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Redefining Schools as Learning Organizations: A Model for Trans-Generational Teaching and Learning

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Stefl-Mabry, J., Theroux, P., Radlick, M. & Doane, W.E.J. (2006). Redefining Schools as Learning Organizations: A Model for Trans-Generational Teaching and Learning. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 3615-3622). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22660.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

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Table of Contents

Authors

Joette Stefl-Mabry, University at Albany, State University of New York, USA; Pamela Theroux, Rensselaer Polytechnic Institute, USA; Michael Radlick, Institute for Research on Learning Technology Visions, USA; William, E.J. Doane, University at Albany, State University of New York, USA

Abstract

This paper describes a trans-generational pedagogical model that blurs traditional "learning" boundaries by bringing K-12 students, in-service teachers and school library media specialists, undergraduate and graduate students, and university faculty together to design, implement, and assess real-world curriculum. Collaborative problem-based courses can engage students in more authentic, powerful, and meaningful learning experiences; trans-generational knowledge sharing expands the traditional model of peer-to-peer learning.

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