Action Learning Teams

2016 ◽  
pp. 102-109
Keyword(s):  
Action Learning ◽  
Learning Teams

A Case for Leveraging Mobile Learning in Action Learning Teams

2019 ◽  
pp. 1-23
Author(s):  
Shawn McCann
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Critical Reflection ◽  
Action Learning ◽  
Real Life ◽  
Face To Face ◽  
Life Challenges ◽  
Learning Teams ◽  
New Ideas ◽  
Higher Order Learning

Action learning teams create opportunities to learn from work on real-life challenges. Use of mobile learning can promote higher-order learning while bringing teams together around new ideas where their thinking may be challenged. In this way, action learning teams use mobile devices as tools of convenience to facilitate their learning. Mobile learning for action learning teams extends beyond simple content delivery and provides a platform that can introduce flow states and make space for critical reflection. The integration of mobile learning into action learning teams allows for the cultivation of individual creativity and maximization of group, virtual or face-to-face meetings.. This chapter will discuss the integration of mobile devices and detail multiple mobile learning exercises that action learning teams may use to promote creativity and critical reflection.

Mobile Learning in Workforce Development

2016 ◽  
pp. 1756-1776
Author(s):  
Shawn McCann
Keyword(s):  
Mobile Devices ◽  
Workforce Development ◽  
Mobile Learning ◽  
Critical Reflection ◽  
Action Learning ◽  
Real Life ◽  
Higher Order ◽  
Face To Face ◽  
Life Challenges ◽  
Learning Teams

There is potential for higher-order mLearning to enrich action learning teams. Especially as they engage in critical reflection while solving ambiguous, complex challenges by leveraging the affordances of mobile devices. Action learning teams create opportunities to learn from work on real-life challenges. Use of mobile learning can promote higher-order learning while bringing teams together around new ideas where their thinking may be challenged. In this way, action learning teams use mobile devices as tools of convenience to facilitate their learning. Mobile learning extends beyond simple content delivery and provides a platform that can introduce flow and make space for critical reflection. The integration of mobile learning into action learning teams allows for the cultivation of individual creativity and maximization of group virtual or face-to-face meetings. This chapter will discuss the integration of mobile devices and detail multiple mobile learning exercises that action learning teams may use to promote creativity.

Mobile Learning in Workforce Development

2016 ◽  
pp. 139-159 ◽  
Author(s):  
Shawn McCann
Keyword(s):  
Mobile Devices ◽  
Workforce Development ◽  
Mobile Learning ◽  
Critical Reflection ◽  
Action Learning ◽  
Real Life ◽  
Higher Order ◽  
Face To Face ◽  
Life Challenges ◽  
Learning Teams

There is potential for higher-order mLearning to enrich action learning teams. Especially as they engage in critical reflection while solving ambiguous, complex challenges by leveraging the affordances of mobile devices. Action learning teams create opportunities to learn from work on real-life challenges. Use of mobile learning can promote higher-order learning while bringing teams together around new ideas where their thinking may be challenged. In this way, action learning teams use mobile devices as tools of convenience to facilitate their learning. Mobile learning extends beyond simple content delivery and provides a platform that can introduce flow and make space for critical reflection. The integration of mobile learning into action learning teams allows for the cultivation of individual creativity and maximization of group virtual or face-to-face meetings. This chapter will discuss the integration of mobile devices and detail multiple mobile learning exercises that action learning teams may use to promote creativity.

Team sponsors in community-based health leadership programs

2017 ◽  
Vol 30 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Tracy Enright Patterson ◽  
Donna R. Dinkin ◽  
Heather Champion
Keyword(s):  
Leadership Development ◽  
Learning Experience ◽  
Action Learning ◽  
Lessons Learned ◽  
Community Based ◽  
Emerging Leaders ◽  
Content Type ◽  
Health Leadership ◽  
Learning Teams

Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

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