| Reflection as a Basis for Learning in the Project Environment |
| Presenter | Raelin, Joseph A. | Boston College | raelin@bc.edu | 617-552-0474 |
| | This symposium examines the relation between the theory of project-based learning and its practice through the commentaries
of a panel of academic scholars and practitioners. The symposium focuses on the types of "reflective practices" employed to help
project participants learn from their project experiences. These reflective practices are examined in relation to the epistemological
assumptions of action learning, action science and communities of practice. Joe Raelin opens the symposium with an overview of
the theoretical traditions informing reflective practices in the project environment. Peter Smith next discusses his use of a portfolio of
action learning tools and processes and their contributions to individual and collaborative reflections. Nick Zeniuk draws upon his
experience as a Ford Motors project manager and international project consultant to assess the contributions of Senge and Deming
to fostering project team reflective practices and facilitating organization wide learning and change. Karen Ayas refers to
her European aircraft industry action research to illustrate how a community of practice is facilitated through a project network of
self-managing yet experience-sharing project teams and through the use of specific suport tools, such as lessons learned databases
and project and team audits. Michael Arthur and Robert DeFillippi draw upon findings from project reflections by managers in
Executive and MBA training to examine how project can generate career, community and company learning outcomes. |
| | Keywords: Learning; Reflection; Projects |
| Action Learning and Reflective Practice |
| Presenter | Smith, Peter | Canadian School of Management | pasmith@tlainc.com | (905)-853-9553 |
| | This symposium examines the relation between the theory of project-based learning and its practice through the commentaries
of a panel of academic scholars and practitioners. The symposium focuses on the types of "reflective practices" employed to help
project participants learn from their project experiences. These reflective practices are examined in relation to the epistemological
assumptions of action learning, action science and communities of practice. Joe Raelin opens the symposium with an overview of
the theoretical traditions informing reflective practices in the project environment. Peter Smith next discusses his use of a portfolio of
action learning tools and processes and their contributions to individual and collaborative reflections. Nick Zeniuk draws upon his
experience as a Ford Motors project manager and international project consultant to assess the contributions of Senge and Deming
to fostering project team reflective practices and facilitating organization wide learning and change. Karen Ayas refers to
her European aircraft industry action research to illustrate how a community of practice is facilitated through a project network of
self-managing yet experience-sharing project teams and through the use of specific suport tools, such as lessons learned databases
and project and team audits. Michael Arthur and Robert DeFillippi draw upon findings from project reflections by managers in
Executive and MBA training to examine how project can generate career, community and company learning outcomes. |
| | Keywords: Learning; Reflection; Projects |
| Project-Based Learning: The Challenge of Managing Organizational Learning Though Projects |
| Presenter | Ayas, Karen | Erasmus U., Rotterdam | kayas@msn.com | (617)-492-0871 |
| | This symposium examines the relation between the theory of project-based learning and its practice through the commentaries
of a panel of academic scholars and practitioners. The symposium focuses on the types of "reflective practices" employed to help
project participants learn from their project experiences. These reflective practices are examined in relation to the epistemological
assumptions of action learning, action science and communities of practice. Joe Raelin opens the symposium with an overview of
the theoretical traditions informing reflective practices in the project environment. Peter Smith next discusses his use of a portfolio of
action learning tools and processes and their contributions to individual and collaborative reflections. Nick Zeniuk draws upon his
experience as a Ford Motors project manager and international project consultant to assess the contributions of Senge and Deming
to fostering project team reflective practices and facilitating organization wide learning and change. Karen Ayas refers to
her European aircraft industry action research to illustrate how a community of practice is facilitated through a project network of
self-managing yet experience-sharing project teams and through the use of specific suport tools, such as lessons learned databases
and project and team audits. Michael Arthur and Robert DeFillippi draw upon findings from project reflections by managers in
Executive and MBA training to examine how project can generate career, community and company learning outcomes. |
| | Keywords: Learning; Reflection; Projects |
| Project-Based Learning: Stories from the Field |
| Presenter | Zeniuk, Nick | Interactive Learning Laboratories Inc. | NZeniuk@aol.com | (602)-563-8863 |
| | This symposium examines the relation between the theory of project-based learning and its practice through the commentaries
of a panel of academic scholars and practitioners. The symposium focuses on the types of "reflective practices" employed to help
project participants learn from their project experiences. These reflective practices are examined in relation to the epistemological
assumptions of action learning, action science and communities of practice. Joe Raelin opens the symposium with an overview of
the theoretical traditions informing reflective practices in the project environment. Peter Smith next discusses his use of a portfolio of
action learning tools and processes and their contributions to individual and collaborative reflections. Nick Zeniuk draws upon his
experience as a Ford Motors project manager and international project consultant to assess the contributions of Senge and Deming
to fostering project team reflective practices and facilitating organization wide learning and change. Karen Ayas refers to
her European aircraft industry action research to illustrate how a community of practice is facilitated through a project network of
self-managing yet experience-sharing project teams and through the use of specific suport tools, such as lessons learned databases
and project and team audits. Michael Arthur and Robert DeFillippi draw upon findings from project reflections by managers in
Executive and MBA training to examine how project can generate career, community and company learning outcomes. |
| | Keywords: Learning; Reflection; Projects |
| Linking Project-Based Learning To Career, Community and Company Learning Outcomes |
| Presenter | DeFillippi, Robert | Suffolk U. | rdefilli@hotmail.com | (617)-573-8243 |
| Presenter | Arthur, Michael B. | Suffolk U. | arthur@suffolk.com | (617)-573-8357 |
| | This symposium examines the relation between the theory of project-based learning and its practice through the commentaries
of a panel of academic scholars and practitioners. The symposium focuses on the types of "reflective practices" employed to help
project participants learn from their project experiences. These reflective practices are examined in relation to the epistemological
assumptions of action learning, action science and communities of practice. Joe Raelin opens the symposium with an overview of
the theoretical traditions informing reflective practices in the project environment. Peter Smith next discusses his use of a portfolio of
action learning tools and processes and their contributions to individual and collaborative reflections. Nick Zeniuk draws upon his
experience as a Ford Motors project manager and international project consultant to assess the contributions of Senge and Deming
to fostering project team reflective practices and facilitating organization wide learning and change. Karen Ayas refers to
her European aircraft industry action research to illustrate how a community of practice is facilitated through a project network of
self-managing yet experience-sharing project teams and through the use of specific suport tools, such as lessons learned databases
and project and team audits. Michael Arthur and Robert DeFillippi draw upon findings from project reflections by managers in
Executive and MBA training to examine how project can generate career, community and company learning outcomes. |
| | Keywords: Learning; Reflection; Projects |
MC (Anthony Buono)