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Learning Conversations: The Self-
Organised Way to Personal and
Organisational Growth
.

Learning Conversations: The Self-Organised
Way to Personal and Organisational Growth
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Learning Conversations: The Self-Organised
Way to Personal and Organisational Growth
DESCRIPTION
COPY LINK: https://pdf.bookcenterapp.com/yumpu/B00H9KFK5Y The book examines personal
learning myths which imprison learners, and shows how given support such myths can be
overcome as they gain awareness and become engaged in developing their learning competence.
The learner is encouraged to model their learning process and to act as their own scientist
creating their own learning experiments and evaluating their progress by primarily generating their
own feedback. The formulation of a clear purpose, strategy andtactics is crucial. As learning
proceeds these are reviewed, refined and revised as an iterative process and only when the
learning outcome meets the criteria arising out of this process is self&#173organised-learning
achieved. They learn to engage in Learning Conversations with themselves and others expanding
their horizons of learning. The method the Learning Conversation is fully described and a
Taxonomy of Conversational, Experiential and Behavioural Tools is introduced which augment its
power. With practice the Learning Conversation, with its emphasis on process rather than product,
becomes internalised as part oflearners' natural language for negotiating change in their capacity
to learn. Rather than embarking on Course after Course they continue to learn from experience,
on-the-job and in life. The Learning Conversation has no end and they continue to progress their
skills, competence and creativity.The book introduces the Learning Coach, and the Learning
Manager as new functions and shows how teachers, tutors, and therapists can reformulate their
roles to encourage and support the self-organising process. Procedures such as Personal
Learning Contracts, Personal Learning Biographies, SOL Spreadsheets and Multi-dimensional
Conversational Evaluations collect evidences of learning that can be reflected on and reviewed for
learning effectiveness.These become the tools of the Learning Coach and their client learners as
they engage in Learning Conversations. Gradually, learners are empowered to act independently
exploring all possible resources for their learning in education, work and life. A SOL System for
installing Learning Conversations within a whole department or organisation is also outlined, which
requires the support of the Learning Manager. Examples indicate how this can be introduced in
educational and commercial establishments. Individuals, teams and whole organisations become
self-organised learning entities capable of taking on responsibility for their own learning.Evidences
for the effectiveness ofthis radical approach includes 'reading to learn', 'understanding command
words in mathematics ', 'student learning of intellectually complex matter', 'officers learning
complex sonar and air intercept control skills in the Ministry of Defence', 'managers supporting
quality of service, cost-effectiveness and improved delivery of mail in the Parcel Force and the
Royal Mail,' 'company executives improving their performance', 'marketing and production teams
working together', and many more examples.The final chapter explores the possible futures for
Self-Organised-Learning in our society. What might a Self-Organised Society achieve?
Psychologists are best seen as tool-makers for SOL, teachers as Learning Coaches, and
providers of an SOL System for groups and organisations as Learning Managers. SOL conveys a
vision that we can all bootstrap ourselves securely and compassionately to an emergent future
and how SOL and its Advanced Learning Technology (ALT) can be made available globally. Local
SOL HUBS can be digitally managed by a SOL central HUB. SOL virtual friends create learning
communities across nations to negotiate deep change in society. This will be the ultimate
educational evolution or revolution and this book points to one way that this can be achieved. The
methodology of the Learning Conversation can contribute to the philosophy of science as a

conversational paradigm for human inquiry, and five essential axioms are postulated.