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Book part
Publication date: 13 May 2022

Michael Reynolds

Choosing or designing learning events involving groups should ideally mean adopting an approach which is consistent with the values and principles of leadership that the event is…

Abstract

Choosing or designing learning events involving groups should ideally mean adopting an approach which is consistent with the values and principles of leadership that the event is intended to promote. These principles should be reflected in the design of the learning event, its structure, processes and the social and political culture it helps to generate. This idea has its foundation in the development of group work involving more participative designs and which value experience as a basis of learning.

This chapter looks at applications of groups to development which take account of more recent ideas of leadership and ways these ideas can be reflected in the structure and methods comprising their design. This chapter also addresses some of the practicalities of leadership development, the role of the facilitator or consultant, frameworks for making sense of group processes and opens up the topic of evaluation. How do we know that our particular group-based approach to leadership development works?

Details

Developing Leaders for Real: Proven Approaches That Deliver Impact
Type: Book
ISBN: 978-1-80071-365-9

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Book part
Publication date: 18 August 2006

Manuel London and Valerie I. Sessa

Students of organizations are beginning to recognize the importance of continuous learning in organizations, but to date the concept is not well understood, particularly in terms…

Abstract

Students of organizations are beginning to recognize the importance of continuous learning in organizations, but to date the concept is not well understood, particularly in terms of how the learning of individuals is related to the learning that takes place in groups, which is related to the learning that occurs in organizations (and all other combinations). To further our understanding, we offer the idea of continuous learning in organizations from a living system's perspective. We view individuals, groups, and organizations as living systems nested in a hierarchy. We propose that living systems can learn in three ways: they can adapt, they can generate, and they can transform. Learning triggers from the environment spark learning, and this relationship is moderated by the system's readiness to learn. Readiness to learn is a function of the permeability of the system's boundaries, the system's stage of development, and the system's meta-systems perspective. Additional research questions are presented to explore learning flow between levels and to determine how the match between one system's pressure for change and another system's readiness to learn affects the emergence of adaptive, generative, and transformative learning. In addition, research questions are offered as a means to test these ideas and build grounded theory. Finally, using this model, the chapter presents three case studies and suggests diagnostic questions to analyze and facilitate continuous learning from a multi-level perspective.

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Multi-Level Issues in Social Systems
Type: Book
ISBN: 978-1-84950-432-4

Book part
Publication date: 26 August 2019

Lee Webster and Andrew Whitworth

Purpose – This chapter contributes to the development of informed learning pedagogy by examining its innately political character. Through examining issues of power that arise in…

Abstract

Purpose – This chapter contributes to the development of informed learning pedagogy by examining its innately political character. Through examining issues of power that arise in a particular educational setting, the aim is to illuminate how power (and resistance to it) needs to be carefully considered by practitioners who engage with informed learning pedagogy.

Theoretical Approach – Foucault’s view of power, defining it as something that can be both generative and repressive, and which works only in combination with resistance to this power, is specifically drawn on to illuminate how dialogues between students give rise to changed information practices.

Design – Twenty groups of learners, each of five to seven students, engaged in a series of three complex informed learning activities, and generated extensive datasets as they recorded their dialogues to online discussion boards within the Blackboard course management system used on a postgraduate course in educational technology. These data were supplemented by interviews with a number of students and the course tutor.

Findings – The information practices of the groups developed in different ways depending on a number of factors consistent with informed learning. Students were motivated by achieving high grades, and data reveal that students respond to surveillance from teaching staff and each other by communicating outside of the official discussion board space. This is illuminating because by resisting power in this way students develop new practices that are specifically relevant to their group, and shows how dominant power and resistance to it help develop facets of informed learning.

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Informed Learning Applications: Insights from Research and Practice
Type: Book
ISBN: 978-1-78769-062-2

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Book part
Publication date: 8 August 2005

Stanley M. Gully and Jean M. Phillips

The purpose of this chapter is to extend research and theory on learning and performance orientations to multiple levels of analysis. We begin by introducing a model describing…

Abstract

The purpose of this chapter is to extend research and theory on learning and performance orientations to multiple levels of analysis. We begin by introducing a model describing the impact of individual learning and performance orientations on attentional focus, response to failure, experimentation, and motivation, and identify potential sources of these orientations. We then describe how learning and performance orientations are linked to incremental and profound change, and theoretically based propositions are presented to guide future research efforts. Leadership, organizational learning, and strategic human resource management are discussed in relation to the model, and implications of the framework for future research and practice are revealed.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-0-76231-215-3

Book part
Publication date: 2 August 2022

Amar Kanekar

Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to acquaint

Abstract

Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to acquaint the readers to group-based learning in an online environment as an innovative practice for engaged learning. Diverse facets of group-based learning are discussed such as role of instructors, role of learners, challenges of group-based learning and finally role of social media in designing such group-based learning projects. A comprehensive prototype application of a group-based learning project walks the readers through applying group-based learning in their respective courses at the undergraduate and/or graduate level. Finally some instructor designed rubrics for assessing group-based learning are shared for effective assessment of a group-based learning project.

Abstract

Details

Learning Organizations
Type: Book
ISBN: 978-1-83982-431-9

Book part
Publication date: 21 May 2019

John N. Moye

The process of differentiating each of the dimensions of learning is demonstrated by the application of three possible conceptual frameworks for each dimension, which are based on…

Abstract

Chapter Summary

The process of differentiating each of the dimensions of learning is demonstrated by the application of three possible conceptual frameworks for each dimension, which are based on the theories of learning, instruction, and environment. Multiple existing theories apply to each dimension of the curriculum, including one framework that is a synthesis of several related theories. The purpose of this chapter is to demonstrate how theories may be adapted into design templates and used to configure the components of the curriculum. The outcome of this process is to create coherent curricula through the practical application of theories of learning as design templates.

A blueprint template is presented to visualize the internal alignment, interconnectedness, and overall coherence of each curriculum. This template visually depicts the functional interactions between the curricular components as dynamic relationships. This tool reveals the design relationships within the curriculum for purposes of design and evaluation. For curriculum design purposes, this form is used to establish and maintain the alignment among the dimensions of a curriculum (horizontally in the template) as well as the interconnectedness of the components. Engagement with the learning process begins by translating the content of each learning objective into instructional objectives, which aligns the instructional components with each learning objective. The instructional objectives are configured to align the content and structure contained in the outcomes and objectives with the instructional components. In this curriculum design system, the instructional taxonomies of Bloom, Engelhart, Furst, Hill, and Krathwohl (1956) are adapted as design templates to demonstrate three strategies to configure the structure of the learning engagement dimension into three distinct purposes of developing cognition, skills, or values within each dimension (vertically in the template).

The learning experience in this curriculum demonstration differentiates three distinct instructional functions: the learning of thinking skills, the learning of performance skills, and the learning of values-based performance. A template adapted from credible theories of instruction configures the specified learning.

Three models also differentiate the learning environment dimension of a curriculum. The learning environment is structured to deliver learning through individual, cooperative, or collaborative processes. Although the environmental considerations mostly impact the activities through which learners interact with the content of the curriculum (reinforcement activities, assignments, assessments), the environmental factors influence all components of the curriculum and can be differentiated to promote and enhance learning. From the learner perspective, the learning environment is created by the dynamic interaction of all components of the curriculum to facilitate an unobstructed path to learning.

Details

Learning Differentiated Curriculum Design in Higher Education
Type: Book
ISBN: 978-1-83867-117-4

Book part
Publication date: 19 September 2012

Jonathan Kush, Courtney Williamson and Linda Argote

Purpose – We explore two characteristics of groups in today's work environments, membership dispersion and geographic dispersion, and the effects that these conditions have on…

Abstract

Purpose – We explore two characteristics of groups in today's work environments, membership dispersion and geographic dispersion, and the effects that these conditions have on group and organizational learning.

Approach – We integrate findings on group membership dispersion and geographic dispersion and develop predictions of dispersion's effects on group learning, incorporating the literature on knowledge transfer, transactive memory, turnover, and communication.

Findings – Members in multiple work groups, while exposed to knowledge from different areas, have weaker group identities and are more adversely affected by time constraints than members who belong to only one group. Group members can be dispersed sequentially through turnover, which creates more knowledge-retention problems than those experienced by stable groups. Members of geographically dispersed groups are in positions to integrate novel knowledge. The necessary use of technology to communicate, however, reduces the ability of geographically dispersed group members to convey ideas as effectively as their collocated counterparts. Geographically distributed group members experience less common ground and more difficulty in transferring knowledge, especially tacit knowledge, than their collocated counterparts.

Originality/value – We discuss how membership and geographic dispersion pose challenges to and provide opportunities for group learning. We suggest how learning within dispersed groups can be supported as well as what the future holds for the role of these groups in the new economy. The chapter concludes that although membership and geographic dispersion pose challenges to learning at the group level, these conditions enable learning at the level of the organization.

Details

Looking Back, Moving Forward: A Review of Group and Team-Based Research
Type: Book
ISBN: 978-1-78190-030-7

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Book part
Publication date: 19 May 2015

Albert Sangrà, Mercedes González-Sanmamed and Montse Guitert

This chapter aims to show how the inquiry-based learning (IBL) approach can be successfully used in online education. To this purpose, we will present the experience of the…

Abstract

This chapter aims to show how the inquiry-based learning (IBL) approach can be successfully used in online education. To this purpose, we will present the experience of the Digital Competence Program at the Universitat Oberta de Catalunya, which is designed considering the principles of collaborative work, implemented with a wide range of educational resources taking advantage of ICT benefits, is delivered online, and is finally evaluated from opinions voiced by students. In addition, it is a good example of a multidisciplinary approach since it covers several disciplines and helps to acquire a number of skills that professionals require in their personal and social environments and at the workplace.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

Book part
Publication date: 29 November 2014

Diana J. Wong-MingJi and Gina N. Wong

This chapter develops a theoretical model of a collaborative inquiry-based group development process with a grounded theory approach. The purpose of this research study is to…

Abstract

This chapter develops a theoretical model of a collaborative inquiry-based group development process with a grounded theory approach. The purpose of this research study is to examine how educators engage in collaborative inquiry-based group development processes that transform their professional identity and pedagogical practices. Qualitative research data comes from the Livingstone Inquiry Group (LIG) in Vancouver, Canada. It is a longitudinal case study of inquiry-based pedagogies (IBPs) in a community of learners. They started in 2007 with members representing K-12 teachers, resource staff, administrators, higher education, and union organizations. The model outlines generative dynamics between social capital and relational learning which support pedagogical paradigm shifts in the group’s collaboration. Implications of this study provide direction for research regarding inquiry-based learning in higher educational institutions as an important forum for sustainable professional development of teachers as life-long learners.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

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