Rand, Jane ORCID: https://orcid.org/0000-0002-2314-6761 (2015) Action learning as undergraduate pedagogy. In: YSJ University Conference: Research Reflections, 10 September 2015, York St John University. (Unpublished)

Slideshow (Presentation) Rand_Action Learning as UG pedagogy.pdf - Draft Version Restricted to Registered users only Download (986kB) Request a copy

Abstract

Action learning as pedagogy: reflections on undergraduate students’ experience(s) as researchers at York St John University.

Action learning is rooted in practice settings (Dilworth and Willis, 2003), it has been described as ‘…a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done [ where]…individuals learn with and from each other by working on real problems and reflecting on their own experiences’ (McGill and Beaty, 1995:21; emphasis added).

A colleague would typically be considered to be someone we work with, in a professional capacity. Indeed, in education we might see action learning as a means through which colleagues (pedagogues) explore their practice. We would not be surprised to see the results of such action learning published.

Published accounts of action learning as pedagogy are less common, and their focus is typically on post-graduate study. Bourner and Simpson’s most recent research (2014) argues that action learning can support the learning of students enrolled on professional doctorates [and Coghlan and Pedler (2006) offer guidance to those who supervise and examine dissertations undertaken in an action learning mode].

My research within the Faculty of Education & Theology suggests that situating undergraduate research students as colleagues within an action learning set can empower them as learning and research practitioners. I will present early findings from this small-scale study and welcome the opportunity to explore the potential for wider collaborative projects across the University.

Dr Jane Rand

Bourner, T. and Simpson, P. (2014) Action learning and the pedagogy of professional doctorates. Higher Education, Skills and Work-based Learning, 4 (2), pp. 122 – 136.
Coghlan, D., and Pedler, M. (2006) Action learning dissertations: structure, supervision and examination. Action Learning Research and Practice, 3 (2), pp. 127-139.
Dilworth, R.L., and Willis, V.J. (2003) Action Learning: Images and Pathways. Florida, Krieger Publishing Ltd.
McGill, I., and Beaty, L. (1995) Action Learning: A guide for professional, management and educational development. 2nd ed. London, Kogan Page.

Item Type:	Conference or Workshop Item (Paper)
Status:	Unpublished
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/784

University Staff: Request a correction | RaY Editors: Update this record