Transformative Learning and Collaboration in the Workplace
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Transformative Learning is essential to building a collaborative culture in the workplace. Collaborative work leads to an increase in innovative products, contributing to a healthier bottom line.
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other’s effectiveness. The study further showed that teachers motivation, influences effectiveness. It was therefore recommended that teachers themselves should establish mechanisms that would help them interact and relate more efficiently with one another on constant bases.
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The document discusses a study that used complexity theory to understand the university teaching and learning system. It interviewed a lecturer to understand the constraints and enablements related to teaching. The study found that constraints and enablements were produced through the interrelationships between different parts of the system, including communities of practice, academic freedom, development opportunities, supportive management, and vision documents. These interrelationships both disrupt existing practices and enable new opportunities for teaching development.
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Debby Cotton
Educational developers face tensions in their role in the neoliberal university. They must balance supporting individual academics with meeting top-down strategic goals, using metrics that may be flawed. While teamwork can enhance student experience through collaboration, it risks unequal divisions of labor and lack of recognition for collaborative work. To improve teamwork, universities must actively promote and reward it, include more students, and address issues like gender bias that can undermine equitable participation.
708 in leadership
This document discusses leadership in the field of instructional technology. It profiles 4 leaders in the field: David Jonassen, Peggy Ertmer, Robert Reiser, and Barbara Lockee. It summarizes their research interests and contributions, including Jonassen's work in problem solving pedagogy, Ertmer's research on student-centered instruction and technology integration, Reiser's history of instructional design and evaluation of web-based instruction, and Lockee's research on distance learning strategies and tools. The document also discusses theories of transactional and transformational leadership as well as the characteristics of effective technology leaders.
The Role of Student Voice in Curriculum Design - Final Draft
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Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
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MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
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Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
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Transformative Learning and Collaboration in the Workplace
- 1. Transformative Learning and Collaboration in the Workplace
- 2. Transformative Learning Transformative learning theories incorporate learning processes that allow adult learners to recreate and develop their personal experiences into a more critical perspective (Fuhr, 2017).
- 3. Transformative Learning Our experiences are valuable. Yet, connecting to other’s experiences allow us to think more deeply about our perspectives and the perspectives of others; giving us a more useful frame of reference (Taylor, 2017) that can be used in workplaces.
- 4. Appreciating the experiences of others also helps define relationships; an important part of transformative learning (Taylor, 2017).
- 5. The development of trusting relationships in a peer to peer setting is essential to amicable, productive discussions and establishment of mutual goals (Taylor, 2017); all important aspects of collaboration in the workplace.
- 6. Yes! Transformative Learning is socially influenced. Yes! If you want successful collaborations in your workplace, Transformative Learning is important.
- 7. Why Collaboration in the Workplace? Collaboration helps… diversify your portfolio scale up innovation enable employees to take part in reaching organizational goals provide an experiential learning experience for all involved increase the social status value of all involved add value to effective relationships in the workplace
- 8. Violet L. Ford Violet Ford is a third year doctoral student at Johns Hopkins School of Education, specializing in Entrepreneurial Leadership. She is a highly experienced professional with expertise in instructional design, strategic planning, performance management, and team building. Her research interests include social entrepreneurship, leadership and adult learning including transformative learning, critical pedagogy, and professional development.
- 9. References Coleman, A. (2011). Towards a blended model of leadership for school-based collaborations. Educational Management Administration & Leadership, 39, 296-316. doi:10.1177/1741143210393999 Fuhr, T. (2017). Bildung: An introduction. In A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative learning meets bildung (pp. 3-16). Rotterdam, The Netherlands: Sense Publishers. Labby, S., Lunenburg, F. C., & Slate, J. R. (2012). Emotional intelligence and academic success: A conceptual analysis for educational leaders. International Journal of Educational Leadership Preparation, 7, 1-11. Retrieved from http://www.editlib.org/j/ISSN-2155-9635/ Levin, B. (2013). What does it take to scale up innovations? An examination of Teach for America, The Harlem Children’s Zone, and the Knowledge Is Power Program. Boulder, CO: National Educational Policy Center. Retrieved from http://files.eric.ed.gov/fulltext/ED544263.pdf Rock, D., & Cox, C. (2012). SCARF in 2012: Updating the social neuroscience of collaborating with others. NeuroLeadership Journal, 4, 1-14. Retrieved from https://www.neuroleadership.com Taylor, E. W. (2017). Transformative learning theory. In A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative learning meets bildung (pp. 17-29). Rotterdam, The Netherlands: Sense Publishers. Tschannen-Moran, M., & Chen, J. A. (2014). Focusing attention on beliefs about capability and knowledge in teachers’ professional development. In L. E. Martin, S. Kragler, D. J. Quatroche, & K. L. Basuerman (Eds.), Handbook of professional development in education: Successful models and practices, PreK–12 (pp. 246–264). New York, NY: Guilford Press.