Using Cyberspace to Promote Transformative Learning Experiences and Consequently Democracy in the Workplace

2011 ◽  
pp. 207-222
Author(s):  
William F. Ritke-Jones
Keyword(s):  
Transformative Learning ◽  
Small Group ◽  
Second Life ◽  
Critical Reflection ◽  
Corporate Training ◽  
Frames Of Reference ◽  
Learning Spaces ◽  
Group Collaboration ◽  
Learning Practices ◽  
Ways Of Thinking

This chapter will explain transformative learning and its value and application to corporate training practices by promoting critical reflection on one’s “frames of reference.” This critical reflection can help one to challenge cultural and social assumptions, potentially leading the person to more democratic ways of thinking and behaving in the workplace. Cyberspace offers a unique and potentially powerful place to employ transformative learning practices, and along with explaining transformative learning, this chapter will explore how cyberspace can be used for this kind of learning. This chapter will also posit that new cyberspace environments such as Wiki’s and Second Life hold tremendous promise as transformative learning spaces because they invite small group collaboration.

The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces

2019 ◽  
Vol 13 (2) ◽  
pp. 242-253 ◽  
Author(s):  
Tobias Schnitzler
Keyword(s):  
Sustainable Development ◽  
Collaborative Learning ◽  
Transformative Learning ◽  
Social Engagement ◽  
Social Transformation ◽  
Critical Reflection ◽  
Education For Sustainable Development ◽  
Learning Spaces ◽  
Core Element ◽  
Key Features

Recent research has become increasingly interested in the concepts of education for sustainable development (ESD) and transformative learning (TL). However, even as ESD can be described as holistic and transformational education with the purpose to transform our society, only few studies have examined potential bridges between these two concepts. The article at hand gives an indication on this issue by studying the literature of ESD and TL. Strengthening the transformative aspect of ESD requires taking into account critical reflection, participation and social engagement, all of which all express key features of the new collaborative learning spaces (CLS). Subsequently, the potential of such CLS for the transformative mission of ESD are emphasized. In ESD as well as in CLS, the bridge between learning and action is crucial and a core element of social transformation. In order to clarify this, the new method of WeQ is described, aiming to better understand and develop CLS.

Multi-User Virtual Environments (MUVEs) as Alternative Lifeworlds: Transformative Learning in Cyberspace

2020 ◽  
Vol 18 (4) ◽  
pp. 310-337
Author(s):  
Shantanu Tilak ◽  
Michael Glassman ◽  
Irina Kuznetcova ◽  
Joshua Peri ◽  
Qiannan Wang ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Virtual Environments ◽  
Direct Instruction ◽  
Second Life ◽  
Critical Reflection ◽  
Learning Trajectories ◽  
Shared Purpose ◽  
Civil Discourse ◽  
Classroom Structures ◽  
Democratic Learning

Direct instruction (PowerPoint presentations, lectures) often imposes hierarchical classroom structures where the teachers are considered experts, imparting knowledge to passive learners. However, the emergence of tools like Multi-User Virtual Environments (MUVEs) encourages the creation of democratic learning environments. We hypothesize that these tools lead to higher degrees of civil discourse within the classroom and create transformative learning trajectories for students, allowing them to create shared purpose to incite social change. By comparing reflectivity displayed in weekly students’ blogging assignments in a classroom using an MUVE (Second Life), and one using direct instruction, we sought to gauge the effect MUVEs had on students’ reflectivity with the passage of time. Results indicated that MUVEs facilitated more critical reflection and transformative learning trajectories as compared to direct instruction frameworks.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals Theoretically Speaking – An Autoethnographic Journey in Crossing Disciplines to Being-Becoming a Practical Scholar

2019 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Michaella Cavanagh
Keyword(s):  
Critical Reflection ◽  
Theory And Practice ◽  
Fashion Design ◽  
Visual Methods ◽  
Ways Of Thinking ◽  
Short Narrative

Becoming a PhD scholar requires a change in identity and new ways of thinking. This is difficult for those from practical backgrounds who struggle to merge the theoretical/scholarly with the creative/practical. Moving towards the scholarly calls for the unlearning of previously held truths. Starting autoethnographically, metaphorical drawings opened up space for critical reflection – crucial to researching oneself. Three metaphorical drawings were made for seminal points in my journey from a fashion design lecturer to a PhD scholar. Each drawing is accompanied by a short narrative and further analysed through conversations with my PhD supervisor. In writing the narratives and dialogue, deeper insights were gained in understanding the role of theory, allowing me to see how my identity was shifting into that of being a scholar. Simultaneously, using visuals as tangible objects allowed me to challenge the familiar while drawing on the resources of my practical background. The result was the inherent alignment of theory and practice, a deeper understanding of the changes within my identities and the alignment of my disparate selves. The use of visual methods has value for others wishing to find a way to bring the strengths of their current disciplines into a more scholarly realm.

Mentoring in Graduate Education

2014 ◽  
pp. 101-117 ◽  
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Critical Reflection ◽  
Program Design ◽  
Educational Institutions ◽  
Future Research ◽  
Higher Educational Institutions ◽  
Research And Practice ◽  
Higher Educational

The purpose of this chapter is to examine and analyze the concepts of power, critical reflection, and potential for transformative learning in graduate mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The chapter concludes with an analysis of two mentoring models/programs and suggestions for future research and practice in mentoring in higher educational institutions that may lead to transformative learning among mentors and participants in these programs.

Towards a Theoretical “Cybernetic” Framework

2013 ◽  
pp. 128-181
Author(s):  
Pellas Nikolaos
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Second Life ◽  
Value Added ◽  
Learning Theories ◽  
Common Basis ◽  
Learning Practices ◽  
Planning Framework ◽  
E Learning ◽  
Qualitative Characteristics

In the last decade, there is a common conviction and connectedness for modern e-learning practices to use online virtual environments (or worlds) for arousing students’ interesting in various experiential activities. In this perspective, this chapter creates and proposes a “Cybernetic Planning Framework” (CPF), which combines the diversity of educational theories and practices, yielding in a common basis for their inclusion. The present chapter focuses on Second Life’s qualitative characteristics that can be utilized to construct a “teaching-organizational” framework, which is essential for planning effective and meaningful distance learning courses. This gain averred a “cybernetic model,” in which users enhanced pedagogical authorities and principles of Contemporary Learning Theories that previous studies carried out in Second Life. This premise recapitulates the value-added of this chapter, which can successfully be adapted to any 3D “open” and “sustainable” education system, emphasizing on integration and innovation of teaching methods.

New Life for Corporate Training

2010 ◽  
pp. 433-452
Author(s):  
David R. Dannenberg
Keyword(s):  
Second Life ◽  
Corporate Training ◽  
Communication Channels ◽  
Training And Development ◽  
Academic Community ◽  
Development Programs ◽  
Corporate Learning ◽  
Ideal Medium ◽  
Learning Programs ◽  
Rich Content

While the educational use of Second Life by the academic community is well established, the number of corporate training and development programs utilizing Second Life has yet to be fully determined. However, while the corporate training use of Second Life may not be as prolific as the academic use, it is occurring. To support this argument the author combines the use of ethnographic evaluation with a review of the existing literature surrounding the corporate use of Second Life. Presented within are what the author found to be the main advantages and hesitations that surround the corporate use of Second Life. The affordances of Second Life, the communication channels, the immersive self-directed building opportunities, and rich, content driven environments, are a unique mix that makes Second Life an ideal medium for developing corporate learning programs.

Sign in / Sign up

Export Citation Format

Share Document