What we learned, critical issues
Completion requirements
Action Learning implies rethinking the way we learn: students, teachers and trainers relate with the complexity of real-life situation and concrete issues, cooperating with communities and questioning the social utility of teaching.
From a teaching perspective, why should we apply the Action Learning approach? What are the benefits of this pedagogical approach? And what are some critical issues to pay attention to?
Developing transversal skills
We are not the only experts, there are various different skills related to multiple disciplines, but also to common sense and everyday life. The Action Learning approach requires to develop transversal and social skills and it implies sensitivity and awareness, abilities of listening and dialogue, relational and communicative competences.
Knowledge has to become accessible and usable
Action Learning can give back to the community concrete tools for understanding dynamics, raise new awareness about the living environment, strengthen local skills and support community empowerment.
In this sense, the development of proper forms and tools of communication is essential: on one hand, it means paying attention to the accessibility of expert’s knowledge by community partners and inhabitants; on the other hand, it means developing a set of research and design tools, paying attention to their usability.
Sharing and assessing outcomes
It is important to interact with local partners since the early stages of the process in order to share premises and outcomes of the collaboration. It is fundamental to work together to agree on requirements and expected results so they could be the outcome of an exchange, equally responding to the needs of the different parties involved.
Questioning the legacy of your work
In Action Learning, benefits are not for students and teachers only. They are not the only gainers.
Ask yourself what is the legacy for community and the local context. It could be a range of tangible and intangible legacies (from a change of perceptions to a concrete transformation) but they would have to be recognisable.
The issue of time
Remind that the Action Learning process takes time, often a long time. In this perspective, you have to be patient and aware that reaching effects and outcomes will take time.
A new ethic of responsibility for Architecture and Planning practice
Through Action Learning approach, experts can be legitimated as actors in the local context. Researchers and practitioners more engaged and attentive have the chance to experiment a new ethic of responsibility, questioning and renewing their role, but also the forms and contents of research and learning activity.
From a teaching perspective, why should we apply the Action Learning approach? What are the benefits of this pedagogical approach? And what are some critical issues to pay attention to?
Developing transversal skills
We are not the only experts, there are various different skills related to multiple disciplines, but also to common sense and everyday life. The Action Learning approach requires to develop transversal and social skills and it implies sensitivity and awareness, abilities of listening and dialogue, relational and communicative competences.
Knowledge has to become accessible and usable
Action Learning can give back to the community concrete tools for understanding dynamics, raise new awareness about the living environment, strengthen local skills and support community empowerment.
In this sense, the development of proper forms and tools of communication is essential: on one hand, it means paying attention to the accessibility of expert’s knowledge by community partners and inhabitants; on the other hand, it means developing a set of research and design tools, paying attention to their usability.
Sharing and assessing outcomes
It is important to interact with local partners since the early stages of the process in order to share premises and outcomes of the collaboration. It is fundamental to work together to agree on requirements and expected results so they could be the outcome of an exchange, equally responding to the needs of the different parties involved.
Questioning the legacy of your work
In Action Learning, benefits are not for students and teachers only. They are not the only gainers.
Ask yourself what is the legacy for community and the local context. It could be a range of tangible and intangible legacies (from a change of perceptions to a concrete transformation) but they would have to be recognisable.
The issue of time
Remind that the Action Learning process takes time, often a long time. In this perspective, you have to be patient and aware that reaching effects and outcomes will take time.
A new ethic of responsibility for Architecture and Planning practice
Through Action Learning approach, experts can be legitimated as actors in the local context. Researchers and practitioners more engaged and attentive have the chance to experiment a new ethic of responsibility, questioning and renewing their role, but also the forms and contents of research and learning activity.