开放教育学习小组学习模式初探

小组学习是当今世界各国教育领域中学习方式改革的重要内容,也是电大开放教育中的一种教学组织形式。随着开放教育的进一步发展,小组学习越来越受到人们的关注。在小组学习中实行一种激励机制,可以增进学习小组成员间的互动性,激发学习小组的活力,提高学习小组活动的成效,真正发挥学习小组在人才培养和教学模式改革过程中的作用。     

开放教育的小组教学

小组教学是“人才培养模式改革和开放教育试点”工作中教学模式改革的有益尝试。小组教学适应开放教育学员的实际，能有效地提高教学质量和学习效率。依据开放教育学员的工作环境、学习水平、学习动机等因素，可以建立多种类型的学习小组；小组要突出开放教育网络条件下教师导学、导修、学生自主学习、个别化学习的特点。学科责任教师要在小组教学中发挥重要作用。     

电大开放教育小组合作学习之我见

小组合作学习于七十年代率先兴起于美国.小组合作学习不仅提高了学生学习的主动性和对学习的自我控制,提高了教学效率,也促进了学生间良好的人际合作关系,促进了学生心理品质发展和社会技能的进步.目前小组合作学习是一种全世界都提倡的学习方式之一,是远程开放教育人才培养模式改革的基本要求,是建立个别化自主学习模式的重要教学组织形式.小组学习的活动及其效果不仅直接影响教学质量,也在一定程度上关系到“开放教育试点“改革的成败.本文从电大开放教育小组合作学习的作用和现状出发,寻求搞好小组合作学习的有效方法.     

关于开放教育学习小组研究性学习的探索

学习小组是开放教育学生学习的一种形式,但迄今为止学习小组活动的现状不容乐观。在学习小组中开展研究性学习是十分必要的,将研究性学习推广到学习小组中去,对提高学生的自学能力和学习积极性、增强学习小组活动开展的实效性都具有极大的促进作用。在小组开展研究性学习的过程中,应注意角色转化和小组学习评价以及教材配套改革等相关问题。     

浅析建立国际公法课程网上学习小组的作用

学习小组是远程开放教育中一种重要的教学组织形式,学习小组可以用多种形式开展活动,学习小组的活动为学员的自主学习创造了较好的学习环境,已取得了令人满意的效果。目前对学习小组的研究一般都集中在论述学习小组的重要性方面,而对网上学习小组建立的必要性和作用探讨却较少。文章结合国际公法课程教学的实践,对网上学习小组的建立、组织活动和作用进行了分析,希望得到同行的帮助。     

现代远程开放教育学习小组模式的探讨

“中央电大人才培养模式改革和开放教育试点”项目旨在探索并构建广播电视大学在现代远程开放教育条件下人才培养模式的基本构架以及相应的教学模式、管理模式和运行机制。本文以教学模式改革中要求的建立学习小组为题,从学习小组的内涵、建立条件、组成形式及组织管理等几方面展开论述,试图探讨现代远程开放教育条件下学习小组的组建模式。     

学习小组:提高学习效果的有效途径──福建电大校部直属班“学习小组”个案分析

积极探索适应远程开放教育学生自主学习模式，坚持“以学生为中心”，注意引导学生提高自己学习的自觉性，提高学习质量，这是现代远程开放教育需要研究和解决的问题之一。根据各地实际组建学习小组，制订提高学习小组学习效果的活动计划，根据教学进程开展行之有效的学习活动，通过互帮互学互教，提高小组成员整体学习效能，这是现代远程开放教育中比较可行的学习组织形式和学习方法之一。     

小组协作学习模式探索

小组协作学习模式的研究,是当前远程开放教育教学改革中十分值得关注的课题.垫江电大分校在研究学习者特点并合理组建学习小组、为小组学习提供支持服务、加强小组学习过程的指导等方面作了有益探索.     

合作学习的适用性及在培养学生创造力中的优势——基于多层线性模型的分析

设计开放问题和逻辑问题分析合作学习对于不同学习任务的适用性,并使用多层线性模型揭示合作学习对问题解决的影响机制。研究发现:合作学习在开放问题和逻辑问题解决水平上没有显著差异,但逻辑问题解决水平主要取决于个体层面的智力因素;而对于开放问题,小组层面的变量能够解释变异的17.77%,小组层面的变量通过调节个体层面变量以及自身以独立、联合作用的方式对开放问题解决水平产生影响。因此,合作学习更适合于开放问题解决,其优势在于其建构了交互式知识系统,同时,良好的小组氛围对问题解决可以产生促进作用。理清个体与小组两个层面变量对合作学习的作用机制,可以为建构高效的合作学习小组提供研究依据。     

对开放教育学习小组的组建、效果及其作用的思考

学习小组是开放教育学生自主学习的好形式 ,但要注意学习小组的组建及其效果的提高 ,使其在开放教育学生自主学习中更好地发挥重要作用     

在构建学习型学校过程中教育领导角色与策略分析

文章通过对学习型学校特征以及教育领导概念和角色的分析，认为构建学习型学校的首要策略是树立学习型教育领导，如此可以使学校每个人在承担学校的责任上分享领导权力，实现对学校共同利益意识的承诺与尽责，唤起高绩效学校的共同愿景，充分发挥学校组织创新能力。同时探讨了在构建学习型学校过程中教育领导策略：1）建立延伸的领导概念，建构多水平的教育领导；2）教育领导者要确立角色意识，领导学校发展；3）教育领导者要建立清晰的共同愿景；4）建立分享反思的学校学习文化；5）构建高效能的团队学习，促进专业发展；6）建立学习机制，使教育领导产生巨大的创造力。     

The Journey Toward Transformational Learning in a Statewide Doctoral Program

This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others who are interested in fostering higher levels of transformational learning outcomes within their programs. Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D. Cohort Program in educational leadership at the University of Missouri—Columbia.     

Teacher leadership enactment in professional learning community contexts: towards a better understanding of the phenomenon

Professional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the importance of teacher leaders. In this article, we report on an ethnographic case study involving three PLCs investigating how teacher leadership supports PLC conversations using an intervention framework provided by the research team. The findings showed that teacher leadership has potential in supporting PLC conversations along three dimensions of its construct.     

LEAD at lunch: inquiry,learning, and action

This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby the group could further delve into the collaborative learning process, explore issues around leadership, garner feedback about the formal programming, gain insight into larger organizational issues, and perhaps develop strategies for change. Outcomes achieved include better meeting management, revision of an organizational communication forum, the development of a training program for performance management, as well as plans for more collaboration with upper administration and the development of a mentoring program. In summary, this venue created a supportive space whereby all aspects of a problem could be explored and resolutions could be formulated and acted upon.     

网络学习共同体的构建与培育

网络学习共同体将网络空间变为一个开放的、多元的社会活动文化场域,是由对共同主题感兴趣的一群人聚集在一起,通过团体成员之间的对话、协商或辩论、争执等社会性活动进行知识建构的过程。它不仅具有网络学习的特征,而且具有社会性学习特征。因此,采取营造特定文化氛围、构建社会性交流场、培育社团领导意识等策略,有助于网络学习共同体的构建与培育。     

‘Knowing is not enough; we must apply’: reflections on a failed action learning application

This paper reflects upon a sub-optimal action learning application with a strategic business re-design project. The objective of the project was to improve the long-term business performance of a subsidiary business and build the strategic plan. Action learning was introduced to aid the group in expanding their view of the real problems confronting the business and simultaneously implement a learning method to improve the organization's leadership team's critical thinking as a whole. Ultimately, the goal was the creation of organizational learning as the project progressed through an integrative, systems problem-solving approach. The author uncovered that corporate culture was an insurmountable hurdle in reaching the optimal application of action learning. The purpose of this paper is to reflect upon the application of action learning and outline probable reasons for the failure in reaching the ultimate application of action learning.     

Building collective leadership capacity using collaborative twenty-first century digital tools

The current research explores how using collaborative twenty-first century digital tools developed the collective leadership capacity among participants in an educational leadership course. A qualitative interpretive approach was used. The data show how learning within the digital collaborative spaces was multidirectional and enhanced the possibilities of each student’s learning and practice. Communicating, curating and sharing knowledge, led to the development of new insights and support of mutual practice. The authors argue that the group’s collaborative endeavours produced substantive collective knowledge that elevated practice, and in so doing created collective leadership capacity within educational institutions and organisations in Trinidad and Tobago.     

Virtual action learning: a pilot in building leadership capacity

This account of practice encompasses a pilot virtual action learning programme with a small group of learners. This was an 18-month extension to the one-week Leadership Open Programme that the participants had previously completed at the Business School. It includes insights from an evaluation study completed in early 2016. It considers in particular the following issues: the structuring of a virtual event; the significance of maintaining continuity of learning; the need for commonality of reference points about leadership in order to enhance it; the selection of problems by participants; whether leadership development itself is a ‘wicked problem’ and the role and skills required of the tutor to add value to the learning experience. Amongst other benefits, the participants found the chance to build relationships broke down the loneliness of leadership and greatly enhanced their learning. These issues will be explored further in a review planned for early 2017.     

Creative leadership? ‘It’s just the norm’

Creativity in teaching and leadership continues to be a topic of interest in education. This article focuses on comments made by a school’s leadership team as part of a larger study in which a mixed methods case study design involving the school’s leadership team and staff who taught Arts (either as specialist teachers or generalist classroom teachers) was used. The research took place in a 6-year-old Preparatory Year to Year 9 (P-9) school in a growth corridor in metropolitan Melbourne. Staff members in the school provided responses to a questionnaire, participated in focus group discussions and were invited to maintain journals during the course of the study. Comments made by members of the school’s leadership team are analysed in this article using perspectives of pedagogical leadership and relational power. The article finds that the school's leadership team models and encourages experimentation with new ideas across the school as the team promotes the development of collaborative professional learning approaches in their relatively young school. The article concludes that professional learning communities (PLCs) within the school will be well-placed to pursue the collaborative approaches modelled by the school’s leadership team to ensure that a school-wide focus on student learning continues.