An introduction to cybernetics.

Comments on an article by D. Scott DeRue et al. (see record 2012-21053-002). In reading their constructive review of the learning agility literature (DeRue et al.), the methodical deconstruction and reconstruction of the definition of learning agility struck me as a valuable process. In essence, learning agility is not defined as the motivation to learn or by performance success. Rather, learning agility is about how one learns from experience within the conceptual parameters of speed and flexibility. This conceptual clarity then provides a strong foundation to propose six cognitive and behavioral processes that underlie how one learns from experience. Despite my concerns about the proposed antecedents of learning agility, these concerns only reinforce my belief in the potential contributions of the authors’ article as it illustrates why conceptual clarity is so important. Specifically, the authors’ conceptual clarity and specification of the underlying cognitive and behavioral processes provide a strong platform for the purpose of this commentary: a proposal that Dweck’s (1999) implicit theory concept is a promising predictor of learning agility and engagement in the processes underlying learning agility. In summary, the focal article provides an excellent example of the vital, nitty-gritty research required to understand the essence of a construct, which is, in turn, a critical step for developing valid measures of the construct. This commentary sought to illustrate yet another powerful benefit of such research—that we also need conceptual clarity to effectively develop and test theoretical models of the substantive relationships of a construct such as learning agility.

A Growth and Fixed Mindset Exposition of the Value of Conceptual Clarity

This study presents collaborative learning and the main digital tools used in technology-mediated teaching. This work aims to demonstrate that collaborative learning can strengthen and develop skills as a requirement for the development and sharing of knowledge as a strategic learning tool resulting from the interactions of the participants. For this, a bibliographical review, participatory research, qualitative-quantitative research was carried out. By demonstrating that technology-based collaborative learning develops a transdisciplinary view, enabling the identification of new methodologies that can be implemented in the qualification of the Tocantins Military Police.

Collaborative Learning in the Military Police of Tocantins: perspective without frontier

OKR – Objectives & Key Results: Wie Sie Ziele, auf die es wirklich ankommt, entwickeln, messen und umsetzen (übersetzt aus dem Amerikanischen von Klaus Möller, Tobias Flinspach und Stefano Saeger)

The Influence of Online Learning on Students’ Academic Achievement: Mediated by Collaborative Learning

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

Social Collaborative Learning Environments: A Means to Reconceptualise Leadership Education for Tomorrow’s Leaders and Universities?

Organisationen und ihre Veranderungen konnen ganzheitlich nur vor dem Hintergrund ihres jeweiligen Umfelds beschrieben werden. Doch wo fangt man an, bei der Beschreibung eines organisationalen Umfelds, dessen einzelne Elemente mittlerweile so stark ineinander verwoben sind, dass man im Prinzip alles beleuchten musste, um ein moglichst ganzheitliches Bild der multiplen Kontexte zu zeichnen, die auf Organisationen einwirken?

Ein Teil des Ganzen – Perspektiven auf unser Umfeld im Wandel

Bereits bei der Betrachtung der Themen organisationale Transformation und Lernkultur wurde deutlich, dass Fuhrungskraften eine zentrale Rolle fur das Lernen zukommt. Wir wollen daher in diesem Kapitel die Rolle und Aufgaben der Fuhrung in Bezug auf New Learning naher betrachten.

Leadership – Enabler des New Learnings

In den bisherigen Kapiteln wurde deutlich, dass Lernende mit einer zunehmend komplexer werdenden Umwelt konfrontiert sind. Schnelllebigkeit, Informationsexplosion und Arbeitsverdichtung sind die unmittelbaren Effekte der aktuellen Entwicklungen, potenziell gepragt durch die Sorge um den eigenen Arbeitsplatz im Zuge moglicher wirtschaftlicher Rezession und zunehmender Automatisierung. Kontinuierliches Lernen ist von zentraler Bedeutung, um mit diesen Entwicklungen umzugehen. Alle Mitarbeitenden darin zu unterstutzen zu lebenslang aktiven Lernenden zu werden, wird fur unsere Organisationen also zu einer wesentlichen Aufgabe. Dazu mussen wir zum einen die bereits beschriebenen organisationalen Einflussfaktoren kennen und gestalten, zum anderen mussen wir aber auch ein noch besseres Verstandnis fur die Lernenden selbst und die Merkmale, die ihr Lernen beeinflussen, entwickeln.

New Learner needed!? – Der Lernende im Fokus

Das Herz dieses Buches stellt Kap. 5 dar. Bis hierher haben wir den Kontext, eine Meta-Sicht auf organisationale Entwicklung und Lernen, sowie die Auswirkungen auf den organisationalen Rahmen beschrieben. Nun geht es darum, diese Erkenntnisse auf Lernen zu ubertragen.

New Learning – Fokusveränderung im Lernen

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