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"This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers? learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers? formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers? work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies."

"This book presents an entirely new approach to professional learning based on perspectives of the knowledge society and, in particular, an interpretation of Knorr Cetina’s work on scientific ‘epistemic cultures’. Starting with a conceptual chapter and followed by a suite of empirical studies from accountancy, education, nursing and software engineering, the book elaborates how : (a) knowledge production and circulation take distinct forms in those fields, (b) how the knowledge objects of practice in those fields engross and engage professionals and, in the process, people and knowledge are transformed by this engagement. "

"Bite-sized learning works in synergy with microlearning. It promotes small activities and content to understand the materials in a sequence of ways with meaningful information. Telegram, one social media, can be used as an online learning platform. Bite-sized learning encourages Telegram features in providing simple and fun activities comprehensively. Teachers shared knowledge and skills, organized teaching activities, and helped students practice through teacher talks, either in organizing a classroom or achieving the teaching goals. Since this study explored how bite-sized learning and teacher talk on Telegram in L2 Listening class, this study used a qualitative approach with a case study. The result revealed how well the teacher communicates with the students during online learning in giving instruction, sharing ideas and knowledge, stimulating students to respond to the teacher and material, cultivating students’ intellectual ability, and managing classroom activities. Furthermore, those activities need to be more noticed, extra patience and energy, a more creative in delivering instruction and materials to initiate and stimulate students to respond and engage in the class. These study results imply that during online learning, the teacher talk and bite-sized learning need to be implemented and improved well and creatively to promote students’ understanding, interaction and engagement."

"Mode eksistensi sosial baru yang disebut masyarakat informasi ditandai dengan terjadinya informational turn di berbagai dimensi. Penelitian ini hadir untuk memperlihatkan berbagai macam kemungkinan perubahan yang dibawa informational turn di ranah pengetahuan, kuasa dan “subjek”. Melalui metode hermeneutika (reproduktif/produktif) dan mengambil inspirasi maupun asumsi teoritik pemikiran Michel Foucault beserta pengikutnya, tulisan ini menyimpulkan bahwa informational turn pada ranah pengetahuan ditandai dengan kehadiran info episteme yang sangat terkait dengan kondisi-kondisi media/teknologi. Adapun informational turn pada ranah kuasa ditandai dengan munculnya mode kuasa infopower yang memiliki teknik dan operasi yang berbeda dengan sovereign power, disciplinary power dan biopower. Kolaborasi info episteme dan infopower kemudian mendorong konstitusi subjek, informational person, yang memperlihatkan suatu relasionalisme non-manusia.

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A new mode of social existence called the information society is characterized by the occurrence of informational turn in various dimensions. This research is an attempt to show various possible changes brought by informational turn in the realm of knowledge, power and “subject”. Through the hermeneutic method (reproductive/productive) and taking inspiration and theoretical assumptions from Michel Foucault’s thoughts and his followers, this paper concludes that the informational turn in the realm of knowledge is marked by the presence of info episteme which is closely related to the conditions of media/technology. The informational turn in the realm of power is indicated by the emergence of infopower that have different techniques and operations from sovereign power, disciplinary power and biopower. The collaboration of info episteme and infopower then stimulates the constitution of subject, informational person, which shows a non-human relationalism. "