Paper Summary:

The paper focuses on education-based learning communities, with emphasis on New York State education-based communities. The paper evaluates the school district, teachers, parents, students and community partnerships that comprise the learning community. The paper states that the premise behind learning communities is the philosophy of integrated learning. Students are encouraged to become active members of their community by engaging in workshops and seminars sponsored by organizations and community programs that teach students real life skills. The paper concludes that this is in addition to the textbook learning they acquire through traditional curriculum and educational formats.

Outline:
Introduction
What are they?
What is the mission and purpose?
What are their benefits?
How can they be implemented in the curriculum planning process?
Who established them?
Where did they originate?
When did they become an educational trend?
How do they affect the technology trend?
Strategies to promote the learning culture?
Conclusions
References

From the Paper:

"Learning communities are established on the premise that students are better prepared for living a productive life if they learn not only within the school, but within their community. Experiences of their community help children grow into adults that are more readily able to connect with and become active and participating members of their communities. Learning communities are literally communities comprised of faculty, staff, students, administrators, family members, community agencies and organizations. Also important to learning communities are regional, state and national government representatives whose job it is to continue to provide funding and grants that support experiential and community-based learning."

Sample of Sources Used:

• Alliance for Service Learning in Education Reform. (1993, Sep). Standards for quality school-based service learning. Equity and Excellence in Education, 26(2): 71-73.
• Bielaczyc, K. & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice," Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II, Mahwah: Lawrence Erlbaum Associates.
• Bucknam, R., & Brand, S. (1983, Mar). EBCE really works: A meta-analysis on experience based career education. Educational Leadership, 40(6):66-71
• Dede, C. (2003). No cliche left behind: Why educational policy is not like the movies, Educational Technology, 43(2):5-10.
• Dede, C. (2004). Enabling distributed learning communities via emerging technologies - part one. THE Journal (Technological Horizons in Education), 32(2):12.

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