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This Final Project centers on The Study Road, an expedition where participants cycle a total of 12,500 kilometers for five-and-a-half months from Istanbul to Beijing. A case study methodology is employed in order to study how action learning can enhance the contribution of this program to personal and leadership development of its participants. A thorough literature review that integrates the three different schools of action learning (scientific, experiential and critical reflection) in the three frequent settings where it is applied (in the classroom, in organizations and outdoor activities) is carried out, with the purpose of developing a framework for the evaluation of action learning programs. This framework contains the blocks of basis (context and reflection), levels of learning (individual, team, organization, professional and personal networks) and dimensions or learning (encouragement and support). This framework is employed in order to assess the action learning program in The Study Road. The evaluation gave the results that the encouragement dimension of the trip is a strength, but the program does not support participants sufficiently. Other improvement areas are reflection and the team level, both in encouragement as well as in support dimensions. A set of guidelines in order to redesign the Personal and Leadership Development Program (PLDP) of The Study Road was included, summarized in: integrating the PLDP within the learning program, encouraging active participation of students, nurturing feedback and achieving a blend of encouragement and support through structuring the experience and employing a facilitator that will build continuity on the program. Thanks to the employment of a case study method, generalizable lessons from The Study Road were shared: personal and leadership development can be enhanced through extreme experiences such as the one proposed by The Study Road, the individual is the starting point of a learning process that requires facilitation in order to achieve its full potential, and a major influencing factor in the learning process is team composition. The other outcomes of this Final Project include general recommendations for The Study Road, a preliminary version of the PLDP for the Silk Road edition of 2015 (included in the Appendix 7.2) and a general set of key success factors for action learning programs.
JPAAP, 2015
In this paper, we explore the snowballing approach developed for the openly licensed course Bring Your Own Device for Learning (BYOD4L) and the opportunities this presents to open cross-institutional CPD and open course development more generally. BYOD4L is a course for teachers and students in higher education which aims to help them gain both a better understanding of and develop their knowledge and skills in using their own smart devices for learning, teaching and professional development. BYOD4L has been developed by the authors and offered three times since 2014 with colleagues and students, participating Higher Education Institutions (HEIs) from the UK and Australia and further collaborators in the US and Germany. The development of the snowballing approach is shared using an action research methodology. We propose a rethink of current CPD practices. We invite course designers, academic developers and the wider academic community to explore new and emerging models of CPD that capitalise on scalable collaborative open educational practices.
Nerantzi, C. & Beckingham, S. (2015) Scaling-up open CPD for teachers in higher education using a snowballing approach , in: Rennie, F. (ed.) The distributed university, JPAAP Special Issue, Volume 3, Issue 1, pp. 109-121, available at http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/148
Nerantzi, C. (2015) Who says academics don’t do CPD? Connecting practitioners and developing together through distributed cross-institutional collaborative CPD in the open, in: Rennie, F. (ed.) The distributed university, JPAAP Special Issue, Volume 3, Issue 1, pp.98-108, available at http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/136
… For Research In …, 2009
Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies
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