Jeff Nugent | Colgate University (original) (raw)
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United States International University - Kenya
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Papers by Jeff Nugent
Learning Communities Journal, 2010
Journal of Teaching and Learning in Higher Education, 2008
Faculty learning communities (FLCs) provide their members with both information and support as th... more Faculty learning communities (FLCs) provide their members with both information and support as they move toward utilizing digital technology tools, learn new skills, and share meaningful instructional practices. This paper emerges from the initial year of an FLC established in a large urban research university with a focus on integrating digital technology and instruction. Key aspects of an FLC are addressed, including the effectiveness of the FLC in reshaping the nature of members' engagement in the academy ...
Science Education, 1997
Current literature reports that the reorganization of schools through national efforts is not clo... more Current literature reports that the reorganization of schools through national efforts is not closely paralleled to subsequent local classroom changes. The focus of this study concerns teachers' beliefs and their interpretations of a 2-week summer institute intended to change their treatment of scientific knowledge and assessment strategies at the classroom level. Furthermore, this study suggests that major contextual barriers to change should be identified and support should be provided to help teachers interpret and rethink their practice in venues beyond institutes. Despite collaborative efforts, participants were found to maintain their entry level fundamental beliefs about the nature of scientific content knowledge, teaching, and assessment practices. Reaching beyond past research on reform and reports of change in teachers, this study attempts to explicate the struggle of making lasting and deeply rooted change in teacher beliefs that results in the transformation of traditional science teaching.
igi-global.com
Twenty-first century information communication technologies are enabling learners to create perso... more Twenty-first century information communication technologies are enabling learners to create personal learning networks (PLNs) tailored to individual learning goals, needs, and interests, with implications for self-directed learning in the digital age. New, readily available digital media tools, open courseware, and other Web 2.0 technologies are changing how learners interact online, creating a participatory culture of knowledge sharing and content creation that is very different from early uses of the Web for accessing content. As learners ...
Faculty learning communities (FLCs) provide their members with both information and support as th... more Faculty learning communities (FLCs) provide their members with both information and support as they move toward utilizing digital technology tools, learn new skills, and share meaningful instructional practices. This paper emerges from the initial year of an FLC established in a large urban research university with a focus on integrating digital technology and instruction. Key aspects of an FLC are addressed, including the effectiveness of the FLC in reshaping the nature of members’ engagement in the academy, the challenges and opportunities of creating an FLC, and the power of FLCs to enhance the way faculty learn about technology.
![Research paper thumbnail of Building from Content to Community: [Re]Thinking the Transition to Online Teaching and Learning](https://attachments.academia-assets.com/38002517/thumbnails/1.jpg)
](The delivery of courses online is nearly as old as the web itself, but as with any innovation som... more The delivery of courses online is nearly as old as the web itself, but as with any innovation some faculty members have been early adopters while others have watched the development with both interest and skepticism. As publishing and managing content on the web has become easier, and as the delivery of online courses has become increasingly more popular, more faculty members have begun exploring ways to offer their courses online. In this white paper, we examine the implications of the social web for learning online and explore a model for instructional practice that has been vetted by research and has proved successful in our own work.
Learning Communities Journal, 2010
Journal of Teaching and Learning in Higher Education, 2008
Faculty learning communities (FLCs) provide their members with both information and support as th... more Faculty learning communities (FLCs) provide their members with both information and support as they move toward utilizing digital technology tools, learn new skills, and share meaningful instructional practices. This paper emerges from the initial year of an FLC established in a large urban research university with a focus on integrating digital technology and instruction. Key aspects of an FLC are addressed, including the effectiveness of the FLC in reshaping the nature of members' engagement in the academy ...
Science Education, 1997
Current literature reports that the reorganization of schools through national efforts is not clo... more Current literature reports that the reorganization of schools through national efforts is not closely paralleled to subsequent local classroom changes. The focus of this study concerns teachers' beliefs and their interpretations of a 2-week summer institute intended to change their treatment of scientific knowledge and assessment strategies at the classroom level. Furthermore, this study suggests that major contextual barriers to change should be identified and support should be provided to help teachers interpret and rethink their practice in venues beyond institutes. Despite collaborative efforts, participants were found to maintain their entry level fundamental beliefs about the nature of scientific content knowledge, teaching, and assessment practices. Reaching beyond past research on reform and reports of change in teachers, this study attempts to explicate the struggle of making lasting and deeply rooted change in teacher beliefs that results in the transformation of traditional science teaching.
igi-global.com
Twenty-first century information communication technologies are enabling learners to create perso... more Twenty-first century information communication technologies are enabling learners to create personal learning networks (PLNs) tailored to individual learning goals, needs, and interests, with implications for self-directed learning in the digital age. New, readily available digital media tools, open courseware, and other Web 2.0 technologies are changing how learners interact online, creating a participatory culture of knowledge sharing and content creation that is very different from early uses of the Web for accessing content. As learners ...
Faculty learning communities (FLCs) provide their members with both information and support as th... more Faculty learning communities (FLCs) provide their members with both information and support as they move toward utilizing digital technology tools, learn new skills, and share meaningful instructional practices. This paper emerges from the initial year of an FLC established in a large urban research university with a focus on integrating digital technology and instruction. Key aspects of an FLC are addressed, including the effectiveness of the FLC in reshaping the nature of members’ engagement in the academy, the challenges and opportunities of creating an FLC, and the power of FLCs to enhance the way faculty learn about technology.
The delivery of courses online is nearly as old as the web itself, but as with any innovation som... more The delivery of courses online is nearly as old as the web itself, but as with any innovation some faculty members have been early adopters while others have watched the development with both interest and skepticism. As publishing and managing content on the web has become easier, and as the delivery of online courses has become increasingly more popular, more faculty members have begun exploring ways to offer their courses online. In this white paper, we examine the implications of the social web for learning online and explore a model for instructional practice that has been vetted by research and has proved successful in our own work.