Learning for learning economy and social learning
In: Research Policy, Band 38, Heft 5, S. 726-735
In: Research Policy, Band 38, Heft 5, S. 726-735
In: Tayebinik, M., & Puteh, M. (2012). Blended Learning or E-learning? International Magazine on Advances in Computer Science and Telecommunications, 3(1), 103-110.
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In: Routledge studies in human geography 46
In: Oxford Research Encyclopedia of International Studies
"Experiential Learning and Learning Styles" published on by Oxford University Press.
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Working paper
In: Learning Support Systems for Organizational Learning, S. 37-63
In: Regional studies: official journal of the Regional Studies Association, Band 48, Heft 2, S. 418-419
ISSN: 1360-0591
In: European political science: EPS, Band 9, Heft 1, S. 5-12
ISSN: 1682-0983
In: International studies review, Band 13, Heft 3, S. 543-545
ISSN: 1468-2486
In: Political analysis: PA ; the official journal of the Society for Political Methodology and the Political Methodology Section of the American Political Science Association, Band 14, Heft 1, S. 121-129
ISSN: 1476-4989
We welcome the opportunity to respond to Wand's careful and detailed analysis of our paper (Lewis and Schultz 2003). With the discipline's increasing inclination to move toward fully structural strategic choice models (e.g., Signorino 1999; Morton 1999), the issues that Wand raises are important to consider, as they bear on crucial questions of model construction and interpretation. Moreover, his work has allowed us to consider more carefully the properties of an estimator that we are in the process of applying to actual data.
In: Vince , R 2008 , ' 'Learning-in-action' and 'learning inaction' : advancing the theory and practice of critical action learning ' , Action Learning: Research and Practice , vol. 5 , no. 2 , pp. 93-104 . https://doi.org/10.1080/14767330802185582
This paper seeks to improve our understanding of the emotional and political dynamics that are generated (and too often avoided) in action learning. The idea at the centre of the paper is a distinction between 'learning-in-action' and 'learning inaction'. The phrase 'learning-in-action' represents the value of action learning and much of what we know about the productive relationship between learning and practice. For example, we know that action learning can provide a generative learning model for improvements in practice. Membership of an action learning set can assist individuals in the development of strategic actions, which then can be tested and potentially transformed in practice. However, there is another dynamic that is having an effect on learning and the transformation of practice within action learning. This is called 'learning inaction' because participants in learning sets also have (conscious and unconscious) knowledge, fantasies and perceptions about when it is emotionally and politically expedient to refrain from action, when to avoid collective action, and the organizational dynamics that underpin a failure to act. Organizational members are often aware of the political limits of learning within organizations without having to be told; we collude with others in order to create limitations on learning and we are often aware of what is and is not going to be seen as a legitimate result of our attempts to learn. We know these things at the same time as we are engaged in action learning. These developments in theory are related to practice through a focus on four action learning sets within the UK Health Service.
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The COVID crisis has disrupted routine patterns and practices across all spheres of everyday life, rupturing social relations and destabilising our capacity for building coherent selves and communities by recollecting the past and imagining potential futures. Education is a key domain in which these hopes for the future have been dashed for many young people and in which commitments to critical scholarship and pedagogies are being contested. In a world of stark socioeconomic inequality, racism, and other forms of dehumanising othering, the pandemic serves not to disrupt narratives of meritocracy and progress but to expose them as the myths they have always been. This paper will explore forms of political resistance and the (im)possibilities for experimental pedagogies in response to the broken promises and unrealised dreams of (higher) education in the context of the COVID crisis. Reflecting on my own everyday life as a scholar and educator in a South African university, and in dialogue with students' narratives of experience, I will examine the ways in which the experience of the pandemic has released and mobilised new forms of resistance to historical institutional and pedagogical practices. However, these hopeful threads of alternative narratives are fragile, improvised in the weighty conditions of a status quo resistant to change, and in which the alienation and inequality of the terrain are being exacerbated and deepened through a proliferation of bureaucratic and technicist solutions.
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In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 20, Heft 3, S. 243-247
ISSN: 1467-873X