FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W311068082> ?p ?o ?g. }

• W311068082 abstract "This paper describes an Interactive Shared Journal System (ISJS) that provides access, support, and sharing for the processes of learning to become a teacher. This system is a component of the undergraduate teacher education program at the University of Missouri-Columbia. ISJS is a flexible system for the development and support of learning communities, but in the context of the undergraduate teacher development program it can best be understood as enabling three key processes--access to Internet-based resources, capturing experiences, and sharing experiences. These processes are undertaken in the context of a community made up of four roles: administrators, who are responsible for the system; mentors, who are responsible for instruction and modeling; students, who are responsible for articulation of experiences; and guests, who have limited access to public information. Topics discussed include: technology infrastructure; access to resources; the organization and use of the journal system; and sharing experiences using an archive, live chat, and instructor-structured experiences distributed to individual students or to groups. Results of the pilot year of implementation and future plans are also covered. Four figures illustrate: the tools window; a list of journal entries; a sample journal entry showing text, links, an image, and a sound; and a system user profile window. (DLS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY G.H. Marks TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). 00 VO 00 An Internet-based Journal System for Learning James M. Laffey Dale Musser Thomas Tupper Center for Technology Innovations in Education 111 London Hall University of Missouri-Columbia Columbia, MO 65211 jim@coe.missouri.edu U.S. DEPARTMENT OF EDUCATION Office of Educational Re Search and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract: An emerging model of learning as situated in social practice is challenging traditional methods of education that tend to isolate the student and abstract the learning processes and outcomes from the social and cultural practices that give them meaning. Approaches to learning and professional development are increasingly turning toward models of induction and apprenticeship. For teaching and learning processes these models emphasize learning from experience and the development of expertise as a process of progressive problem-solving and movement past present levels of competence. This paper describes an Internet-based journal system to provide access, support and sharing for the processes of learning to become a teacher. An emerging model of learning as situated in social practice is challenging traditional methods of education that tend to isolate the student and abstract the learning processes and outcomes from the social and cultural practices that give them meaning. Approaches to learning and professional development are increasingly turning toward models of induction and apprenticeship. For teaching and learning processes these models emphasize learning from experience and the development of expertise as a process of progressive problem-solving and movement past present levels of competence. This paper describes an Internet-based journal system to provide access, support and sharing for the processes of learning to become a teacher. Educators and learning scientists are coming to understand that learning is not a discrete process which can be abstracted out of social and cultural experiences, but rather that learning is a part of each human experience. Further, learning from experiences can best be understood when it is seen as situated in a community of practice [Brown, Collins, and Duguid 1989] [Lave and Wenger 1991]. The models of induction and apprenticeship are also aligned with a view of the professional as a reflective practitioner engaged in life-long learning. Donald Schon [Schon 1983] described professional practice as being engaged in a reflective conversation with an uncertain situation, taking stances, experimenting, and learning from the back-talk of the situation. Following from these emerging understandings of professional education the College of Education (COE) at the University of Missouri-Columbia designed a new undergraduate teacher development program. The new program emphasizes: 1. learning from field experience (i.e. a substantial part of the program is situated in K-12 classrooms), 2. becoming a reflective practitioner (i.e., being challenged to articulate one's experience and learn from the backtalk of the situation.), and 3. induction into a learning community of educators (progressively more challenging responsibilities in teaching, developing habits and strategies for life long learning, and contributing to a knowledge-base of teaching and learning to teach. Technology infrastructure The COE envisioned a technology infrastructure connecting students to a common knowledge base and support structure even when dispersed throughout various school systems in the State of Missouri. Students would participate in field experiences in remote schools, communicating about those experiences, being supported as they made sense of the experiences, and building an appreciation and capacity to use a network of resources (human and archived) for engaging in reflective conversations with uncertain situations. The three key elements for the initial implementation of the technology infrastructure are access, support, and a sharing service. Access was made possible by providing Macintosh Powerbook 1400's to all 290 freshmen students in the class of 2000 and approximately 30 faculty who would guide their first year curriculum experience. The Powerbooks have both ethernet and modem capabilities for making" @default.
• W311068082 created "2016-06-24" @default.
• W311068082 creator A5007313483 @default.
• W311068082 creator A5048140278 @default.
• W311068082 creator A5090755382 @default.
• W311068082 date "1998-06-01" @default.
• W311068082 modified "2023-09-27" @default.
• W311068082 title "An Internet-Based Journal System for Learning." @default.
• W311068082 cites W1970936328 @default.
• W311068082 cites W2116199508 @default.
• W311068082 hasPublicationYear "1998" @default.
• W311068082 type Work @default.
• W311068082 sameAs 311068082 @default.
• W311068082 citedByCount "0" @default.
• W311068082 crossrefType "journal-article" @default.
• W311068082 hasAuthorship W311068082A5007313483 @default.
• W311068082 hasAuthorship W311068082A5048140278 @default.
• W311068082 hasAuthorship W311068082A5090755382 @default.
• W311068082 hasConcept C110875604 @default.
• W311068082 hasConcept C136764020 @default.
• W311068082 hasConcept C151730666 @default.
• W311068082 hasConcept C2779343474 @default.
• W311068082 hasConcept C41008148 @default.
• W311068082 hasConcept C49774154 @default.
• W311068082 hasConcept C56739046 @default.
• W311068082 hasConcept C83849155 @default.
• W311068082 hasConcept C86803240 @default.
• W311068082 hasConceptScore W311068082C110875604 @default.
• W311068082 hasConceptScore W311068082C136764020 @default.
• W311068082 hasConceptScore W311068082C151730666 @default.
• W311068082 hasConceptScore W311068082C2779343474 @default.
• W311068082 hasConceptScore W311068082C41008148 @default.
• W311068082 hasConceptScore W311068082C49774154 @default.
• W311068082 hasConceptScore W311068082C56739046 @default.
• W311068082 hasConceptScore W311068082C83849155 @default.
• W311068082 hasConceptScore W311068082C86803240 @default.
• W311068082 hasLocation W3110680821 @default.
• W311068082 hasOpenAccess W311068082 @default.
• W311068082 hasPrimaryLocation W3110680821 @default.
• W311068082 hasRelatedWork W1558731725 @default.
• W311068082 hasRelatedWork W1933009439 @default.
• W311068082 hasRelatedWork W2016267741 @default.
• W311068082 hasRelatedWork W2055047456 @default.
• W311068082 hasRelatedWork W2142493422 @default.
• W311068082 hasRelatedWork W215545487 @default.
• W311068082 hasRelatedWork W2265488171 @default.
• W311068082 hasRelatedWork W2464465277 @default.
• W311068082 hasRelatedWork W247759857 @default.
• W311068082 hasRelatedWork W2773220460 @default.
• W311068082 hasRelatedWork W2792127381 @default.
• W311068082 hasRelatedWork W2992236251 @default.
• W311068082 hasRelatedWork W2994109895 @default.
• W311068082 hasRelatedWork W3082175820 @default.
• W311068082 hasRelatedWork W3095249551 @default.
• W311068082 hasRelatedWork W317841931 @default.
• W311068082 hasRelatedWork W3188315105 @default.
• W311068082 hasRelatedWork W325832690 @default.
• W311068082 hasRelatedWork W54973716 @default.
• W311068082 hasRelatedWork W97938656 @default.
• W311068082 isParatext "false" @default.
• W311068082 isRetracted "false" @default.
• W311068082 magId "311068082" @default.
• W311068082 workType "article" @default.