Action Learning. Symposium 21. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]

Titel	Action Learning. Symposium 21. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]
Quelle	(2000), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Andragogy; Case Studies; College Programs; Education Work Relationship; Educational Environment; Educational Practices; Educational Trends; Employer Employee Relationship; Environmental Influences; Experiential Learning; Foreign Countries; Higher Education; Independent Study; Labor Force Development; Learning Theories; Performance Factors; Program Development; Theory Practice Relationship; Trend Analysis; Universities; Australia; Netherlands; United Kingdom; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Andragogics; Andragogik; Case study; Fallstudie; Case Study; Studienprogramm; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Bildungsentwicklung; Environmental influence; Umwelteinfluss; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Arbeitskräftebestand; Learning theory; Lerntheorie; Leistungsindikator; Programmplanung; Theorie-Praxis-Beziehung; Trendanalyse; University; Universität; Australien; Niederlande; Großbritannien; USA
Abstract	This document contains three papers from a symposium on action learning that was conducted as part of a conference on human resource development (HRD). "Searching for Meaning in Complex Action Learning Data: What Environments, Acts, and Words Reveal" (Verna J. Willis) analyzes complex action learning documents produced as course requirements in universities in Australia, the United Kingdom, and the United States and discusses the credibility of relationship theories of mind and enactment theories of transformational learning. "Employee Strategies in Organizing Action Learning Programs" (Rob F. Poell, Ferd J. Van der Krogt) presents a theoretical framework for the organization of action learning and uses the framework to analyze four learning-project cases from different work contexts in the Netherlands. "Comparing Action Learning Programs at Six Universities on Three Continents: Similarities and Differences" (Robert L. Dilworth) examines action learning programs at six universities in Australia, England, and the United States and draws the following conclusions: action learning has proven its value and deserves broader application in higher education; action learning can be counter-intuitive to academics; action learning can be counter-cultural to organizations because of its underlying egalitarianism; and action learning is a manifestation of adult learning theories in practice. The papers contain reference sections. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC