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Book part
Publication date: 17 December 2016

Poula Helth

The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

Abstract

Purpose

The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

Design/methodology/approach

The learning methods developed in the learning in practice (LIP) project include aesthetic performances combined with reflections. The intention has been to explore how leadership may be transformed, when leaders work as a collective of leaders. The learning methods developed and tested in the LIP project are art-informed learning methods, concepts of liminality and reflection processes carried out in the leaders’ organisational practice.

Findings

One of the most important findings in the LIP project in relation to transformative learning is a new learning technique based on guided processes rooted in aesthetic performance combined with reflections and separation of roles as performer and audience. Reflection processes related to aesthetic performance serve as argument for the impact of ‘the audience wheel’.

Originality/value

Leaders who perform and reflect in a collective of leaders can better deal with complex organisational problems and enhance growing of welfare-in-the-making from an inside and out perspective. Moreover, the separation between classroom teaching and practical intervention will diminish when leaders learn aesthetic performance and reflections as a practical technique.

Details

Developing Public Managers for a Changing World
Type: Book
ISBN: 978-1-78635-080-0

Keywords

Article
Publication date: 12 June 2009

Eleni Oikonomidoy

The purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural education…

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Abstract

Purpose

The purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural education classes.

Design/methodology/approach

Analysis of one blog is used to demonstrate how information gained through that triggered the instructor's informed reflection and guided subsequent in‐class teaching/learning.

Findings

Through the analysis of the demonstrative blog, it becomes apparent that while pre‐service teachers were appropriating vocabulary used in the field of multicultural education, their narratives were superficial and oversimplified. Subsequent in‐class activities designed to attend to the conceptual gaps were used to problematize the simplistic views.

Research limitations/implications

The data presented cannot be generalized to all pre‐service teachers. Since the purpose of this paper is to attend to the process and not the content, the demonstrative blog serves only as one possible example, which can be easily adapted with different concepts/goals.

Practical implications

It is proposed that the identification of students' collective zones of proximal development (Vygotsky) in key elements of the multicultural learning chain can provide important information to the instructor for the re‐design of future teaching.

Originality/value

Continual assessment of the effectiveness of multicultural education classes is needed, if such classes are to have a long‐term impact on pre‐service teachers' future practice. The micro‐level method proposed in this paper offers one possible way to manage the oftentimes overwhelming amount of information that they are built upon while continually monitoring students' learning.

Details

Multicultural Education & Technology Journal, vol. 3 no. 2
Type: Research Article
ISSN: 1750-497X

Keywords

Book part
Publication date: 19 August 2020

Laura Selmo

According to Nussbaum (2010), it is really important to develop responsibility and to promote the critical thinking, above all through pedagogical appropriate interventions…

Abstract

According to Nussbaum (2010), it is really important to develop responsibility and to promote the critical thinking, above all through pedagogical appropriate interventions. Education has to offer the instruments and pedagogical models useful to let people be able to participate actively to the building of a society taking into account the diversities and the resources deriving from them. One of these can be service-learning methodology where students learn and develop through active participation in thoughtfully organized service. Literature documents that service-learning activities enhanced students’ problem-solving abilities (Conrad & Hedin, 1982; Goldsmith, 1996) social competence (Osborne, Hammerich, & Hensley, 1998), civic responsibility (Goldsmith, 1996; Zeldin & Tarlov, 1997). Starting from this theoretical framework, this chapter will describe the results of a case study analysis on the relationship between the capability approach and service-learning in higher education. In particular, guided by the capability approach of Sen (1987) and Nussbaum (2000, 2010), a qualitative analysis was conducted on students’ reflections on their service-learning experience.

Details

Integrating Community Service into Curriculum: International Perspectives on Humanizing Education
Type: Book
ISBN: 978-1-83909-434-7

Keywords

Article
Publication date: 1 September 2005

Patti Clayton and Sarah Ash

Reflection is key to learning from experience, including the experience of teaching. Aims to investigate whether critical reflection is as important in faculty development as it

2163

Abstract

Purpose

Reflection is key to learning from experience, including the experience of teaching. Aims to investigate whether critical reflection is as important in faculty development as it is in student learning.

Design/methodology/approach

Offers the authors' experience with a service‐learning program as a case study of the benefits and challenges of structuring faculty development around reflection.

Findings

Reflection on their teaching both deepens faculty's understanding of their roles as educators and allows them to model those abilities and perspectives they want their students to develop. Further, collaborating with our students in the reflective process promotes a strong sense of learning community, positioning students and faculty alike as engaged in collaborative inquiry.

Originality/value

Provides useful information on reflection as a means of development for faculty.

Details

On the Horizon, vol. 13 no. 3
Type: Research Article
ISSN: 1074-8121

Keywords

Article
Publication date: 15 March 2021

Olga Khokhotva and Iciar Elexpuru-Albizuri

The paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on…

Abstract

Purpose

The paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on teachers' reactions and encountered challenges and draws inferences on how teachers' learning and knowledge creation could be facilitated more effectively in LS through “learning keeping.”

Design/methodology/approach

This qualitative case study of an action research project utilizes the data collected through the narrative inquiry within an LS initiative with four English as a foreign language (EFL) teachers in a school in Spain.

Findings

The study suggests that the incorporation of reflective writing in LS as a method of keeping records of teachers' individual and collective reflections should be considered “a good practice” and yet another important mechanism facilitating teachers' learning in LS.

Research limitations/implications

The study is limited by its scope since the applied LS model suggests carrying out three consecutive cycles rather than two.

Originality/value

Firstly, the two proposed instruments could be of practical value to educators and facilitators employing LS as an approach to teachers' professional learning. Secondly, the study adds to the discussion on the mechanisms fostering teachers' learning in LS by emphasizing “learning keeping” as a form of record-keeping through reflective writing. Thirdly, the study is set in the new for the LS community context, in the autonomous community of the Basque Country, Spain.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 1 October 2002

George Rosier

The case method has long been accepted as an excellent pedagogical approach and has been used extensively in management education. This paper examines the case method in the light…

4431

Abstract

The case method has long been accepted as an excellent pedagogical approach and has been used extensively in management education. This paper examines the case method in the light of developments in adult education, and finds that reflection after the class discussion of the case is usually neglected and often inadvertently discouraged. Yet reflection after the event is an important part of the learning process. Requiring students to write brief reflective reports, after the class discussion of a case, has been used successfully to improve student learning and to improve the perceived value and relevance of a case study. The paper concludes that the use of reflective reports does a great deal to overcome concerns about value and relevance in management education.

Details

Journal of Management Development, vol. 21 no. 8
Type: Research Article
ISSN: 0262-1711

Keywords

Book part
Publication date: 23 October 2020

Laura Selmo

Higher education has to develop personal and professional competences of students and to improve their knowledge and skills as well as their sense of civic engagement and…

Abstract

Higher education has to develop personal and professional competences of students and to improve their knowledge and skills as well as their sense of civic engagement and understanding of cultural and social issue. Moreover, higher education research suggests that the use of technology, e-learning and online course can provide a powerful learning experience for students (Volman, 2005). Thus, e-service-learning (E-SL), “…an electronic form of experiential education and incorporates electronically supported service learning” (Malvey, Hamby, & Fottler, 2006, p. 187) could be a teaching and learning methodology to reach these goals. Indeed:

it is delivered online and uses the Internet and state of the art technologies that permit students, faculty, and community partners to collaborate at a distance in an organized, focused, experiential service-learning activity, which simultaneously promotes civic responsibility and meets community needs. (Malvey et al., 2006, p. 187)

it is delivered online and uses the Internet and state of the art technologies that permit students, faculty, and community partners to collaborate at a distance in an organized, focused, experiential service-learning activity, which simultaneously promotes civic responsibility and meets community needs. (Malvey et al., 2006, p. 187)

Starting from a theoretical analysis of the evolution of E-SL, this chapter describes a case study of the use of E-SL in English Language Teaching (ELT) education and reveals the effects that it produces on the development of digital skills, teaching abilities and professional identity of pre-service teachers.

Details

International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-854-3

Keywords

Abstract

Details

The Reflective Leader
Type: Book
ISBN: 978-1-83982-554-5

Article
Publication date: 16 May 2008

Chee Siang Ang and Panayiotis Zaphiris

Recently, researchers have begun investigating the learning process that occurs within computer games (learning to play), as opposed to studying games that support explicit…

Abstract

Purpose

Recently, researchers have begun investigating the learning process that occurs within computer games (learning to play), as opposed to studying games that support explicit learning for educational purposes (playing to learn). With the increasing popularity of massively multiplayer online games (MMOGs), some research has begun to look beyond individual play and is now focusing on social play. By conducting a 30 day virtual participant observation in an MMOG, namely World of Warcraft (WoW) this paper aims to identify and provide a theoretical explanation of the process of learning that takes place in such an open‐ended virtual world.

Design/methodology/approach

Through the lens of activity theory, the paper focuses its analysis on the tool, the goal, the activity of game playing and contradictions.

Findings

It was found that social learning could occur through intrinsic and extrinsic play. Intrinsic play is play oriented toward goal completion while extrinsic play is directed toward reflection and expansion of intrinsic play. WoW is designed with tools that facilitate these types of play, and therefore learning that emerges from them. Furthermore, learning involves not only the process of acquiring knowledge and skills to accomplish certain goals, but also the process of defining the goal, thus shaping the learning process.

Originality/value

The results could be used to inform game design either for social play or for social learning.

Details

Interactive Technology and Smart Education, vol. 5 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Book part
Publication date: 22 December 2016

Dandrielle Lewis and Aram deKoven

This chapter provides the structure of an engaging intercultural, out of class, integrative curricular Somali Immersion Experience (SIE) offered to University of Wisconsin-Eau…

Abstract

Purpose

This chapter provides the structure of an engaging intercultural, out of class, integrative curricular Somali Immersion Experience (SIE) offered to University of Wisconsin-Eau Claire Education Studies majors and nonmajors who are not exposed to many different races, ethnicities, and people from different cultures because of the demographics of Eau Claire.

Methodology/approach

SIE participants complete 24 classroom hours and a weeklong immersion into the Somali Community of Minneapolis/St. Paul, Minnesota. Critical Race Theory provides the framework for the coursework. Quantitative data is collected via pre- and post-SIE online surveys and classroom assignments. Qualitative data is collected via summative papers and reflective sessions.

Findings

The results indicate that participants develop understanding and knowledge of Somali culture, religious practices, life styles and school lives, as well as their performance in teaching, reading, mathematics, and social studies to nonnative speakers of English. The participants’ preconceived notions about Somalians, Muslims, and Islam were based on what they saw portrayed in the media. After the SIE, participants expressed how much knowledge they gained about best practices in English as a Second Language instruction, communicating: “Somalians and Muslims are a peaceful people.” One participant exclaimed “I have learned more in a week than I have learned during my field teaching experience and more than I have learned by taking a semester long class.”

Originality/value

This chapter offers help to individuals and institutions wanting to improve students’ exposure to diversity through domestic immersions.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

Keywords

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