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Learning, Action and Solutions in Action Learning: Investigation of Facilitation Practice Using the Concept of Living Theories
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Sanyal, Chandana – Action Learning: Research and Practice, 2018
This paper explores the practice of action learning (AL) facilitation in supporting AL set members to address their 'messy' problems through a self-reflexive approach using the concept of 'living theory' [Whitehead, J., and J. McNiff. 2006. "Action Research Living Theory." London: Sage]. The facilitation practice is investigated through…
Descriptors: Experiential Learning, Facilitators (Individuals), Investigations, Educational Theories
Action Learning and Constructivist Grounded Theory: Powerfully Overlapping Fields of Practice
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Rand, Jane – Action Learning: Research and Practice, 2013
This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice." "Action Learning: Research and Practice" 8 (2): 93-102] article, which…
Descriptors: Active Learning, Grounded Theory, Educational Research, Research Methodology
Reflections on Working with Virtual Action Learning
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Pedler, Mike; Hauser, Bernhard; Caulat, Ghislaine – Action Learning: Research and Practice, 2014
This paper brings together the reflections of the authors on their shared and individual experiences of virtual action learning. Whilst many conclusions are shared, there are also some points of difference in practices.
Descriptors: Experiential Learning, Reflection, Learning Experience, Computer Mediated Communication
The Impact of Being Part of an Action Learning Set for New Lecturers: A Reflective Analysis
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Haith, Mark P.; Whittingham, Katrina A. – Action Learning: Research and Practice, 2012
What is an action learning set (ALS)? An ALS is a regular, action focused peer discussion group, generally facilitated, to address work place issues. Methods of undertaking ALS: methods are flexible within a range of approaches according to the group's developing needs. Benefits of ALS: builds trust, professional development, enables action,…
Descriptors: Nursing Education, Discussion Groups, Experiential Learning, Peer Groups
Introducing Action Learning in Local Government: A New Facilitator's Experience
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Lowe, Kirsty – Action Learning: Research and Practice, 2010
This account of practice will explore how action learning has supported local authorities by providing an opportunity to share learning and experiences across organisational boundaries. It will look at the experiences of a new action learning facilitator working with local government scrutiny officers from different organisations.
Descriptors: Experiential Learning, Local Government, Educational Practices, Teaching Experience
Reflections and Learning from Using Action Learning Sets in a Healthcare Education Setting
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Dunphy, Liz; Proctor, Gillian; Bartlett, Ruth; Haslam, Mark; Wood, Chris – Action Learning: Research and Practice, 2010
This paper describes the delivery of action learning sets to students on the peer educator course provided by the Dementia Studies Department at University of Bradford. Our understanding of action learning sets is laid out together with our rationale for their use on this course. Feedback is presented that described a conflicted, even confused…
Descriptors: Experiential Learning, Reflection, Delivery Systems, Formative Evaluation
Action Learning from a Participant's Perspective
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Lee, N. J. – Action Learning: Research and Practice, 2006
The overall aim of this paper is to give an account of action learning in practice. It demonstrates the potential strengths and weaknesses of action learning. The information given is derived from five years in an action learning set. Significant events from within and without the action learning set will be explored using the themes clarifying;…
Descriptors: Experiential Learning, Learning Experience, Educational Practices, Theory Practice Relationship