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

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Maxime Paquet, Nathalie Sabourin, Nathalie Lafranchise, Ron Cheshire, Jeanne Pelbois
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引用次数: 1

摘要

本文讨论了由一群同事组织的名为Proxima的国际活动,该活动的口号是“拉近距离,走得更远”。2020年4月和5月举行了两次为期半天的会议,包括20个同时举行的共同发展小组(CDG)在线会议。这些在线活动在全球封锁期间举行,为整个法语世界的参与者创造了创造性、合作性和变革性的空间。共有来自9个国家的148人参加了这次独特的体验,其中包括15名经验丰富的辅导员。在概述了基于行动学习的CDG方法之后,本文介绍了参与者目标、要点和应用/转移意图的调查结果,并显示96%的参与者对这些方面的问题做出了积极的回应。定性的内容分析还显示了取得的成果、学习到的知识和可以转移的内容,例如对CDG方法及其在线应用的更好理解。总的来说,这一经验进一步强化了这样一个事实,即可持续发展目标可以有效地激发有意义的学习、创造力和协作行动。最后,在过去,行动学习和可持续发展目标会议往往是面对面举行的。然而,这些事件表明,虚拟会话可以是有效的,并且在无法实际存在的情况下产生影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Codevelopment Action Learning during the pandemic – findings from two online co-learning and co-creation events
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.
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来源期刊
Action Learning
Action Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.60
自引率
40.00%
发文量
47
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