Making Space for Adaptive Learning
Datos Bibliográficos
| ID | 12470946 |
|---|---|
| Autores | Barbara Szijarto (0000-0001-7574-2496, University of Ottawa, Ottawa, Ontario, Canada, autor de correspondencia), J Bradley Cousins (0000-0002-0684-6766, University of Ottawa, Ottawa, Ontario, Canada) |
| Año | 2018 |
| Volumen | 40 |
| Número | 2 |
| Páginas | 160-176 |
| Fecha de publicación | 2018-07-15 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Journal of Evaluation (JOURNAL) |
| Identificadores de la revista | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1098214018781506 |
| OpenAlex | W2884511286 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 38 |
This article reports findings from a research program exploring the role of mediation in an “adaptive learning” process through study of developmental evaluation (DE). Our study focuses on how mediators might influence the relationships between components of a social learning system and the implications for adaptive learning. Specifically, we focused on evaluators making space for the interrogation of ideas and choices, why this is important, what strategies are used, and what challenges present. Data from a multiple case study of four DEs revealed multiple drivers behind a need to make space, including new trust factors, uncertainty and anxiety, and learning-related norms. Strategies that were employed included turning down the heat, seeking balance among competing needs, normalizing evaluation practice, and legitimizing DE. Results are discussed in terms of implications for evaluation capacity building in adaptive learning contexts. Questions for future inquiry are posed
Interrogation · Mediation · Pedagogy · Political science · Process (computing · Social learning · Social science · Sociology · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Human Resource Development and Performance Evaluation · Psychology · Social Psychology
Evaluative Inquiry for Learning in Organizations
Communities of Practice and Social Learning Systems
Organizational Learning
Toward a definition of the ECB process
Organizing Thoughts and Connecting Brains
A Dialogical Approach to the Creation of New Knowledge in Organizations
Theorizing collaboration practice
Reflections on experiential learning in evaluation capacity building with a community organization, Dancing With Parkinson’s
Epistemic Objects, Artefacts and Organizational Change
The Art of the Nudge
The evaluation of social innovation
The Limits of Constructivism in Evaluation
Discovering Process Use
Defining and Teaching Evaluative Thinking
A Multidisciplinary Model of Evaluation Capacity Building
Introducing Evidence-Based Principles to Guide Collaborative Approaches to Evaluation
Hidden Order
Across the Scales of Time
Epistemic Objects and Embeddedness
On the Life of the Object
Using Event Structure Analysis to Understand Planned Social Change
Realizing Solidarity
| Obras citantes distintas | 4 |
|---|---|
| Citas por año | 0,67 |
| Intervalo de citas | 2020 - 2025 (6) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 4 |