Relevant bibliographies by topics / Participative learning

Academic literature on the topic 'Participative learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Participative learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Participative learning"

1

Sucari, Jacobo. "El documental social participativo: el protagonista como sujeto de la historia." Obra digital, no. 12 (February 28, 2017): 69–85. http://dx.doi.org/10.25029/od.2017.112.12.

Full text
Abstract:
Las metodologías participativas en el audiovisual basadas en las experiencias del documental social participativo (DSP) y la configuración de grupos de trabajo a partir de la Investigación y Acción Participativa (IAP) proponen una nueva epistemología constructiva donde se genera una traslación del protagonista como objeto de estudio a su plasmación como sujeto implicado en el relato de su historia y de su acontecer histórico comunitario. El protagonista, re-configurado entonces como sujeto de la enunciación a partir de metodologías participativas, potencia el desarrollo de experiencias documentales que configuran un nuevo corpus teórico-práctico. Nuevos vínculos entre distintos sujetos del saber donde se generan dinámicas de creación que configuran originales modelos de educación y de trasvase de conocimiento.Participative social documentaries: the protagonist as the subject of the storyAbstractAudiovisual participative methodologies based on participative social documentaries and group work in participative action research (PAR) represent a new constructive epistemology in which the protagonist moves from being the documentary’s object of study to becoming an active agent in telling their story and how the story happens in community. The protagonist, reconfigured as the subject of the enunciation though participative methodologies, makes it possible to create experiences of documentary film-making that constitute a new theoretical and practical corpus, establishing new links between various knowledge users, developing creative methods which can contribute to our ideas of what constitutes education and knowledge transfer.Keywords: Audiovisual communication, learning communities, paticipative documentary, action research, technology, education, university, societypp. 69-85
APA, Harvard, Vancouver, ISO, and other styles
2

Sabirov, Askadula, Askadula Sabirov, Marija Troyanskaya, Elena Ryabova, and Svetlana Salimova. "Implementing a conceptual model of participative management into an integrated e-learning system." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 255–67. http://dx.doi.org/10.18844/wjet.v14i1.6723.

Full text
Abstract:
The paper aims at determining the principles of participative management and the nuances of their implementation into integrated e-learning, which complements the traditional forms of education in emergencies, such as the COVID-19 pandemic. The research uses a semi-structured questionnaire adapted from Dashkova for the education sphere and developed with the consideration of participative management principles. The survey involved 289 students and 293 university teachers. The study found that participative management is the best approach to integrating e-learning into the education process.. It ensures effective communication contributing to the uniting of objectives of all participants by expanding their engagement in the management of the education process. Assessment and recognition of participative management in university may be one realistic scenario for more rapid adaptation and effective implementation of diverse learning trajectories. Keywords: e learning, education, governance, integrated education system, participation, student-centered learning transformation.
APA, Harvard, Vancouver, ISO, and other styles
3

Willis, Jill. "Assessment for learning as a participative pedagogy." Assessment Matters 2 (June 1, 2010): 65–84. http://dx.doi.org/10.18296/am.0079.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Walmsley, Janette. "Working Together: A Participative Approach to Learning." Journal of the British Institute of Mental Handicap (APEX) 19, no. 3 (August 26, 2009): 92–95. http://dx.doi.org/10.1111/j.1468-3156.1991.tb00629.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cooper, Sue. "Transformative evaluation: organisational learning through participative practice." Learning Organization 21, no. 2 (April 8, 2014): 146–57. http://dx.doi.org/10.1108/tlo-03-2013-0003.

Full text
Abstract:
Purpose – This research paper presents an innovative evaluation methodology which was developed as part of a doctoral research study in a voluntary sector youth organisation in England. Design/methodology/approach – The transformative methodology synthesises aspects of appreciative inquiry, participatory evaluation and transformative learning and engages the whole organisation in evaluating impact. Using an interpretive paradigm, data were collected from youth workers via semi-structured interviews prior and post implementation of the transformative evaluation methodology. Findings – Drawing on thematic analysis of the youth workers' experiences, it is argued that the illuminative and transformative nature of the methodology enabled the learning and development functions of evaluation to be realised. Further, it is argued that this form of evaluation not only supports the collection of evidence to demonstrate impact externally, but that the process itself has the potential to enhance practice, improve outcomes “in the moment” and promotes organisational learning. Research limitations/implications – The research findings are limited by the small-scale nature of the project. Further research is needed to investigate the supporting and enabling factors that underpin participatory practices in organisation evaluation; and in particular to investigate the experience of the managers and trustees as these were not the focus of this research. Originality/value – This article makes a significant contribution to knowledge in regard to the design and use of participatory evaluation. It evidences the benefits in relation to generating practice improvements and for practitioners themselves in terms of countering the negatives effects of performativity. Transformative evaluation offers an innovative structure and process through which organisational learning can be realised.
APA, Harvard, Vancouver, ISO, and other styles
6

Lantz, Annika, Niklas Hansen, and Conny Antoni. "Participative work design in lean production." Journal of Workplace Learning 27, no. 1 (January 12, 2015): 19–33. http://dx.doi.org/10.1108/jwl-03-2014-0026.

Full text
Abstract:
Purpose – The purpose of this paper is to explore job design mechanisms that enhance team proactivity within a lean production system where autonomy is uttermost restricted. We propose and test a model where the team learning process of building shared meaning of work mediates the relationship between team participative decision-making, inter team relations and team proactive behaviour. Design/methodology/approach – The results are based on questionnaires to 417 employees within manufacturing industry (response rate 86 per cent) and managers’ ratings of team proactivity. The research model was tested by mediation analysis on aggregated data (56 teams). Findings – Team learning mediates the relationship between participative decision-making and inter team collaboration on team proactive behaviour. Input from stakeholders in the work flow and partaking in decisions about work, rather than autonomy in carrying out the work, enhance the teams’ proactivity through learning processes. Research limitations/implications – An investigation of the effects of different leadership styles and management policy on proactivity through team-learning processes might shed light on how leadership promotes proactivity, as results support the effects of team participative decision-making – reflecting management policy – on proactivity. Practical implications – Lean production stresses continuous improvements for enhancing efficiency, and such processes rely on individuals and teams that are proactive. Participation in forming the standardization of work is linked to managerial style, which can be changed and developed also within a lean concept. Based on our experiences of implementing the results in the production plant, we discuss what it takes to create and manage participative processes and close collaboration between teams on the shop floor, and other stakeholders such as production support, based on a shared understanding of the work and work processes. Social implications – Learning at the workplace is essential for long-term employability, and for job satisfaction and health. The lean concept is widely spread to both public bodies and enterprises, and it has been shown that it can be linked to increased stress and an increase in workload. Finding the potential for learning within lean production is essential for balancing the need of efficient production and employees’ health and well-being at work. Originality/value – Very few studies have investigated the paradox between lean and teamwork, yet many lean-inspired productions systems have teamwork as a pillar for enhancing effectiveness. A clear distinction between autonomy and participation contributes to the understanding of the links between job design, learning processes and team proactivity.
APA, Harvard, Vancouver, ISO, and other styles
7

Grundén, Kerstin. "E-Learning at Work: Towards a Participative Approach." E-Learning and Digital Media 6, no. 2 (January 2009): 206–20. http://dx.doi.org/10.2304/elea.2009.6.2.206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sharp, Cathy. "Participative transformation learning and development in practising change." Action Learning: Research and Practice 12, no. 2 (May 4, 2015): 250–54. http://dx.doi.org/10.1080/14767333.2015.1049459.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Reilly, Kathy, Alma Clavin, and John Morrissey. "Participative critical enquiry in graduate field-based learning." Journal of Geography in Higher Education 40, no. 1 (October 9, 2015): 104–16. http://dx.doi.org/10.1080/03098265.2015.1086980.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Et al., Phra Poompanya Athimootto (Ngamprom). "Model of Participative Academic Administration for Buddhist Temple Charity Schools." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5510–17. http://dx.doi.org/10.17762/pae.v58i1.2167.

Full text
Abstract:
The objectives of this research were 1) to study problems of participative academic administration for Buddhist Temple Charity Schools, 2) to develop a participative academic administration model for Buddhist Temple Charity Schools, and 3) to propose a participative academic administration model for Buddhist Temple Charity Schools. Mixed methods research was designed. In qualitative research, data were collected by in-depth interviews from 5 school administrators and from focus group discussion with 10 experts. The research tools were interview form and questions for focus group discussion, and data was analyzed by content analysis. In quantitative research, data were collected by using questionnaires from 381 teachers and 115 school administrators by multistage randomization. Data were analyzed using descriptive statistic consisted of percentage, frequency, mean, standard deviation and PNIModified of needs assessment. Results indicated that 1) problems of participative academic administration for Buddhist Temple Charity Schools in all 5 aspects has shown the suitability at a high level. 2) Development of a participative academic administration model for Buddhist Temple Charity Schools consisted of 1) curriculum development by managing teaching and learning in accordance with core curriculum, 2) teaching and learning management by arranging to encourage learners to do their own actions for students to think critically, 3) development and use of innovative media and educational technology by encouraging learners participate in activities and explore the need for courses, 4) educational supervision by organizing a teacher meeting before visiting students' homes and always evaluate the results of supervision, and 5) learning assessment and the transfer of grades according to the actual situation without bias. 3) A participative academic administration model for Buddhist Temple Charity Schools conducted the curriculum with the core curriculum, focus on students taking action and taking part in activities, encourage supervision, and evaluating results according to activities.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Participative learning"

1

Cabral, Diogo Nuno Crespo Ribeiro. "Mobile and web tools for participative learning." Master's thesis, FCT - UNL, 2008. http://hdl.handle.net/10362/1993.

Full text
Abstract:
Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa, para a obtenção do grau de Mestre em Engenharia Informática
The combination of different media formats has been a crucial aspect on teaching and learning processes. The recent developments of multimedia technologies over the Internet and using mobile devices can improve the communication between professors and students, and allow students to study anywhere and anytime, allowing each student progress at its own pace. The usage of these new platforms and the increase of multimedia sharing applied to educational environments allow a more participative learning, and make the study of interfaces a relevant aspect of existing multimedia learning systems. The work done in this dissertation explores interfaces and tools for participative learning,using multimedia educational systems over Internet broadband and mobile devices. In this work, aWeb-based learning system was developed, which enables to store, transmit, search and share the contents of courses captured in video and its extension to support Tablet PCs. The Web system, developed as part of the VideoStore project, explores video interfaces and video annotations, which encourage the participative work. The usage of Tablet PCs, through the mEmLearn project, has the aim to encourage the participative work, allowing the students to augment the course materials and to share them with other students or instructors.
APA, Harvard, Vancouver, ISO, and other styles
2

Amezah, Agbenyega, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "A participative learning approach to agricultural development : a Ghanaian case." THESIS_FSTA_ARD_Amezah_A.xml, 1998. http://handle.uws.edu.au:8081/1959.7/75.

Full text
Abstract:
This dissertation is the documentation of a participative learning project with the purpose of facilitating improvement in farming and agricultural development work in the Hohoe district of Ghana. This study was done in a context in which (a)agricultural production is carried out by small scale farmers who depend on social networking at the village level, for the distribution and management of agricultural resources, and on local knowledge for productive purposes; (b)government efforts at agricultural development is implemented through the activitiesof its agricultural development agencies - Ministry of Food and Agriculture (MOFA) and the Ministry of Science and Technology (MIST).Participative learning, based on the logic and concepts of action research, experiential learning and critical systems learning, was used as a methodological framework. The conclusion drawn from this inquiry is that participative learning is a legitimate and an effective way of facilitating the development of food and other agricultual production. The challenge is therefore for individuals and organizations involved in the development of agricultural production to establish suitable processes and relationships to support participative learning.
Doctor of Philosophy (PhD)
APA, Harvard, Vancouver, ISO, and other styles
3

Baldwin, Mark. "Constructing care management : policy implementation as a participative learning process." Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285339.

Full text
Abstract:
This thesis is a record of research exploring the limitations to successful policy implementation. Using Community Care as the illustrative example, it asks what these limitations might be, casting a particular light on the part played by care managers, the front-line policy implementers responsible for "needs assessments" which is a key activity in the implementation of Community Care. There is a tension in care management between the influence of procedures and the degree of discretion necessary for needs assessment to be completed effectively. In what ways, then, are policy intentions affected by the activities of care managers? Community Care is an illustration of a public policy imposed by central government through a top-down process of implementation in what is argued as a rationalist endeavour to simplify the complexities of community care and reduce it to questions of technique and structure. This attempt to present a unified conceptualisation of community care is backed by managerial procedures referred to in the public management and policy literature as "managerialism". Social work practice theory provides a third example of the rationalist attempt to simplify processes involving complex social interactions. The limitations to rationalist explanations of community care implementation and the necessity for a different kind of analysis are explored. There is a parallel with the research methodologies employed for this research. The initial interviews were helpful in revealing the degree to which policy implementation was being thwarted by care managers, but this resistance was mirrored in their rejection of my interpretation of their practice. The common thread running through the normative approach to policy implementation, management, social work practice and research methodology is an adherence to positivist forms of knowledge. The implementation of Community Care raises questions of epistemology and ontology that undermine these powerful forms of knowledge. The claim is that a different epistemology suggests practices more likely to lead to effective outcomes. An organisational orientation to effectiveness is revealed in the degree to which outcome has become wedded to techniques of scientific rationalism. A service orientation would define outcome by the degree to which the needs of vulnerable adults were met through reflection upon key relationships. The first of these is an exercise in objectivity which is not well equipped to take account of the subjective experiences of practitioners exploring needs in relationship with vulnerable adults. The service orientation suggests an experiential and participative epistemology in which people engage in the process of learning and understanding most successfully when it is collaborative rather than imposed. The second phase of fieldwork was an experiment using a method built upon a participatory epistemology and gives the reader a glimpse of what might be possible in direct contrast to rationalist approaches. Work with two co-operative inquiry groups has led me to new understandings about the nature of learning for individuals and organisations. The thesis concludes that an effective learning environment facilitating positive and reflective use of discretion can be created through co-operative inquiry, although any approach would need to include other important participants, notably managers and service users, if it is to maximise its effectiveness in the long term.
APA, Harvard, Vancouver, ISO, and other styles
4

Tait, Jo. "Towards excellence : participative reflection in distributed learning and teaching environments." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400253.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Amezah, Agbenyega. "A participative learning approach to agricultural development : a Ghanaian case." Thesis, View thesis View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/75.

Full text
Abstract:
This dissertation is the documentation of a participative learning project with the purpose of facilitating improvement in farming and agricultural development work in the Hohoe district of Ghana. This study was done in a context in which (a)agricultural production is carried out by small scale farmers who depend on social networking at the village level, for the distribution and management of agricultural resources, and on local knowledge for productive purposes; (b)government efforts at agricultural development is implemented through the activitiesof its agricultural development agencies - Ministry of Food and Agriculture (MOFA) and the Ministry of Science and Technology (MIST).Participative learning, based on the logic and concepts of action research, experiential learning and critical systems learning, was used as a methodological framework. The conclusion drawn from this inquiry is that participative learning is a legitimate and an effective way of facilitating the development of food and other agricultual production. The challenge is therefore for individuals and organizations involved in the development of agricultural production to establish suitable processes and relationships to support participative learning.
APA, Harvard, Vancouver, ISO, and other styles
6

Amezah, Agbenyega. "A participative learning approach to agricultural development : a Ghanaian case /." View thesis View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030603.164705/index.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Goodall, Helen. "Professional development and beyond : a participative study of a self-facilitated learning group." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3428.

Full text
Abstract:
This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both what encouraged its members to join at its outset, and what has sustained the participation of its current members for thirteen years. Its longevity also provided an opportunity to explore the impact of sustained membership on the women in the group. These two components of the study are its most significant original contributions to the existing literature which does not appear to cover anything similar. The initial raison d’étre of the group was its members’ professional development and this forms a central strand of the investigation, along with identity and self-facilitation. A pragmatic research paradigm, the collaborative nature of the group and the writer’s dual role as both participant and researcher were all influential in the decision to use a participative approach. A range of methods, chosen by the participants, was utilised during the investigation which, whilst participatory, is not emancipatory research. This experimental divergence from how a participative approach is traditionally employed is offered for consideration by researchers who wish to work in a new way that minimises power in other, non-emancipatory situations. The findings support, contradict and add to the literature. The mutuality of longevity and the depth of discourse and learning experienced by group members is a particularly striking aspect of this study. As members of the group have aged, its focus has segued from professional development to encompass a much broader agenda: it has shifted from contributing to members’ professional identity to sustaining their perceptions of self as women who remain capable of complex, critical thinking as they move out of full-time work. The longevity of the group has also fostered deep attachments between group members, despite the differences between them: sustained membership of the group, in turn, provides sustenance for its members. The significance of grounding, ground rules and group composition are highlighted, as is the need to contemplate how members will leave a group during its formation. Alignment between participants in a group is identified as important for its continuation but not always possible. This research makes no claim to offer a definitive model for collaborative learning groups but, instead poses a series of questions for consideration by others who are interested in collaborative learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Christodoulou, Nicholas, of Western Sydney Hawkesbury University, and Faculty of Environmental Management and Agriculture. "Learning to develop participative processes to improve farming systems in the Balonne Shire, Queensland." THESIS_FEMA_XXX_Christodoulou_N.xml, 2000. http://handle.uws.edu.au:8081/1959.7/302.

Full text
Abstract:
This thesis develops two related themes.The first is that participatory approaches to agricultural research and extension can provide a sound process for all stakeholders to learn how to develop more sustainable agriculture. The second is that appropriate levels of participation can be used to link knowledge from three important sources: local knowledge, scientific knowledge and experiential knowledge.The thesis develops these two related themes by examining the inconsistencies between esposed theories of participatory approaches (i.e.intended behaviour) and theories in action (i.e. what is actually practised).The study was based upon the work of a major research, development and extension (R, D and E)project known as the Western Farming Systems Project (WSFP),which was concerned with the development of sustainable rotations and cropping practices in south western Queensland and north western N.S.W. between 1994-1999. The study was conducted in the Balonne Shire, centred on the town of St. George, Queensland, Australia.
Master of Science (Hons)
APA, Harvard, Vancouver, ISO, and other styles
9

Christodoulou, Nicholas. "Learning to develop participative processes to improve farming systems in the Balonne Shire, Queensland." Thesis, View thesis View thesis, 2000. http://handle.uws.edu.au:8081/1959.7/302.

Full text
Abstract:
This thesis develops two related themes.The first is that participatory approaches to agricultural research and extension can provide a sound process for all stakeholders to learn how to develop more sustainable agriculture. The second is that appropriate levels of participation can be used to link knowledge from three important sources: local knowledge, scientific knowledge and experiential knowledge.The thesis develops these two related themes by examining the inconsistencies between esposed theories of participatory approaches (i.e.intended behaviour) and theories in action (i.e. what is actually practised).The study was based upon the work of a major research, development and extension (R, D and E)project known as the Western Farming Systems Project (WSFP),which was concerned with the development of sustainable rotations and cropping practices in south western Queensland and north western N.S.W. between 1994-1999. The study was conducted in the Balonne Shire, centred on the town of St. George, Queensland, Australia.
APA, Harvard, Vancouver, ISO, and other styles
10

Christodoulou, Nicholas. "Learning to develop participative processes to improve farming systems in the Balonne Shire, Queensland /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030507.130624/index.html.

Full text
Abstract:
Thesis (M.Sc.) (Hons.) -- University of Western Sydney, Hawkesbury, 2000.
"A thesis presented to the University of Western Sydney, Hawkesbury, in fulfilment of the requirements for the degree of Master of Science (Honours)". Bibliography : leaves 123-130.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Participative learning"

1

J, Swan Bonnie, ed. A trainer's handbook for participative learning. Amherst, MA: HRD Press, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Monica, Jacobs, and Gawe Nqabomzi, eds. Teaching-learning dynamics: A participative approach. Johannesburg: Heinemann, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Morten, Levin, ed. Participative transformation: Learning and development in practising change. Farnham: Gower, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Klev, Roger. Participative transformation: Learning and development in practising change. Farnham: Gower, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jenkins, Peter. Children's rights: A participative exercise for learning about children's rights in England and Wales. Harlow: Longman, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Reid, Alan, Bjarne Bruun Jensen, Jutta Nikel, and Venka Simovska, eds. Participation and Learning. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6416-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bečević, Zulmir, and Björn Andersson, eds. Youth Participation and Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92514-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Liberating learning: Widening participation. Buckingham: University of Buckingham Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chapman, Judith, Patricia Cartwright, and E. Jacqueline Mcgilp, eds. Lifelong Learning, Participation and Equity. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-5322-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wenger, Etienne. Situated learning: Legitimate peripheral participation. Cambridge [England]: Cambridge University Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Participative learning"

1

Frost, David. "Creating Participative Learning Cultures Through Student Leadership." In International Handbook of Leadership for Learning, 867–88. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1350-5_48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Groundwater-Smith, Susan. "Why Listen? Student Voice Work Defended: Students as ‘Expert Witnesses’ to Their Experiences in Schools and Other Sites of Learning." In Living Well in a World Worth Living in for All, 27–45. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7985-9_3.

Full text
Abstract:
AbstractThis chapter makes the case for educative practice in which teachers and learners unite in a form of participative inquiry with an emphasis upon inclusion and social justice. It will demonstrate that taking this stance acts as an interruption to pedagogical power relations and hierarchical governance leading to a reconsideration of the typical assemblages of engagement on the part of all participating in the dance of education. The chapter honours the capability of young people to witness the manner in which educative practices can and should take place in a world worth living in. It will illuminate its assertions by offering a range of examples varying in levels of participation and the scale of the engagement in participative inquiry with a focus upon mutual learning that attends to a variety of voices including those often marginalised, even silenced.
APA, Harvard, Vancouver, ISO, and other styles
3

Forssén-Nyberg, M., and P. Kutilainen. "Participative Simulation Game as Facilitator of Organizational Development Process — Two case studies." In Experimental Learning in Production Management, 39–49. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35354-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Qvale, Thoralf Ulrik. "Participative Democracy and the Diffusion of Organizational Innovations: The Long, Winding Road from a Plant Level ‘Field Experiment’ to Regional Economic Development." In Learning Regional Innovation, 187–205. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230304154_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Baucal, Aleksandar, and Francesco Arcidiacono. "Toward a Dialogical and Sociocultural Method of Inquiry: Three Steps Participative Generalization and Reflection (3PGR)." In Dialogical Approaches and Tensions in Learning and Development, 85–103. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84226-0_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Unterrainer, Christine, Wolfgang G. Weber, Thomas Höge, and Bettina Lampert. "Workplaces as Learning Environments: How Participative Practices in Enterprises Provide Learning Opportunities for Employees’ Democracy-Relevant Orientations and Behaviors." In Institutions and Organizations as Learning Environments for Participation and Democracy, 205–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17949-5_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Munuku, Anne, Jacqueline Ojiambo, and Asena James Muganda. "Social constructivism and participative learning beyond the traditional classroom during the COVID-19 pandemic." In Teaching and Learning with Digital Technologies in Higher Education Institutions in Africa, 41–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003264026-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

El khamlichi, Jamal Eddine, Françoise Guegot, and Jean-Pierre Pecuchet. "Iterative and Participative Building of the Learning Unit According to the IMS-Consortium Specifications." In Intelligent Tutoring Systems, 790–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_102.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Masys, Anthony J., Colleen C. Reiner, Nancy Ramirez, and Haru Okuda. "Exploring the Opioid Crisis Through Systems Thinking and Participative Model Building: An Experiential Learning Event." In Advanced Sciences and Technologies for Security Applications, 149–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71998-2_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Reid, Alan, Bjarne Bruun Jensen, Jutta Nikel, and Venka Simovska. "Participation and Learning: Developing Perspectives on Education and the Environment, Health and Sustainability." In Participation and Learning, 1–18. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6416-6_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Participative learning"

1

Pérez-Sánchez, Juan Carlos, Beatriz Piedecausa-García, Vicente Raul Pérez-Sánchez, Raul Tomás Mora-García, and Maria Francisca Céspedes-López. "ONLINE TEACHING IN CONSTRUCTION OF STRUCTURES: PARTICIPATIVE TOOLS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vold, Tone, Sule Yildirim, Nina Ree-Lindstad, and Feryel Souami. "Enhanced learning outcome using participative role play simulation." In 2010 9th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2010. http://dx.doi.org/10.1109/ithet.2010.5480061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Montanana, J. M., L. G. Lemus-Zuniga, Arnulfo Alanis Garza, and J. V. Benlloch-Dualde. "Teaching strategy on VHDL course based on participative learning." In 2015 International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2015. http://dx.doi.org/10.1109/ithet.2015.7218025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lee, Tae-Eog, KiSoon Cho, and Eun-Jee Kim. "Education 3.0: Transforming Teaching and Learning by Eliminating Lecturing." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53076.

Full text
Abstract:
Lecturing has been effective for mass education. However, its limitations for learning effectiveness have been well known. Many innovative pedagogies have been developed for increasing interaction and student participation in classes. However, they have not been successfully adopted in most classrooms. On the other hand, the gap on educational quality between the industry and the academia, which is mostly attributable to lecture-based education, has been expanding. We propose a simple and effective strategy to transform teaching and learning to be highly interactive and student-participative by eliminating lecturing from classrooms. After sending lecturing to e-learning, teachers do non-lecturing activities including discussion, Q&A, interactive problem solving, team learning, and labs. We share strategies, feedback, and experiences from a university-wide program for implementing such new teaching and learning.
APA, Harvard, Vancouver, ISO, and other styles
5

Agostini, Alessandra, Elisa Di Biase, and Marco Loregian. "Stimulating cooperative and participative learning to match digital natives' needs." In 2010 8th IEEE International Conference on Pervasive Computing and Communications Workshops (PERCOM Workshops). IEEE, 2010. http://dx.doi.org/10.1109/percomw.2010.5470657.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

M. Dodero, Juan, Ignacio Aedo, and Paloma Díaz-Pérez. "A Multi-Agent Architecture and Protocol for Knowledge Production: a Case-study for Participative Development of Learning Objects." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2467.

Full text
Abstract:
In a distributed eLearning environment, the development of learning objects is a participative task. We consider learning objects as knowledge pieces, which are subject to the management processes of acquisition, delivery, creation and production. A multiple-tier architecture for participative knowledge production tasks is introduced, where knowledge-producing agents are arranged into knowledge domains or marts, and a distributed interaction protocol is used to consolidate knowledge that is produced in a mart. Knowledge consolidated in a given mart can be in turn negotiated in higher-level foreign marts. The proposed architecture and protocol are applied to coordinate the development of learning objects by a distributed group of authors.
APA, Harvard, Vancouver, ISO, and other styles
7

Linek, Stephanie B., and Willi Scholz. "PARTICIPATIVE SCIENCE COMMUNICATION AND THE PRACTICAL USE CASE OF THE YES! PROJECT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1214.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Perko, Igor, and Zoraida Mendiwelso Bendek. "Participative Approach and Experiential Learning Approaches for Students of Economics and Business." In 1ST International Scientific Conference »Teaching Methods for Economics and Business Sciences«. University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-091-2.8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Vuokko, Riikka, and Pia Berg. "Experimenting with extreme Teaching Method - Assessing Students’ and Teachers’ Experiences." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3133.

Full text
Abstract:
During the course Implementation of Information Systems in Organizational Context we experimented with a reflexive and participative teaching method called eXtreme Teaching. This method proposes a consideration for values, such as respect, communication, feedback, courage, and simplicity, in teaching. We wanted to experiment with an informal teaching method to gain more interaction. During the course, an openly discursive atmosphere was achieved through careful planning and spontaneous performance. In this article, we propose an approach that successful learning experiences are not achieved only by the efforts of teachers but also by students’ active participation and interests towards the course issues.
APA, Harvard, Vancouver, ISO, and other styles
10

Mbodji, Fatou Ndiaye, Gervais Mendy, Ahmath Bamba Mbacke, and Samuel Ouya. "Incentive and Playful Strategy for a Participative Model of Learning and Experimenting Blockchain." In 2021 23rd International Conference on Advanced Communication Technology (ICACT). IEEE, 2021. http://dx.doi.org/10.23919/icact51234.2021.9370969.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Participative learning"

1

Pratton, Jerry. A study of the effects of active participation in instruction upon learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.775.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fogli, Alessandra, and Laura Veldkamp. Nature or Nurture? Learning and the Geography of Female Labor Force Participation. Cambridge, MA: National Bureau of Economic Research, June 2008. http://dx.doi.org/10.3386/w14097.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

Full text
Abstract:
This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
APA, Harvard, Vancouver, ISO, and other styles
4

Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.

Full text
Abstract:
What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
5

Fernandez, Raquel. Culture as Learning: The Evolution of Female Labor Force Participation over a Century. Cambridge, MA: National Bureau of Economic Research, September 2007. http://dx.doi.org/10.3386/w13373.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Darling-Hammond, Linda, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagne, and Steve Tozer. Developing effective principals: What kind of learning matters? Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/641.201.

Full text
Abstract:
This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.
APA, Harvard, Vancouver, ISO, and other styles
7

Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

Full text
Abstract:
Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
APA, Harvard, Vancouver, ISO, and other styles
8

Snilstveit, Birte, Jennifer Stevenson, Radhika Menon, Daniel Phillips, Emma Gallagher, Maisie Geleen, Hannah Jobse, Tanja Schmidt, and Emmanuel Jimenez. The impact of education programmes on learning and school participation in low- and middle-income countries. International Initiative for Impact Evaluation (3ie), September 2016. http://dx.doi.org/10.23846/srs007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Weber, Benjamin. The Effectiveness of Participation in a Project-based Learning Project on At-risk Student Self-Efficacy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5254.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

Full text
Abstract:
Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Participative learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography