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The evaluation of virtual learning environments (VLEs) and similar applications has, to date, largely consisted of checklists of system features, phenomenological studies or measures of specific forms of educational efficacy. Although these approaches offer some value, they are unable to capture the complex and holistic nature of a group of individuals using a common system to support the wide range of activities that make up a course or programme of study over time. This paper employs Wenger's theories of "communities of practice" to provide a formal structure for looking at how a VLE supports a pre-existing course community. Wenger proposes a Learning Architecture Framework for a learning community of practice, which the authors have taken to provide an evaluation framework. This approach is complementary to both the holistic and complex natures of course environments, in that particular VLE affordances are less important than the activities of the course community in respect of the system. Thus, the VLE's efficacy in its context of use is the prime area of investigation rather than a reductionist analysis of its tools and components. An example of this approach in use is presented, evaluating the VLE that supports the undergraduate medical course at the University of Edinburgh. The paper provides a theoretical grounding, derives an evaluation instrument, analyses the efficacy and validity of the instrument in practice and draws conclusions as to how and where it may best be used. (Contains 5 tables, 4 figures and 3 notes.)

This project aimed to explore how online open communities and resources could be used for language learning in a higher education context. Advanced language learners were introduced to translation and subtitling, and the use of open content to maintain their language skills post-graduation whilst engaging in a meaningful activity, namely sharing knowledge through translation in a volunteer project. Students were asked to translate the subtitles of a Technology, Entertainment, and Design (TED) or TEDx Talk of their choice and to review and provide feedback on two of their peers' translations. Most students enjoyed the activity, particularly being able to choose the talk they would be translating and having access to other students and volunteers to ask questions and get support with the linguistic and technical aspects of subtitling. A small number of students found the technical aspects of the activity challenging and did not enjoy the unpredictability of working in an open community. [For the complete volume, "New Case Studies of Openness in and beyond the Language Classroom," see ED596829.]

The purpose of this study was to understand more about the impact of living in a rural area on personal learning with older adults. This is important to consider because of the higher concentration of older adults in rural areas. This qualitative research was based on twenty interviews with older adults. All of the participants lived in the same rural county in south Georgia (USA). One of the results from this research was the positive description of living in a rural area. Despite literature that often describes rural areas in a negative light, all of the participants spoke about the positive aspect of living in a rural area. These positive characteristics were discussed as simplicity, quiet, community, and nature. Negative aspects of rural life were mentioned as lack of resources and fewer people. Ten participants were purposefully chosen who were identified as active older adults who continue to learn. Two interviews with each person were conducted and the interviews were transcribed verbatim. The findings were based on recurring themes as a result of comparative analysis throughout the process. Public schools can contribute to the continued education of older adults by holding various classes as well as incorporating volunteerism. (Contains 1 table.)

This article explores how participation in a community of learning supported transformation on a personal and professional level in a Master's programme at a South African university. It draws on the concept of transformational learning in the professional preparation of educational psychologists, and how such learning plays out in the development of critical perspectives and shifts in personal paradigms. We report on a two-year ethnographic study that involved 13 of a total of 15 students enrolled for an Educational Psychology Master's course. One of us (CW) acted as participant observer in the study and recorded the experiences of the participants through reflective letters that included symbolic metaphors, semi-structured group focus interviews, as well as a verification questionnaire. In our analysis and interpretation we used the metaphor of the Baobab tree, "the tree turned upside down", because it is known for its resilience, holding capacity and continuous growth. We found the image to powerfully represent the dynamics of professional preparation and transformation in higher education.

This study investigates faculty learning resulting from a faculty development program implemented at North Carolina State University to build capacity for community-engaged scholarship (CES). Previous work done under the auspices of Community Campus Partnerships for Health is extended by modifying an extant scale used to assess CES competencies and adding a retrospective pre-test to account for response-shift bias. This study also builds upon earlier work on assessment of student learning through the use of reflection by examining reflection products written by faculty at three points during the 12-month program. Quantitative analysis of responses to the CES competencies scale indicated a significant response-shift bias (participants overestimated their knowledge about CES at the start of the program). Qualitative investigation of participants' reflection products suggests they learned new language for CES, achieved new discoveries about their community-engaged work, and often redefined their scholarly identities through the lens of engaged scholarship. Implications of this study include the value-added by examining faculty learning through reflection products as well as self-report scales, the need to build faculty capacity for learning through reflection, and the proposal of new strategies for documenting faculty learning from faculty development programs. (Contains 2 tables.)

This report investigates professional knowledge and learning demands associated with high school reform initiatives, and corresponding opportunities for teacher development, emphasizing literacy and mathematics. It examines how teachers' learning in selected reform-specific areas is facilitated or impeded by internal school features and by the nature and extent of teachers' ties to external sources of expertise. The research uses intensive case studies of teachers' knowledge, practice, and learning in two comprehensive high schools. It includes existing case study data on restructuring high schools, supplemented by intensive multi-level case studies in new sites. These sources provide three configurations of high school reform, professional development, and accountability, reflecting a range of school improvement conditions at a point in time and a trajectory of reform and policy conditions over the past decade. This report summarizes research completed in the first 2 years of a 3-year study of teacher learning in the context of high school reform. Section 1 locates new cases in a regional context of professional development and other forms of assistance. Section 2 introduces the two case study sites and summarizes preliminary findings. Section 3 comments on discoveries to date and priorities for subsequent analysis. (Contains 31 references.) (SM)

1Frithiof Saga

By Ferdinand Schmidt

Iceland is the home of the Saga, a form of literature which includes the telling of the story of a hero’s life and adventures in a fixed, regular form, and which is usually intended for recitation, though the Saga is never set in the customary versified style of poetry. A large number of these Sagas, relating to Iceland, Greenland, North America, and the Norse countries, still remain, and among them the Frithiof Saga, narrating the stirring adventures of that hero of the Northland and Viking of its seas, is one of the most beautiful. Its subject is noble, heroic, and free from exaggerated description or overwrought sentiment. Frithiof is a splendid type of the old Norse hero, invincible in battle upon the land, fearless of Nature’s wrath as he sails the seas in his dragon ship, impulsive yet just, swift in punishment yet quick in forgiveness. The central motives of the Saga are his love for King Bele’s daughter, Ingeborg; the refusal of her brothers to sanction their marriage because the hero is not of royal birth; her unwilling marriage to the old King Ring; Frithiof’s exile, and his final union with Ingeborg after the death of her husband and reconciliation with her brother. Interwoven with the narrative itself, which is full of dramatic situations, are some of the old myths, than which none is more beautiful than the death of the gentle god Balder. The very breath of the North sweeps through the stately story which the German author has told with so much skill. Those who wish to come in closer contact with the Saga itself can do so by consulting Bishop Tegner’s masterly translation. - Summary by George Upton

2Gudrun

By Ferdinand Schmidt

The charming story of “Gudrun” is a romance of the old heroic period, written by some unknown poet of Austria or Bavaria in the thirteenth century. Next to the "Nibelungen Lied," it is the most important of the German epic poems...The same elemental passions are depicted. The men are brave, vigorous heroes, rejoicing in battle and feats of prowess; the women are beautiful, constant, and courageous. There are many fine delineations of character in the original, as well as vigorous sketches of northern scenery. The figure of Gudrun stands out in bold relief among the maidens. There are few more beautiful characters, indeed, in the poems of the old heroic period...Gudrun’s name is always spoken by her people with reverence. "Her courage and constancy were extolled by them, and in after days her fame was as radiant as the stars in the heavens." (George P. Upton, Translator's Preface)

3George Washington

By Ferdinand Schmidt

Among all the numerous life stories written by Ferdinand Schmidt for the delectation and education of German youth, none surpasses that of Washington. The author has condensed his material, drawn from the most authoritative sources, in a masterly manner, and presents it in a very attractive form. He has accompanied it by moralization which is pertinent, but never becomes tedious. It is questionable, indeed, whether any story of Washington’s life written for young people excels Schmidt’s in accuracy, conciseness, and general interest. As such this sketch of the Father of his Country from a German point of view is commended to American youth. -- Translator's Preface - Summary by George P. Upton