Principles of Action Learning

Table 1

Principles of Action Learning Considerations for Teaching Instructional Design Applications at George Mason University via Immersion Program

Real problem
Incorporate single-project action learning approach through establishing design group to work on an authentic instructional design prototype project implemented within a full-time Masters level program of study Solicited corporate, military or grant sponsor organization to fund student work on instructional design project prototypes. Established three Immersion design groups - one military sponsored, two grant sponsored

Designated project sponsor intermediary
Establish project intermediary to help ensure access to subject matter experts Included liasons from Department of Defense, computer science department and recent graduate of doctoral program in Special Education as subject matter experts and associated members of project teams

Diverse team
Recruiting full-time students with varying skills to complement project work with tuition funding Students selected with various academic backgrounds and experience levels

Unfamiliar problem and setting
Selected students have little or no experience with ID problem context or content All students have content knoweldge of ID from basic course but little or no experience in the formal application of ID procedures.

Systematic processes
Introduce elements of action learning as a systematic framework for the study of applied instructional design. Students read and discussed action learning and committed to the using approach.

Problem viewed as a significant issue by action learning participants
Point out to students that they have been provided with an opportunity to make a difference on a real project and see implented results rather than completing an exercise. Through direct interaction with the project intermediary and subject matter experts, students are made aware of the importance of the problem to their context.

Unfamiliar problems/settings induce fresh questions and creative responses from action learning group
Students need to develop skill in adapting to unfamiliar work places, assimilate new content and deal with ambiguity in the practice of ID Class discussion and group interaction time set aside to facilitate questions about the problem setting and specific contextual issues related to project

Balance of programmed knowledge with questions and reflection
Focus placed on reflecting upon and integrating knowledge of design procedures with the many inherent processes involved in the actual practice of design. Value is placed on group and individual process, not just on the final product. Students required to produce individual Web-based portfolio that includes reflection on individual's emerging knowledge of design and on individual's perception of group processes.

Use questioning to prompt deeper level of analysis, test assumptions, explore possibilities
Support out-of-the-box thinking and obvious questions in gaining new insights into the design situation Capitalize on student's struggle with practically implementing ID process, allow questioning of procedures and exploration of additional methods and viewpoints

Establishing group ground rules and norms, create supportive atmosphere, allow all group members "airtime"
Allocate time for team process activities, control pace to permit sharing of ideas and frustrations, place focus on meeting goal of deliverable project rather than interpersonal issues Designated class time for team formation and reviewed of stages of team process, set aside time for debriefing of team process after crucial meetings and project deliverables, placed emphasis on problems of group rather than individual interpersonal issues

Commitment to action and implementation of ideas
Require individuals and group to actively implement appropriate stages of the design process Students used ID process as a guide for attacking problem situation, project management procedures also provided guidance for taking action in directing phases of project

Commitment to individual group, organizational learning
Find ways to capitalize on team progress for organizational (or program) learning and progress Implemented Web-based project site to archive design process and progress, drafts, models and final products. Creation of central location for subject matter expert review of products as well as archival review of products by future students. Project site and individual portfolios serve as qualitative data for formative evaluation of program.

Effective facilitator
Provide airspace for every member of the group, focusing on tasks at hand, using a questioning approach, pay attention to listening, give time for reflection, create an emphasis on learning and avoid judgement Designated class time for students to integrate previous knowledge of ID processes and readings with experience in actual practice of design; support positive group process; intervene when needed to re-direct, clarify group process or re-motivate; attempt to allow any and all input on a issues.

Principles of Action Learning	Considerations for Teaching Instructional Design	Applications at George Mason University via Immersion Program
Real problem	Incorporate single-project action learning approach through establishing design group to work on an authentic instructional design prototype project implemented within a full-time Masters level program of study	Solicited corporate, military or grant sponsor organization to fund student work on instructional design project prototypes. Established three Immersion design groups - one military sponsored, two grant sponsored
Designated project sponsor intermediary	Establish project intermediary to help ensure access to subject matter experts	Included liasons from Department of Defense, computer science department and recent graduate of doctoral program in Special Education as subject matter experts and associated members of project teams
Diverse team	Recruiting full-time students with varying skills to complement project work with tuition funding	Students selected with various academic backgrounds and experience levels
Unfamiliar problem and setting	Selected students have little or no experience with ID problem context or content	All students have content knoweldge of ID from basic course but little or no experience in the formal application of ID procedures.
Systematic processes	Introduce elements of action learning as a systematic framework for the study of applied instructional design.	Students read and discussed action learning and committed to the using approach.
Problem viewed as a significant issue by action learning participants	Point out to students that they have been provided with an opportunity to make a difference on a real project and see implented results rather than completing an exercise.	Through direct interaction with the project intermediary and subject matter experts, students are made aware of the importance of the problem to their context.
Unfamiliar problems/settings induce fresh questions and creative responses from action learning group	Students need to develop skill in adapting to unfamiliar work places, assimilate new content and deal with ambiguity in the practice of ID	Class discussion and group interaction time set aside to facilitate questions about the problem setting and specific contextual issues related to project
Balance of programmed knowledge with questions and reflection	Focus placed on reflecting upon and integrating knowledge of design procedures with the many inherent processes involved in the actual practice of design. Value is placed on group and individual process, not just on the final product.	Students required to produce individual Web-based portfolio that includes reflection on individual's emerging knowledge of design and on individual's perception of group processes.
Use questioning to prompt deeper level of analysis, test assumptions, explore possibilities	Support out-of-the-box thinking and obvious questions in gaining new insights into the design situation	Capitalize on student's struggle with practically implementing ID process, allow questioning of procedures and exploration of additional methods and viewpoints
Establishing group ground rules and norms, create supportive atmosphere, allow all group members "airtime"	Allocate time for team process activities, control pace to permit sharing of ideas and frustrations, place focus on meeting goal of deliverable project rather than interpersonal issues	Designated class time for team formation and reviewed of stages of team process, set aside time for debriefing of team process after crucial meetings and project deliverables, placed emphasis on problems of group rather than individual interpersonal issues
Commitment to action and implementation of ideas	Require individuals and group to actively implement appropriate stages of the design process	Students used ID process as a guide for attacking problem situation, project management procedures also provided guidance for taking action in directing phases of project
Commitment to individual group, organizational learning	Find ways to capitalize on team progress for organizational (or program) learning and progress	Implemented Web-based project site to archive design process and progress, drafts, models and final products. Creation of central location for subject matter expert review of products as well as archival review of products by future students. Project site and individual portfolios serve as qualitative data for formative evaluation of program.
Effective facilitator	Provide airspace for every member of the group, focusing on tasks at hand, using a questioning approach, pay attention to listening, give time for reflection, create an emphasis on learning and avoid judgement	Designated class time for students to integrate previous knowledge of ID processes and readings with experience in actual practice of design; support positive group process; intervene when needed to re-direct, clarify group process or re-motivate; attempt to allow any and all input on a issues.