Understanding the causal path between action,learning, and solutions: maximizing the power of action learning to achieve great results     

H. Skipton Leonard 《Action Learning: Research and Practice》2015,12(1):22-36

Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that the first purpose of AL has been, and should be, achieving effective and creative solutions to complex, critical, and urgent problems. The power of AL to develop leadership skills is explained and a useful problem-solving mental model, the cycle of effective problem-solving, is presented. The cycle can be used by the coach to generate questions that encourage teams to reflect on its problem-solving process and thereby promote the learning that will improve the team's performance and lead to higher solution quality. Several examples are provided to illustrate how the cycle of effective problem-solving can be used.  相似文献   

Considering the Museum Experience of Children with Autism     

Taylor Kelsey Kulik  Tina Sue Fletcher 《Curator: The Museum Journal》2016,59(1):27-38

This article reports on a study that was designed to provide insight about the barriers that limit families with children with autism spectrum disorder (ASD) from visiting fine arts museums. Parents (N=54), and staff and volunteers (N=62) at the museum completed a questionnaire about their perceptions of the participation of children with ASD in museum activities. Some significant differences in responses were found between parents and museum staff and volunteers. Parents reported being thankful for the sense of community that Autism Awareness Family Celebrations provide, but were frustrated with reactions from others during typical museum experiences. Museum staff and volunteers expressed that museum participation was important, but responses were split between those who desired to learn more about ASD in order to create an optimal museum experience, and those who preferred not to take on this initiative. Studies such as this help museums become more inclusive.  相似文献   

Active learning not associated with student learning in a random sample of college biology courses     

Andrews TM  Leonard MJ  Colgrove CA  Kalinowski ST 《CBE life sciences education》2011,10(4):394-405

Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.  相似文献   

WHAT IS INTERIORITY AND WHY MIGHT IT BE IMPORTANT FOR HUMAN PERFORMANCE TECHNOLOGY?     

Hugh Leonard 《Performance Improvement》2014,53(3):22-30

Considerations of the inner world of workers and organizations might not fall within the provenance of human performance technology (HPT) practitioners. However, when it comes to being creative, workers need fertile imaginations driven from within. When it comes to productivity, mostly inner energies drive collaboration. When it comes to results, leaders must nurture workers toward wholeness for effective decisions and wisdom‐driven action. For these reasons, HPT practitioners need to know how to engage with the interiority factor.  相似文献   

The 2012 Olympic Badminton Scandal: Match-Fixing,Code of Conduct Documents,and Women’s Sport     

Kelsey Blair 《国际体育史杂志》2018,35(2-3):264-276

Abstract

At the 2012 Olympic Games, eight badminton players were disqualified from the women’s doubles tournament for intentionally losing matches in the group stage. The incident marks the largest mass disqualification of athletes from multiple countries for match-fixing at the Olympic Games in the twenty-first century. Significantly, it is also the first time that female athletes have been disqualified from a Summer Olympic Games for match-fixing not related to betting or gambling. This essay weaves together two interdependent arguments. First, it is suggested that the incident can be understood through the lens of three separate but interconnected issues: the history of match-fixing, the growth of code of conduct documents in sports, and the regulation of women’s bodies in sports. Second, it is argued that the athletes’ gender is a critical element of the incident. The primary aims of the article are to position the 2012 badminton scandal as a key moment in the history of match-fixing and to suggest that the incident is important for future research and policy creation.  相似文献   

Reviews     

John Hedley Brooke  Terry Dartnall  Celia Roberts  Sally Newcomb  Rafe Champion  Andrew Milne  Martin Kelly  Wendy Varney  Orin Thomas  Craig R. Stillwell  Leonard G. Wilson  Peter Anstey  Jay L. Garfield  Mark Colyvan  Mark Cortiula  John Merson  Nicolas Rasmussen  Nickolas Vakas  John Forge  Sunny Y. Auyang  Clair Scrine  Katharina Rowold 《Metascience》1999,8(3):444-514

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How Adults’ Actions,Outcomes, and Testimony Affect Preschoolers’ Persistence     

Julia A. Leonard  Andrea Garcia  Laura E. Schulz 《Child development》2020,91(4):1254-1271

Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.  相似文献   

Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding     

Leonard Shapiro  Kathryn Bell  Kallpana Dhas  Toby Branson  Graham Louw  Iain D. Keenan 《Anatomical sciences education》2020,13(4):488-503

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.  相似文献   

Unmarked Privilege and Marked Oppression: Analyzing Predominantly White and Minority Serving Institutions as Racialized Organizations     

Jones  Veronica A.  Kunkle  Kelsey 《Innovative Higher Education》2022,47(5):755-774

Innovative Higher Education - The categorization of predominantly white institutions (PWIs) and minority serving institutions (MSIs) affects the distribution of resources, privileges, and...  相似文献