The document discusses how action learning and problem-based learning (PBL) can support student development and performance. It describes key elements of action learning like reflection and experiential learning. PBL involves presenting students with problems to solve and having them research solutions in small groups. The document provides an example of how PBL was used in an executive training program and outlines benefits of PBL like developing critical thinking. It concludes by discussing challenges of implementing PBL and taking questions.

1. Teaching & Learning for high performance academiciansEric SandelandsDirectorCorporate learning consultants ltdwww.yourclearadvantage.comHow does action learning and problem-based learning support the development and performance of students?

2. What will be addressedImplementing effective learning in the classroom based upon the principles of action learning and problem-based learningSmall group discussions will followCorporate Learning Consultants Ltd.

3. Opening thought“We can’t solve problems by using the same kind of thinking we used when we created them”Albert Einstein(From Marquardt & Teo, forthcoming)Corporate Learning Consultants Ltd.

4. Application of action learning to classroom settingCorporate Learning Consultants Ltd.Action learning and experience

5. Action learning elementsCorporate Learning Consultants Ltd.

6. Preparing to learn (Raelin)ExperienceClassroomClassroomExperienceCan These Be Combined?Corporate Learning Consultants Ltd.

7. Action learning in a classroom settingLearning in a classroom environment can feel “sterile”It’s removed from the realities of the workplace and life outsideAction learning can bring “life”, interest and meaningCorporate Learning Consultants Ltd.

8. Adapting the action learning cycle (Raelin)TheoryExperimentationExperience R e – T h e o r i z i n gReflectionLEARNINGCorporate Learning Consultants Ltd.

9. The Ultimate Goal: To Learn Together(Adapted from Raelin)Develop a social culture in their own right.

10. Constitute students working on real problems where possible.

11. Discuss not only the practical dilemmas arising from actions in their work settings, but the applications or misapplications of theories and concepts to these actions.

12. Afford real-time experience in group dynamics, such as providing and accepting feedback.

13. Provide a base of support.Corporate Learning Consultants Ltd.Learning in teams

14. A move towards facilitationOpportunity to facilitate rather than direct as the expertOpportunity to instil learning principles rather than subject knowledgeOpportunity to help teams maximize learning from their time togetherCorporate Learning Consultants Ltd.

15. Experiential inquiryCorporate Learning Consultants Ltd.Problem-based learning

16. Problem-based learningCorporate Learning Consultants Ltd.

17. What is problem-based learning?In problem-based learning (PBL), small groups of students are presented with contextual situations and asked to define the problem, decide what skills and resources are necessary to investigate the problem and then pose possible solutions. (Duch, Groh & Allen, 2001) PBL courses start with the problems rather than with exposition of disciplinary knowledge. Students acquire knowledge skills and understanding through a staged sequence of problems presented in sequence.(McCarthy)Corporate Learning Consultants Ltd.

18. Work on problem scenarioLead through the processStudents pose questions, “learning issues,” identifying what they need to knowrank the learning issues in terms of importance and decide who will investigate which issueidentify needed resources and where they might be foundgather needed information through individual and group investigationreconvene to integrateinformationgenerate and evaluate possible solutionsmake needed decisions or take agreed upon actionscommunicate results as appropriate for problem resolutiondebrief on problem solving experience(Howard)Learning is initiated with a problemCorporate Learning Consultants Ltd.

19. Problem EngagementInquiry and Investigationproblem definitionProblem ResolutionProblem Stepien & GallagherDebriefingThe process of problem-based learning?Corporate Learning Consultants Ltd.

20. A suggested PBL processSmall groups of students (<8) work with a PBL tutor or facilitatorGroups usually meet twice a week for around 2-3 hoursAt the first meeting, students are presented with an unfamiliar situation or problem (trigger)Students identify the main issues and formulate questions to work onFollowing a period of individual study (2-3 days) the group reconvenesThey discuss what they have learnt and apply this to the original problemSupporting activities (labs, lectures) are timetabled as ‘fixed resource sessions’ during the period of individual study(McCarthy)Corporate Learning Consultants Ltd.

21. Characteristics of a good PBL facilitator.A knowledge of the PBL processCommitment to student directed learningAbility to generate a non-threatening environment whilst still acting to promote discussion and critical thinkingAn ability to facilitate and not teach.Willingness to make constructive evaluation of student and group performance.(McCarthy)Corporate Learning Consultants Ltd.

22. Characteristics of a good PBL studentPrompt and present for all sessionsA knowledge of the PBL processCommitment to self/student directed learningActive participation in discussion and critical thinking whilst contributing to a friendly non-threatening environmentWillingness to make constructive evaluation of self, group and tutor(McCarthy)Corporate Learning Consultants Ltd.

23. Corporate Learning Consultants Ltd.A worked example

24. Emerald Publishing Group Ltd Corporate AcademyCorporate Learning Consultants Ltd.

25. Emerald Academy structureCorporate Learning Consultants Ltd.

26. Emerald Academy processCorporate Learning Consultants Ltd.

27. Sample workshop agenda (Workshop 2 of 6)Workshop introduction/ learning log reflectionsGroup presentations: Project proposals and next actionsProject proposal formal feedbackLearning stylesWorkshop reflections and next actionsCorporate Learning Consultants Ltd.

28. Project outcomes (recent groups)Developing Emerald’s “corporate story” (branding)Managing customer transition processAchieving environmental standard ISO 14001Developing publishing products for Executive MBAsCommunicating the stakeholder relationships management processDeveloping academic authors in AfricaCorporate Learning Consultants Ltd.

29. Observations on effectiveness of pblCorporate Learning Consultants Ltd.Development & performance of students

30. Factors that influence PBLImplications on practice“The principles of PBL go can be traced back to medieval times where apprenticeship was an art as well as a science.”“If people do not acknowledge the existence of a prior problem, then learning may not have taken place.” [double-loop learning]“The starting point of action learning is akin to PBL… The team looking into this (problem solving activity) has to consider all aspects of PBL at the conceptualization stage.”“There are many examples of PBL [being utilized] in the workplace…. Educational administrators, training nurses for practice…”(Quotes from a study by Marquardt & Teo)Problems as building blocks for learningCorporate Learning Consultants Ltd.

31. Problem-based learning promotesIntentional learningRelational understandingCritical thinkingCreative thinkingEffective collaborationVersatile communication(Howard)Corporate Learning Consultants Ltd.

32. Problem-based learning providesCorporate Learning Consultants Ltd.

33. Using action learning and PBLCorporate Learning Consultants Ltd.Share your challenges

34. We can briefly discuss now

35. We can revisit them in small groupsQuestions or further explanations?Corporate Learning Consultants Ltd.