Part 1: Read ‘Using student-cantered cases in the classroom: an action inquiry approach to leadership development’ (Foster and Carboni, 2009).
Using Student-Cantered Cases in the Classroom
Keywords: Case method; Student cases; Action science; Action inquiry; Leadership development.
Part 2: Develop an outline plan for a learning programme based on action inquiry (aim to write one or two pages).
Foster, P. and Carboni, I. (2009)
Drawing on the content in this unit, including the reading by Foster and Carboni (2009), write down your decisions and assumptions in relation to:
a) The nature of the course and/or qualification in which the AI programme will be embedded.
b) The proposed facilitation strategy
c) The proposed approach to group formation and identification of project topic/problem
d) The evaluation of learning
e) The role and responsibilities of HRD professionals in the programme.
Feedback
- As you worked through this activity, you may have found yourself wondering whether there is any role for the HRD professional at all once the idea to use AI has been accepted!
- It is easier to design and plan an AI project for oneself than for others.
- Several of your answers to the questions may well have read: ‘it depends on what the project team or “action learning set” want to do’.
- This is perfectly normal when thinking about using AI, and represents one of its key challenges.
- In AI designs, learners take on considerable responsibility for the selection of the project topic or theme, and for the ways in which the team will work together to deliver project objectives.
- This can leave HRD professionals feeling a bit side-lined.
- Perhaps you can think about other ways in which you could try to add value to the project?
- How would you go about trying to gauge what would be helpful?
- Keep any notes you make about these issues, because they may be useful for future activities in this module.
