Community Learning

Playing for Change—performing for money and for social justice—introduces a critical pedagogy of arts-based community learning and development (A-CLD), a new discipline wherein artists learn to become educators, social workers, and community economic development agents. Challenging the assumption that acculturation into a ruling ideology of state development is necessary, this book presents a version of CLD that locates development in the production of subjectivities. The author argues that A-CLD is as concerned with the autonomous collective and the individual as it is with establishing community infrastructure. As a result, a radical new theory is proposed to explain aesthetics within arts movements, beginning not by normalizing music cultures within global capitalism, but by identifying the creation of experimental assemblages as locations of cultural resistance. This book offers a new vocabulary of cultural production to provide a critical language for a theory of anti-capitalist subjectivity and for a new type of cultural worker involved with A-CLD. Drawing from a four-year study of thirteen music festivals, Playing for Change forwards A-CLD as a locally situated, joyful, and creative resistance to the globalizing forces of neoliberalism.

Etelä-Unkarissa sijaitseva Geresdlak on 2000-luvun alusta alkaen muuttunut maan suurimmaksi suomalaiskyläksi: 850 asukkaan kylässä on tällä hetkellä (2014) 19 taloa, joiden omistajat ovat suomalaisia. Artikkeli perustuu kyläyhteisössä tekemääni kielitieteelliseen tutkimukseen. Ainesto koostuu ennen kaikkea puolistrukturoiduista haastatteluista. Artikkelissani kuvailen Geresdlakin suomalaisten liikkuvuutta siirtolaisuuden ja turismin käsitteiden avulla. Kylän historiaa ja tutkimuskysymyksiä esitettyäni tarkastelen kyläyhteisön monikielistä ja monikulttuurista arkea. Tutkimuksen tulokset osoittavat, että suomalaisten läsnäolo vaikuttaa jonkin verran paikallisten kielioloihin ja yhteisön tulevaisuuskuvaan. Artikkeli tutustuttaa myös kyläläisten mielipiteisiin yhteisön kokemista muutoksista. Lopuksi pohdin, mitä suomalaisten läsnäolo tarkoittaa ikääntyvän kyläyhteisön säilymisen ja voimavarojen hyödyntämisen kannalta.

Language development and language socialization among the Mayans of Zinacantan.
Longitudinal study from birth to early language production looking at preverbal communication, teasing routines, early semantics, early evidentials and the context of children development in a traditional indigenous culture.  Awarded the Best Research in Linguistics in 2005 by the Instituto Nacional de Antropologia e HIstoria.

Lesson Study merupakan amalan terkini dalam penyelidikan komuniti yang diperkenalkan dalam bidang pendidikan di Malaysia. Kementerian Pendidikan Malaysia mula melaksanakan Lesson Study dalam Komuniti Pembelajaran Professional (Professional Learning Community) di 289 sekolah pada tahun bagi meningkatkan kualiti pendidikan di negara ini. Sebenarnya Lesson Study telah bertapak di Jepun sejak 100 tahun lalu dan telah menjadi sebahagian budaya dalam proses pengajaran dan pembelajaran mereka yang telah berjaya melahirkan pelajar yang mempunyai kemahiran untuk mengaplikasi pengetahuan mereka dalam kehidupan seharian. Memandangkan pelaksanaan Lesson Study masih baru di Malaysia berbanding Jepun, maka kertas ini akan membincangkan pelaksanaan Lesson Study di kedua-dua negara ini. Perbincangan memberi tumpuan kepada sejarah dan perkembangan, pembentukan komuniti pembelajaran, penyediaan rancangan pengajaran dan pembelajaran, konsep kelas terbuka dan refleksi pengajaran yanng dilaksanakan di Malaysia dan Jepun. Hasil perbincangan ini dapat memberi implikasi kepada pembinaan budaya komuniti pembelajaran yang mampu meningkatkan pendidikan berkualiti kepada pelajar yang pelbagai di negara ini.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

Este artículo da cuenta del proceso de implementación del Taller como estrategia para la Formación Investigativa de los Licenciados en Educación1. Estrategia que se centra en el desarrollo de las habilidades investigativas de los estudiantes, la integración de la investigación como eje transversal en el currículo para la práctica pedagógica de los profesionales en formación. El artículo, en primer lugar, está dedicado al análisis de los antecedes y fundamentos teóricos y conceptuales para la formación de los Licenciados en Educación, tomando como referente, entre otros, el Sistema de Formación de Educadores propuesto por el Ministerio de Educación Nacional en Colombia. En segundo lugar, describe la estrategia del Taller sus posibilidades y alcances en el proceso formativo, elaborada a partir de las evaluaciones  realizadas con la participación de los docentes, estudiantes, directivos y la consulta a expertos, indagaciones que han conferido la consistencia teórica a la propuesta del Taller investigativo para la formación en el contexto educativo.

Despite the widespread practices of tài jí and mindfulness, their principles are often misunderstood in the West. This paper shows the authenticity and integrative wholes of Mindful tài jí by demonstrating its overarching principles. It also provides an account of the lineage of a Mindfulness tài jí. The paper was based on the workshop at the 19th Annual Transpersonal Psychology Section Conference on 18-20 September 2015, Cober Hill, Cloughton, Scarborough; which aimed to provide participants with an insight about tài jí and how it relates to mindfulness, by learning some basic principles and movements.

Learning  communities  are  a  project  of  social  and  cultural  transformation  of  an educational  centre  and  its  environment.  In  Spain,  the  key  reference  in  adult
education  is  found  in  La  Verneda  Sant  Marti  School  of  Education. Born  in  the late seventies, under the slogan of "a school where people dare to dream," La Verneda  Sant  Marti  develops  dialogic  learning  with  a  high  quality  education, democratic, open to the community, participatory, pluralistic, with a capacity for change  and  it  is  free.  In  this  article  our  approach  to  the  educational  model  of learning communities is based on the experience at the school for adults in La Verneda

Diplomsko delo obravnava koncept dejavnega staranja kot političnega konstrukta in kot širšo opredelitev, ki sega na različne ravni delovanja starejših. Nadalje obravnava dejavno državljanskost in staranje v prostoru. Diplomsko delo izpostavi tudi učenje starejših, kjer se osredotoča na značilnosti učenja v poznejših letih življenja. Osrednja tema dela pa je transformativno učenje starejših v projektni skupini. V luči transformativnega učenja delo preuči še druge modele učenja kot s biografsko, sodelovalno, izkušenjsko in situacijsko učenje. Empirični del pa s pomočjo študije primera raziskuje proces učenja in izobraževanja starejših v mednarodnem projektu Z menoj po mojem mestu.

This narrative study of four administrators in British Columbia was an initial investigation of distributed leadership using their provincial leadership standards as an organizing framework. Participants described their understanding and practice of distributed leadership. Three themes were identified: the importance of (a) sharing vision for distributed leadership, (b) leading with character and integrity, and (c) helping others find their leadership voices. Participants’ use of formal structural designs for creating and sustaining distributed leadership reflected a set of purposeful administrative practices of distributing leadership, particularly when it pertained to distribution of responsibility for developing instructional leadership capacity in their schools. The practice of establishing distributed leadership was found to be coherent with the development of a sustainable learning community and with the moral stewardship emphasis of the provincial standards.

Το παρόν βιβλίο παρουσιάζει την επιστημονική υπόσταση και την εμπειρία από την τριετή λειτουργία της διαδικτυακής κοινότητας Διάλογος, η οποία λειτούργησε υπό την αιγίδα του Κέντρου Ελληνικής Γλώσσας (ΚΕΓ) από τον Μάρτιο του 2012 μέχρι τον Ιούνιο του 2015. Η ευρύτερη αυτή κοινότητα αποτελούνταν από τέσσερις επιμέρους κοινότητες, οι οποίες εστίαζαν στη διδασκαλία των γλωσσικών μαθημάτων στην Α/βάθμια και Β/βάθμια εκπαίδευση. Οι κοινότητες αυτές ήταν: μία της Α/βάθμιας εκπαίδευσης με εστίαση στη διδασκαλία της νέας ελληνικής (ν.ε.) γλώσσας και λογοτεχνίας και τρεις της Β/βάθμιας εκπαίδευσης με εστίαση στη διδασκαλία της ν.ε. γλώσσας, της ν.ε. λογοτεχνίας και της αρχαίας ελληνικής γλώσσας και γραμματείας. Παράλληλα, όλοι οι εκπαιδευτικοί στο σύνολό τους αποτελούσαν μια ενιαία κοινότητα. Το έργο συγχρηματοδοτήθηκε από την Ευρωπαϊκή Ένωση (Ευρωπαϊκό Κοινωνικό Ταμείο) και από εθνικούς πόρους στο πλαίσιο του Επιχειρησιακού Προγράμματος «Εκπαίδευση και Δια Βίου Μάθηση». Βασικός στόχος του συγκεκριμένου έργου (Τίτλος Πράξης: «Δημιουργία πρωτότυπης μεθοδολογίας εκπαιδευτικών σεναρί- ων βασισμένων σε ΤΠΕ και δημιουργία εκπαιδευτικών σεναρίων για τα μαθήματα της ελληνικής γλώσσας στην Α/βάθμια και Β/βάθμια εκπαίδευση») ήταν να αναπτύξει διδακτικούς πόρους (σενάρια) για την παιδαγωγική αξιοποίηση όλων των διδακτικών αντικειμένων, επομένως και των γλωσσικών μαθημάτων, όπου και εστίασε ο Διάλογος.

Background: European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardizing democracy. Schools have to implement a participative approach through stimulating participation within school and its direct environment, while fostering a certain kind of political literacy, critical thinking and analysing skills, certain kind of values, attitudes and behaviours. Purpose: The purpose of this article is to problematise the participative approach of citizenship education advocated by policy makers and several researchers. In order to do so, four different categories that citizenship education has to cover will be theoretically and empirically analysed: political knowledge, critical thinking, values, attitudes and behaviours, and active participation. The practical implications for educational practice will be discussed.
Source of evidence: Two types of documents have been analysed: The 2005 and 2012 Eurydice reports and the 2009 International Civic and Citizenship Education Study (ICCS) research reports. These documents are exemplary of the mainstream idea of citizenship and citizenship education held by policy makers and many researchers on citizenship education. The Eurydice reports have analysed citizenship education in more than 30 countries while promoting a certain concept of citizenship education, namely active citizenship. The ICCS has researched pupils’ competencies on citizenship education and school practices in 38 countries. It is an interesting source because it had to define and operationalise the different constituents of citizenship education.
Main argument: In jurisdictions where citizenship education is compulsory, schools have to implement this participative approach and account for it. We suggest that this educational approach to citizenship education may be problematic because each aspect – political literacy, critical thinking and analysing skills, values, attitudes and behaviours, and active participation – presents challenging demands on the curricu- lum, head teachers and teachers. We argue three kinds of constraints that make the implementation of such a participative approach unrealistic: (1) insufficient specialist knowledge on the part of teachers and head teachers, (2) time and budget constraints and (3) an overcrowded curriculum. We demonstrate that the broad range of themes that political literacy has to cover demand specific knowledge on the part of teachers regarding each of the themes. Then we argue that critical thinking skills are hard to learn and demand continuous practice. Implementing and sustaining active participation structure within school and in the direct environment, again, require specific skills and curricular organisation. The demands made by values, attitudes and behaviours on teachers and pupils could not be explored because of the lack of conceptual clarity in the documentation under scrutiny.
Conclusion: The feasibility of a participative approach to citizenship education has been questioned through theoretical and empirical critical analysis. On this basis, we suggest that the scope of the citizenship education curriculum should be reconsidered or that teacher and head teacher should receive the necessary and adequate training, and support to implement such a participatory structure.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

En este trabajo se analiza la aplicación del aprendizaje reflexivo en el contexto de la formación inicial de profesores de matemáticas. Este modelo de formación se fundamenta en las teorías socioculturales del aprendizaje humano y asume que la interacción y el contraste con los demás, con uno mismo y con la teoría posibilitan la coconstrucción y la reconstrucción activa de conocimientos.
En el estudio participaron 29 estudiantes matriculados en la asignatura “Investigación matemática en la clase de primaria e infantil”. El análisis cualitativo permitió identificar algunos factores que facilitan la incorporación del aprendizaje
reflexivo en la docencia universitaria, así como el grado de eficacia de este modelo para aprender a enseñar matemáticas.

This research returned to the original humanist project in education. Consequently, it oriented teaching not only towards the development of human skills, strategically for a competitive market economy, but, foremost, searched for a learning approach which should enable persons ethically to build up the utopia of a peaceful, free and sustainable society. For this purpose, mechanisms of interpersonal conflicts in the constituent process of society were explored through the production of a game-based narrative historiography, grounded on 19 th century life writings, in the context of Swiss history. As a conclusion it was suggested that society was a form of community of practice (CoP), which in its ideal case was based on a transcendental vision of the future; a covenant. Moreover, through this approach, the whole lifeworld was understood as a global classroom. Concerned with the demands of democratic education to provide ways for self-guided learning and self-guided governance, the aim of this study was, accordingly, to create a prototype for the re-enactment of a transformative learning process through the collaborative production of a networked story of the nation which, in addition, connected educational science, concerned primarily with individual becoming, with the political practice of social constituency. Practical Application: This study will prove useful for facilitators and learners following a self-guided learning approach who search for a rationally justified framework in democratic education. The presented learning tool and the associated process pursued three didactic goals: (1) it was based on the universal and age old human practice of storytelling; (2) could be applied in and beyond the classroom, as low-tech or high-tech Alternate Reality Game (ARG); (3) and scientifically objectified the learning process and its outcome, all over and throughout its praxis, making causal links between data and interpretation transparent and intelligible. Finally, diligently assessing all OECD literacy skills and enhancing key competencies in liberal arts, this application introduced historiographic narratives as a key in democratic education, especially apt in orienting emergent constitutive processes, approaches in non-violent resistance, and societal resilience for which the Swiss experience served as a model.

La organización del profesorado en los institutos de educación secundaria (IES) a través de
los departamentos didácticos no parece ser la más idónea para conseguir una educación
inclusiva de todo el alumnado. Las alternativas planteadas por las Comunidades Profesionales
de Aprendizaje merecen ser tomadas en consideración para fortalecer la colaboración docente,
concentrar energías en la mejora de la educación y favorecer simultáneamente el aprendizaje
docente y de los estudiantes.

Community Open Online Courses

COOCs, replace the Massive with the Community, but more than that they replace the insistence of tradition, on hierarchy and on establishment with a reenergising of those long excluded, marginalised and (frankly) bored by the narrowing economic and cultural imperatives of educational institutions. COOC's are seeking to invert not only the what, and the how of learning, but the ‘who'. The development of  ideas comes from the feverish passions of all the individuals in a COOC community, coming together in collectives, that determined their own learning pathways which are not mediated by the institution.

While a syllabus can helpfully outline the various topics and expectations for a course (“explicit” curriculum), it is increasingly realized that all learning is framed by an “implicit” curriculum.
These “implicit” values and convictions about pedagogy that instructors (and students) bring to the classroom greatly influence the quality of learning, but they are often unexamined or unexpressed. Effective learning happens when these values are shared, explored and critiqued in the class. In this essay, the author provides practical ideas and suggestions to explore the pedagogical values of instructors and students. His goal is to deepen the learning experience through fostering community
and a culture of learning in the classroom.

This article explores how children and youth learned indigenous heritage saberes through intent community participation in Nocutzepo, Mexico. The familia and comunidad-based saberes were valuable for skills acquisition, but most important for learning indigenous forms of belonging, responsibility, and integration into adult life. Understanding indigenous heritage philosophies of learning and familia and comunidad saberes can help expand educators’ knowledge about the learning practices of indigenous heritage families and students in schools.

This study aims to introduce the framework of the Vision of Tomorow workshop series developed and organised by the College for Advanced Studies on Social Inclusion to provide an insight of the theoretical and methodological background of the games they have designed and developed, also through the development history of the workshop series how trainings on social inclusion can be designed in a community learning setting.

One way learners can transition from previous, lived experiences to the academy is through fostering the formation of communities of practice (Wenger, 1998) by embedding reflective writing within courses. Although there is some evidence of reflective writing within the field of English for academic purposes (Granville & Dison, 2005) there is still much room for research into understanding the benefits of reflective writing in EAP regarding learner identity and transition. Reflective writing can be ‘treated as part of the writing process’ (Felix, 2011:46) rather than extraneous, and reflective writing can, over time, evidence to learners and teaching staff the development of the learners’ learner identity from a course’s start to finish while developing their metacognitive abilities (Moon, 2006). Reflective writing can also help learners improve their understanding of who they are as learners by developing a consciousness of their identity through their own voices (Moon, 2006), which in the context of EAP, can empower learners in transitioning from, for example, a learner on a pre-sessional or pre-Masters course to one on an undergraduate or masters-level course. Finally, reflective writing can allow learners to construct a common ground informed by their personal, lived experiences. Some of these are likely shared with their peer ‘novice-learners’ (Wenger, 1998), and other experiences are likely to assist learners in supporting each other’s learning and transitioning. In this process, tutors act as ‘expert-learners’ (Wenger, 1998) who engage with the learners’ narratives to encourage learners to analyse their reflections to approximate a deeper understanding of themselves as learners and their feelings regarding their performance on a course (Felix, 2011:46) in order to engage better within a community of practice (the academy) and become a member thereof.

"In order to develop students with professional skills and the key competence of being all-round graduates, academics can employ a variety of learning challenges in their teaching. In addition to conventional campus programmes, some programmes have a well-established structured practicum for students to start a professional apprenticeship during their years of university study. It is desirable to introduce such authentic learning challenges to other programmes that focus primarily on theoretical concepts and allow their participants to experience the dynamics of the ever-changing modern world [1]. In addition, students can broaden the scope of their learning by experiencing social interactions in a real-life situation [2].
There are a variety of methods to maintain support for students when they are ‘learning’ in such a placement. When they have their first placement, the use of an online forum can allow students to share anxieties encountered on their first day in the workplace. However, students need ongoing support with peers and their mentors when they encounter complex situations through the networked environment. The next stage, therefore, is to develop competence in working independently and interdependently once they have overcome the initial challenges. This paper aims to explore the use of weblogs and portfolios as learning tools to engage students in self-reflection and self-assessment of their professional performance during such placements"

Článek shrnuje hlavní teoretická východiska definující e-learning 2.0 a předkládá obecný model, jak využít moderních poznatků o vzdělávání při vytváření efektivních e-learningových materiálů, jež svým obsahem i strukturou vyhovují požadavkům a potřebám současných žáků.

Learning can play a prominent role in the lives and future of different settlements and regions. In those regions where we can find less activity in learning the future may become more risky.

The purpose of this publication is to illustrate the role of the community and cultural learning in addressing disadvantages in a disadvantaged region. We have been investigating Földeák, a village in the Makó district, Hungary. We have sought break-out points for cultural and community learning that can help to reduce the disadvantages of the region, the district and the settlement.

During our research we used qualitative and quantitative methods as well. During our quantitative investigation two databases were analyzed: the data of the Central Statistical Office of Hungary (KSH) and the Learning Regions in Hungary Research (LeaRn). The objective of the quantitative research was to compare the results of the Makó micro-region with the national data and to reveal the indices of the individual settlements, including Földeák’s LeaRn indexes as well.

In this publication, besides the quantitative examination, we carried out qualitative research as well. We made semi-structured interviews in Földeák during which we tried to reveal the causes and phenomena behind the numbers and data of the quantitative research. We have been looking for a prominent civilian who has been actively involved in the transformation of the life and the community of the settlement for decades. Our aim was to examine which NGOs, events and initiatives could stand behind the outstanding results – what is beyond the statistical data. It was also our goal to explore what elements of the disadvantaged situation were to overcome in the Földeak community in the terms of cultural learning.

The results of our previous surveys have shown the important role of "local heroes", ie. central actors, outstanding characters who could become a motive power of the development of Földeák. In point of Földeák we believe that such a local hero has been found.

Kompetensi dan peran guru dalam menjawab tantangan pembangunan nasional dalam hal pengembangan pendidikan yang bermuara pada revolusi karakter bangsa tidak mudah dirumuskan dan dilakukan. Makalah ini bertujuan menggagas jalan alternatif untuk menjembatani harapan ini dengan menekankan pada peran bersama tiga komponen vital dalam pendidikan nasional yakni LPTK/Dosen-Guru-Komunitas/Masyarakat. Dalam konteks ini, makalah ini menawarkan langkah sederhana dengan merumuskan dan mengembangkan pelaksanaan kolaborasi bagi Dosen, komunitas belajar dan Guru. Kerjasama tersebut diejawantahkan dengan mendorong kebijakan yang mewajibkan setiap dosen dari tiap LPTK untuk membentuk komunitas belajar sesuai bidang ilmu sebagai binaan yang selanjutnya bermitra dengan guru baik lokal ataupun tempat terpencil. " Segitiga Emas " kemitraan ini menegaskan pentingnya kemitraan pada tataran praktis antara LPTK yang diwakili oleh dosen, sekolah yang direpresentasi oleh peran guru, dan masyarakat yang dikerjakan oleh komunitas belajar. Selain itu, pola kemitraan ini akan berdampak pada pengembangan kompetensi baik dosen maupun guru dalam mengimplementasikan arah pendidikan kebijakan pendidikan nasional untuk menghasilkan lulusan yang kompetitif dan berkarakter yang bisa dilihat pada kualitas komunitas belajar yang dibentuk dan jauh pada murid. Komunitas belajar berperan menjadi " laboratorium " untuk menguji teori, metode, pendekatan pembelajaran (terkait tri darma perguruan tinggi; pengajaran, penelitian dan pengabdian) sekaligus sumber feed backs terkait kerangka kebijakan pembelajaran dan agent of educational campaign serta mitra diskusi para guru secara informal yang dapat menambah wawasan, gagasan dan meningkatkan kompetensi guru. Pada akhirnya, makalah ini diharapkan mampu memberi masukan bagi pembuatan kebijakan pendidikan nasional untuk merumuskan alternatif paket kebijakan yang mendorong kolaborasi dan kemitraan nyata dan operasional antara LPTK/dosen-Masyarakat/Komunitas belajar-Sekolah/guru demi mencapai tujuan pendidikan nasional kita.

Pomen javnih prostorov za druženje in učenje starejših ljudi Povzetek: Prispevek obravnava vlogo javnega odprtega prostora, kjer poteka srečevanje različnih posameznikov in skupin, ki niso prijatelji, družina ali sodelavci. Javni odprti prostor različni avtorji različno razumejo, a skupno je prepričanje, da tam potekajo pomembni družbeni in učni procesi, spodbujeni od spodaj navzgor. Izhajamo iz predpostavke, da so starejši ljudje v javnem prostoru pomembna skupina, da pa so pogosto pasivni in izključeni. Zanima nas vloga učenja in delovanja v tem prostoru, ki vpliva na soočanje idej različnih posameznikov in skupin, pa tudi, kako privatizacija javnega prostora vpliva na učne procese, ki tam potekajo. V prispevku so teoretsko analizirane potrebe in možnosti za vzpostavljanje javnega prostora ter predpostavke, da sta za analizo učnih dejavnosti vseh starostnih skupin v javnem prostoru potrebna interdisciplinarni pristop in ustrezno razumevanje vloge izobraževalcev, ki vstopajo v ta prostor.

The study reports an experience of a project of development of a Virtual Community of Learning and Practice in Psychology (CVAP-Psi) at the University of Brasília (UnB). CVAP-Psi aims to develop a set of educational practices for online teaching to support the absence of face-to-face interaction during coronavirus pandemic social isolation. The Project aims to keep the interest and the commitment of the

In music learning, the term ‘notation’ is used to refer to the means of communication, which consists of grand staff and numbered notations. However, the method that is widely used by music teachers in music ensemble classes is the Kodály Method. This study was aimed at investigating students’ ability to perform Kodály hand sign technique, which was conducted in Dance Education Study Program, Lampung University. It adopted a descriptive-qualitative approach. The data were taken from a lecture sub-topic of “melody”, which was then compared to the sub-topic of “rhythmic”. The results showed that students understood and received the Kodály technique material more quickly. In conclusion, the students found it much easier to perform the Kodály hand sign technique than the grand staff notation in ensembles because the technique emphasized on hand rote which was then applied to a pianika or recorder.

Keywords: Kodály method, music language, ensembles