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Learning Culture (learning + culture)
Selected AbstractsFostering a Community-Based Learning Culture: A Model for Success and Institutional BarriersNORTH AMERICAN DIALOGUE (ELECTRONIC), Issue 1 2006María (Lorena) Núñez This article offers a case study in Community-Based Learning by describing a collaborative gang-intervention effort developed for children in Los Angeles. Project GOLD (Goal Oriented Life Decisions), is an educational-intervention effort designed by representatives from Occidental College, Garvanza Elementary School, the LAPD, and the Los Angeles City Attorney's Office and implemented in the elementary school. Both authors are directly involved with the program and offer a first-hand description of the project. They also detail some of the obstacles and barriers to the program's sustainability. Even as Community-Based Learning (CBL) has become more acceptable and its value as a pedagogical approach is gaining attention, Project GOLD remains vulnerable because the resources are not yet there. Project GOLD and efforts like it will only truly succeed when CBL becomes institutionalized in colleges and universities, releasing professors and students into communities with the resources and support necessary for long-term success. [source] Organizational commitment for knowledge workers: The roles of perceived organizational learning culture, leader,member exchange quality, and turnover intention ,HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 1 2010Baek-Kyoo (Brian) Joo This article investigates the impact of perceived organizational learning culture and leader,member exchange (LMX) quality on organizational commitment and eventually on employee turnover intention. Employees exhibited the highest organizational commitment when they perceived a higher learning culture and when they were supervised in a supportive fashion. Employee turnover intention was fully mediated by organizational commitment. Overall, 43% of the variance in organizational commitment was explained by organizational learning culture and LMX quality. About 40% of the variance in turnover intention was explained by organizational commitment. Thus, perceived organizational learning culture and LMX quality (antecedents) impacted on organizational commitment, which in turn contributed negatively to employee turnover intention (consequence). [source] The effects of organizational learning culture and job satisfaction on motivation to transfer learning and turnover intentionHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2004Toby Marshall Egan Although organizational learning theory and practice have been clarified by practitioners and scholars over the past several years, there is much to be explored regarding interactions between organizational learning culture and employee learning and performance outcomes. This study examined the relationship of organizational learning culture, job satisfaction, and organizational outcome variables with a sample of information technology (IT) employees in the United States. It found that learning organizational culture is associated with IT employee job satisfaction and motivation to transfer learning. Turnover intention was found to be negatively influenced by organizational learning culture and job satisfaction. Suggestions for future study of learning organizational culture in association with job satisfaction and performance-related outcomes are discussed. [source] Gender-related differences in computer-mediated communication and computer-supported collaborative learningJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2007F.R. Prinsen Abstract A question associated with the introduction of computer-supported collaborative learning (CSCL) is whether all participants profit equally from working in CSCL environments. This article reports on a review study into gender-related differences in participation in CSCL. As many of the processes in CSCL are similar to those in computer-mediated communication (CMC), studies into CMC are also included in the review. Male dominance is found to play a role in many CMC settings. A learning culture with an explicit focus on participation by all students seems to be related to a more gender-balanced participation in CMC, however. A tendency for boys to be more active participants than girls is also present in CSCL environments, but it is less pronounced than in CMC. This may be explained by the fact that participation is explicitly promoted in most CSCL environments. Gender differences in the character of students' contributions are found in both CMC and CSCL. It is concluded that in order to avoid gender-stereotyped participation and communication patterns, it is necessary to explicitly address inclusiveness as an aspect of a collaborative classroom culture. A plea is made for further research into differential participation by students in CSCL, and the effects thereof on cognitive and affective learning outcomes. Research should also focus on the question how classroom cultures can be promoted that support active participation of all students aimed at collaborative knowledge construction. [source] Understanding the essential elements of work-based learning and its relevance to everyday clinical practiceJOURNAL OF NURSING MANAGEMENT, Issue 6 2010BSc (Hons) Nurse Practitioner, CAROLINE WILLIAMS RN, Dip N, MSc (Nursing), PGCE (FE), PGCert (Facilitation & life-long learning) williams c. (2010) Journal of Nursing Management 18, 624,632 Understanding the essential elements of work-based learning and its relevance to everyday clinical practice Aim, To critically review the work-based learning literature and explore the implications of the findings for the development of work-based learning programmes. Background, With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, work-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that work-based learning can improve practice, but in many cases it is perceived as little more than on-the-job training to perform tasks. Evaluation, The CINAHL database was searched using the keywords work-based learning, work-place learning and practice-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Key issues, Using the review of the literature, three key issues were explored. Work-based learning has the potential to change practice. Learning how to learn and critical reflection are key features. For effective work-based learning nurses need to take control of their own learning, receive support to critically reflect on their practice and be empowered to make changes to that practice. Conclusions, A critical review of the literature has identified essential considerations for the implementation of work-based learning. A change in culture from classroom to work-based learning requires careful planning and consideration of learning cultures. Implications for nursing management, To enable effective work-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in practice. Contribution to New Knowledge, This paper has identified three key issues that need to be considered in the development of work-based learning programmes. [source] Achieving a Safety Culture in ObstetricsMOUNT SINAI JOURNAL OF MEDICINE: A JOURNAL OF PERSONALIZED AND TRANSLATIONAL MEDICINE, Issue 6 2009Erin DuPree MD Abstract Preventable maternal and neonatal mortalities still occur, despite the wonders of today's technologically advanced healthcare system. Delivering high-quality, consistent care is the goal of every provider. Yet, obstetrical practice, in which unpredictable events and high-risk situations are the norm, is particularly vulnerable to medical errors. Obstetrics departments should be striving for a climate of patient safety, one that includes a just, reporting, and learning culture. This article discusses the various components of a safety culture as well as some of the advances that are being made in the field to improve the quality of care in obstetrics. Mt Sinai J Med 76:529-538, 2009. © 2009 Mount Sinai School of Medicine [source] Why Don't Anthropologists Like Children?AMERICAN ANTHROPOLOGIST, Issue 2 2002Associate Professor Lawrence A. Hirschfeld Few major works in anthropology focus specifically on children, a curious state of affairs given that virtually all contemporary anthropology is based on the premise that culture is learned, not inherited. Although children have a remarkable and undisputed capacity for learning generally, and learning culture in particular, in significant measure anthropology has shown little interest in them and their lives. This article examines the reasons for this lamentable lacunae and offers theoretical and empirical reasons for repudiating it. Resistance to child-focused scholarship, it is argued, is a byproduct of (1) an impoverished view of cultural learning that overestimates the role adults play and underestimates the contribution that children make to cultural reproduction, and (2) a lack of appreciation of the scope and force of children's culture, particularly in shaping adult culture. The marginalization of children and childhood, it is proposed, has obscured our understanding of how cultural forms emerge and why they are sustained. Two case studies, exploring North American children's beliefs about social contamination, illustrate these points. [Keywords: anthropology of childhood, children's culture, acquisition of cultural knowledge, race] [source] Increasing the impact of conservation projectsAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010Lou Ann Dietz Abstract To assure a future for endangered primates and many other species, we must develop and carry out projects for their conservation as quickly and effectively as possible, even with only limited information about the complex systems of biological, political, social, economic, and cultural factors influencing the conservation situation. Adaptive management, defined as the integration of design, management, and monitoring to systematically test assumptions to learn and adapt, provides practitioners a method for improving strategies to achieve and sustain the desired conservation impact. The Conservation Measures Partnership, a joint venture of conservation NGOs, developed the Open Standards for the Practice of Conservation, a freely available framework that guides practitioners through implementation of best conservation practices. Using this process, project teams are explicit about the assumptions behind the strategies they choose, and thus able to trace their successes and failures back to good or poor theory, implementation, or a combination of the two. The Open Standards comprise five steps that constitute the project management cycle: (1) Conceptualize what you will achieve in the context of where you are working,involves defining your project team, scope, vision, conservation targets, critical threats, and analyzing the situation; (2) Plan your actions and monitoring,involves developing an action plan including goals, strategies, assumptions, objectives, and activities; a monitoring plan including indicators for measuring the status of goals, objectives, and assumptions; and an operational plan specifying the resources needed; (3) Implement your actions and monitoring,includes developing and implementing detailed work plans and ensuring sufficient resources, capacity, and partners; (4) Analyze, use, and adapt,involves managing monitoring data, regular analysis to convert them to useful information, and adapting the project plans accordingly; and (5) Capture and share learning,involves sharing lessons with key external and internal udiences to promote a learning culture. Am. J. Primatol. 72:425,440, 2010. © 2010 Wiley-Liss, Inc. [source] Critically challenging some assumptions in HRDINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2006David O'Donnell This paper sets out to critically challenge five interrelated assumptions prominent in the (human resource development) HRD literature. These relate to: the exploitation of labour in enhancing shareholder value; the view that employees are co-contributors to and co-recipients of HRD benefits; the distinction between HRD and human resource management; the relationship between HRD and unitarism; and the relationship between HRD and organizational and learning cultures. From a critical modernist perspective, it is argued that these can only be adequately addressed by taking a point of departure from the particular state of the capital,labour relation in time, place and space. HRD, of its nature, exists in a continuous state of dialectical tension between capital and labour , and there is much that critical scholarship has yet to do in informing practitioners about how they might manage and cope with such tension. [source] | ||||||||||||||||