"Scaffolding" of Action Learning within a Part-Time Management Development Module

Autor/in	Joesbury, Mark
Titel	"Scaffolding" of Action Learning within a Part-Time Management Development Module
Quelle	In: Action Learning: Research and Practice, 12 (2015) 1, S.65-77 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2015.1006916
Schlagwörter	Scaffolding (Teaching Technique); Experiential Learning; Part Time Students; Management Development; Learning Modules; Personal Narratives; Delivery Systems; Teaching Methods; Context Effect; Curriculum Design; Curriculum Development; Student Evaluation; Certification; Educational Practices; Program Descriptions; Adult Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Part-time students; Teilzeitstudent; Learning module; Lernmodul; Erlebniserzählung; Auslieferung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulnote; Studentische Bewertung; Abschlusszeugnis; Zertifizierung; Bildungspraxis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Großbritannien
Abstract	This Account of Practice describes the introduction and development of action learning within a level 5 module of "Communications at Work" delivered as part of a Business & Technology Education Council (BTEC) Professional Certificate in Management (CMS) between 2005/2006 and 2009/2010. This will commence with a personal narrative and then explain the background context of the delivery. As action learning was but part of the learning process over a limited duration of a 15-week semester, the "scheme of work" was designed to cover the required learning outcomes while simultaneously providing extensive structure and "scaffolding" in support of action learning. Student evaluation data for the module were collected over this period and will be used for reflection and evaluation of the authenticity and validity of action learning within the constraints of this context (Johnson 2010). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01