Sheila Harri-Augstein

Learning Conversations (eBook, ePUB)

The Self-Organised Way to Personal and Organisational Growth

• Format: ePub

Produktbeschreibung

The book examines personal learning myths which imprison learners, and shows how given support such myths can be overcome as they gain awareness and become engaged in developing their learning competence. The learner is encouraged to model their learning process and to act as their own scientist creating their own learning experiments and evaluating their progress by primarily generating their own feedback. The formulation of a clear purpose, strategy and tactics is crucial. As learning proceeds these are reviewed, refined and revised as an iterative process and only when the learning outcome meets the criteria arising out of this process is self organised-learning achieved. They learn to engage in Learning Conversations with themselves and others expanding their horizons of learning. The method the Learning Conversation is fully described and a Taxonomy of Conversational, Experiential and Behavioural Tools is introduced which augment its power. With practice the Learning Conversation, with its emphasis on process rather than product, becomes internalised as part oflearners' natural language for negotiating change in their capacity to learn. Rather than embarking on Course after Course they continue to learn from experience, on-the-job and in life. The Learning Conversation has no end and they continue to progress their skills, competence and creativity. The book introduces the Learning Coach, and the Learning Manager as new functions and shows how teachers, tutors, and therapists can reformulate their roles to encourage and support the self-organising process. Procedures such as; Personal Learning Contracts, Personal Learning Biographies, SOL Spreadsheets and Multi-dimensional Conversational Evaluations collect evidences of learning that can be reflected on and reviewed for learning effectiveness. These become the tools of the Learning Coach and their client learners as they engage in Learning Conversations. Gradually, learners are empowered to act independently exploring all possible resources for their learning in education, work and life. A SOL System for installing Learning Conversations within a whole department or organisation is also outlined, which requires the support of the Learning Manager. Examples indicate how this can be introduced in educational and commercial establishments. Individuals, teams and whole organisations become self-organised learning entities capable of taking on responsibility for their own learning. Evidences for the effectiveness ofthis radical approach includes; 'reading to learn', 'understanding command words in mathematics ', 'student learning of intellectually complex matter', 'officers learning complex sonar and air intercept control skills in the Ministry of Defence', 'managers supporting quality of service, cost-effectiveness and improved delivery of mail in the Parcel Force and the Royal Mail,' 'company executives improving their performance', 'marketing and production teams working together', and many more examples. The final chapter explores the possible futures for Self-Organised-Learning in our society. What might a Self-Organised Society achieve? Psychologists are best seen as tool-makers for SOL, teachers as Learning Coaches, and providers of an SOL System for groups and organisations as Learning Managers. SOL conveys a vision that we can all bootstrap ourselves securely and compassionately to an emergent future and how SOL and its Advanced Learning Technology (ALT) can be made available globally. Local SOL HUBS can be digitally managed by a SOL central HUB. SOL virtual friends create learning communities across nations to negotiate deep change in society. This will be the ultimate educational evolution or revolution and this book points to one way that this can be achieved.

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Produktdetails

• Verlag: BookBaby
• Erscheinungstermin: 1. Oktober 2013
• Englisch
• ISBN-13: 9781483515069
• Artikelnr.: 41148515

Autorenporträt

Sheila Harri-Augstein is Senior Research Fellow and Deputy Director of the Centre for the Study of Human Learning, Brunei University of West London. Laurie Thomas is the Founder Director of the Centre for the Study of Human Learning and Carl Rogers Memorial Professor, Clayton University, USA. Together the authors have pioneered the theory and practice of Self-Organised Learning. They have presented TV and radio programmes, and run seminars and workshops in Europe, the USA, Mexico, Australia, India and the UK. Their approach has successfully been introduced into major commercial, educational and government organisations. They are the authors of Self-Organised Learning (Routledge & Kegan Paul, 1985).

Inhaltsangabe

General Introduction: Personal Myths About Learning. Part 1: Learning
Prospective Commentary: Creating a Language for Discovering What Learning
Might Become 1. The Learning Process: A Search for Meaning 2. Constructing
Understanding: Meaning as Modelling. Retrospective Commentary: S-O-L as a
Way of Increasing Your Learning Capacity by Reflectively Organising Your
Own Learning Processes Part 2: The Learning Conversation Prospective
Commentary: Task-Bound, Task-Focused and Learning Focused Activity - The
Way to Self-Organised Learning 3. On Becoming Aware of Personal Processes
of Learning 4. How to Conduct a Learning Conversation. Retrospective
Commentary: How to Take Control of Learning and Enable Others to
Internalise the Learning Conversation Part 3: Self-Organised Learning
Environments Prospective Commentary: Creating the Conditions to Enable
Self-Organised Learning 5. The Learning Practitioner: Organising a System
of Learning Conversations 6. Conversational Evaluation and Purposive
Change: The Enterprise as a Self-Organised Learning Environment.
Retrospective Commentary: The Implications of Systems 7 for Industrial and
Commercial Training and Education. A Functional Taxonomy of Reflective
Tools Introduction: Increasing the Power of the Learning Conversation - a
Resource for the Learner and the Learning Practitioner A. Tools for
Increasing Awareness of Learning Processes: Representing Personal Meaning
for Reflecting on Experience B. Tools for Increasing Awareness of Learning
Processes: Reconstructing Experience by Talk-Back Through Records of
Behaviour C. Experience and Behaviour Expanded into Purpose and Review: An
Elaboration of the Functional Taxonomy D. Charting Progress as a
Self-Organised Learner E. Tools from Education and Training. Conclusions:
S-O-L and the Enhancement of the Quality of Learning . General
Implications: Towards the Self-Organised Learning Society. Postscript: the
Centre for the Study of Human Learning S-O-L Environment and Information
Technology. Index