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.