Action Learning in Higher Education : Towards a Conceptual-Compatibility Framework
The purpose of this research article is to further the discussion on implementing action learning technique in a university setup. The action learning is an experiential learning method intended for personal development, group and team development and leadership development. The research article presents a theoretical discourse is to develop a framework for implementing action learning technique in higher educational institutions. The researcher tries identifying dimensions which either inhibit or allow the use of action learning. The researcher uses a discursive analysis framework by reviewing several papers on action learning research. In an attempt to establish a structural model compatible to the higher educational framework, the author has identified three dimensions which formulate the compatibility framework which are: (i) action learning practices, (ii) individual influences and group behavior, and (iii) higher educational needs. In order to implement an action learning project these three dimensions play an important role in the successful achievement of learning goals.
Setting the Climate for Learning in a Multicultural Group
Training groups of managers from diverse Third World countries poses special circumstances which require consideration. Setting the climate for learning is crucial in order to avoid the propagation of fears and beliefs which might otherwise form barriers to learning. The Facilitator— Interaction Model describes the influence of attitudes expressed through behaviour by both the facilitator and the members. Facilitator behaviour, in the form of interactions with course members and selection of learning activities, has been found to be fundamental to the development and maintenance of a positive learning climate in a multicultural group. Facilitators contemplating on training multicultural groups need to consider their attitudes and the way these are expressed in their behaviour before their training efforts can be successful.
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018