Innovations Library

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Wendy Forrest November 1999
Volume: 2 Issue: 7
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When Learning Abstracts was introduced last year, we at the League for Innovation sought to foster "continuing conversations on the Learning Revolution." Thus far, the discussion has been limited to voices from the United States; however, with this issue we welcome the first international author in the Learning Abstracts series. Wendy Forrest presents one U.K. Further Education College's response to the challenges it faces on its journey toward becoming more learning centered.
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Irving Pressley McPhail September 1999
Volume: 2 Issue: 6
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When the Community College of Baltimore County (CCBC) began its journey toward becoming a learning-centered institution last year, the college started with a new strategic plan, LearningFirst, designed to create a learning community dedicated to student success. This initiative also addressed lingering challenges faced by this recently consolidated single college, multi-campus institution.
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Karen Wells July 1999
Volume: 2 Issue: 5
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In A Learning College for the 21st Century (1997), O'Banion suggests that a learning college is a place that has overhauled the traditional architecture of education and placed learning as the primary mission and outcome of education.
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George R. Boggs June 1999
Volume: 2 Issue: 4
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The new focus on student learning in higher education promises positive change. First introduced in the early 1990s, the ideas behind this "learning paradigm" or "learning revolution," as some have called it, do not seem to be a passing fad. Articles, books, and even national conferences are bringing more clarity to the tenets of the learning paradigm and how it is being implemented. Yet in these discussions I frequently hear voices of hostility from members of the teaching faculty.
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Jerry Moskus April 1999
Volume: 2 Issue: 3
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Does the Eagle know what is in the pit?Or wilt thou go and ask the Mole? --William Blake, "Thel's Motto"With its slow information flow, hierarchical structure, and top-down decision-making, the bureaucratic model of organization is part of what Terry O'Banion calls the "old architecture" of education. Today's fast-paced world demands agile, responsive "learning colleges" with redesigned decision-making processes.
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Terry O'Banion March 1999
Volume: 2 Issue: 2
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As the Learning Revolution spreads rapidly throughout education, a new language on learning is beginning to appear. Every new book, conference program, and Web site is peppered with learning terms: learning college, learning communities, learning organizations, learning outcomes, brain-compatible learning, surface learning, deep learning, and learning facilitators.
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Gerardo E. de los Santos, Deborah J. Cruise January 1999
Volume: 2 Issue: 1
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We are in the midst of a Learning Revolution, challenged to reevaluate the way we historically have approached teaching and learning in higher education.
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John Quinley, Melissa Quinley November 1998
Volume: 1 Issue: 2
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Community college educators traditionally focus on the position of their institutions in the educational pipeline--generally conceiving of themselves as the link between high school and four-year institutions or the workplace. For students who prematurely seep out of this pipeline, the community college has been described as a "second chance" institution, providing reentry options for students who stopped short of reaching a desired level of education or who failed in previous educational endeavors.
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Terry O'Banion, Mark D. Milliron September 1998
Volume: 1 Issue: 1
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A Learning Revolution is sweeping across the higher education landscape, and the League for Innovation is working to be on the vanguard of this movement. Placing learning first in every policy, program, and practice is the rallying cry, as institutions strive to remove the time-bound, place-bound, role-bound, and bureaucracy-bound models of education that shackle innovation and transformation. What this means in practical terms is that every action in a community college should be analyzed by asking the simple question: "Does this improve or expand student learning?"
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