Models of Community Learning Networks in Canada = Modeles de reseaux d'apprentissage communautaires au Canada.

Institution	Human Resources Development Canada, Hull (Quebec). Office of Learning Technologies.
Titel	Models of Community Learning Networks in Canada = Modeles de reseaux d'apprentissage communautaires au Canada.
Quelle	(1998), (230 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Case Studies; Community Education; Computer Uses in Education; Educational Policy; Educational Practices; Educational Trends; Foreign Countries; Government School Relationship; Information Networks; Lifelong Learning; Literature Reviews; Models; National Surveys; Public Policy; Rural Areas; Rural Education; Trend Analysis; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Computernutzung; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsentwicklung; Ausland; Informationsnetz; Life-long learning; Lebenslanges Lernen; Analogiemodell; Öffentliche Ordnung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Trendanalyse; Kanada
Abstract	Canada-based community learning networks (CLNs) were examined to provide an operational definition of CLNs, design a framework for their review and analysis, and identify best practices in CLNs. Data were collected from three sources: interviews with 16 key stakeholders in CLNs, literature review, and case studies of five Canadian CLNs. The literature review underscored the potential of computer and networking technology as tools to rebuild and mobilize communities, particularly in rural or isolated areas. In the absence of a widely accepted definition of CLNs, a working definition was adopted that favors community-based and community-controlled CLNs. A framework for analyzing the nature of CLNs was proposed that focuses on interaction between four elements: community, network, learning, and technology. The case studies established the importance of creating effective collaborative partnerships in establishing and operating CLNs and the usefulness of technology as a tool for mobilizing broad cross-sections of people. Lack of continuity in government investment was a concern for most projects studied. (Appended are the following: list of contacts and organizations; key persons and case study interview guides; 60 references; and survey of literature and documentation. English and French versions of the report are included.) (MN)
Anmerkungen	Web site: http://olt-bta.hrdc-drhc.gc.ca/publicat/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC