Blackmore, Chris; Cerf, Marianne; Ison, Raymond and Paine, Mark
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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1007/978-94-007-4503-2_8|
|Google Scholar:||Look up in Google Scholar|
Links between learning theories, action and practice are explored in order to focus on the idea of action-oriented learning theories. The nature of learning theories is examined and their role in changing practices associated with issues of food and farming systems or resource management. Levels and cycles are distinguished as key dimensions of learning theories that can be used in designing learning programmes using individual or group based approaches. The relationship between learning, change and practice is considered and which kinds of learning theory might be used in different situations in which issues of change are to be addressed. Examples are provided from the European LEARNing project. Difficulties are revealed in whether and how ‘learning researchers’ make explicit their theoretical perspectives in relation to issues of learning and change in given situations. A conceptual framework is therefore developed, intended to be used as a heuristic device to support researchers in reviewing their perspectives.
|Item Type:||Book Chapter|
|Copyright Holders:||2012 Springer Science+Business Media|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Engineering and Innovation
Faculty of Science, Technology, Engineering and Mathematics (STEM)
|Interdisciplinary Research Centre:||Innovation, Knowledge & Development research centre (IKD)|
|Depositing User:||Chris Blackmore|
|Date Deposited:||18 Jul 2012 09:05|
|Last Modified:||07 Oct 2016 23:58|
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