: Vera Baum, Manuel Illi
: Learners First. An Agile Approach to Learning
: Books on Demand
: 9783756268757
: 1
: CHF 16.70
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: Erwachsenenbildung
: English
: 136
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Digital and agile transformations are learning processes for employees, teams and organisations. Many companies realise that the resulting learning needs cannot be met with standard trainings and other development methods. But how can learning, upskilling and employee development be designed in an agile way? The authors provide science-based answers and practical advice for the implementation of an agile learning approach. They show how learning coaching and agile methods can be used to make learning processes in organisations more efficient, demand-oriented and sustainable, and how a self-directed learning culture can be successfully established.

Dr. Vera Baum studierte Pädagogik mit den Nebenfächern Psychologie und Informatik an der LMU München und promovierte ebenda 2016 zum Thema Lernen mit neuen Medien. Dank ihrer Arbeit in der Forschung und der damit einhergehenden praktischen Umsetzung mehrerer Lernkonzepte und Lernplattformen ist Vera Gehlen-Baum eine gefragte Expertin für computerunterstütztes Lernen. Sie vereint die versierte Perspektive einer forschenden Pädagogin mit der praktischen Erfahrung als Scrum Master, Product Owner und Beraterin. Den Ansatz agilen Lernens stellte Sie im Jahr 2018 vor den United Nations in New York und Genf als Beitrag zu mehr Bildungsgerechtigkeit vor.

3. Theoretical Foundations


When people hear the term 'agility' they usually think about the practical application of it. Agility was born out of practice, and in most cases it is used by practitioners in companies in the production of tangible products and services. It could hardly be more 'practical'. This is why it is interesting to see that agility ( in general and Scrum in particular ) makes use of diff erent concepts that have been extensively examined by many scholars in various research institutions. In this chapter we take a look at theories and concepts from learning sciences to explain where agility and learning approaches overlap and particularly why agile learning works.

The agile learning approach puts into practice a number of theories and concepts from didactic-psychological research, which have been proven to be eff ective in oft en a large number of studies. To mention a few :

  • Motivation theories ( e.g. Brehm& Self, 1989 ; Deci& Ryan, 1985 ; Ryan& Deci, 2000 )
  • Reactance ( e.g. Brehm 1966, 1993 )
  • Goal-directed learning ( e.g. Heckhausen& Dweck, 1998 ; Lin-Siegler et al., 2016 )
  • Roles and scripts ( e.g. Wecker& Fischer, 2007 )
  • Self-directed learning ( e.g. Freund et al. 2004 ; Lehmann et al. 2014 )
  • Feedback ( e.g. Narciss, 2014 ; Strijbos et al., 2010 ; Veenmann& Spaans, 2005 )
  • Metacognition ( e.g. Baker& Lund 1997 ; Verpoorten, et al., 2014 )
  • Mindfulness / Awareness ( e.g. Williams, 2013 ; Shapiro& Carlson, 2011 )
  • Problem-based learning ( e.g. Hmelo-Silver& Barrows, 2008 ; Barrett& Moore, 2010 )

The following chapters will take a closer look at some of these theories and concepts and their significance for agile learning.

3.1 Learning Goals and Motivation


Agile learning focuses on the individual learner. This is not simply due to an individualistic trend but has sound scientific reason. The basic idea is clear : the closer a learning process is adapted to the individual circumstances of a learner, the better the learning progress and success. A closer look at the considerations behind this basic idea and how to individualise the learning process in the most goal-oriented way will lead the way. The central aspects here are personal dispositions, individual learning goals and the motivation associated with these learning goals.

Every learner is diff erent


Educational psychology has long been concerned with the individual psychological dispositions of learners. Objects of investigation are talent, intelligence, willingness to achieve, persistence or ability to concentrate, to name a few. There is, of course, a reason for this interest : to understand how teaching or learning situations can be designed in such a way that the individual differences of learners can be addressed. The aim of the research is to improve the learning success of each individual and not just the statistical average.

Cronbach ( 1975 ) distinguishes three diff erent ways of adapting teaching situations :

  • Adaptation of learning goals to the individual learner ( mastery learning )
  • Adaptation through compensatory measures ( e.g. additional learning material for learners with less prior knowledge or inadequate learning strategies )
  • Adaptation through adaptive teaching ( the choice of teaching methods depends on the individual pre