標(biāo)題: Titlebook: Community Engagement 2.0?: Dialogues on the Future of the Civic in the Disrupted University; Scott L. Crabill (Associate Professor and Int [打印本頁] 作者: 誓約 時(shí)間: 2025-3-21 16:21
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作者: 半球 時(shí)間: 2025-3-21 20:29 作者: Missile 時(shí)間: 2025-3-22 02:08
Scott L. Crabill (Associate Professor and Interim 作者: 脖子 時(shí)間: 2025-3-22 08:00
Changing the Question: Feminist Civic Education in Online For-Profit Universitiesructured, rapidly paced courses and non-traditional learners. The co-authors, one who has taught for numerous corporate universities and one whose daughter attended a private, for-profit university for two years, argue that even when the institution’s primary goal is generating profits, it is possib作者: 完全 時(shí)間: 2025-3-22 09:34 作者: engrave 時(shí)間: 2025-3-22 13:04 作者: engrave 時(shí)間: 2025-3-22 20:45
https://doi.org/10.1057/9781137441065Civic Engagement; Disrupted University; MOOC; Technology in Teaching; Service Learning; Online Service Le作者: BRAWL 時(shí)間: 2025-3-23 00:05
Scott L. Crabill and Dan Butin 2014作者: 明確 時(shí)間: 2025-3-23 02:15
Solving Ordinary Differential Equations I As digital learning technologies force us to rethink the foundations of traditional models of teaching and learning civic learning offers a means to revisit education as transformation rather than transmission. The chapter serves as a provocation for the community and civic engagement fields to emb作者: EXULT 時(shí)間: 2025-3-23 08:26 作者: 構(gòu)想 時(shí)間: 2025-3-23 12:18 作者: 束以馬具 時(shí)間: 2025-3-23 15:18 作者: 背帶 時(shí)間: 2025-3-23 19:28
Solving Ordinary Differential Equations IIeducation institutions’ involvement in social transformation is that e-classrooms are more desocialized than their on-ground counterparts. This concern is ideologically grounded in social learning theory, which stipulates that as a cognitive process, learning occurs in a social context (Vigotsky, 19作者: ECG769 時(shí)間: 2025-3-23 22:28 作者: organic-matrix 時(shí)間: 2025-3-24 02:53
Subdomains and boundary conditions,t. The critical service-learning framework anchors the analysis of three approaches to community that are being tied to online spaces of learning. The final section of this chapter highlights a programmatic response, developed in partnership between Kansas State University and Points of Light that a作者: 無效 時(shí)間: 2025-3-24 07:01
Hans Petter Langtangen,Anders Loggkey challenges that need to be addressed to replicate the experiences and achieve the educational purposes of a traditionally delivered service-learning course. They are whether technology can be used to (1) tailor assignments to accommodate students’ cognitive and intellectual developmental levels;作者: Boycott 時(shí)間: 2025-3-24 12:17 作者: 愚蠢人 時(shí)間: 2025-3-24 17:53
Josef Zak,Erdem Coleri,John Harveyion in higher education resulting from the infusion of technology in teaching and learning has forced many faculty to reconsider their sense of identity and worth as faculty. The role of civic engagement in resolving this disruption is examined and is suggested as a grounding force that will provide作者: 引導(dǎo) 時(shí)間: 2025-3-24 19:09 作者: 拒絕 時(shí)間: 2025-3-25 03:07 作者: lavish 時(shí)間: 2025-3-25 05:30
Provocation: On the Future of the Civic in the Disrupted University As digital learning technologies force us to rethink the foundations of traditional models of teaching and learning civic learning offers a means to revisit education as transformation rather than transmission. The chapter serves as a provocation for the community and civic engagement fields to emb作者: BLOT 時(shí)間: 2025-3-25 10:11
From , to ,: Online Service-Learning as Both Disruption and Doorway to Democratic Partnershipsnts. Viewing this disruption not as detrimental but as a doorway through which students can engage with and learn in their own places, where they may have a strong sense of community, we explore the little word “of,” as an alternative to “for” and a complement to “with” in characterizing such servic作者: 的闡明 時(shí)間: 2025-3-25 12:20
Serving Online Communities: Service-Learning, Internet Studies, and Online Educationargue that digital service-learning is both possible and productive. By bringing an internet studies perspective to bear on service-learning scholarship, I envision digital service-learning as serving online communities through online civic action. I argue that digital service-learning offers three 作者: 哭得清醒了 時(shí)間: 2025-3-25 19:53 作者: cardiopulmonary 時(shí)間: 2025-3-25 20:05 作者: 意外的成功 時(shí)間: 2025-3-26 01:02 作者: 清真寺 時(shí)間: 2025-3-26 08:09 作者: LAVE 時(shí)間: 2025-3-26 08:58
Insuring That Technology-Enriched Service-Learning Lives Up to the Promise of a High-Impact Activitykey challenges that need to be addressed to replicate the experiences and achieve the educational purposes of a traditionally delivered service-learning course. They are whether technology can be used to (1) tailor assignments to accommodate students’ cognitive and intellectual developmental levels;作者: Paradox 時(shí)間: 2025-3-26 15:41 作者: eucalyptus 時(shí)間: 2025-3-26 18:56
Considerations for the Future of the Civic in the Disrupted Universityion in higher education resulting from the infusion of technology in teaching and learning has forced many faculty to reconsider their sense of identity and worth as faculty. The role of civic engagement in resolving this disruption is examined and is suggested as a grounding force that will provide作者: BULLY 時(shí)間: 2025-3-27 00:30
2945-7319 How can it continue to enrich learning? In Community Engagement 2.0? , Crabill and Butin convene a dialogue: five writers set out theoretical and practical considerations, five more discuss the issues raised.978-1-137-44106-5Series ISSN 2945-7319 Series E-ISSN 2945-7327 作者: Binge-Drinking 時(shí)間: 2025-3-27 01:28
Solving Ordinary Differential Equations Irevisit education as transformation rather than transmission. The chapter serves as a provocation for the community and civic engagement fields to embrace and integrate such technological disruptions in order to enhance civic engagement as a high impact practice.作者: 信徒 時(shí)間: 2025-3-27 07:01 作者: 透明 時(shí)間: 2025-3-27 11:11
Simula SpringerBriefs on Computingxpensive. Writing before the invention of MOOCs, Illich and Postman predicted apocalyptic outcomes in public education from market forces. Expanding effective community-engaged pedagogies to MOOCs becomes critical to ensuring the exposure of these approaches, especially for economically disadvantaged students.作者: Cabg318 時(shí)間: 2025-3-27 14:27 作者: 演講 時(shí)間: 2025-3-27 18:53
Josef Zak,Erdem Coleri,John Harveyty and worth as faculty. The role of civic engagement in resolving this disruption is examined and is suggested as a grounding force that will provide a method for integrating technologies into meaningful educational experiences.作者: Aspiration 時(shí)間: 2025-3-27 23:38
Provocation: On the Future of the Civic in the Disrupted Universityrevisit education as transformation rather than transmission. The chapter serves as a provocation for the community and civic engagement fields to embrace and integrate such technological disruptions in order to enhance civic engagement as a high impact practice.作者: Adornment 時(shí)間: 2025-3-28 02:11 作者: 游行 時(shí)間: 2025-3-28 08:17 作者: Hallowed 時(shí)間: 2025-3-28 10:28
Emerging Spaces of Community-Engaged Leadership: Reconsidering Online Learning and the Purposes and final section of this chapter highlights a programmatic response, developed in partnership between Kansas State University and Points of Light that attempts to maintain a critical service-learning practice that extends from online spaces of learning.作者: 廢除 時(shí)間: 2025-3-28 18:30 作者: 平靜生活 時(shí)間: 2025-3-28 21:38 作者: CALL 時(shí)間: 2025-3-29 00:59
Hans Petter Langtangen,Anders Loggg from their service-learning experience; and (4) enable faculty to become confident and competent in using engaging pedagogies that make service-learning develop-mentally powerful. In all likelihood, the technology-enriched service-learning offerings yielding the high-impact outcomes associated with the traditional model will take hybrid forms.作者: 外貌 時(shí)間: 2025-3-29 05:11
Engaging in Communities of Practice: Supplementing Community-Based Service-Learning with Online Reflctive writing, and online interactions? Second, how do faculty best facilitate the interaction between service-learning work and online interactions? Third, what are the challenges and benefits of this approach? Implications and suggestions for teaching service-learning using online reflection and communities of practice are also considered.作者: 慎重 時(shí)間: 2025-3-29 08:53
Insuring That Technology-Enriched Service-Learning Lives Up to the Promise of a High-Impact Activityg from their service-learning experience; and (4) enable faculty to become confident and competent in using engaging pedagogies that make service-learning develop-mentally powerful. In all likelihood, the technology-enriched service-learning offerings yielding the high-impact outcomes associated with the traditional model will take hybrid forms.作者: SHRIK 時(shí)間: 2025-3-29 11:40
https://doi.org/10.1007/978-3-319-95792-0eriences are diluted and repressed in an online-learning format where discord and discomfort can be discarded or deleted—long after the moment of discord and discomfort has passed. Online learning, while providing access and tools to assist service-learning does not and cannot replace the impact and value of the lived and live experience.
