Learning Community Research Articles

Developing active learning activities for didactic perfusion courses.

In the world of academia, traditional lecturing has been the most common pedagogical approach for centuries. However, it can create an environment for students to be passive learners in the classroom. Alternatively, active learning is a pedagogical approach intended to encourage students to engage with content in manners which have been associated with improved exam performance, final course grades, clinical reasoning skills, and critical thinking skills. Given that perfusion is inherently a profession where didactic information must be applied in practice, the implementation of active learning in didactic courses is worth considering. Although active learning is practiced in perfusion education through participation in simulations and clinical rotations, there are no easily identifiable active learning resources available to supplement didactic perfusion courses. In response, written active learning activities were specifically designed for didactic perfusion courses. The activities were designed based on the format for guided inquiry worksheets, the incorporation of the learning cycle, and the implementation of process oriented guided inquiry learning (POGIL) strategies. Key concepts were identified, learning objectives were specified, and models (figures or tables of data) were created as targets of engagement and analysis. Following each model, questions and prompts are given to guide students through identifying, understanding, and exploring the concepts incorporated in the activity as well as opportunities to apply the newly gained knowledge and understanding. Ten active learning activities have been developed based on the methods summarized above. While the purposes of this paper are to inform the perfusion community of active learning and to share guidelines on how to create active learning activities for didactic perfusion courses, the goals of the activities are to provide examples to perfusion educators and to guide students in understanding basic perfusion concepts in a clinically relevant manner. It is recommended that perfusion students complete these activities alongside their didactic perfusion courses.

A framework of cross-system knowledge flow: based on the investigation of sociotechnical experiments in Japan

ABSTRACT Over the past four decades, the framework of the innovation system has undergone continuous refinement and concretization, establishing itself as an effective tool for analyzing institutional innovation. The Triple Helix framework provides a quantitative direction and dynamic perspective for studying the Regional Innovation System. Due to exchanges on the market, scholarly communication in knowledge production, and political discourse, scholars have proposed introducing additional dimensions to explain local-global knowledge flow [Leydesdorff, L. 2012. “The Triple Helix, Quadruple Helix, … , and an N-Tuple of Helices: Explanatory Models for Analyzing the Knowledge-Based Economy?” Journal of the Knowledge Economy 3 (1): 25–35. https://doi.org/10.1007/s13132-011-0049-4]. This study presents a cross-system framework between the Regional Innovation System and the National Innovation System based on an investigation of regional sociotechnical experiments conducted in Japan, which provides insights for extending the Triple Helix framework. Furthermore, we distinguish different patterns of knowledge flow and highlight the potential hubs played by the universities, multinational enterprises, and local governments, offering practical guidance for facilitating cross-system knowledge flow.

Introduction: from broken systems towards extended possibilities of XR technologies

ABSTRACT The ‘Extending Realities’ Special Issue originated out of the desire to open discussion between industry and academia around the status of extended reality (XR) in Australia today. Our intention is to generate a dialogue that is community-focused, speculative and reflective, engages a range of communities, and is both forward-moving and backwards-turning. Because of this, we explore critical language and perspectives that are emerging around XR so that we might mark a provisional location point, or at least a record of where some of us think we are – both within the XR community of makers, and within academic communities of scholars and researchers. Our focus on community building was integral to the inception of this project, which traces back to an Extending Realities Forum convened in Melbourne, Australia. Hosted by the editors of the ‘Extending Realitie’ Special Issue and Deakin University in 2021, we invited industry leaders, researchers, and practitioners working across diverse disciplines and creative practices from games, performance, expanded photography, virtual reality, augmented reality and roles within the sector including academics, creators, producers and funders, to participate in discussions on the challenges and opportunities of extended reality production in the nation today.

Innovation and Teaching: Barriers and Opportunities

This study explores the role of professional learning communities (PLCs) in mitigating barriers to innovative instruction. Using a cross-sectional survey with selected and open-response items, data were collected from educators participating in either a cohort-based immersive PLC training or a regional network train-the-trainer model. Both groups agreed on the definition and implementation of innovative instructional strategies. External barriers identified include limited resources and students’ resistance to alternative learning methods, which may reflect internal barriers such as reduced teacher efficacy. While survey responses suggest that professional development in innovative teaching is perceived as beneficial, many educators do not view innovative strategies as integral to their practice. A significant difference emerged between the two groups regarding the perceived impact of PLCs, with the cohort reporting a greater influence on their instructional strategies than the regional network. Although PLCs fostered collaboration and peer learning, evidence of widespread implementation of innovative strategies in classroom practice was insufficient. These findings suggest that while PLCs raise awareness of innovative teaching methods, persistent barriers hinder their execution. The report concludes with a discussion of these results, their implications, and recommendations for future research to enhance the integration of innovative instruction.

Strategi Pengembangan Profesionalisme Guru di Era Digital untuk Menghadapi Tantangan Pembelajaran Gen Z

Generation Z exhibits unique learning characteristics, such as reliance on technology, a preference for interactive learning, and active engagement in the learning process. This study aims to identify effective strategies to enhance teacher professionalism in bridging the gap between traditional teaching methods and the needs of Generation Z. The study employs a qualitative descriptive method based on a literature review. Data were collected through the identification, selection, and in-depth analysis of 11 relevant scholarly articles. Content analysis techniques were used to categorize the data into main themes, such as digital literacy gaps, unequal technological infrastructure, resistances to change, and a lack of continuous professional training. The findings reveal that the primary challenges faced include digital literacy gaps, unequal technological infrastructure, resistance to change, and insufficient continuous training. Recommended solutions include implementing digital literacy training, developing innovative curricula such as gamification and flipped classrooms, improving technological infrastructure, and strengthening supervision by school principals. Furthermore, teachers are encouraged to collaborate through professional learning communities to share experiences and teaching strategies

Occupational therapists’ experiences of hegemony in a mental health setting: A practice-based enquiry

Background Despite valuing occupation, occupational therapists report barriers to enacting occupation-based practice. One barrier noted in the literature is hegemony, the dominance of one social group’s ideas over others. Specifically, biomedical and business models dominating healthcare are reported to significantly impact occupational therapists. Objective To describe how occupational therapists experience and manage hegemony in an acute mental health setting in the United States. Methods A community of practice scholars composed of nine occupational therapists participated in a practice-based enquiry. Scholars recorded their reflections on their practice and engaged in collective research discussions. All data were transcribed and analysed using narrative and thematic processes. Results Data analysis resulted in three themes that reflect the shifting and varying narratives of the community of practice scholars: (1) making waves; (2) staying afloat; and (3) sailing away. Conclusions and relevance The findings highlight the varied experiences and changing responses of the therapists as they gained awareness of hegemony in an acute mental health setting. While some therapists remained passive and ‘stayed afloat’ and others left the practice site or ‘sailed away’, others were empowered to ‘make waves’ and advocate for change and counter hegemony.

Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum

BackgroundEducational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment. PACE distinguishes itself from traditional education because of the flexible learning routes, vertical organization in learning communities, absence of pre-defined learning activities and class schedules, and a culture of continuous learning and development. PACE is based on three guiding principles: 1) flexible and varied, 2) self-directed and collaborative, 3) future-oriented. PACE was implemented in 2021 for first-year students. This study evaluates the implementation to inform future curriculum development.MethodsA sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021–2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Reflexive thematic analysis guidelines were applied to analyze the interview data.ResultsIn total 82 first year students (44,6%) of cohort 2021–2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning.ConclusionThe evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning,

Introduction: Crossroads of Psychedelic Studies

Since the 1960s, Harvard Divinity School has been an influential hub of research on psychedelics and religion. Yet, in many ways, the work of building a rich scholarly community around this area of study is just beginning. The Psychedelic Intersections: 2024 Conference Anthology is one step in that larger project. This volume is drawn from Harvard’s “Psychedelic Intersections: Cross-cultural Manifestations of the Sacred” conference, and the essays here feature original interdisciplinary research from scholars and practitioners working at the crossroads of psychedelics, religion, medicine, race, Indigeneity, law, and the underground, history, anthropology, and beyond. We see these intersections as sites for collaboration and innovation in two ways: psychedelics as intersections where unlikely peoples, entities, and institutions meet, and as intersectional forces where the study of psychedelics highlights, challenges, or qualifies pre-existing conceptions, be they imbalances of power, uses of law, or notions of religion and spirituality. In light of these intersections, the Anthology invites readers to imagine new futures for the field of psychedelic studies with a vision of scholarship that is multidisciplinary, collaborative, optimistic yet self-critical, involved both within and beyond the academy, attuned to complexity and diversity, and both sympathetic and intelligent.

Teachers’ collaborative knowledge building in professional learning communities: connecting interaction patterns to learning gains

Teacher professional learning communities (PLCs) have the potential to result in teacher professional development, provided that effective communication takes place during PLC meetings. Building on the perspective of collaborative knowledge building, this study examined teachers’ interaction patterns during these meetings. Connections were explored between teachers’ self-perceived learning gains from a PLC and the interaction patterns that occurred. From a larger set of PLCs in the Netherlands, four cases were selected that differed regarding teachers’ learning gains profiles. Orbital decomposition analysis, a technique used to study emerging patterns in complex dynamic systems, was used to examine the extent to which interaction patterns were characterized by conversational moves associated with knowledge building. Results from these analyses showed that in general, all PLCs showed relatively few knowledge-building patterns. However, the low-gains PLC was a bit more focused on exchanging information and opinions. High-gains PLCs’ interactions were characterized more by open and involved communication. Conversation in mixed-gains PLCs revealed a connection between teachers’ knowledge gains and question–answer patterns, and between teachers’ changes in beliefs and elaborating upon opinions. Together, these results point to qualitative differences in the interactions of teacher PLCs who experience higher versus lower learning gains. Implications for the role of the facilitator are discussed.

Designing to De-privatize Practice: Professional Learning Community as a Framework for Museum Educators

ABSTRACT Museum educators are considered essential to the work of museums as places of learning. However, models for museum educators’ professional learning have not adequately addressed the unique challenges that many museum educators face. This paper describes how a group of educators representing diverse and dispersed interactive museums began adapting the framework of a Professional Learning Community (PLC), a common model for K-12 teacher professional development. Using design-based research methods, we implemented a discussion protocol that instantiates four design principles to support the characteristic of de-privatized practice among museum educators. This process represents a first step toward applying the PLC framework to the unique context of museum education, which we argue has potential to support museum educators in deepening their collective and individual practice.

Unmasking Favoritism and Bias in Academic Publishing: An Empirical Study on Editorial Practices

This study investigates the impact of institutional bias on academic publishing, focusing on how manuscript acceptance rates, review times, and the diversity of scholarly discourse are influenced by the institutional affiliation of authors. Through a mixed-methods approach, the study combines quantitative analysis of 2,000 manuscript submissions across 20 journals with qualitative interviews of editors, reviewers, and authors. The findings reveal a statistically significant bias favoring manuscripts from prestigious institutions, evidenced by higher acceptance rates and faster review processes. However, while institutional prestige significantly influences these outcomes, the quality of the research also plays a crucial role, indicating that bias operates alongside other factors. The study also highlights the negative impact of institutional bias on the diversity of published research, with manuscripts from less prestigious institutions contributing more to geographical and topical diversity. The implications are profound and suggest that current editorial practices may reinforce existing academic power structures and limit the representation of diverse perspectives. The study calls for reforms such as double-blind review processes and greater transparency in editorial decision-making to promote a more equitable and inclusive academic publishing environment. These findings are essential for advancing a global and diverse scholarly communication system.

“I Wish There Was a Way to Share”: The Changing Campus Ecologies Around Community College Life Science Courses

ABSTRACT We present a case study of changing campus ecologies for students in life science courses at an urban community college. Through analysis of six surveys (n = 583) over a three-year period, we note how changes in students’ coursework affect their virtual and physical developmental ecologies. Students’ abilities to access peers for academic and social support declined and rose relative to social distancing activities, but upon return even when students could identify accessible peers, they expressed a lack of knowledge for how to form social and academic relationships on campus. Changes in social-distancing policy shaped students’ access to socio-academic integrative moments. Students expressed appreciation for their instructors during the transition to online learning, but encountered a number of social and technical roadblocks to participating effectively. Competing demands on their time, lack of access to the internet and digital tools, constraints produced by digital tools like proctoring software, and a general frustration with the amount of “screen time” that the transition required all undermined students’ formation of learning communities. The lack of third spaces – publicly accessible space that is neither home nor work – created a challenge for students who could not demarcate academic space in their homes. Among life science students were a considerable number who worked in health sciences, a field where pandemic-related burnout was considerably higher. Many of these students expressed plans to slow down their education or leave community college entirely. We identify implications for practice including strategies for instructors to foster community in their classroom.

Sembrando Futuros Sostenibles a través de la Educación Agrícola en Comunidades Rurales

The objective of the research was to compare the knowledge on the application of Good Agricultural Practices (GAP) among students, teachers and the community of the San Ignacio village of the Playón Santander Municipality-Colombia, as well as to evaluate the pedagogical strategies used by teachers for Agricultural Education as a basis for sustainable development. The study was based on the theories of Márquez-Delgado et al (2021), Núñez (2019), FAO (2004), Tibaduiza Castañeda et al (2022), Díaz-Barriga and Hernández (2010), among other authors. The methodology was comparative, with a field, cross-sectional and non-experimental design. The sample consisted of: 11 teachers, 111 students from the San Ignacio Educational Institution and 30 community representatives. Two instruments were applied for data collection: One with 26 items for teachers, students and the community and the other with 32 items for teachers, both with a rating scale from 1 to 5, validated by 5 experts and with Cronbach's Alpha reliability of 0.91 and 0.92 respectively. The results obtained according to the ANOVA analysis revealed statistically significant differences in the four indicators measured: Farmer safety, environmental care, food safety and animal welfare. Teachers showed greater knowledge in environmental care and animal protection compared to the community, while both students and teachers showed more knowledge about farmer safety and food safety. Teachers evaluated different educational strategies related to GAP: Forest School, Field School, Learning Communities and Productive Educational Project, with significant variations in the level of knowledge of these strategies. The findings underscore the need to strengthen agricultural education in the community by adapting educational strategies to promote GAP and sustainable agricultural practices in rural communities in the region.

The Journal of Creative Library Practice - Review

The Journal of Creative Library Practice publishes open access articles by a variety of voices within the world of libraries. The journal offers peer review to interested authors and revision advice for all accepted articles, whether peer-reviewed or not. While the journal does not provide in-depth information about its ethics, policies, indexing, and affiliations, it does meet its goals of publishing authors with a wide range of experience and backgrounds. Given its over ten years as a consistently publishing, fee-free journal, The Journal of Creative Library Practice may serve as a launching point into scholarly communications for librarian authors.

Development of Teacher Identity Towards Inclusive Voices. A Case Study

Professional development targeted toward promoting inclusive practices remains a challenge throughout schools. In recent years, several studies have been conducted on this matter using different psychological models. According to the Dialogical Self Theory, real changes are possible if they are approached through the analysis of teacher identity and teachers’ repositioning processes. This study analyzed the initial identity positions of two teachers and the changes in relation to their associated voices, centrality and relational system during their participation in a professional learning community. The results show that there are shared positions regarding inclusion, and some teachers easily make the transition toward inclusive voices in positions associated with establishing relationships with families, or developing environments to improve learning processes. The results contribute to understanding the teaching identity related to inclusion and designing training proposals that generate inclusion through dialogical practices that develop inclusiveness in the teachers’ identities.

Continuous Professional Teacher Development Model in Yunnan Provincial Universities

This study investigates the Continuous Professional Teacher Development (CPTD) model within Yunnan Provincial Universities, addressing the challenges and identifying the factors that promote sustainable teacher development. Through a mixed-methods approach, 588 valid responses from a sample of 638 teachers and administrators were analyzed, complemented by semi-structured interviews. The findings reveal key dimensions impacting CPTD, including instructional leadership, school climate, professional collaboration, teacher autonomy, and administrative support. These dimensions align closely with the unique socio-educational landscape of Yunnan, characterized by ethnic diversity, geographic disparities, and institutional variations.The results highlight that instructional leadership and a positive school climate significantly enhance teacher engagement in professional development. Teachers emphasized the importance of autonomy in designing curricula and assessments, as well as collaboration within professional learning communities. The lack of tailored professional development programs and inadequate administrative support were identified as significant barriers. Recommendations include leveraging digital platforms, promoting inclusive professional learning communities, and aligning institutional goals with professional development initiatives. This research contributes to the existing literature by proposing a localized CPTD model that addresses the unique challenges of Yunnan Provincial Universities. It provides actionable insights for policymakers and educational leaders, emphasizing the role of collaborative practices and leadership in fostering sustainable teacher development.

The Application of Action Research in Kindergarten: Analysis of the Professional Development Model of Preschool Educators for the Reggo-Inspired Educational Practice

This paper presents the results of an action research conducted in a kindergarten in Sarajevo Canton. The participants were four female kindergarten educators who collaborated with two university professors who took the role of research leaders and moderators of reflective meetings. The action research was conceived as a model of professional development for preschool teachers in the Reggio pedagogy field, aiming to develop the skill of documenting pedagogical observation and the competence of implementing reflective practice (RP below the text) based on the Reggio principles. Data were collected on two levels: the educators documented their educational practice (photos, transcripts, videos, etc.), which was the basic material for analysis at collaborative reflective meetings, and all of it was documented by the research leaders. The data were analyzed simultaneously during the research (to decide on further action) and finally at the end of the research. The results of the research indicate that the action research raised awareness of the elements of traditional educational practice and developed the skills of pedagogical documentation management and the skill of implementing RP. Considering the limited time period for the realization of the research (14 months), significant but not optimal results were achieved, and there is still room for further progress in terms of improving the skills of keeping records and the capacity of RP implementation. It is necessary to systematically provide support for the professional development of educators through the development of reflective learning communities in kindergartens instead of the one-off and lecture-based forms that are offered.

The crit: Making meaning with peers in fine art studio pedagogy

The event of meaning making in fine art studio pedagogy is explored in this paper through the enquiry into the practice of critique (colloquially known as ‘crit’). It will seek to understand the role of consensus (in the Kantian sense) and judgement in formative group critique feedback exchanges and how these concepts interplay with the concept of dissensus as developed by Rancière. It argues that joint inquiry into what an artwork does within a specific context provides insights into the creation of meaning for the developing artist as an individual and within a learning community.

From Newcomer to Educator: A Journey of Transformative Onboarding

The paper delves into the transformative onboarding practices essential for successfully integrating new teachers into higher education institutions. Integration of the principles of organizational socialization and transformative learning theories underscores the significance of a structured and supportive onboarding process. The paper argues that a comprehensive approach, including mentorship, targeted professional development, and a culture that encourages reflection and dialogue, is vital for new teachers’ professional growth and institutional engagement. It concludes that effective onboarding not only facilitates a smooth transition for new teachers but also enriches the academic environment, fostering a community of continuous learning and innovation.

Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community

Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this study was to evaluate the impacts of the NSF Noyce Professional Learning Community (PLC) on rural STEM teacher resilience. Key components of the Noyce PLC included scholarship support, pre-service mentoring, attendance at local and regional educational events, active engagement in the program’s annual summer conference, and participation in a closed Facebook group. We developed an ECTR framework-based online instrument with 28 questions and sent it to 311 university alumni, including 44 Noyce alumni. The results suggest that the Noyce PLC has excelled in fostering collaborative learning environments, providing resources that enhance teaching and learning, accommodating new and different ways of thinking, and supporting teachers’ professional growth beyond graduation. The findings underscore the importance of integrating theoretical and practical knowledge, supporting ongoing professional learning, and building strong professional relationships. Several aspects of the Noyce PLC could be replicated in other STEM teacher preparation programs to enhance teacher resilience, effectiveness, and career development.