Learning In a Social Context to Develop Reflective Practitioners

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dc.contributor.author Algeo, Chivonne en_US
dc.contributor.editor Gomez Chova, L; Candel Torres, I; Lopez Martinez, A en_US
dc.date.accessioned 2012-10-12T03:36:52Z
dc.date.available 2012-10-12T03:36:52Z
dc.date.issued 2012 en_US
dc.identifier 2011005738 en_US
dc.identifier.citation Algeo Chivonne 2012, 'Learning In a Social Context to Develop Reflective Practitioners', , International Association of Technology, Education and Development (IATED), Burjassot (Valencia), Spain, , pp. 5782-5791. en_US
dc.identifier.issn 978-84-695-3491-5 en_US
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/19380
dc.description.abstract Organisations that use project managers to deliver strategy rely on their skills learnt through formalised education, exposure to professional organisations and on-the-job experiences. To deliver the required outcomes, the project manager draws on this knowledge to manage the project through various stages to completion. Taking time to embed knowledge learnt from delivering a project is often overlooked in the race to complete the project. An example of a social learning situation will be explored to provide a framework for project managers to become proficient performers through reflection-in-action. The learning situation is based on a post graduate project management subject at an Australian university where students are exposed to multi-faceted social contexts. The aim of this approach is for the students to develop problem solving skills that can be transferred to the workplace through reflective self-directed learning. Underpinning this example is a UK research study undertaken in 2006, referred to as the a??Re-thinking Project Managementa?? study. This study identified the concerns of project management practitioners and how they need to develop from trained to reflective practitioners. To develop into reflective practitioners the impact of the social learning environment will be investigated using an actual educational setting and a review of the supporting literature. A description of the essentials of reflective practice will be explored through the work of Sch??n and earlier by Dewey. These essentials include a common language, systems to manage problems, sense-making theories and roles that describe tasks. en_US
dc.language English en_US
dc.publisher International Association of Technology, Education and Development (IATED) en_US
dc.relation.isbasedon en_US
dc.title Learning In a Social Context to Develop Reflective Practitioners en_US
dc.parent EDULEARN12 Conference Proceedings en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation Burjassot (Valencia), Spain en_US
dc.identifier.startpage 5782 en_US
dc.identifier.endpage 5791 en_US
dc.cauo.name DAB.School of Built Environment en_US
dc.conference Verified OK en_US
dc.for 120200 en_US
dc.personcode 024651 en_US
dc.percentage 100 en_US
dc.classification.name Building en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom 4th International Conference on Education and New Learning Technologies en_US
dc.date.activity 20120702 en_US
dc.location.activity Barcelona, Spain en_US
dc.description.keywords Project management; knowledge exchange; experiential learning; reflective practice. en_US
dc.staffid en_US
dc.staffid 024651 en_US


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