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Action Learning

Action learning (Revans, 1980; Pedler, 2011) employs a diverse group of learners in solving real-world, complex and urgent problems. Both individual learner development and team development is facilitated (Raelin, 1997) and a learner’s cognitive development appears to be most enhanced the more difficult and complex the problem. In this problem-solving, authentic environment, the instructor takes the role of learning coach and facilitates an environment in which students become reflective practitioners (Marquardt, 2015).

We enjoy combining action learning and action research to design transdiciplinary courses that involve each student/student team proposing, performing and presenting original action research. 

  • In this blog post, Rachel explains the role that Action Learning has played in her pedagogical development.

  • In this study, we detail a course that knits together action learning, action research, athleticism and study abroad

  • In this LAMP Lite Byte, Rachel overviews Action Learning

  • The below video was created by one of the students in my problem-based learning (PBL) Capstone course and exemplifies what can happen when PBL is followed-up by Participatory Action Research!

 

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