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"Transformative learning Case studies."
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Stories of transformative learning
This book is intended to encourage people to explore the potential for transformative learning in their lives, practices, and communities. It illustrates the transformative learning process through ten stories of individuals from both inside and outside of the classroom. There have been many accounts of transformative learning experiences, but it is not often that we have the opportunity to hear first-hand personal stories of transformative learning. Here, ten stories are told directly by the people who experienced them, with additional commentary from the authors. These stories are intended to resonate with readers and to inspire people to create the conditions where transformative learning can occur in their lives and professional practice. Storytelling is one way in which both educators and learners can understand the process of transformative learning. Telling stories, reading others'stories, and contemplating our own stories all help us to become aware of alternative perspectives, a process that is at the heart of critical reflection and critical self-reflection, which is, in turn, central to transformative learning.
Book
Stories of transformative learning
Stories of Transformative Learning is intended to encourage people to explore the potential for transformative learning in their lives, practices, and communities. This book illustrates the transformative learning process through ten stories of individuals from both inside and outside of the classroom. Adult educators and adult learners will find the book to be personally insightful and professionally useful.
eBook
Transforming sustainability education through transdisciplinary practice
Addressing urban sustainability challenges through transformative learning requires learners to be receptive to alternative viewpoints and to critically analyse their own assumptions and worldviews. Higher education institutions have an important role to play in addressing such challenges through their capacity to bring together diverse stakeholders and implement structured learning activities that can enable transformation on a personal and societal level. This article presents a case study of how urban sustainability has been incorporated into various courses run by the TD (transdisciplinary) School at the University of Technology Sydney. The findings illustrate that a transdisciplinary approach to higher education can facilitate transformative learning through a focus on real-world challenges, complex systems thinking, the integration of diverse knowledges and reflexivity. The lessons emerging from the case study demonstrate the importance of both enabling students to obtain a transdisciplinary skillset through their education and ensuring that educators adopt a transdisciplinary mindset to curriculum design.
Journal Article
Formative Interventions for Expansive Learning and Transformative Agency
This article examines formative interventions as we understand them in cultural-historical activity theory and reflects on key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including 2 Change Laboratories, are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all 3 interventions, learners expansively transformed the object of their activity. The Change Laboratory cases, however, show that this learning process included productive deviations from the researchers' instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together these cases illustrate that an activity-theoretical formative intervention approach differs from design-based research in the following ways: (a) formative interventions are based on design done by the learners; (b) the collective design effort is seen as part of an expansive learning process including participatory analyses and implementation phases; (c) rather than aiming at transferable and scalable solutions, formative interventions aim at generative solutions developing over lengthy periods of time both in the researched activities and in the research community.
Journal Article
Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context
Intrinsic value is related to intrinsic motivation and influences learners’ decisions to begin, continue, and return to learning tasks. In the context of a fully online foreign language English course, we used structural equation modeling to explore the motivation for asynchronous collaborative writing practice, motivation for video-synchronous speaking practice, course satisfaction, and the mediating effect course satisfaction has on behavioral intentions to use language learning technology. Cross-sectional survey results (n = 186) revealed that students who were motivated by asynchronous online collaborative writing were more likely to enjoy online learning in general when compared to students who reported motivation for video-synchronous online speaking practice. Moreover, the relationship between motivation for collaborative writing and behavioral intentions to use language learning technology was mediated by course satisfaction. A follow-up open-ended survey (n = 65) revealed that students held positive views for online second language writing and speaking practice overall but for distinctly different reasons. The findings are discussed in terms of their theoretical implications for modeling e-learning approaches with significance for promoting instructional training effectiveness and transformative learning.
Journal Article
Transformative, interdisciplinary and intercultural learning for developing HEI students’ sustainability-oriented competences: a case study
The literature has produced relevant theoretical insights into pedagogical frameworks, tools and competences that would be best suited to teach sustainability at higher education (HE). This article contributes to such a discussion using a course on sustainability developed by us as a case study. Two research questions are tackled in this article: (1) How to empower students to address urban sustainability challenges through the inclusion of transformative, interdisciplinary and intercultural learning into the current HE system? (2) Which pedagogical tools can be used to develop students’ sustainability-oriented competences? To address the research questions, the case study consists of two parts. First, by reflecting on the course design, this article aims to shed light on the benefits and challenges of transformative pedagogy and of an interdisciplinary and intercultural framework. Second, by analyzing students’ learning diaries (
N
= 36) using thematic analysis, this article offers insights into some of the students’ learning process, allowing us to assess the strengths and weaknesses of the course design as well as draw implications to improve and renew courses on sustainability in HE. The findings from the learning diaries indicate the students’ thirst for formal knowledge on sustainability, which they connected to their professional development and yearning for action. The learning diaries also suggest students’ increasing awareness of sustainability as a systemic and structural issue during the course, which aligns with the transformative learning framework used. Finally, this study emphasizes the need for structural support to meaningfully integrate sustainability in HE curricula and teaching practices.
Journal Article
Multilevel Boundary Crossing in a Professional Development School Partnership
This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing what we call a multilevel boundary crossing approach, we look at the startup years of one academic PDS partnership, scrutinizing the successive learning mechanisms that were evoked at the institutional, interpersonal, and intrapersonal levels. The case study narrative illustrates the multilevel nature of boundary crossing and reveals different learning mechanisms in different phases and at different levels. For example, whereas coordination initially occurred at all levels, transformation occurred in later years mainly at the intrapersonal level. The study sheds specific light on the intrapersonal level by showing the significant and challenging role of various brokers in establishing both horizontal and vertical connections across and within the organizations involved. Despite being important leaders of the partnerships' activities, we observed how brokers prevented others from becoming more involved. We propose that partnerships should carefully consider the sort of learning processes they aspire to and can realistically expect at different levels and moments in time and accordingly consider how they want to position the various actors.
Journal Article
Experiential approaches to sustainability education: towards learning landscapes
Purpose
This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested.
Design/methodology/approach
Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals.
Findings
There is a consensus among authors regarding the appropriateness of experiential approaches to HESD. However, limitations to the current discourse suggest the need for an alternative approach to studying EE within HESD. Therefore, this paper proposes the application of the learning landscape metaphor to take a more student-centred and holistic perspective.
Originality/value
The learning landscape metaphor has previously not been applied to EE within HESD. This alternative conceptualisation foregrounds student perspectives to experiential initiatives within HESD. The holistic approach aims to understand the myriad influences on students learning, while allowing examination of how experiential approaches relate to other educational approaches within HESD.
Journal Article