Professional Learning Communities and Adult Learning and Teaching

2018 ◽  
pp. 125-147
Author(s):  
Eric J. Dimmitt
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Public Service ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Multiple Type

In addition to providing strategies to build professional learning communities within an environment of adult learners, this chapter has the objective that adult learners will carry the principles of professional learning communities from their own learning experience back to their own learning organizations as both followers and leaders. In this way, and based upon the author's own experiences, the learning and teaching strategies described here have impact beyond the adult learning classroom by influencing how multiple type of organizations in the field of business, K12 and higher education, public service, and non-profits learn, collaborate, and achieve results.

Professional Learning Communities and Adult Learning and Teaching

2021 ◽  
pp. 1-17
Author(s):  
Eric J. Dimmitt
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Public Service ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Multiple Type

In addition to providing strategies to build professional learning communities within an environment of adult learners, this chapter has the objective that adult learners will carry the principles of professional learning communities from their own learning experience back to their own learning organizations as both followers and leaders. In this way, and based upon the author's own experiences, the learning and teaching strategies described here have impact beyond the adult learning classroom by influencing how multiple type of organizations in the field of business, K12 and higher education, public service, and non-profits learn, collaborate, and achieve results.

scholarly journals Building professional learning communities of foreign language teachers in higher education

2020 ◽  
Vol 84 ◽  
pp. 1-12
Author(s):  
Qiufang Wen ◽  
Hong Zhang
Keyword(s):  
Higher Education ◽  
Professional Learning Communities ◽  
Foreign Language ◽  
Learning Communities ◽  
Conceptual Model ◽  
Professional Learning ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Leadership Management

In recent decades there has been increasing interest in identifying the critical features of effective professional learning communities (PLCs). This identification is useful for evaluating the quality of a PLC, but not for building one. This study aims at describing a conceptual model for developing a new PLC, illustrating its application with an example. The model is explained in terms of four constitutive elements (PARTICIPANTS, OBJECTIVES, MEDIATORS, and MECHANISM), and their interactive relations. The development of a PLC of foreign language teachers (PLC-FLTs) at Beijing Foreign Studies University is used to illustrate how the model can function successfully. The illustration is coupled with a discussion of the PLC’s decades of experience in collective leadership, management of the four elements, and tips for tackling various challenges in keeping the PLC going.

Virtual Organizing Professional Learning Communities through a Servant-Leader Model of Appreciative Coaching

2010 ◽  
pp. 183-206 ◽  
Author(s):  
Kam Hou Vat
Keyword(s):  
Higher Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Appreciative Inquiry ◽  
Servant Leader ◽  
Student Centered ◽  
Educational Institute ◽  
Collaborative Learning Environment ◽  
Development Practice

This case investigates a set of empowerment concerns in the context of transforming classes of student and teacher learners (considered as department-wide learning units in higher education) into professional learning communities (PLCs). In particular, we are interested in enhancing student learning through designing a collaborative learning environment in support of problem-based learning, based on the concept of virtual organizing the various PLCs distributed throughout a higher educational institute. Of specific interest in our exploration is the generative potential of a servant-leader model of student-centered education in support of the PLCs nurtured by the development practice of appreciative coaching adapted from the established positive change paradigm of appreciative inquiry.

The Use of ‘Web 2.0’ and Social Software in Support of Professional Learning Communities

2010 ◽  
pp. 204-214
Author(s):  
Alan Eardley ◽  
Lorna Uden
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Professional Education ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Common Interest ◽  
Social Software ◽  
Learning Collaborative ◽  
Student Centred Learning

This chapter examines the ‘happy convergence’ of two emerging social and technological trends. The first is the evolution of educational processes and methods from a traditional didactic approach towards a paradigm that seeks to empower the learner and enable a more involving learning experience to take place. This paradigm includes such approaches as student-centred learning, collaborative learning and problem-based learning. The second is the development of IT-based systems that enable the democratic involvement of end-users in their development and use and that encourage computer-mediated collaboration between individuals and groups having a common interest in a domain. Initially, at least, the main purpose of such software was for social networking and leisure purposes, but the chapter identifies a number of instances of its use in practice for professional education purposes. The chapter then highlights some examples of professional learning communities in practice in UK educational institutions. It concludes by speculating on and discussing some possible future trends in the use of social software for professional learning and by summarising the phenomenon and identifying the factors that distinguish it from other approaches to learning.

Can a professional learning community deliver career development learning?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michelle Gander ◽  
Margot McInnes
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Adult Learning ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Workplace Learning ◽  
Professional Staff ◽  
Formal Learning ◽  
Content Type

Purpose The professional development needs of university professional staff are an under-researched area. More data were needed to understand their needs to ensure that employers invest their resources appropriately. A conceptual framework is developed for the workplace learning of career development activities using concepts of professional learning communities, adult learning and non-formal learning. The purpose of this study was to evaluate the success of a professional development network in meeting the needs of university professional staff after a re-structure. Design/methodology/approach A case study of the development of a staff career network at an Australian university after a restructure is presented. An online survey was sent to 75 staff who had attended at least one professional development event. Quantitative and qualitative data were analysed using descriptive statistics and thematic analysis. Findings This study has shown that a university professional staff career network has been a positive influence for its participants after an organisational restructure. The value of this network was to increase confidence and provide opportunities for self-improvement, career planning and networking. Originality/value A conceptual model integrating the concepts of professional learning communities, adult learning and non-formal learning has resulted in a model of social non-formalised workplace learning that may be of use in other contexts to improve staff motivation, outside of more formal learning opportunities.

scholarly journals Postgraduate Students’ Perception of Massive Open Online Courses (MOOCs) in Enhancing their Learning Experience

2019 ◽  
Vol 7 (4) ◽  
pp. 101
Author(s):  
Faizah Abd Majid ◽  
Rafidah Kamarudin ◽  
Ainul Azmin Mohd Zamin
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Learning Outcomes ◽  
Online Courses ◽  
Learning Experience ◽  
Past Research ◽  
Massive Open Online Courses ◽  
Postgraduate Students ◽  
Learning And Teaching ◽  
Research Findings

MOOCs first became a phenomenon in the higher education landscape in 2008. Ever since, various researches have been conducted to explore the potential of MOOCs as an alternative in the learning and teaching process, and the way forward in delivering the courses effectively. Despite the growing interest in MOOCs applicability in higher education, very little is known about how postgraduate students perceive the use of MOOCs in their programme. Postgraduate students are synonymous with the concept of adult learners. One of the characteristics of adult learners is their motivation, which is driven by intrinsic and instrumental factors. As past research have concentrated on the undergraduates, this paper uncovers the postgraduates’ perceptions of MOOCs. A total of 51 respondents took part in a survey conducted in one of the Malaysian public universities. Quantitative data yielded findings similar to past research findings. However, what is new is the need for MOOC providers to cater to the needs of the postgraduate students who are adult learners particularly in determining the following; MOOCs’ attributes, learning process and learning outcomes. It is expected that the postgraduate students, their educators and the MOOC developers would find the findings helpful.

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