Integrating progress files into the academic process

Haigh, J.G.B.

doi:10.1177/1469787407086747

Cited by 11 publications

(9 citation statements)

References 21 publications

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“…There are certain similarities between the case study and the delimited problem area. The purpose in both cases is to deepen the learning in regard to a specific phenomenon departing from an experience Haigh, 2008). The delimited problem area can also be assigned to Schön's (1983) discussion on reflection-in-action.…”

Section: A Delimited Problem Areamentioning

confidence: 99%

Reflecting talks: a pedagogical model in the learning organization

Arnesson

Albinsson

2019

Reflective Practice

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The aim of the article is to deepen the understanding of how a pedagogical model for reflecting talks can be used in order to make sustainable learning part of the daily work in the learning organization. From an interactive research approach, we have together with a project management group in a European Social Fund project worked with sustainable learning and knowledge development. Empirical data has been collected at the implementation of ten reflecting talks about sustainable equality. The results of the study lead to a strategy for how sustainable learning can become part of the daily work at a workplace. The strategy is constituted by a pedagogical model for reflecting talks, which clearly shows how sustainable learning in an organization can be structured. The core of the pedagogical model for the reflecting talks where both practically applied and theoretically anchored knowledge are important components. The learning process is based on observation, reflection, analysis and discussion of concrete situations/events. The models rests on four basic conditions; pedagogical competence, a delimited problem area, the learning group and timeframes. The model can be used in the daily work at short dialogues or at more penetrating discussions. ARTICLE HISTORY

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Section: A Delimited Problem Areamentioning

confidence: 99%

Reflecting talks: a pedagogical model in the learning organization

Arnesson

Albinsson

2019

Reflective Practice

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“…There are certain similarities between the case study and the delimited problem area. The purpose in both cases is to deepen the learning in regard to a specific phenomenon departing from an experience (Haigh, 2008;Albinsson & Arnesson, 2012a, 2012b. The delimited problem area can also be assigned to Schön's (1983) discussion on reflectionin-action.…”

Section: A Delimited Problem Areamentioning

confidence: 99%

Reflecting talks: a pedagogical model in the learning organization

Arnesson

Albinsson

2019

Reflective Practice

View full text Add to dashboard Cite

The aim of the article is to deepen the understanding of how a pedagogical model for reflecting talks can be used in order to make sustainable learning part of the daily work in the learning organization. From an interactive research approach, we have together with a project management group in a European Social Fund project worked with sustainable learning and knowledge development. Empirical data has been collected at the implementation of ten reflecting talks about sustainable equality. The results lead to a strategy for how sustainable learning can become part of the daily work at a workplace. The strategy is constituted by a pedagogical model for reflecting talks, which clearly shows how sustainable learning in an organization can be structured. The core of the pedagogical model for the reflecting talks where both practically applied and theoretically anchored knowledge are important components. The learning process is based on observation, reflection, analysis and discussion of concrete situations/events. The models rests on four basic conditions; pedagogical competence, a delimited problem area, the learning group and timeframes. The model can be used in the daily work at short dialogues or at more penetrating discussions.

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“…Some universities empirically implemented some versions of Progress Files in their systems and published their experience with them; such as: Sheffield Hallam University [12], University of Luton [13] and University of London [14]. Haigh (2008) reviewed the published literature between 2000 to 2007 and studied three cases describing experiences of implementing progress files in a higher education institution. He concluded that while Progress Files have numerous advantages for students such as: selfregulated learning, focused and effective tutorials, increasing employability, developing the autonomy of learners, etc.…”

Section: We Recommend That Institutions Of Higher Education Over Thementioning

confidence: 99%

Fostering Students’ Personal Development in e-Learning Environments through Designing an e-Progress File System

Rezaei-Zadeh¹,

O’Reilly²,

Cleary³

et al. 2013

IJEEEE

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This paper addresses the importance of Personal Development of students in virtual learning environments and suggests a system which can be embedded in the e-learning platforms for tracking and fostering their personal capabilities. This tracking system tries to monitor and document students’ progress in the different aspects related to their studies, research, personal development progress, etc., helping them extend their learning beyond the disciplinary focus and engage them in acquiring some essential competencies they will need in their professional and personal life. To do so, a storyboard has been drawn based on the current literature as well as experiences of some experts including students, entrepreneurs and academics represented through some focus groups. Our primary focus is on allocating some technical capabilities in an e-learning platform based on the personal pedagogical experiences of participants, enabling both students and tutors to use them for their personal development planning. Before drawing the storyboard five descriptive components named Functional Specifications (FS) have been written based on the participants’ experiences, trying for defining different aspects of the storyboard. Descriptions and examples are given of some different approaches that are being used to support this storyboard. While the paper is written from an e-learning perspective, the issues and processes raised are applicable to any higher education system that seeks to value and reward personal development

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Integrating progress files into the academic process

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Cited by 11 publications

References 21 publications

Reflecting talks: a pedagogical model in the learning organization

Reflecting talks: a pedagogical model in the learning organization

Reflecting talks: a pedagogical model in the learning organization

Fostering Students’ Personal Development in e-Learning Environments through Designing an e-Progress File System

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