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Action Research: A strategical methodology for applied research
Published in Paulo Jorge da Silva Bartolo, Fernando Moreira da Silva, Shaden Jaradat, Helena Bartolo, Industry 4.0 – Shaping The Future of The Digital World, 2020
Contextual Action Research, also sometimes referred to as Action Learning, is an approach derived from Trist’s work on relationships between organizations. It is contextual insofar as it implies reconstituting the structural relations between the actors in a social environment; based on domains as it attempts to involve all affected parties and stakeholders; holographic, since each participant understands the functioning of the whole; and emphasizes that the participants act as designers and co-researchers. The concept of organizational ecology comes from contextual action research, which is more a liberal philosophy, with social transformation occurring by normative consensus and incrementalism.
Processes and means elements of the IPD Collaboration Framework
Published in Derek H. T. Walker, Steve Rowlinson, Routledge Handbook of Integrated Project Delivery, 2019
Derek H. T. Walker, Beverley Lloyd-Walker
Participants undertake individual and group-based action-learning activities. Experimenting to undertake complicated cross-disciplinary modelling and simulation exercises provides one such activity. These activities enable gaining knowledge from action by trial and error. The way that knowledge is captured and made re-usable from action-learning initiatives helps identify how well this has been systematically institutionalised.
Participative and Practical Goal-setting in Enterprise Systems Learning
Published in Journal of Computer Information Systems, 2022
Yaojie Li, Johnny Ho, Rania Hodhod, Jennifer Pitts, John Finley
To summarize, there are two salient streams of enterprise systems learning studies, which rest on action learning theory5,29,30 and experiential learning theory,7,29,31 respectively. Action learning was originated in the 1940s by Reg Revans, who believed that without an expert, participants themselves could acquire and share new knowledge by questioning their assumptions and routines.32,33 Action learning aims to disintegrate complex problems for members who engage in dialogue, feedback, and reflection as a collaborative inquiry.34 Decades later, David Kolb35 further developed experiential learning theory, rooted in knowledge acquisition through individual sensemaking and adaptation to the dynamic environment by trial and error. More specifically, Kolb35 proposed the experiential learning cycle, which identifies two principal dimensions of learning – perception and processing. The perception axis consists of two dialectically related modes of concrete experience and abstract conceptualization, whereas the processing axis contains active experimentation and reflective observation.
Initiatives, experiences and best practices for teaching social and ecological responsibility in ethics education for science and engineering students
Published in European Journal of Engineering Education, 2021
Tom Børsen, Yann Serreau, Kiera Reifschneider, André Baier, Rebecca Pinkelman, Tatiana Smetanina, Henk Zandvoort
The research approach employed by the SERSEE Network in general and in this paper in particular is inspired by Action Learning, which is a branch of Action Research (Kemmis and McTaggart 2005, 561). The fundamental idea of action learning is to bring people together to learn from each other’s experiences. There is emphasis on studying one’s own situation, clarifying what the organisation [here: the people brought together at network meetings] is trying to achieve, and working to remove obstacles. (Kemmis and McTaggart 2005, 561)The SERSEE network has all along tried to bring people together at workshops and meetings who either were teaching or had ambitions to begin teaching ethics to science and / or engineering students. The reason for doing so was – in line with the fundamental idea of action learning – to make learning from participant to participant, and from peer to peer, possible. Two tools have been applied to facilitate per learning: (1) At workshops participants have presented their experiences with teaching ethics to science and engineering students followed by thorough and facilitated rounds of discussions. (2) Preparation of texts summing up trends appearing across the presented experiences. The preparation of texts has been a collective endeavour involving several workshop attendees. The focus of the prepared texts has typically been on identifying obstacles for teaching ethics to science and engineering students, and means to overcome those obstacles.
Effect of action learning on digital storytelling education for fashion students
Published in International Journal of Fashion Design, Technology and Education, 2022
As an educational method, Action learning (AL) refers to a learner-centred instructional design method that solves problems within groups. AL is a practical learning method that enables learning at the individual, team, and organisational levels. The learner-centred method by team activity can be an effective educational method for digital fashion films produced through the collaboration with experts in various fields and for creative convergence students required in the fourth industrial era.