Lifelong Action Learning: Principles and Case Studies

2019 ◽  
pp. 35-52
Author(s):  
Richard Teare
Keyword(s):  
Case Studies ◽  
Action Learning ◽  
Learning Principles

scholarly journals Synesthesia: From Cross-Modal to Modality-Free Learning and Knowledge

Leonardo ◽  
2015 ◽  
Vol 48 (1) ◽  
pp. 48-54 ◽  
Author(s):  
Roy Williams ◽  
Simone Gumtau ◽  
Jenny Mackness
Keyword(s):  
Case Studies ◽  
Perception And Action ◽  
Action Learning ◽  
Whole Body ◽  
Learning Design ◽  
Autistic Spectrum ◽  
Enactive Perception ◽  
The World ◽  
Innovative Learning ◽  
The Senses

In an integrated view of perception and action, learning involves all the senses, their interaction and cross-modality, rather than multi-modality alone. This can be referred to as synesthetic enactive perception, which forms the basis for more abstract, modality-free knowledge and a potential underpinning for innovative learning design. The authors explore this mode of learning in two case studies: The first focuses on children in Montessori preschools and the second on MEDIATE, an interactive space designed for children on the autistic spectrum that offers a “whole-body” engagement with the world.

Increasing Adult Learner Engagement in E-learning Courses through Learner Case Writing

2010 ◽  
pp. 971-984
Author(s):  
Rosemary B. Closson ◽  
Carmeda Stokes
Keyword(s):  
Learning Environments ◽  
Situated Learning ◽  
Adult Learner ◽  
Action Learning ◽  
Critical Discussion ◽  
Future Trends ◽  
Learner Engagement ◽  
E Learning ◽  
Case Writing ◽  
Learning Principles

This chapter proposes learner case writing (LCW) as a case-based method that has been successfully used to increase adult learner engagement in an online asynchronous environment. LCW is a response to the expressed need identified in the literature for increased incorporation of experiential activities in e-learning environments. A critical discussion of the theoretical base and learning principles that underpin this method (such as experiential learning, action learning, authentic learning, and situated learning) is also provided. Phases of the LCW process are outlined and key challenges the authors encountered while using the LCW process online are presented. The authors describe their responses to mitigate the challenges experienced and make general recommendations for online learning using experiential approaches. This chapter concludes with final thoughts on future trends.

An action-oriented method for interprofessional organization development at a hospital operating unit

2016 ◽  
Vol 15 (2) ◽  
pp. 177-197 ◽  
Author(s):  
Christofer Rydenfält ◽  
Per-Anders Larsson ◽  
Per Odenrick
Keyword(s):  
Health Care ◽  
Organizational Development ◽  
Group Process ◽  
Process Analysis ◽  
Action Learning ◽  
Health Care Practices ◽  
Problems And Solutions ◽  
High Level ◽  
Learning Principles ◽  
Operating Unit

The complexity of modern interdisciplinary health care practices, where different specialties work together to solve complex problems, challenges traditional approaches to organizational development and quality improvement. An example of this is surgery. This article describes and evaluates an action-oriented method to facilitate organizational development and innovation at an operating unit, centered on interprofessional aspects of health care, a method that shares some features with action learning. At its core the method had a group with members from all specialties in an operating team, who participated in regular meetings facilitated by a process leader, according to experiential learning principles. The group was evaluated using mixed methods (including interaction process analysis (IPA)), of which video recorded group meetings and interviews constituted the main sources of data. Results showed that the group achieved a successful organizational change. Indications of the success of the group process were the low level of conflicts and the high level of task focus. Interprofessional boundaries appeared to be bridged as all members participated in formulation of both problems and solutions while not being afraid to voice different opinions. Problems could be attributed to lack of awareness of the group at the operating unit at which the intervention took place.

scholarly journals Planning for mental wellbeing in an old age home during the Covid-19 pandemic by homoeopathic institution: Structuring the intervention

2022 ◽  
Vol 4 ◽  
pp. 106-111 ◽  
Author(s):  
Mansi Surati ◽  
Manoj Kanchanbhai Patel ◽  
Sunita Bhanudas Nikumbh ◽  
Rajesh Ramkunwar Yadav ◽  
Abhishek Dnyaneshwar Kukde ◽  
...  
Keyword(s):  
Old Age ◽  
Independent Living ◽  
Action Learning ◽  
Well Being ◽  
The Elderly ◽  
Mental Wellbeing ◽  
Extensive Literature ◽  
Accurate Identification ◽  
Learning Principles ◽  
Mental Well Being

Objectives: During the on-going COVID-19 pandemic, the risk to the mental well-being of the elderly living in an old age home (OAH) has increased considerably. Dealing with this issue requires special measures. The current literature has very few examples of such programmes. We aimed to promote emotional balance and an independent living with positive outlook on life among the residents of the OAH facility during the pandemic based on action learning principles. This programme was conducted in an OAH that our institute has been associated with for several years. HelpAge India, a non-governmental organisation working in India to assist disadvantaged senior citizens, provided a programme that covered 12 themes. This article deals with the structuring process of the programme. Materials and Methods: The team comprised homoeopathic consultants and the faculty and students of a postgraduate homoeopathic institute. An extensive literature search and consultation with experts from various fields enabled the team to plan and build the final programme were evolved. Results: Broad themes gave rise to distinct modules and objectives were derived for each of these. Detailed action plans were worked out and a plan of evaluation for each of these modules was worked out. Conclusion: Planning a programme to ensure well-being needs a close and accurate identification of the needs of the residents of a particular OAH. A multidisciplinary approach can help in evolving effective strategies to formulate models for geriatric mental well-being.

Adaptive technology for e-learning: principles and case studies of an emerging field

2007 ◽  
Vol 58 (14) ◽  
pp. 2295-2309 ◽  
Author(s):  
Kathleen Scalise ◽  
Diana J. Bernbaum ◽  
Mike Timms ◽  
S. Veeragoudar Harrell ◽  
Kristen Burmester ◽  
...  
Keyword(s):  
Case Studies ◽  
Adaptive Technology ◽  
E Learning ◽  
Learning Principles

Remaining Agile and Adaptable

2021 ◽  
pp. 187-216
Author(s):  
Michelle Shumate ◽  
Katherine R. Cooper
Keyword(s):  
Strategic Planning ◽  
Case Studies ◽  
Absorptive Capacity ◽  
Action Learning ◽  
Directed Networks ◽  
Network Change ◽  
Goal Directedness ◽  
Learning Team ◽  
Planning Action

If a network has longevity, it will experience change. This chapter is about how networks reinvent themselves, mature, learn, grow, and dissolve. It uses a framework based on two distinctions: the goal-directedness of the network and the disruptiveness of the change. For serendipitous networks, or networks where organizations do not share goals, field-wide disruption and the accumulation of individual organizations’ actions drive change. In these circumstances, organizations manage changes by attending to their network portfolio and absorptive capacity. For goal-directed networks, change can be planned or unplanned. It can be incremental or radical. In each of these circumstances, the chapter recommends pathways for managing the degree and type of change. It uses case studies to illustrate how leaders manage the dilemmas caused by network change. It includes strategic planning, action learning team, and absorptive capacity tools.

Taking the outsider route to learning

2016 ◽  
Vol 30 (2) ◽  
pp. 28-30
Author(s):  
Graham Cole
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Case Studies ◽  
Team Building ◽  
Action Learning ◽  
Organizational Success ◽  
Self Awareness ◽  
Transfer Of Knowledge ◽  
Key Factors ◽  
Content Type

Findings When it comes to identifying key factors to organizational success, leadership is invariably uppermost in many minds. It is thus hardly surprising that firms afford leadership development as the top priority. Expert in the field Morgan McCall perfectly articulated its importance when commenting on the imprudence of leaving leadership development to chance. Leadership development comes in an array of shapes and sizes. Mentoring, action learning, case studies, job assignments and experiential learning are just some of the methodologies commonly utilized. Transfer of knowledge, team building, raising self-awareness and increasing the ability to interact with others are core objectives typically pursued.

scholarly journals Turning to case studies as a mechanism for learning in action learning

2016 ◽  
Vol 14 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Denise O’Leary ◽  
Paul Coughlan ◽  
Clare Rigg ◽  
David Coghlan
Keyword(s):  
Case Studies ◽  
Action Learning
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