Anecdotes of Action Learning

The objective of this chapter is to narrate the realizations while developing sustainability lessons by Action Learning (AL) for inclusion within an MBA-IT Business Management curriculum. This process is elucidated in a narrative style. The premise was set by ALs of earlier cohorts' trials, errors, improvisations, and reflections. In the year 2015, the Institutional Social Responsibility (ISR) team attempted scaling up ‘Learning by Doing.' In 2016, a ‘Consolidate and Optimize' approach was adopted. Each activity used a reflexive approach during AL evaluations. Together, AL practitioner and learners developed incrementally maturing sustainability lessons for the subsequent cohort. The chapter aims to share experiential learning with all stakeholders in higher education. An overall shift from apathy to empathy by virtue of AL to implement sustainability lessons is the highlight of this chapter.

Trans-Disciplinary Approaches to Action Research for e-Schools, Community Engagement, and ICT4D

This chapter will highlight how practitioners use trans-disciplinary approaches to conduct Action Research (AR) in the context of e-schools, Community Engagement (CE) and Information and Communication Technologies for Development (ICT4D). The objectives provide details on how: AR is used to align e-education with life-enhancing values and in situations dealing with partnerships towards CE and/or ICT4D matters at local, national and international levels; to promote e-learning and development among those previously excluded from formal education; AR is contributing to transformation and equity in the context of e-schools, CE and ICT4D; AR CE is contributing to improving the quality of life for all; changes and/or growth in the way in which AR is utilized and interpreted can be explored when such questions are raised; AR can stay relevant in light of the ever-increasing speed of change in terms of technological innovations; and examples of ground-breaking AR work can thus be achieved.

Technology Education Teachers' Professional Development Review Through Community Engagement

It is the supreme art of an action research practitioner to awaken the joy of tapping into professional development review of Technology Education (TE) knowledge with the teachers as co-researchers. TE has been introduced as a new subject nationally and globally just few decades ago. Teachers and learners are still experiencing hurdles in implementing TE. Most teachers are poorly grounded in pedagogy and content knowledge of Technology Education. This AR study does not blame the limited teacher training in TE, as its intention was to empower such. The study was underpinned by critical theory and following the AR strategies and Technology Education Cascading Theory was envisaged to be incorporated. Focus group (interviews) was used as the method to engage these TE teachers. From the findings of the study, it has been proven that the AR approach study can be used in didactic and pedagogic situation to emancipate unqualified and under qualified Technology teachers.

Participatory Action Research and Learning in Sustainable Local Economic Development

Participatory action learning and action research in sustainable local economic development strategies is not a common practice. In this chapter, the author firstly gives an introduction of the concept of sustainable local economic development; the importance of local economic development is outlined, as well as the aims. The author proceeds by discussing participatory action learning and action research as integrated empowering concepts. Lastly, the author describes how participatory action learning and action research were used by the Overstrand Local Economic Development Agency in partnership with the Hawston community to assist them to develop a sustainable neighbourhood development strategy. The steps of the participatory action learning and action research cycle are discussed coupled with the learning and actions taken, that emanated from the reflections during the research.

Teacher Learning and Effective Professional Development

Action Learning has been and is regularly implemented within Australian schools as a platform for teacher professional development and professional learning. The following chapter reports on a decade-long association between one Australian government primary school, an Academic Partner and the process of Action Learning. Initially, Action Learning was implemented in 2005 in the form of a small-scale, more traditional Action Learning project; In 2009, Action Learning was then modified and stretched to involve the whole school's teaching, support and executive staff; In 2013, the principles of Action Learning were extended as the school executive and teaching staff began to take ownership over their own learning. This case study demonstrates that Action Learning can be implemented on a school-wide basis for the effective professional development of the whole school's teaching and executive staff. Recommendations are made for similar schools who are considering extending Action Learning across the whole school.

Anecdotes of Action Learning

The objective of this chapter is to narrate the initiations of sustainability lessons for inclusion within an MBA-IT Business Management Curriculum. This process is elucidated in a narrative style. Initiation of AL began in the year 2013 and improvised in 2014. ‘Trial and Error' experimentation in the year 2013, with ‘out of the box' lessons, achieved initial success with highly positive student feedback. AL was improvised in 2014 with industry visits, reflecting on corporate social responsibility and collaborations with civil society organizations. For easy comprehension of the thought process of AL iterations, it is recommended to understand Figure 1. Each AL activity is marked with year-wise sub-headings and AL reflections. For the stakeholders interested in modifying in higher education with AL, this institutional choice of sustainability and emphasis on sustainability AL is useful. Unlearning of previous social responsibility action patterns, usage of multiple intelligence, and experiential learning of social issues by IT Business students are the highlights of this chapter.

Conscientize Learners With Littering in Environmental Education by Using Action Research Activities

The aim of this chapter is to provide delegates with a fresh perspective on the littering challenges facing schools and homes in developing countries today, as well as the established skills and awareness intervention strategies necessary to overcome these challenges hence sustaining the teaching of Environmental Education (EE). The extend of Africa's ignorance of EE subject amongst teachers has intensified and reinforced that action research (AR) be regarded as a tool for learner emancipation in the teaching of EE. EE is still seen as a foreign concept by many teachers and a notion that can be down played in school curriculum and home territory. In this chapter EE has find its way into school environment successfully and effectively through engaging learners as co-researchers with action research approach. The study was designed from educational living paradigm and is underpinned by collaborative learning theory. An intervention in the form of action research spiral cycle activities with the learners has managed to make them conscious about littering.

Using Transdisciplinary Action Research Toward Sustainable Management of Vineyard Management and Tourism in the Negev Highlands

Communities often lack a framework to guide research and action by which to mitigate complex socio-ecological challenges in the face of conflicting interests and poorly understood ecological and socio-political mechanisms. In an effort to provide such a framework, this article offers an approach for the systematic analysis of societal interactions with the landscape as well as for the structure and function of the ecosystem. Using an approach informed both by transdisciplinary research (TdR) and participatory action research (PAR), modeling is employed to identify trajectories of human influence on the ecosystem, which is illustrated using a case from the Negev Highlands of Israel. The approach identifies several cascades of effects, allowing diverse stakeholders to better understand the mechanisms by which human activities change the capacity of the ecosystem to support human well-being over time, as well as building capacity for stakeholder cooperation for sustainable management.

Synergising Action Research and Technology Education

Design process is a dominant method (backbone) for teaching the Technology Education subject in schools which demands critical and creative thinking skills. Moreover, the design process is research orientated, which could jell well with action research. This chapter explores the synergy between Technology Education and action research, and ultimately contributes a theoretical pedagogical framework which could help in teaching Technology by consciously pulling in action research principles into the design process, thus helping also to approach design process as a cyclical rather than a process.

Participatory Action Research in Supporting HIV/Aids Infected and Affected Learners

Contemporary teachers face demands, amongst others fulfilling the diverse and changing roles in their everyday practice. The current roles of teachers are to evaluate teaching programmes. However, teachers often feel ill-equipped to deal with the demands placed on them. Although teachers generally have the will and inclination to help children, they often feel they lack the necessary skills to effectively deal with challenges such as HIV and Aids in the classrooms, participatory action research might be the answer for teachers regarding providing the necessary support for the learners. It provides influence of stakeholders and a higher level of support for the implementation of research findings. It can also be seen as an integrated activity that combines social investigation, educational work and actions. Its goal is to work with stakeholders to generate knowledge in order to initiate change. This chapter offers several examples of how researchers and practitioners are using participatory action research to select effective practices and support strategies.