Action Learning最新文献_第8页

The stakeholders in action learning: aiding individual transformative learning 行动学习中的利益相关者:帮助个体变革学习

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Action Learning Pub Date : 2022-01-02 DOI: 10.1080/14767333.2022.2033029

J. Robertson, Steyn Heckroodt

引用次数: 1

Codevelopment Action Learning during the pandemic – findings from two online co-learning and co-creation events 大流行期间的共同发展行动学习——来自两次在线共同学习和共同创造活动的发现

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Action Learning Pub Date : 2022-01-02 DOI: 10.1080/14767333.2022.2026761

Maxime Paquet, Nathalie Sabourin, Nathalie Lafranchise, Ron Cheshire, Jeanne Pelbois

{"title":"Codevelopment Action Learning during the pandemic – findings from two online co-learning and co-creation events","authors":"Maxime Paquet, Nathalie Sabourin, Nathalie Lafranchise, Ron Cheshire, Jeanne Pelbois","doi":"10.1080/14767333.2022.2026761","DOIUrl":"https://doi.org/10.1080/14767333.2022.2026761","url":null,"abstract":"ABSTRACT This article discusses the international events known as Proxima, organized by a group of colleagues, whose slogan is ‘Drawing Closer to Go Further’. Two half-day sessions, held in April and May 2020, consisted of 20 simultaneous Codevelopment Group (CDG) online sessions. Held during the global lockdown, these online events generated creative, collaborative and transformative spaces for participants throughout the French-speaking world. A total of 148 people from nine countries, including 15 experienced facilitators took part in this unique experience. After giving an overview of the Action Learning-based CDG method, this article presents the survey results on participant goals, takeaways and the intent to apply/transfer, and shows that 96% of participants responded positively to questions about these aspects. Qualitative content analyses also shows what was achieved, learned and could be transferred, such as a better understanding of the CDG method and its online applications. Overall, this experience further reinforces the fact that CDGs can effectively stimulate meaningful learning, creativity and collaborative action. Finally, in the past, Action Learning and CDG sessions have tended to be held in-person. However, these events showed that virtual sessions can be effective and generate impact when physical presence is not possible.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42382016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An account of practice on facilitated co-constructed action learning: a reflection of the executive education programme delivery 促进共同构建行动学习的实践:对高管教育课程交付的反思

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Action Learning Pub Date : 2022-01-02 DOI: 10.1080/14767333.2022.2033030

Bing Wu Berberich

{"title":"An account of practice on facilitated co-constructed action learning: a reflection of the executive education programme delivery","authors":"Bing Wu Berberich","doi":"10.1080/14767333.2022.2033030","DOIUrl":"https://doi.org/10.1080/14767333.2022.2033030","url":null,"abstract":"ABSTRACT This paper introduces a facilitated co-constructed action learning approach with a narrative account of the author’s own learning on designing and delivering an executive education programme. Action learning has double inference in this context as the author developed and improved teaching design and delivery through action learning. He also revised the design of delivery of action learning to learners through critical self-reflection. The author states that university teaching faculty plays a crucial role in facilitating learners’ development and application of reflective practice. Reflective practice underlines the ability of critical thinking, which is considered the highest level of thinking [Dewey (1910). How We Think. Boston: D.C.Heath]. Consequently, the effectiveness of reflective practice unlikely happens unless individuals have achieved this level of thinking. Reflecting on the teaching experience, the author highlights two elements that potentially contribute to the effective outcomes of higher education learning and teaching: teaching faculty competence in mastering the application of action learning approaching in university learning and teaching design.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48223643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What’s the use of action learning? 行动学习有什么用?

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Action Learning Pub Date : 2022-01-02 DOI: 10.1080/14767333.2022.2033020

Cheryl Brook

引用次数: 0

Action learning and global challenges 行动学习与全球挑战

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Action Learning Pub Date : 2022-01-02 DOI: 10.1080/14767333.2022.2033037

C. Johnson

引用次数: 0

Bridging research to practice via action learning 通过行动学习将研究与实践相结合

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Action Learning Pub Date : 2021-12-31 DOI: 10.1080/14767333.2021.2018288

J. Gold, M. Pedler

引用次数: 6

An action learning approach to mathematics learning in the light of the cognitional theory of Bernard Lonergan 从Bernard Lonergan的认知理论看数学学习的行动学习方法

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Action Learning Pub Date : 2021-12-28 DOI: 10.1080/14767333.2021.2020723

C. Connolly, T. Cosgrove

{"title":"An action learning approach to mathematics learning in the light of the cognitional theory of Bernard Lonergan","authors":"C. Connolly, T. Cosgrove","doi":"10.1080/14767333.2021.2020723","DOIUrl":"https://doi.org/10.1080/14767333.2021.2020723","url":null,"abstract":"ABSTRACT The educational benefits of challenge- or problem-based approaches to learning are now well established. Action Research (AR) and Action Learning (AL) together provide educators with an ethic, a research methodology and a pedagogical strategy for harnessing and developing the motive power of purposeful activity for reflective enquiry in teaching and learning. However it is argued here that AR and AL implementation demands a sophisticated epistemological awareness on the part of the teacher-researcher. This paper suggests that the cognitional theory of Bernard Lonergan comprises a powerful resource particularly suited to underpin, inform and orient the practice of AL applied to the teaching of mathematics through practical problem solving. In this paper, aspects of Lonergan’s thought are outlined and brought to bear on the development of an AL approach for teaching mathematics and its applications through collaborative practical problem solving. Lonergan’s thought, as well as offering a theoretical framework of great clarity, when brought to bear on the development and implementation of AL strategies, has the potential to guide researchers, teachers and students in the design and implementation of such strategies and worth incorporating in practice. Also most beneficial for students as they negotiate the complex and dynamic epistemological territory that characterises AL.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49631131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Improving interdisciplinary online course design through action learning: a chinese case study 通过行动学习改进跨学科网络课程设计：一个中国案例研究

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Action Learning Pub Date : 2021-11-10 DOI: 10.1080/14767333.2021.2002681

Na Li, Qian Wang, Jiajun Liu, V. Marsick

{"title":"Improving interdisciplinary online course design through action learning: a chinese case study","authors":"Na Li, Qian Wang, Jiajun Liu, V. Marsick","doi":"10.1080/14767333.2021.2002681","DOIUrl":"https://doi.org/10.1080/14767333.2021.2002681","url":null,"abstract":"ABSTRACT This case study draws a specific link to the practice of action learning (AL) in China. We organized ourselves into an AL set and used Revans’ AL, as interpreted by Marquardt (2004), to create a post-teaching dialog to examine the experience gained from delivering an interdisciplinary course online—a novice situation—in a Chinese transnational university. AL’s questioning insight occurred after conducting an evidence-based evaluation of online teaching in an interdisciplinary higher education course that used Debattista’s (2018) online teaching effectiveness rubric. The rubric offered rich ‘programed knowledge’ that triggered our question-based inquiry. We conclude that our AL approach is valuable for teacher professional development and offers our rationale for why this particular AL practice would be suitable for the Confucian culture, teaching of interdisciplinary courses, and in novice situations. By conducting AL, we identified a list of key findings, such as proactive communication among teachers in an interdisciplinary course, was vital when teaching to a large group of students. We offer recommendations to improve interdisciplinary online course design and delivery in the future based on reflections from the AL. Implications, limitations, and suggestions for future research are presented at the end of this paper.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Together in adversity 患难与共

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Action Learning Pub Date : 2021-10-10 DOI: 10.1080/14767333.2021.1986911

George Boak

引用次数: 0

Book review editorial 18.3 书评编辑18.3

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Action Learning Pub Date : 2021-09-02 DOI: 10.1080/14767333.2021.1986902

George Boak, M. Pedler, J. Edmonstone, H. Wilson

引用次数: 0