Applying self-organised learning to develop critical thinkers for learning organisations: a conversational action research project

Abstract

The information explosion characteristic of a knowledge-based economy is fuelled by rapid technological changes. As technology continues to permeate our lives, there will be fresh demands upon the conduct of learning and teaching to ensure that learners are equipped with new economy skills and dispositions for creating significant and relevant meaning out of the large chunks of transmitted data. In the spirit of building learning organisations, this paper proposes that a two-pronged strategy of promoting self-organised learning (SoL) amongst educators and students be adopted. As an enabling framework based on social constructivism, the model of It is proposed that these are essential qualities for citizens working in a technological age. Case study samples of the thinking tools used in this action research project are included as appendices and evaluated in this article.

My New School: transition to high school for children with special educational needs in England – findings and ideas for practice

“…Additionally, self‐organised learning can be used to explore the value of discussion (Dolan et al , ; Harri‐Augstein & Thomas, ; Mitra and Dangwal, ; Mitra, ; Thomas & Harri‐Augstein, ). Self‐organised learning enables students to use conversation, collaboration and thinking tools to problem‐solve and construct personal meaning from learning (Lee Looi Chng & Coombs, ), encouraging students to work together using the internet to answer a series of questions. The facilitator has minimal input, taking on a mediator role to encourage feedback or refection during discussion (Mitra, ).…”

“…Self‐organised learning promotes learning through conversation at two levels: through internal reflection within the individual, and through external discussion with others (Thomas & Harri‐Augstein, ). While individuals develop these skills, the facilitator must create an open, flexible and non‐judgmental environment that enables the construction and reconstruction of personal meaning through conversation (Lee Looi Chng & Coombs, ). Similarly, My New School aims to empower students to take responsibility for their development by identifying their needs and strategies, evaluating outcomes and reflecting on the process.…”

The Evaluation of “Merdeka Belajar-Kampus Merdeka” Program: A Breakthrough or a Wrong Way

“…Indonesia, as a country that is moving towards its progressive development, is influenced by the education system it implements, where education as a system is organised by setting an example, building willingness, and developing the creativity of students (Kadi, 2017;Lee Looi Chng & Coombs, 2004). The development and progress of a country are highly dependent on the ability of human resources as its subject (Mardhiyah, Aldriani, Chitta, & Zulfikar, 2021).…”