创建学习型文化 熔铸变革之魂

近年来，齐鲁物流公司“不慕古，不留今，与时变，与俗化”，认真吸取齐文化精髓，较早导入学习型组织创建和企业文化建设，积极探索两者的融合及其内在规律，构建了独具特色的学习型文化模式，有力推动了以物流改革为核心的企业变革，企业的效益、发展、安全生产水平等发生了质的飞跃。     

从三大乐舞看唐代雅俗乐舞的变迁

中国乐舞自古就有雅俗的区分。本文以唐代三大乐舞介绍入手,逐步探讨民间乐舞和宫廷乐舞之间的关系。得出：雅俗乐舞之间是互相影响,互相转化,互相依托的关系,受政治、社会、文化氛围影响而转化。     

Practicing induction: a generative dance between newcomers and organizations

Research on induction of newcomers is primarily focused on individual processes, such as acquisition of knowledge and socialization in order to create a smooth and frictionless entry period. The interest of our research, however, is the processes that happen on the organizational level. We claim that induction potentially triggers both individual and organizational learning and by drawing on practice-based theory we discuss how the interplay between individual and the organization, what we call a generative dance, ignites both kinds of learning. We focus on and describe the interplay that takes place in particular induction events and analyze the “dance” through the lens of learning. The article concludes with a brief discussion about the implications for practitioners and the challenges and future research prospects we have encountered. We draw on an empirical enquiry in two organizational settings, a Danish management consulting company and a German retail bank.

The challenges of scaling-up and sustaining professional development school partnerships

This article addresses the challenges PDS partnerships face as they go to scale. Based on Coburn's (2005) notions of scale, the article uses organizational theory to analyze data from a ten-year qualitative meta-synthesis of PDS partnership research. Based upon the analysis, the article offers four recommendations: PDS partnerships should sustain strong trajectories of research regarding their work; Stakeholders in PDS partnerships need to ensure that faculty and staff have adequate support to thrive; PDS partnerships need to be based upon enabling bureaucratic structures; and PDS partners need to create opportunities to engage with each other in positive, normative spaces.     

论舞蹈比赛对舞蹈教学的积极作用

舞蹈比赛已经成为舞蹈教学工作中不可或缺的重要组成部分,是检验教学成果的最好方式。舞蹈教学与舞蹈比赛之间已经形成了相辅相成、互相促进的关系,在比赛中检验教学成果、以比赛经验来推动舞蹈艺术的创新发展,最终达到促进教学不断提高教学水平的目的。     

The learning worker,organizations and democracy

A current turn of interest in notions of the ‘learning economy’ and the ‘learning society’ is fuelling discussions on promoting education, training and learning in contemporary organizations and workplaces. Although the education of workers has been variously theorized and practised throughout the 20th century, the current debates are marked by a prevailing economic perspective that places emphasis on constructing ‘learning organizations’ and on ‘human resource’ learning in service of organizational strategies for innovation and competitive advantage in economic activities. Critics point out that economic and managerial models scarcely attend to the human subjectivity of the learner‐worker and the worker's diverse learning interests. Broader socio‐cultural ends of worker learning such as lifelong human development and participatory citizenship in democratic society are very often overlooked. This article offers a critical discussion of current conceptions of learning organizations and learning workers. It argues that the prevailing focus on techno‐economic imperatives and of obscured managerial elite interests in organizations currently circumscribe and delimit learning in production organizations. It proposes that a more comprehensive approach to learning in organizations attends explicitly to the needs and interests of workers as learning persons. Taking a longer view, it proposes that organizational and worker learning may generate not only improved work practices but may regenerate links between lifelong learning, societal democratic citizenship and civilized organizations.     

Building and sustaining community in asynchronous learning networks

This article applies the concept of classroom community to asynchronous learning networks (ALNs) by taking on the issue of how best to design and implement a course that fosters community among learners who are physically separated from each other. The following factors that can influence sense of community among distant learners are examined: student–instructor ratio, transactional distance, social presence and instructor immediacy, lurking, social equality, collaborative learning, group facilitation, and self-directed learning.     

高校学习型党组织可持续发展的途径研究

高校学习型党组织建设是提高治校水平的需要,也是高等教育事业可持续发展的需要.文章主要从"建立学习共同愿景、发挥领导表率作用、创造良好学习载体、优化更新知识结构、建立学习长效机制"等方面,探讨推进高校学习型党组织可持续发展的途径.     

The learning community narrative: An essential first step in creating and sustaining program identity

As individuals, we often come to understand our identity through our stories. Emilly Borthwick‐Wong and Janna Jones argue that the same is true for educational programs; a successful, long‐term educational program must be able to communicate its purpose and importance in an easily told narrative.     

The Big Picture: understanding learning and meta-learning challenges

The future learning agenda is fraught with uncertainty. This opening article attempts to pose broad societal questions that determine the learning agenda-setting as well as the emergence of new knowledge paradigms. It begins with a quick overview of the futures of learning agenda. Then, it moves on to depict the value chain that departs from industrial societies to reach post-knowledge learning societies, including a tentative explanation of the constitutive role of technology in such a transition. As a consequence, three scenarios leading to a learning society are offered. In the following section, the article discusses the related evolution taking place in delivery strategies that are moving up the ladder from ODL methods to flexible and new learning solutions.
The article advances a proposal of a new social contract combining the right to education with the duty of learning. This 21^st century social contract serves both the goal of a more equitable distribution of knowledge and also that of a more inclusive learning society.
A final section provides the outline of the whole issue, as well as summaries of each specialised contribution comprised in the present publication.     

The challenge of sustaining change: contradictions within the development of teacher and librarian collaboration

Teacher and librarian collaboration has relatively low priority in schools and in educational research. This is a paradox, as teachers and librarians share a common social and educational mandate of literacy education. The purpose of this article is to examine this paradox through exploring systemic contradictions in teacher and librarian collaboration within literacy education. Our data consist of discursive interaction between project leaders in an educational intervention project in Norway. The aim of the intervention is to develop teacher and librarian collaboration in two primary schools. Our analytical starting point is a critical conflict that occurred in one of the project leader meetings. The conflict arises from differing discourses of literacy education held by the local education authority and by the intervention project. We analyze how the project leaders respond to the conflict, how the conflict triggers new tensions and dilemmas within the project leader group and how the conflict creates obstacles to sustaining teacher and librarian collaboration in the project schools. We argue that sustainable change can be achieved by tracing conflicts, dilemmas and tensions to systemic contradictions within and between activity systems.     

Creating learning environments conducive to change: The role of fear/safety in the adult learning process

This paper addresses the adult educator's responsibility to establish an emotionally safe learning environment. Such a climate enables students to address constructively the fears they bring to the learning event. This empowers the learner to risk change-the goal of adult education. The research of Maslow, Rogers, Knowles, and Freire supports an atmosphere of mutual respect as the key to adult learning. Trainers/Teachers of adults were interviewed to identify the kinds of fears that adults bring to the learning event. This paper explores the attitudes and techniques used by the facilitator to create an atmosphere of respect.     

Bearing worlds: learning to live-with climate change

Abstract

This paper explores the emotional experiences of some undergraduate sustainability students in a semester long course on climate change. Specifically, it attends to experiences of anxiety, frustration, overwhelm, guilt, grief and hope. I suggest these experiences are characteristic of a process I term learning to live-with climate change. Learning to live-with climate change involves attuning to the relational composition of the world and thus the self; mourning desirable relationships that are lost as the planet warms; and responding to these conditions in ways that may foster more liveable worlds. Collectively, these processes enrol people in practices of bearing worlds: enduring the pain of the end of the world they have known, and labouring to generate promising alternatives. As such, these processes reconfigure the self and its relations, and attunement to how climate change composes, recomposes and decomposes particular subjectivities is important. The paper argues that affective adaptation is therefore a crucial element of climate change education.     

弹性学习:机会、挑战与应对

弹性学习已成为世界高等教育改革的一种基本趋势。它的实施,对于学习者来说意味着更多的选择机会,并对自己的选择负责。对于教师而言,更多地意味着对学习者的选择作出回应,他们将面临更多的挑战。对于高等学校而言,它们虽然能够更好地承担服务社会的绩效责任,但其自主也更容易受到损害,内部管理也会遇到许多新问题。     

Creating an information-rich learning environment to enhance design student learning: challenges and approaches

The use of technology with engineering design students is well established, with shared workspaces being particularly supportive of the collaborative design process. This paper reports on a study where a design knowledge framework involving three learning loops was used to analyse the effectiveness of shared workspaces and digital repositories in supporting design education. The issues discussed include the relationship between knowledge and information structures, the importance of integrating information literacy support, and the need for different systems within the learning environment to support formal and informal storage of resources. These issues are explored within the context of experiences of working in a multidisciplinary team with different approaches, research methodologies, and discourses.     

Conceptualisation of learning to learn competence and the challenges of implementation: The Estonian experience

The importance of students' learning to learn competence for academic achievement, as well as their well-being at school and in life, is increasingly emphasised by educators and policy makers in national curricula and educational strategies. In an uncertain and complex world, learners need to become autonomous, be able to analyse challenges and apply knowledge in different contexts, address complex tasks, and create new knowledge. This article explores concepts and approaches to the development of students' learning to learn competence in the context of education in Estonia. First, the conceptualisation, model and dimensions of learning to learn competence are described and related challenges for teachers are analysed. Second, an overview of Estonian teachers' current practices, beliefs, knowledge, skills and occupational standards relevant to students' learning to learn competence is provided. We discuss how Estonian teacher education policy may enhance or inhibit the work of teachers when supporting students to develop learning to learn competence. Future directions for teacher educators and how to prepare teachers to support the development of students' learning to learn competence are suggested.     

The challenges of facilitating arts learning in home education

Home education, or home schooling, is a rapidly growing global educational phenomenon. Given the emphasis that educators, policy makers and researchers have placed upon the arts as an important element in a holistic education, the ways in which the growing home education community are facilitating arts learning warrants consideration. Facilitating quality arts learning has been found to be extremely challenging, especially for generalist classroom teachers who may not possess background learning across the range of arts subjects represented in most arts curricula. Revelations from this study on Australian home educating parents identifies a similar dilemma with the facilitation of arts learning in home contexts, and a significant proportion of the home educating participants acknowledged little to no educational or artistic training. In this project, an online survey was conducted to develop insights into the ways Australian home educators (n = 193) approach arts education, the challenges associated with facilitating arts learning and the strategies they employ in light of these challenges. The research highlights that, while home education is pedagogically unique and distinct from traditional classroom education, the challenges participants expressed regarding teaching in the arts aligned closely with those expressed by classroom teachers in wider research; however, the uniqueness of home education contexts means that support structures for classroom teachers are less helpful for home educators. Implications arising from the research are thus beneficial in understanding the nature of support that might be tailored for arts learning in home education.