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Team learning activities Reciprocal learning through the development of a mediating tool for sustainable learning

Team learning activities Reciprocal learning through the development of a mediating tool for... Purpose – The purpose of this article is to show how a model for sustainable learning has been formed in the meetings between practitioners and researchers. Design/methodology/approach – With the point of departure in an interactive research approach, the authors have worked with learning and common knowledge development. Empirical data were collected from nine learning seminars, which were carried out within the framework of an EU project. Findings – It is shown by means of empirical examples from an ongoing EU project how the pedagogic method of learning seminars came to be a mediating tool for reciprocal learning between researchers, project leaders and project participants. Originality/value – The learning seminars constituted an important part of a reflexive learning process where the learning consists of both practicable and theoretically anchored knowledge. Together with the project participants, the authors developed a model for sustainable learning. This model consists of a reflection model, which rests on four fundamental conditions; pedagogic leadership, the learning group, problem areas/situation and time aspects. This article fills a significant knowledge gap in terms of the development of learning within organizations. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Learning Organization Emerald Publishing

Team learning activities Reciprocal learning through the development of a mediating tool for sustainable learning

Gunilla Albinsson; Kerstin Arnesson
The Learning Organization , Volume 19 (6): 13 – Sep 14, 2012
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References (44)

Publisher
Emerald Publishing
Copyright
Copyright © 2012 Emerald Group Publishing Limited. All rights reserved.
ISSN
0969-6474
DOI
10.1108/09696471211266956
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this article is to show how a model for sustainable learning has been formed in the meetings between practitioners and researchers. Design/methodology/approach – With the point of departure in an interactive research approach, the authors have worked with learning and common knowledge development. Empirical data were collected from nine learning seminars, which were carried out within the framework of an EU project. Findings – It is shown by means of empirical examples from an ongoing EU project how the pedagogic method of learning seminars came to be a mediating tool for reciprocal learning between researchers, project leaders and project participants. Originality/value – The learning seminars constituted an important part of a reflexive learning process where the learning consists of both practicable and theoretically anchored knowledge. Together with the project participants, the authors developed a model for sustainable learning. This model consists of a reflection model, which rests on four fundamental conditions; pedagogic leadership, the learning group, problem areas/situation and time aspects. This article fills a significant knowledge gap in terms of the development of learning within organizations.

Journal

The Learning Organization – Emerald Publishing

Published: Sep 14, 2012

Keywords: Learning; Learning organizations; Learning processes; Reflection loop; Model of sustainable learning; Team learning; Learning methods

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