Action Learning

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Engaging action learning dynamics within development administration and management

Engaging action learning dynamics within development administration and management

reach developed countries (Escobar, 2011; Cooke, 2004; Banerjee & Linstead, 2001). This contested imperative question and respective North-South transfer of management knowledge and managerialist institutions (Srinivas, 2010; Dar & Cooke, 2013) are interrogated, in the fourth section, through the investigation of specific impacts triggered by compliance-resistance dynamics experienced by participants of a joint organization-academy action learning program in Brazil within the realm of development administration. In this sense, we observe how Development Administration is being shaped within a major state-owned development organization in Brazil, identifying enduring Third World dynamics within contemporary Global South, especially in emerging economies. Our qualitative action research, developed in the third section, has a focus on a specific action learning program and engages with on- going action research principles and practices in interconnected levels to understand how agents and practitioners, to a major extent, and academics, to a minor extent, are dealing with impactful resistance-compliance dynamics within the realms of DAM. In detail, we embrace political and emotional impacts over participants of an action learning program called “Leadership for Development”, an engaged scholarship project involving BNDES, a public/governmental development bank, FGV-EBAPE, a renowned school of public and business administrations in Brazil, and the IMPM, a twenty-year-old international program championed by a network of five academic institutions around the world. Nowadays, the Brazilian Bank is facing a profound crisis underpinned by attacks from media, the decreasing of public funding due to the federal administration deficit (Lazzarini et al., 2015; Torres Filho, 2017). Such specific action learning program reinforces IMPM’s objective of pursuing an alternative action-learning developmental education worldwide together with academic institutions and organizations of emerging economies (Mintzberg & Gosling, 2002; Gosling & Mintzberg, 2003).
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Global restructuring and local anti-poverty action: learning from European experimental programms

Global restructuring and local anti-poverty action: learning from European experimental programms

After the Essen Summit (1994), it started to be assumed at European level that employment provided the best route out of poverty and social exclusion and all the efforts should be concentrated on employment issues. The entitlement to a job was recognized as ensuring access to the goods and services needed for life maintenance and development. After a first attempt to launch a European Employment Strategy following the Essen Summit in 1994, only after the adoption of Article 137 in the Amsterdam Treaty (1997) was it possible to launch a European Employment Strategy at the Luxembourg Summit in 1997. During this phase, poverty issues ceased to receive a specific and autonomous focus. Anti-poverty programmes were not continued and poverty issues were indirectly treated in experimental programmes related to employment issues (Community Initiative Employment & Adapt, Integra strand), to urban issues in distressed urban areas (Community Initiative Urban) and to rural development in regions facing development problems (Community Initiative Leader). The Community Initiative ‘Employment & Adapt’, especially ‘Integra’ strand, addressed the particular difficulties of those in poverty or social exclusion in acceding to a job. The ‘empowerment’ of the poor and excluded has been elected as a key theme in this strand. Later, the Community Initiative Equal, tackling inequality and discrimination in employment currently being developed, incorporated ‘empowerment’ as one of its five principles of action.
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Qualitative and Quantitative Methods in Libraries (QQML) 5: 211- 220, 2016

Qualitative and Quantitative Methods in Libraries (QQML) 5: 211- 220, 2016

GIBACE chose to analyze four reference groups of stakeholders’ visions of future as an outcome to be examined within the context of Future Studies – anticipating, but also constructing the futures –, using participatory action learning. Based on the diversity of stakeholders’ interests and the complexity of interdependencies and unpredictable behavioral dynamics (Markley 2011), this method differs from others for allowing reflection and learning by non- specialists in this practice, questioning various epistemological categories of participants (Inayatullah, 2006) that open new perspectives to be studied and theorized (Stevenson, 2002).
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Braz. J. Phys. Ther.  vol.15 número3

Braz. J. Phys. Ther. vol.15 número3

he ICPA – 16 will include eight symposiums with three presentations each from researchers under themes that include the role of action and perception, physical intelligence, coordination, deicits in social coordination in pathological conditions, perception and action learning, among others. In addition to the symposiums, the conference will include the presentation of free themes followed by discussions and presentations of studies in the format of posters. he sixteenth edition of the ICPA already has international recognition with conirmed participation of speakers from France, Japan, Holland, Belgium, Norway and United States.
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Engaging with participatory inquiry orientations

Engaging with participatory inquiry orientations

This marginal status of action research could also be explained by its history. Although it is not easy to determine the origins of action research, Reason and Bradbury (2008) locate it with the work of Lewin (1946) and other social science scho- lars by the end of the Second World War. Since the 1940s, the term action research, along with similar terms such as action science, action inquiry, and action learning, has been used to describe field work with a dual purpose: promoting practical transformation and advancing knowledge. In addition to Lewin, the work of emancipatory pedagogues like the Brazilian Paulo Freire (1970) is often seen as pioneering participatory inquiries. Reason and Bradbury (2008) observe that neither of these ori- gins is “well-linked to the mainstream of academic research” (p. 3). Put simply, the structure and ethos of universities often work against participatory inquiries, helping to consign the fam- ily of practices related to action research to the margins of academia.
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Qualitative and Quantitative Methods in Libraries (QQML) 5: 211- 220, 2016

Qualitative and Quantitative Methods in Libraries (QQML) 5: 211- 220, 2016

GIBACE chose to analyze four reference groups of stakeholders’ visions of future as an outcome to be examined within the context of Future Studies – anticipating, but also constructing the futures –, using participatory action learning. Based on the diversity of stakeholders’ interests and the complexity of interdependencies and unpredictable behavioral dynamics (Markley 2011), this method differs from others for allowing reflection and learning by non- specialists in this practice, questioning various epistemological categories of participants (Inayatullah, 2006) that open new perspectives to be studied and theorized (Stevenson, 2002).
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PETALL in action: latest developments and future directions of the EU-funded project Pan-European Task Activities for Language Learning

PETALL in action: latest developments and future directions of the EU-funded project Pan-European Task Activities for Language Learning

Abstract. The Common European Framework of Reference (CEFR) proposes Task- Based Language Teaching (TBLT) as an important strategy to develop the learners’ linguistic competences along with their communicative skills. Since it is learner- centred and relies mostly on engaging learners in meaningful communicative interchanges in a foreign language, it allows for greater interaction and collaboration between them in the development of products, in problem-solving processes and in the construction of knowledge. Nevertheless, teachers have revealed some resistance to this approach. Pan-European Task Activities for Language Learning (PETALL) is a project involving ten countries and seeks to address these problems by constructing a transnational strategy for Information and Communications Technology (ICT)- based task design management. It aims to produce tasks that can be implemented in different educational contexts, and offer training courses to help teachers build their confidence in TBLT. This presentation seeks to offer an overview of the project, including its objectives, underlying principles and deliverables (samples of good practices, the website, the courses, and the international conference).
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Psicol. Esc. Educ.  vol.11 número especial

Psicol. Esc. Educ. vol.11 número especial

Este artículo sugiere que para que estudiantes sean buenos profesores, especialmente en el contexto e-learning, es necesario entender sobre aprendizaje. Eso es especialmente importante por causa de los cambios en la educación superior, en la medida en que nos movemos en dirección a una sociedad de conocimientos. El e-learning es basado en aprendizaje y tiene como objetivo formar buenos profesores, pese a que su comprensión puede ser difícil para los académicos que no entienden cuales aspectos son englobados por el aprendizaje. Pese a su objetivo ser simple, no necesariamente es entendido o aplicado por universitarios académicos en la enseñanza. Uno de los problemas es que los profesores universitarios tienen que desarrollar una teoría de aprendizaje y enseñanza. De esa forma, los académicos pueden tener una filosofía de enseñanza, pero en muchos casos, esa propia filosofía puede no ser conscientemente realizada o implementada con suceso. Un programa para promover cambios conceptuales en las técnicas de enseñanza de los estudiantes es destacado en el artículo.
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A Model for Classification Secondary School Student Enrollment Approval Based on E-Learning Management System and E-Games

A Model for Classification Secondary School Student Enrollment Approval Based on E-Learning Management System and E-Games

Figure 6 illustrate a comparison between different types of learning based on the access time duration (hours / month) for the three courses chosen which are Math, Science and English. Main major notification was that students prefer using LMS and E-games than traditional learning also minor notification was the number of students increased in later months in using LMS system and E-games than traditional learning. So, the traditional learning comes at third priority after LMS and E- games learning.

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IT quality and organization development: using action research to promote employee engagement, leadership development, learning, and organizational improvement

IT quality and organization development: using action research to promote employee engagement, leadership development, learning, and organizational improvement

• Desirability, Belonging, and Sanctions: considering that “human individuals are gregarious beings organized within structured communities” being part of our activity “regulated by our place, function, and contribute to the community activities”, and on the “impossibility to record all decisional alternatives for each professional situation we faced”, the author enhances the role of organizational culture on “establishing general orientations which indicate the main parameters for organizational members’ decisions and actions”, “separating what is desirable from that which is not”. So, “individuals seek to behave within the defined boundaries, being subject to sanctions, and accomplishing group expectations”. Within this framework “those who distinguish by desirable decisions, mainly within risk situations, would be acclaimed as a hero, and its good example will be used for future cultural learning”. Thus, “organizational members regulate their behaviour by a common token, normalizing it along time”. With this progressive “cultural consolidation” the organizational community will “naturally reject individuals which does not behave according to their expected patterns”;
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E-LEARNING

E-LEARNING

A arquitetura da plataforma deve permitir a interatividade entre todos os que a utilizam. Facilita a existência de conversas em tempo real e não real (síncrono e as- síncrono). Deve apresentar uma interface gráfica (apresentação das páginas) aces- sível e fácil de perceber pelo utilizador. A par disso, deve possibilitar a integração de elementos multimédia (textos, sons, gráficos, vídeos, animações, etc.) e ter instru- mentos para realizar tarefas (tools) que facilitem a navegação na plataforma. Deve, ainda, possibilitar a criação de um correio interno, para o intercâmbio de mensagens, e o envio de ficheiros. Estes ficheiros podem conter trabalhos, questionários ou e- xercícios, para acompanhamento do progresso das aprendizagens. Faculta o acesso ao resultado de exercícios, testes de auto-avaliação e participação dos alunos. Estes participam através das diversas ferramentas de comunicação disponíveis, como fó- runs de discussão, chats, correio electrónico, mensagens instantâneas (semelhante ao conceito Messenger (troca de mensagens instantâneas com uma rede de contac- tos escolhida pelo utilizador) e videoconferência. Em suma, a plataforma e-Learning deve privilegiar a interação entre utilizadores (alunos e docentes) e a usabilidade e a relevância da informação partilhada (MOTA, 2009).
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網路教學互動討論方法之介面設計與發展 Design and Development of Interactive User Interface for Web-based Learning in Discussion Teaching Strategy

網路教學互動討論方法之介面設計與發展 Design and Development of Interactive User Interface for Web-based Learning in Discussion Teaching Strategy

An instructional strategy framework for online learning environment, Proceedings of E-Learning 2002 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Educat[r]

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Intentional Learning Vs Incidental Learning

Intentional Learning Vs Incidental Learning

This graph suggests that although majority of the participants memorized the words in more than 3 attempts, the non-sense syllables were better retained. The more attempts that were taken by the participants, the more words they had memorized. However, it is safe to say that Incidental learning also occurs while learning intentionally. After the participants had memorized all the words, they were asked to tell the colors that each word contained. Many participants struggled during this process as they had only memorized the non-sense syllables which they were asked to do. However, participants did manage to retain some of the colors incidentally. It was also noted that the non- sense syllables that participants most struggled for learning, the better they were at retaining the color of that particular word. There was one exception in our study in which a participant managed to retain all the colors incidentally but struggled a bit while memorizing the word.
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Artemídia learning: A-learning e-compartilhamento de conhecimento

Artemídia learning: A-learning e-compartilhamento de conhecimento

This detailed report is the result of an academic research that studies the artistic processes and procedures in creating intuitive platforms and interfaces used in media devices. The A-learning Platform consists concepts of Technical Design, Visual Arts, Artemídia, Cognitive Communication and experiences both for those who produce as to who interacts with information. Discusses the art of setting as a complete creative process and not just the final product. Proves that art already exists in thought before the first drawing and continues to exist throughout the process, and may be registered in each artistic procedure. The same art continues to exist in their readings, interventions, transformations and contributions received, both in virtual environments such as in classroom environments. The ability to generate and store historical content in an academic repository, favor the development of research in Art. The A-learning Platform suggests the creation of a virtual library with the possibility of access at any time or space without the need for physical movement or prior appointment. In this context, Art provides a journey through time and space, tracing lines that mark times, moments, situations, stimulating the expression of senses and feelings, memories both for those who produce as to the recipient; a mutual exchange of experiences with the constant possibility of being present at every change of look.
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An e-Learning Theoretical Framework

An e-Learning Theoretical Framework

Today the e-learning concept, apart from technology, includes learning strategies, learning methods, and lately is very much directed to the vast possibilities of content diffusion and connection. The concept trend no longer means simply the use of a computer as an artifact in the learning process. Figure 2 illustrates the evolution and frequency of each concept, according to searches made with the Google Scholar search engine. Each search was performed at five-year intervals, from 1960 to 2014, for each exact term, using double quotation operator (Figure 2). The chart gives a clear visualization of the evolution and trends since 1960 of the most used concepts, in terms of publication in scholarly conference papers and journal articles. In order to visualize these variables we construct a circle using an information aesthetic software (Krzywinski et al., 2009). The figure can be read as follows: if we divide the circle into semicircles we have the left hand part, with the concepts and the related publications per each concept and the right hand part with the time intervals (from 1960 to 2014). To connect these two sides of the circle we have colored ribbons, which relate each concept publication amount with the correspondent time interval. From this figure we gain the overall picture of the publication history on e-learning related concepts over time. The colored ribbons have different widths – wider indicating a greater number of publications in each concept per each time period.
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An e-learning theoretical framework

An e-learning theoretical framework

Pedagogical models are the basis of learning theory, as they derive from knowledge acquisition. From a pedagogical point of view these models are mechanisms that link e-learning theory to e-learning practice (Dabbagh, 2005). The pedagogical models in e-learning are open learning, distributed learning, learning communities, communities of practice, and knowledge building communities. The open learning can take several forms, for example, it can be a workshop, a seminar, a night course, or a distance course. Some examples on the Web are: “knowledge networks, knowledge portals, asynchronous learning networks, virtual classrooms, and telelearning” (Dabbagh, 2005, p. 30). Distributed learning is focused on the learning distribution resulting in a combined channels situation that allows learners to access education through technology or not in a way that can be obtained synchronously or asynchronously anywhere (Dabbagh, 2005). In many situations learning communities are composed of students in universities who “tend to feel more self-confident and to feel supported by peers, by instructors, and by the college” (Patterson, 2011, p. 20). Communities of practice (CoP) are defined by Wenger (1999) as informal groups of people who share the same interests on a subject. Communities of practice share interests and best practices and collaborate not only in academia but also in industry. These communities usually have regularly scheduled meetings, CoP meet face-to-face or in virtual environments (Liu, Chen, Sun, Wible, & Kuo, 2010; Wenger, 1999). A knowledge building community is perceived as a group having “commitment among its members to invest their resources in the collective, upgrading of knowledge” (Hewitt & Scardamalia, 1998, p. 82). These communities pursue the creation of knowledge by sharing individual knowledge in order to achieve learning. The pedagogical models applied to e- learning are supported in the following attributes: learning is a social process, learning in group is fundamental to achieve knowledge; distance is unimportant (space questions are blurred); teaching and learning can be segregated in time and space.
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Rev. LatinoAm. Enfermagem  vol.18 número5

Rev. LatinoAm. Enfermagem vol.18 número5

Este estudo acompanhou o processo ensino-aprendizagem da consulta de enfermagem com apoio de objetos educacionais digitais, por meio da metodologia ativa Problem Based Learning. Os objetivos foram avaliar os objetos educacionais digitais sobre consulta de enfermagem, desenvolver habilidades cognitivas do tema, utilizando aprendizagem baseada em problemas, e identiicar as opiniões dos estudantes quanto ao uso da tecnologia. Trata-se de estudo exploratório descritivo, com abordagem quantitativa, cuja amostra foi composta por 71 estudantes da sexta etapa do curso de enfermagem da Universidade Federal do Rio Grande do Sul. A coleta de dados ocorreu por meio da aplicação de questionários para avaliar os objetos de aprendizagem. Os resultados apontam concordância positiva (58%) quanto ao conteúdo, usabilidade e didática da atividade proposta sobre consulta de enfermagem, mediada por computador. Considera- se positivo a aplicação dos materiais junto aos alunos.
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Ferramentas de autoria para a criação de e-conteúdos: experiência atual

Ferramentas de autoria para a criação de e-conteúdos: experiência atual

1 Pedro Reis é Professor Associado da Faculdade de Ciências Humanas e Sociais na Universidade Fernando Pessoa (Porto, Portugal), Coordenador Pedagógico da UFP-UV (Universidade Virtual), cofundador e investigador do Centro de Estudos Sobre Texto Informático e Ciberliteratura, investigador do projeto PO-EX 70-80 – Arquivo Digital e Literatura Portuguesa Experimental, financiado pela Fundação para a Ciência e a Tecnologia. Desenvolveu um Pós-Doutoramento em e-learning, com a colaboração do Departamento Instructional Technology and Distance Education (ITDE), da Nova Southeastern University (NSU), (Flórida, EUA). Atualmente é consultor em e-learning para as organizações das Nações Unidas, UNITAR e AIEA. É sub-diretor da revista Cibertextualidades (Edições UFP). Os seus principais interesses de investigação são Ciberliteratura, Humanidades e Informática e e-Learning. Publicou vários livros e artigos e proferiu palestras em Portugal, Suécia, Irlanda, EUA, França, Brasil, Espanha, Holanda, Itália, Senegal e Alemanha. Contacto: preis@ufp.edu.pt
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A Global Framework for Measuring Learning

A Global Framework for Measuring Learning

Much of the goal-setting at the global level has focused on reading. In addition to the UN Secretary-General’s Global Education First Initiative, increasingly donor and civil society organizations are setting specific, numerical and time-bound goals for improving reading skills in developing countries. AusAID’s comprehen- sive policy aid framework indicates that 25% of aid will be spent on education assistance to get 4 more million children in school and provide 20 million children with a better-quality education by 2015–16 (AusAID 2012). The Global Partnership for Education (GPE) aims to improve reading levels of children in the early grades in at least 20 GPE countries within five years, with the specific target of cutting in half the number of children that are not reading by grade 3 (GPE 2012). USAID seeks to achieve the target of improving founda- tional reading skills for 100 million children in primary grades in its partner countries by 2015 (USAID 2012). The nongovernmental organization (NGO) Save the Children aims to design and test literacy programs that measurably improve children’s learning outcomes and implement them in at least 20 countries, which is intended to reach 600,000 children by 2015. Save the Children has also set the target to assess reading skills of 100,000 children (Save the Children 2012). While these goals are intended to positively influence the number of children reading worldwide, some caution that overambitious goals may deflate countries’ mo- tivation for improvement (Beatty and Pritchett 2012).
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Promoting Learners Autonomy through Individualized Learning

Promoting Learners Autonomy through Individualized Learning

Teaching students how to learn then is very important. This is to enable the students to make all decision about learning, such as choosing the objectives, assessing progress and performance, and selecting techniques. Katherine (1998) views such autonomy a useful goal for several reasons: Learning is more effective when the learner takes control of their own learning. He/she can study entirely on his/her own; As adults, learner and tutor are equal and power is shared. (i.e. adult learner can determine the direction of his/her own learning and a tutor is just one of the learning resources); An autonomous learner can go on learning the subject outside the classroom at the end of the course. Classroom practice is just one of the many activities that the learner can experience; And an autonomous learner can transfer learning skills to other subjects.
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