Download Action Learning, Action Research by Kember PDF

By Kember

This quantity units out to supply experience-based instruments for these wanting to evaluate and increase instructing and studying caliber. It offers a close framework explaining what motion studying and study is with details on how one can perform an motion studying venture.

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Example text

It is all too common for university courses to have fine-sounding high-level goals, but to have assessment that largely examines the acquisition of defined bodies of knowledge. In using assessment outcomes it is, therefore, important to think carefully about the qualities which need to be tested and whether the assessment is a true test of those qualities. One way in which answers to assessment questions can be analysed for project purposes is by dividing them into qualitative categories. A systematic procedure for establishing categories is the SOLO taxonomy (Biggs and Collis, 1982).

A benefit of the change was that the word ‘learning’ appeared and the prime focus of the overall project was to be on student learning. Another benefit was that it provided a good title, the Action Learning Project, for the initiative when the grant was awarded. The substitution seemed to be quite appropriate, as well as tactically apt, because both action learning and action research were appropriate descriptors for the projects concerned with teaching practices. Both action learning and action research assume that learning results from active experience.

Engineers, for example, plan and build a prototype. This is then tested and a refined model is built based upon test data. Several cycles of building and testing prototypes may be necessary before the product goes into production. The advice given here focuses mainly upon the evaluation and observation phase of the action research cycle. The reason for this was the fact that the project teams supported by the Action Learning Project asked for far more help with evaluation than any other facet of the projects.

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