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(access full PDF via Umass databases page to SAGE journals online) "In this article we delve into the potential learning capacity inherent in project-based organizations derived from conclusions drawn from action research as well as extensive field experience. We propose project-based learning as a means to deal with the challenge of sustainable growth of learning capacity, i.e. developing learning capabilities that enable reasoning beyond the short term; knowledge creation and sharing beyond the individual or team. Based on stories from the field, we explore the distinguishing features of project-based learning and ways in which project-based learning can be instrumental in building communities of reflective practitioners."

This is an interesting perspective on learning styles and options. I've experienced working in a Charter School with this philosophy, project based learning, which of course is appealing to some learners, but not all. It is an excellent option to pursue for particular students who may thrive in this learning environment, where they might otherwise flounder in a traditional setting. It would be nice to see this option incorporated more widely in regular public schools in addition to traditional tracks (business, college prep, vocational education). Mary Ann p.s. E.K. READ THIS ONE!

In this article Greenwald discusses problem-based learning. She described three key features of 'problem.' First, the initial/present state from which to begin; second, the goal state to achieve; third, set of actions/operations needed to get from initial state to goal state. Problem-based learning involves a shift in roles for students and teacher. Problem-based learning gives studetns opportunitie to be self-directed while maintaining cohesion in the classroom. Greenwald then provides 10 steps to problem-based learning.

In recent years, Action Learning has gained currency as an approach to developing people by using work-based or problem-based learning. This book introduces theory, research, and practice of the two authors and colleagues (O'Neil & Marsick) who have both researched and applied Action Learning.

As a research methodology, Participatory Action Research (PAR) is an ideal blend of CCT skills and tools. The author of the article, Couto quoted Freire (1970) in saying that "PAR is a community-based, problem-centered, active learning pedagogy, and it imparts several social problem-solving skills and lessons about participation in democratic societies". The article chronicles efforts by the author to engage students from the University of Richmond in a participatory action research project. The purpose of the research was to better understand needs and issues facing the Richmond Juvenile and Family court system. During the project, students worked with detained juveniles to better understand how the system was affecting each individual. The article provides a clear overview of participatory action research, offering numerous benefits of the process. The author suggests that PAR has the potential to be seen as the "scholarship of engagement" and is spreading in the same way that community service and service learning caught on in the 1970's and 1990's.

This method sounds like it could deliver much stronger learning experiences than typical service learning can because there the students usually remain formally outside what they study, though they learn and gain a lot through personal interactions and experiences. Here they directly engage in situations, working for change as partners, that through the service learning model they generally only try to alleviate and understand. The example is extreme and probably unsuited for most groups, but the methods are intriguing and exciting. The part about the community affected controlling the agenda would be key, as it can be a balance act, trying to have students really learn from experiences and not take condescending approaches.

This article was a good complement to the interview of Peter Senge and Margaret Wheatley (Changing How We Work Together) and Senge's work is also quoted in the article as well. Senge says that learning organizations should nurture new and expansive patterns of thinking, have higher standards for collective learning, and engage people in the team. It would be interesting to see what would happen if higher education institutions engaged in more participatory action research, wherein the students, faculty, and staff had more of a say in the actions of the institution. As it stands now, feedback from students and faculty is sought in some respects, such as in committee work, but many students are too busy to offer feedback to the institution. Instead, there is still a hierarchy of administration that makes the final decisions for actions that affect the students, faculty, and staff.

This article talks about when it may or may not be appropriate to use action learning. Action learning is an approach you take on with a group to gain a better knowledge of a particular objective that can be achieved through shared reflection and action. Through this process individuals willingly participate to deal with a problem as a group and create innovative ideas that can be carried out and evaluated to continue revisionism. (Our action research class in a nutshell) The example chapters at the beginning outline a clear picture of a kind of problem that needs continued learning and revision to meet a better goal after reflection and reassessment occur.

The article is about a systematic approach and learning about "a problem" resolving them with a group of committed people through reflection and dialogue. This action learning approach may not be suitable for everyone due to the time constraints and the possible need for immediate problem- solving. There are tools that are utilized during the process of trying to learn about a problem that help to facilitate the learning process of that problem.

This article provides more resources to the Action Research Process. This involves identifing a problem and wanting to implement change to improve outcomes. Something each Action Research articles have in common are reflection and evaluation.

This is a reference guide for Environment-Based Education for advanced learning skills and character education. EBL stresses developing lifelong learners; effective future workers and problem solvers; thoughtful community leaders and participants; and people who care about the people, creatures, and places around them. The article references the outdoors environment, specifically science and math learning, but I think that the 'environment' can take on a vast definition and the concepts are applicable to many learning objectives/situations.

Greenwald presents 3 key features that must be present in a TRUE problem-based learning lesson: initiating learning with a problem, exclusively using ill-defined problems, and teachers acting as thinking coaches. She gives and example of an ill-defined problem scenario, and also 10 Steps to PBL approach. This article is a great read and gives applicable tools, which seem like they would be great for teachers or facilitators to probe students to dig deeper in their hand-on investigations. In regards to my own project, I am always interested in problem solving approaches in graphic design, and a lot of the 10 steps in this article could easily be translated to a design problem/problem and the research that is required for it.

"developmental evaluation" contrasted with traditional: Complexity-Based, Developmental Evaluations... provide feedback, generate learnings, support direction or affirm changes in direction. develop new measures and monitoring mechanisms as goals emerge & evolve. position evaluation as an internal, team function integrated into action and ongoing interpretive processes. design the evaluation to capture system dynamics, interdependencies, and emergent interconnections. aim to produce context-specific understandings that inform ongoing innovation. accountability centered on the innovators' deep sense of fundamental values and commitments. learning to respond to lack of control and stay in touch with what's unfolding and thereby respond strategically. evaluator collaborates in the change effort to design a process that matches philosophically and organizationally. evaluation supports hunger for learning.

Although this podcast is about how to be a good teacher, it features some interesting thoughts about reflection and supportive learning communities when trying to improve your professional skills, in this case education.

Although this podcast is about how to be a good teacher, it features some interesting thoughts about reflection and supportive learning communities when trying to improve your professional skills, in this case education.

This article is actually an interview of Peter Senge, author of The Fifth Discipline, and Margaret Wheatley, author of Leadership and the New Science; both are also organizational theorists. The two discuss how organizations can be more successful if they can work better with uncertainty, and incorporate meditation, derived from periods of silence in dialogue sessions, into their work. They claim that organizations need to accept that change should be accepted as the reality, and that life is a continuous state of change. The two also discuss the concept of "collective cultivation," wherein Buddhism teaches that cultivation is the practice of meditation, study, and service. Organizations not only need to accept change, but they need to collectively work hard and know how to accept this change. Unfortunately, most organizations don't have the tools or methods to support this idea. This interview allows the reader to think more about the concept of organizations and leaders in general, and how we understand them. We can't blame the hierarchy for the way things are, because we put the hierarchy in place. We are responsible for our own actions when we obey the demands of our leaders. If we can change our own views of organizations and the habits that we have adopted to work in them, then we can potentially change the way that they function from the inside out.

What struck me most about this article is their suggestion that we need to change our concept of what it means to be a leader in an organization. Particularly in the Western world, we look to our leaders, in fact expect our leaders, to have all the answers. As a leader, being comfortable sitting with uncertainty makes those you lead uncomfortable with you. The process of action research incorporates many of the same characteristics Senge and Wheatley identify: listening, being open, engaging in dialogue. Actively using action research in the workplace may help us reform our model of leadership.

I thought this article was very different but also very interesting. I like the combination of a business perspective and a religious one. I never really put too much thought into any similarities between the two. The suggestions on an effective leader and an effective organization are insightful. I agree there needs to be more dialogue as well as more reflection in order for things to work more efficiently.

A video of three Canadian teacher's effort to incorporate project based learning into their curriculum.

This got me thinking again about inquiry and problem-based learning. Engagement and ownership while working through/with their own ideas allows students to grow.

Response to questions of their paper that claimed that retrieval practice produced meaningful learning of concepts and did so better than concepts mapping

Questions a paper that claimed that retrieval practice produced meaningful learning of concepts and did so better than concepts mapping

"Senge, P., N. Cambron-McCabe, T. Lucas, B. Smith, J. Dutton and A. Kleiner (2000). "Fostering communities that learn," in Schools That Learn. New York: Currency,459-465"

This site serves as a clearinghouse for resources related to service learning.

What stress reduction techniques can I provide and make available for allied health students? Here is a web sites I think anyone can utilize to reduce their stress.This site has a plethora of tools to help students with Attention and Learning ,Encoding and Retrieval, Group and Cooperative Learning, Memory, Monitoring, Motivation, Note Taking, Organization, Problem Solving and Critical Thinking, Questioning, Reading Comprehension, Test Anxiety, Test Preparation, Test Taking, Time Management, Writing, Proofreading and much more. A really nice plan for students and how they can reduce their stress while in school. Enjoy Mary McGurn

This is an interesting podcast about a program that engages veterans in art.  After seeing Michael's presentation I thought I'd share it with the class. Wounded Warriors and Art Tuesday, October 26 2010 | Send to a friend WOUNDED WARRIORS AND ART Ivan Pineiro and Craig Bone  <s Paintings here. Learn more about the Art from the Heart program.

This article can be used for those who may want to begin using humor in your class without losing sight of the learning objectives.

This is a great read and humor has many long term benefits for overall health and well being. In nursing, it can be very stressful and humor can be a very effective measure to relieve stress.

The brain-based learning material that I have been reading recommends surprise as an important tool to gain and hold students' attention. Humor fits with this. The article recommends a highly organized, thought-out, and planned approach which may work for some but other teachers might just want to wing it.