crisis, and inform aspiring women leaders while they make their ascent to the executive leadership ranks.
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Simpson, Richard. "Elements of Transformational Learning in Small Groups of an Evangelical Christian Church". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843120.

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The purpose of this grounded theory research study was to discover the transformational learning elements of a small group experience at an Evangelical Christian church that fosters personal transformation. Given the lack of Evangelical Christians experiencing personal transformation within small groups, leaders and teachers could learn much from transformational learning theory that continues to be the predominant framework for research in the area of adult education. The source of data for this study was interviews with small group leaders, teachers, and participants who had experienced a personal transformation while attending a small group. Analysis of the data found that participants faced a variety of circumstances that were personal, meaningful, and transformative, revealing 8 elements, mostly relational, within the small group experience that fostered personal transformation. The concluding theory for this study is that the relational elements of small groups, such as love, care, prayer, and connection create a transformative learning environment where personal transformation is likely to take place through the transparency and development of close relationships with others in the group. Implications of this study include pastors and leaders incorporating relational elements into small groups by taking intentional steps to match individuals, set expectations, set an example, be open and honest, know members, focus on the Bible, be ready to learn, and assess throughout. Creating a life-changing small group experience is an essential mission of Evangelical churches and by incorporating these elements churches can make great strides in fostering spiritual growth and personal transformation in individuals’ lives.

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Książki na temat "Transformational learning"

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Ytterstad, Stig, i Johan Olaisen. Learning Transformational Leadership. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8.

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Transformational learning: Renewing your company through knowledge and skills. New York: John Wiley, 1996.

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A, Lambert Judith, red. Collective learning for transformational change: A guide to collaborative action. New York: Routledge, 2013.

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Oers, Bert van, Wim Wardekker, Ed Elbers i René van der Veer, red. The Transformation of Learning. Cambridge: Cambridge University Press, 2008. http://dx.doi.org/10.1017/cbo9780511499937.

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Pathways to transformation: Learning in relationship. Charlotte, NC: Information Age Pub., 2012.

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Ifenthaler, Dirk, Sandra Hofhues, Marc Egloffstein i Christian Helbig, red. Digital Transformation of Learning Organizations. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9.

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Martin, Tom. Craft Learning as Perceptual Transformation. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64283-9.

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The learning self: Understanding the potential for transformation. San Francisco: Jossey-Bass, 2012.

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Transformations: Leadership for bodybrain-compatible learning. Wyd. 3. Kent, Wash: Books for Educators, 2000.

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Middleton, H. E., i L. K. J. Baartman, red. Transfer, Transitions and Transformations of Learning. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-437-6.

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Części książek na temat "Transformational learning"

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Simsek, Ali. "Transformational Learning". W Encyclopedia of the Sciences of Learning, 3341–44. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_373.

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Segers, Mien, i Maurice De Greef. "Transformational Learning". W Theories of Workplace Learning in Changing Times, 119–34. Wyd. 2. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003187790-6.

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Ytterstad, Stig, i Johan Olaisen. "Reflection on the Value of Using a Longitudinal Mixed Method". W Learning Transformational Leadership, 55–74. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_4.

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Ytterstad, Stig, i Johan Olaisen. "Introduction". W Learning Transformational Leadership, 1–11. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_1.

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Ytterstad, Stig, i Johan Olaisen. "How Can the Use of Sternberg’s Learning Style Add Understanding to Leadership Development?" W Learning Transformational Leadership, 169–83. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_10.

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Ytterstad, Stig, i Johan Olaisen. "The Relationship Between Sternberg’s Learning Style and Transformational Leadership". W Learning Transformational Leadership, 141–51. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_8.

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Ytterstad, Stig, i Johan Olaisen. "Post-process: Any Changes?" W Learning Transformational Leadership, 85–121. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_6.

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Ytterstad, Stig, i Johan Olaisen. "The Why: Is the Connection Between the Leadership and Learning Styles the Answer?" W Learning Transformational Leadership, 123–39. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_7.

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Ytterstad, Stig, i Johan Olaisen. "An Overview of Perspectives of Transformational Leadership". W Learning Transformational Leadership, 13–33. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_2.

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Ytterstad, Stig, i Johan Olaisen. "Learning Style: An Analysis". W Learning Transformational Leadership, 153–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_9.

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Streszczenia konferencji na temat "Transformational learning"

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Shalavin, Courtney, i Elaine Huber. "Sustainable learning design in large transformational teaching and learning initiatives". W ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0147.

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Ensuring lasting impact of transformational teaching and learning initiatives in higher education can prove challenging. The sustainability of such initiatives may hinge on capacity building of teachers, balancing innovation and sustainability during the design process and ensuring that the story of change is shared beyond those involved in the initial transformation. Using a case study example, this concise paper discusses how a transformational teaching and learning initiative in a large Australian Business School is approaching sustainable learning design through co-design, capacity building and the dissemination of research.
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"Transformational Leadership: Learning and Difficulties". W 16th European Conference on Management Leadership and Governance. ACPI, 2020. http://dx.doi.org/10.34190/elg.20.050.

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Villagrasa, Jorge, Antonio Marín, Belen Garcia-Carceles i Jose Manuel Pastor. "THE CLICKERS TOOL AS A TRANSFORMATIONAL LEARNING PROCESS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0122.

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Ketut Sukra Negara, I. "Transformational Leadership and Challenges Education in a Pandemic". W ICLIQE '21: The 5th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3516875.3516991.

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Gurbutt, Dawne, i Paul Milne. "TRANSFORMATIONAL LEARNING: INTEGRATED EDUCATION FOR INTEGRATED CARE AND SERVICES". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0177.

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Loland, Darlene. "Exploring Teacher Professional Development Through Mindfulness as Transformational Learning". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580126.

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Hajaroh, Mami. "Transformational Learning in the Diffusion of Gender Mainstreaming Policy". W Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.94.

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Vindača, Olga, i Velta Ļubkina. "TRANSFORMATIONAL CHALLENGES FOR PEDAGOGICAL COMPETENCE: THE PERSPECTIVE OF ACADEMIC STAFF". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0500.

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Ibarrondo, Imanol, i Gotzone Barandika. "7P METHODOLOGY TO GENERATE CONVERS(A)CTIONS FOCUSED ON TRANSFORMATIONAL LEADERSHIP". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0188.

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Fordyce, Cameron S., i Mari Ostendorf. "Prosody prediction for speech synthesis using transformational rule-based learning". W 5th International Conference on Spoken Language Processing (ICSLP 1998). ISCA: ISCA, 1998. http://dx.doi.org/10.21437/icslp.1998-7.

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Raporty organizacyjne na temat "Transformational learning"

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Grove-Heuser, Jennifer. Women as Transformational Leaders: Learning to Lead in the Community College. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2702.

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Maier, Anna, i Deanna Niebuhr. California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education. Learning Policy Institute, październik 2021. http://dx.doi.org/10.54300/806.436.

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The historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver a whole child education. This brief examines key elements of the new law. It then lays out evidence-based principles of high-quality community schools implementation that are grounded in the four researchbacked pillars included in statute and aligned with the science of learning and development. It concludes with a discussion of the technical assistance needed for high-quality implementation.
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Elliott, Kerry, Hilary Hollingsworth, Aiden Thornton, Liz Gillies i Katherine Henderson. School leadership that cultivates collective efficacy: Emerging insights 2022. Australian Council for Educational Research, listopad 2022. http://dx.doi.org/10.37517/978-1-74286-694-9.

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The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy: Understanding Collective Efficacy; Systems Leadership; Change Leadership; Team Leadership; and Collaborative Capacity.
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Kim, Joungbum, Sarah E. Schwarm i Mari Ostendorf. Detecting Structural Metadata with Decision Trees and Transformation-Based Learning. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2004. http://dx.doi.org/10.21236/ada457891.

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Brill, Eric. A Report of Recent Progress in Transformation-Based Error-Driven Learning. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1994. http://dx.doi.org/10.21236/ada460636.

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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov i Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Futch Ehrlich, Valerie A. Leadership Development as a Lever for Social Change: An Evaluation Framework and Impact Storytelling Approach. Center for Creative Leadeship, 2022. http://dx.doi.org/10.35613/ccl.2022.2050.

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Founded with the mission to “advance the understanding, practice, and development of leadership for the benefit of society worldwide”, the Center for Creative Leadership (CCL) has served both the social and commercial sectors for over 50 years. Many of our programs across corporate, government, philanthropic, and social (e.g., NGOS, nonprofits, K12 institutions, higher education institutions, and population health organizations) sectors have the goal of improving outcomes for individual leaders and groups, and extending those outcomes to create impact at the organizational, community, or societal level. Our clients often aspire for large and transformational impact. They are interested in telling stories of impact – both immediate and sustained – that trace the power of their investment and its ability to result in improved outcomes for individuals, organizations, and communities. However, it’s often difficult or impossible to represent such impact without intentional planning and measurement. Using the idea of levers as a metaphor, we present a pathway for how leadership development across contexts can lead to larger scale impact, with examples from some of our current efforts to demonstrate this impact. We also provide a typology of stories that can be useful for communicating complex impact pathways. The typology provides metaphors for understanding the variety of layers of impact that contribute to societal change. Our work in support of this framework is continuously evolving, as we are learning, improving our measures, and identifying opportunities for increased evaluation efforts.
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Nickerson, Jeffrey, Kalle Lyytinen i John L. King. Automated Vehicles: A Human/Machine Co-learning Perspective. SAE International, kwiecień 2022. http://dx.doi.org/10.4271/epr2022009.

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Automated vehicles (AVs)—and the automated driving systems (ADSs) that enable them—are increasing in prevalence but remain far from ubiquitous. Progress has occurred in spurts, followed by lulls, while the motor transportation system learns to design, deploy, and regulate AVs. Automated Vehicles: A Human/Machine Co-learning Experience focuses on how engineers, regulators, and road users are all learning about a technology that has the potential to transform society. Those engaged in the design of ADSs and AVs may find it useful to consider that the spurts and lulls and stakeholder tussles are a normal part of technology transformations; however, this report will provide suggestions for effective stakeholder engagement.
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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, styczeń 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in student enrollment. Some problems with student dropout rates, over-estimating the transformational and disruptive nature of MOOCs and uncertain business models remain, but less “massive” MOOCs with more engaged students are overcoming these problems. There are many existing distance learning courses and programmes in the water sector designed to train and/ or educate professionals, operators, graduate and undergraduate students and, to a lesser extent, members of communities dealing with water issues. There are few existing true MOOCs in the water sector. MOOCs could supply significant numbers of qualified practitioners for the water sector. A suite of programmes on water-related topics would allow anyone to try the courses and determine whether they were appropriate and useful. If they were, the students could officially enroll in the course or programme to gain a meaningful qualification or simply to upgrade their qualifications. To make MOOCs more relevant to education and training in the water sector an analysis of the requirements in the sector and the potential demand for such courses is required. Cooperation between institutions preparing MOOCs would be desirable given the substantial time and funding required to produce excellent quality courses. One attractive model for cooperation would be to produce modules on all aspects of water and sanitation dealing with technical, scientific, social, legal and management topics. These should be produced by recognized experts in each field and should be “stand-alone” or complete in themselves. If all modules were made freely available, users or mentors could assemble different MOOCs by linking relevant modules. Then extracts, simplified or less technical versions of the modules could then be used to produce presentations to encourage public participation and for other training purposes. Adaptive learning, where course materials are more tailored to individual students based on their test results and reactions to the material, can be an integral part of MOOCs. MOOCs efficiently provide access to quality courses at low or no cost to students around the world, they enable students to try courses at their convenience, they can be tailored to both professional and technical aspects, and they are very suitable to provide adaptive learning courses. Cooperation between institutions would provide many course modules for the water sector that collectively could provide excellent programmes to address the challenges of capacity development for SDG 6 and other issues within the water sector.
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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko i Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], czerwiec 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.
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