As part of the process of having my research proposal accepted by UTS, I recently presented my proposal to 3 assessors. I now have 4 weeks to write my proposal paper for formal assessment.
I acknowledge every concept and insight I gain during my doctoral candidature contributes to my expertise as an e-learning consultant.
Exploration and refinement of a pedagogical framework that enables leadership action learning within a purpose-built virtual learning space.
Developments in technology are breaking the confines of rigid learning management systems. Networked, programmable platforms are providing flexible and adaptive asynchronous learning environments, enabling rich social and information exchange.
An opportunity exists to improve the learning tasks and processes of an organisational leadership program by implementing a purpose-built virtual learning space (VLS). Design-based research method will be used to analyse the program’s existing pedagogical framework, extend the framework into an asynchronous learning environment (the VLS) and then test and improve the learning design. The key pedagogical elements of interface design, learning tasks and online coaching skills will be examined and refined over three iterations.
It is anticipated the VLS will provide participants with purposeful opportunities for ongoing workplace reflection and project action planning, in an atmosphere of candid peer feedback and online coaching. Online activity will be examined through a triangulation of workplace learning, action learning and activity theory.
Research outcomes are expected to answer the question; What is the most favourable pedagogical framework that will enable action learning tasks and processes to take place within the virtual learning space and new skills transferred into the workplace? Design outcomes will contribute to the practice of asynchronous action learning design and online facilitation. Secondary outcomes will contribute to understanding of learning self-governance and digital literacy at work. Recommendations may provide a way forward for action learning practices to become imbedded into workplace norms and organisational learning strategy.
