Active learning: Perspectives on learning that leads to personal development and social change

1992 ◽  
Vol 1992 (53) ◽  
pp. 5-10 ◽  
Author(s):  
Lorraine A. Cavaliere ◽  
Angela Sgroi
Keyword(s):  
Social Change ◽  
Active Learning ◽  
Personal Development

A Model for the Development of Anti-Racist Culturally Humble Educational Practitioners

2022 ◽  
pp. 1-22
Author(s):  
Veronica Keiffer-Lewis
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Diversity Training ◽  
Identity Negotiation ◽  
Theoretical Framework ◽  
Conflict Transformation ◽  
Cultural Humility ◽  
Full Extent ◽  
Self Reflection

Although diversity training has become an institutional norm for businesses, schools, and organizations, the full extent of its impact remains unclear. This chapter reports on research aimed as more fully understanding the transformational journeys of diversity practitioners and discovering how they deepen their sense of cultural humility. Following a review of the evolution of diversity training, the chapter presents a theoretical framework featuring five interrelated transformational processes: dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation. The chapter concludes with a discussion about how these processes can be applied to enhance the development of cultural humility and consequently better achieve the desired outcomes of diversity training. It argues for a multi-year model for the training of diversity practitioners and others committed to personal development and social change as well as a lifelong approach that supports the process of moving more deeply into a culturally humble way of being.

scholarly journals Benefiting From Authentic Education To A Sustainable Social Development

2013 ◽  
Vol 9 (2) ◽  
pp. 171-176 ◽  
Author(s):  
Chandana Watagodakumbura
Keyword(s):  
Social Change ◽  
Human Resources ◽  
Social Development ◽  
Career Paths ◽  
Personal Development ◽  
Higher Order ◽  
Multiple Perspectives ◽  
Authentic Education ◽  
Significant Difference ◽  
Higher Order Learning

Authentic education provides a unique learning experience to individual learners, specifically by addressing their psychological and neurological needs. The assessment of learners is done through generic attributes that have more validity and relates to intrinsic learner characteristics that could last throughout the life span of the learner. Authentic education looks at the general term education more broadly and deeply, and from multiple perspectives. As the individual learners are identified uniquely through authentic education, it embraces diversity within the human species more broadly and meaningfully. Learners are encouraged to pursue higher-order learning sending them through a complete learning cycle; this engages learners deeply to the task and provides a lasting experience, enabling individuals to reach their full potential. Authentic education aims at providing personal development for individuals broadly, not merely a career development, while still paving a better way to map individual preferences to more suitable career paths. Through authentic education, we get to value human resources much more than related economic aspects, making a significant difference to our current approaches and focus; it has the promise to effect a significant positive social change towards a sustainable development. The purpose of this study is to discuss conceptualising authentic education, multiple perspectives, better educational outcomes, learners embracing diversity, higher order learning, individual characteristics to related career paths, holistic personal development, social change valuing human resources, and consistent and predictable social development.

Comparison Group

2017 ◽  
Vol 5 (1) ◽  
pp. 471
Author(s):  
Ömer Delialioğlu ◽  
Berkan Çelik ◽  
Amine Hatun Ataş
Keyword(s):  
High School Students ◽  
Active Learning ◽  
Vocational Education ◽  
Personal Development ◽  
Comparison Group ◽  
Learning Collaborative ◽  
Education Students ◽  
School Students ◽  
Student Groups ◽  
Consistent Picture

The aim of this study is to compare course engagement for vocational education students who enrolled in the Cisco Networking Academy (CNA) courses and who took the network courses from the standard vocational education curriculum in Turkey. The comparison group was established in a way that students in both groups had very similar characteristics. The data were collected using a survey throughout 2 separate school years. The participants are 2793 vocational education students (Cisco Group=1373, Non-Cisco Group=1420). Engagement was measured with 7 constructs, which are active learning, collaborative learning, interaction with instructor, student effort, feedback, satisfaction, and personal development. The instruments were validated through a series of instrument validation steps. First, the original items in the instruments were reviewed by a panel of experts, and then a pilot test was conducted on high school students. A factor analysis was run to identify items grouped under the same construct and unrelated items were removed from the survey. The data were analyzed using descriptive statistics and Independent Samples t Tests after satisfying necessary assumptions. The results indicated that Cisco students in both years of the study scored higher than non-Cisco students in all engagement constructs. All differences were significant between Cisco and non-Cisco students. Comparing within the student groups, Cisco students showed somewhat consistent picture in both years. With the exception of active learning, collaboration, and satisfaction, all measured constructs were in similar scores whereas non-Cisco students showed significant decreases on all engagement constructs. What factors might be influential on engagement and implementations are discussed.

HSE management standards indicator tool and positive work-related outcomes

2015 ◽  
Vol 8 (2) ◽  
pp. 92-108 ◽  
Author(s):  
Stefano Toderi ◽  
Cristian Balducci
Keyword(s):  
Active Learning ◽  
Work Stress ◽  
Personal Development ◽  
Well Being ◽  
Content Type ◽  
Work Related ◽  
Management Standards ◽  
Learning Hypothesis ◽  
Explained Variance ◽  
Positive Work

Purpose – The purpose of this paper is to evaluate if the Management Standards (MS) Indicator Tool developed by the Health and Safety Executive (HSE) for the assessment of work-related stress is associated with positive work-related outcomes. Design/methodology/approach – In total, 326 employees of an Italian firm filled in a questionnaire including the HSE Indicator Tool (measuring MS) and validated scales investigating personal development, job performance and Organizational Citizenship Behaviour (OCB). Regression analyses were run to evaluate the explained variance of the outcomes and the demands/control interaction effect hypothesized by Karasek’s active learning hypothesis. Findings – The MS explained variance of all the outcomes analysed and the active learning hypothesis was confirmed for personal development. Contrary to previous studies on negative stress-related outcomes, “job content” MS were the most important predictors. However, higher job demands were unexpectedly positively associated with the outcomes. Practical implications – Taking into account positive work-related outcomes could provide organizations with additional information for the development of interventions with greater emphasis on preventive orientation (improvement of health, well-being and motivation, rather than only work stress reduction). Originality/value – The study provides new insight into the relationship between MS and positive work-related outcomes, thus expanding the nomological network of the Indicator Tool questionnaire and giving empirical evidence to the notion of the “business case” for work stress prevention. Firms performing well on MS could expect greater worker development and higher performance.

scholarly journals Climate-Induced Relocation and Social Change in Keta, Ghana

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Abdul-Moomin A Salifu
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Well Being ◽  
Positive Outcomes ◽  
Sea Levels ◽  
Healthcare Facilities ◽  
Household Members ◽  
Positive Social Change ◽  
Rising Sea Levels ◽  
Slow Onset

In this article, I analyze the resettlement of three communities in the Keta municipality of Ghana as a result of rising sea levels that threatened life and property. Although a few studies have documented the effects of relocation because of slow-onset climate-induced environmental change, little is known about how such resettlements have contributed to positive social change in the affected communities. I used critical theory to determine whether Keta’s relocation process contributed to positive social change. Transcriptions of interviews with a purposeful sample of 35 household members were coded and categorized into themes for essence description. Improved educational infrastructure for personal development, improved housing facilities, saved lives and protected culture, and improved healthcare facilities and general well-being were among the positive outcomes. Hence, through this study, I provide evidence to consider the need to prioritize the positive social change such resettlements will make in the lives of the affected populations in climate-induced resettlement and adaptation in Ghana and other parts of the world. <em>Keywords</em>: Climate change, relocation, resettlement, social change, sea level rise, improved livelihoods

scholarly journals Partnership Studies in Transformative Education

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Susan G Carter
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Cultural Transformation ◽  
Transformative Education ◽  
Learning Activities ◽  
University Teaching ◽  
Transformation Theory ◽  
Effective Learning ◽  
Partnership Models ◽  
Life Work

This article provides a brief overview of Eisler's Cultural Transformation Theory and domination/partnership models. Its main objective is to share ways in which these important ideas and constructs can be included in educational curricula, with a focus on university teaching, to encourage and support personal development and positive social change. It offers examples of effective learning activities developed over nearly a decade of teaching partnership, as well as ways in which students have included partnership in their life, work, and studies.

scholarly journals Active Learning and Development of Design Thinking Ability at Students

2019 ◽  
Vol 18 (1) ◽  
pp. 293-299
Author(s):  
Oana Jitaru
Keyword(s):  
Active Learning ◽  
Social Life ◽  
Personal Development ◽  
Divergent Thinking ◽  
Design Thinking ◽  
Learning And Development ◽  
Learning Methods ◽  
Active Teaching ◽  
Thinking Ability

Abstract The paper analyzes paradigms that highlight the role of active teaching and active learning methods in developing the skills for the professional and social life of the students. The first chapter of the paper argues the need to develop social and creative abilities that lead students to competence in design thinking. Successful response of the student to the demands of professional and social life requires skills like empathy, assertiveness, cooperation, problem solving, implementation of innovative solutions. Ability of design thinking involves a divergent thinking, ability to autonomously design their own strategies in relation to personal development needs, self-assertion and prosocial project development. The training of these skills is possible if the educational environment is one that offers stimulating techniques, adequately prepared human resources, social training contexts. Interactive teaching enables the student to act independently, to be capable of self-management and personal development. The proactive creativity of teachers facilitates active learning methods which will lead to students developing empathy, assertiveness and competence in design thinking.

scholarly journals Sport for Development and Transformative Social Change: The Potential of Margaret Archer’s Morphogenetic Approach to Reconceptualize a Long-Standing Problem

2021 ◽  
pp. 1-10
Author(s):  
Iain Lindsey ◽  
Gareth Wiltshire
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Social Ontology ◽  
Sport For Development ◽  
Potential Benefits ◽  
Policies And Programs ◽  
Standing Problem

Frequent calls for sport for development (SFD) to be reoriented toward transformative social change reflect the extent that policies and programs have instead focused on individualized forms of personal development. However, SFD research has yet to substantially address fundamental ontological assumptions and underlying conceptualizations of transformative social change. To addresses this gap, this article considers how Margaret Archer’s Morphogenetic Approach can help explain how transformative social change might occur through SFD activities. Three conceptual contributions are brought into focus: (a) assuming a realist social ontology; (b) making distinctions between structure, culture, and agency; and (c) identifying social change as happening across three temporal phases. The authors conclude by identifying potential benefits and implications of applying the Morphogenetic Approach to consider the potential for SFD to contribute to social change.

Principles and practice

2020 ◽  
pp. 57-76
Author(s):  
Marjorie Mayo
Keyword(s):  
Social Change ◽  
Civil Society ◽  
Active Learning ◽  
Active Citizenship ◽  
The Arts

This chapter focuses on varying approaches to the values, principles and practices of learning for active citizenship and social change. Government projects in UK have included active learning to promote active citizenship, such as the Take Part programmes, for example. These programmes built on the values, principles and approaches of civil society initiatives, including the experiences of the Workers Educational Association. The chapter concludes with examples of the application of values and principles via the arts, both in Britain and internationally.

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