Anticipatory action learning: Theory and practice

Futures ◽  
2006 ◽  
Vol 38 (6) ◽  
pp. 656-666 ◽  
Author(s):  
Sohail Inayatullah
Keyword(s):  
Learning Theory ◽  
Action Learning ◽  
Theory And Practice ◽  
Anticipatory Action

Teachers and Teaching in Game-Based Learning Theory and Practice

2013 ◽  
pp. 147-163 ◽  
Author(s):  
Mario M. Martinez-Garza ◽  
Douglas Clark
Keyword(s):  
Learning Theory ◽  
Technology Use ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Game Based Learning ◽  
Learning Context ◽  
Learning Practices ◽  
Learning Research ◽  
Role Of Teachers

Interest in game-based learning has grown dramatically over the past decade. Thus far, most of the focus has not included the role of teachers. This chapter first summarizes the theoretical research on game-based learning and the implications of that research for the role of teachers. The authors next review the game-based learning literature that has specifically articulated a role for teachers or achieved an empirical description of teacher action within a game-based learning context. They then connect these accounts with more general research on teachers and technology use, elaborating on points of contact and identifying differences that may signal special challenges. Finally, the authors articulate an expanded role for teachers in game-based learning practices in terms of game-based learning research and new scholarship on the psychology of games.

On the Definition and Impact of Virtual Communities of Practice

2009 ◽  
Vol 1 (4) ◽  
pp. 73-88 ◽  
Author(s):  
Antonios Andreatos
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Informal Learning ◽  
Learning Theory ◽  
Social Impact ◽  
Virtual Communities ◽  
Theory And Practice ◽  
The Internet ◽  
Virtual Communities Of Practice ◽  
To Come

The evolution of the Internet has made several Communities of Practice to go online and has brought into life numerous Virtual Communities of Practice. The purpose of this article is: to define and categorize Virtual Communities of Practice; to examine their social impact in general and specifically in knowledge and technology management; also, to examine the contribution of Communities of Practice to informal learning and to relate them to Connectivism and collaborative learning. Several case studies are presented to clarify the presentation. It is expected that Virtual Communities of Practice will play an important role in both learning theory and practice as well as knowledge management during the years to come.

The alternative futures of the International Centre for Biosaline Agriculture: from salinity research to greening the desert

foresight ◽  
2014 ◽  
Vol 16 (5) ◽  
pp. 389-409 ◽  
Author(s):  
Sohail Inayatullah ◽  
Ismahane A. Elouafi
Keyword(s):  
Action Learning ◽  
Mena Region ◽  
Alternative Futures ◽  
Content Type ◽  
Knowledge Based ◽  
Strategic Plans ◽  
Short Run ◽  
History Of ◽  
Anticipatory Action

Purpose – The purpose of this paper is to present findings, based on a report for the International Centre for Biosaline Agriculture (ICBA), of the preferred visions, scenarios and strategies of stakeholders articulated at a workshop held in Dubai from November 25 to 26, 2012. Design/methodology/approach – The “six pillars” approach to foresight was used to articulate visions of preferred futures of over 50 international stakeholders, including representatives from the UAE Government, national and international donors, the private sector and leading scientists from universities and international scientific institutions. These visions were then translated into a strategic and business plan for ICBA. Findings – The research center was successfully able to use foresight methods to develop a long-term strategic plan, continuing its history of innovation in knowledge-based research relating to saline and marginal environments. Novel visions and strategies for water and food futures were developed. A risk assessment of each vision was conducted. Research limitations/implications – This case study presents visions with scenarios and strategic pathways. It illustrates the utility in setting long-term visions first and then linking with strategic plans. Limitations include that the success of such a venture cannot be judged for at least five to six years. While in the short run, resources – human, partnerships, capital and leadership – have been mobilized, it is too soon to gauge real success of the foresight workshop, project. Practical implications – The study shows links between visions, scenarios and strategic pathways. Social implications – The study includes valuable discussions by leading scientists of water and food futures as well as the organizational and leadership capabilities required to deliver alternative futures. Originality/value – One of the few workshop-oriented interventions in the Middle East and North Africa Region (MENA) region using the anticipatory action learning six pillars framework is included. The study contrasts normal expert-based conferencing in the MENA region.

Sign in / Sign up

Export Citation Format

Share Document