Learning Between Means and Aims

Qvortrup, Ane; Wiberg, Merete

doi:10.1007/978-94-6351-029-5_1

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…The learning theories that support this understanding are behaviorist (e.g. Qvortrup and Wiberg, 2017; Tomic, 1993) and the understanding of organizations are as entities that can be developed and changed by “applying” OL (e.g. Argyris and Schön, 1996; Elkjaer and Nickelsen, 2016).…”

Section: Historical Roots and Theories Of Olmentioning

confidence: 99%

Taking stock of “Organizational Learning”: Looking back and moving forward

Elkjær

2021

Management Learning

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In what ways are organizational learning a relevant theoretical construct? The article taps into a debate on what is relevance to practitioners versus researchers’ responsibility. The publications on organizational learning are on the rise, but the patterns have changed and points to a bifurcation within the field of organizational learning. On one hand, organizational learning is a means to further organizational performance, a fixed goal to be measured, which sometimes demands unlearning. On the other hand, there is a call for organizational learning to be encompassing contemporary societal challenges like widespread digitalization, sustainable production, and an inclusive labor market. This may appear as a cleavage between immediate relevance to practitioners and researchers’ responsibilities for the development of relevant and critical knowledge. I propose to embrace a pragmatist theory of learning that can help address the unknown and include creative imagination directed toward developing an organizational learning field, which is also ready for the future.

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Section: Historical Roots and Theories Of Olmentioning

confidence: 99%

Taking stock of “Organizational Learning”: Looking back and moving forward

Elkjær

2021

Management Learning

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“…This learning model aims to encourage students to learn through various real problems in everyday life that are associated with the knowledge they have learned or will learn [25]. The problem-based learning model's problems are not "ordinary" problems or just "practice."…”

Section: Dimension Learning Stylesmentioning

confidence: 99%

Dimensions of Students Learning Styles at The University with The Kolb Learning Model

Idkhan

Idris

2021

Int. J. Environ. Eng. Educ.

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Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.

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“…Learning can be defined in many ways (Qvortrup et al, 2016), but here we broadly describe it as the ability of biological, human, technological or hybrid systems to construct meaning and develop competencies to act on it. Learning can span individual and collective levels of a system (Fenwick, 2008).…”

Section: Introductionmentioning

confidence: 99%

Harnessing collective intelligence for the future of learning – a co-constructed research and development agenda

Misevic

Atal²,

Bédard³

et al. 2023

HCj

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Learning, defined as the process of constructing meaning and developing competencies to act on it, is instrumental in helping individuals, communities, and organizations tackle challenges. When these challenges increase in complexity and require domain knowledge from diverse areas of expertise, it becomes difficult for single individuals to address them. In this context, collective intelligence, a capacity of groups of people to act together and solve problems using their collective knowledge, becomes of great importance. Technologies are instrumental both to support and understand learning and collective intelligence, hence the need for innovations in the area of technologies that can support user needs to learn and tackle collective challenges. Use-inspired research is a fitting paradigm that spans applied solutions and scientific explanations of the processes of learning and collective intelligence, and that can improve the technologies that may support them. Although some conceptual and theoretical work explaining and linking learning with collective intelligence is emerging, technological infrastructures as well as methodologies that employ and evidence that support them are nascent. We convened a group of experts to create a middleground and engage with the priorities for use-inspired research. Here we detail directions and methods they put forward as most promising for advancing a scientific agenda around learning and collective intelligence.

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Learning Between Means and Aims

Cited by 4 publications

References 11 publications

Taking stock of “Organizational Learning”: Looking back and moving forward

Taking stock of “Organizational Learning”: Looking back and moving forward

Dimensions of Students Learning Styles at The University with The Kolb Learning Model

Harnessing collective intelligence for the future of learning – a co-constructed research and development agenda

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