Learning Histories and Curriculum Innovation in Vocational Education and Training

Abstract

The article describes and analyzes a case of action research aimed at stimulating a process of curriculum innovation in three departments of a community college in the Netherlands. The project was expected to contribute to the solution of a variety of problems in the institution such as unmotivated teachers and learners, drop out of students, inadequate teaching methods, etc. The Learning History Methodology (LHM) was successfully applied. The article presents the goals and the process of the research, the commitments of the actors involved, the innovation that came about, the transformative learning process of the participants, and the strengths and weaknesses of the research collaboration. The research has confirmed that the “Learning History” can be an excellent action research approach in cases where change and innovation are considered necessary.

Keywords

storytelling in organizations action research vocational education and training

Get full access to this article

View all access options for this article.

References

Adams, M. (2001). Learning experiences related to an intercultural, interdisciplinary and participatory context. Unpublished master's thesis, Katholieke Universiteit Leuven, Faculty of Psychology and Educational Sciences, Leuven, Belgium.

Basten, F. (2000). Metaforen en verhalen over organisatiewetenschap en onderwijsinnovatie [Metaphors and narratives about organization science and educational innovation]. Unpublished doctoral thesis, Faculty of Social Sciences, Radboud University, Nijmegen , Netherlands.

Bradbury, H. , & Mainemelis, C. (2001). Learning history and organizational praxis. Journal of Management Inquiry, 10, 340-357.

Cortese, C.G. (2005). Learning through teaching. Management Learning, 36(1), 87-117.

Kleiner, A. , & Roth, G. (1996). Field manual for a learning Historian. Boston: Reflection Learning.

Reason, P. , & Bradbury, H. (Eds.). (2002). Handbook of action research: Participatory inquiry and practice. London: Sage.

Ritzen, H. (2004). Zinvolle leerwegen. Actie-onderzoek naar innovatieve leeromgevingen voor ROC-leerlingen van de kwalificatieniveaus 1 en 2 [Meaningful learning trajectories. Action-research on innovative learning environments for Community College students at qualification levels 1 and 2]. Unpublished doctoral thesis, Radboud Universiteit Nijmegen, Nijmegen, Netherlands.

Ronda, H. (2003). Studentactiverend onderwijs: Theorie in praktijk [Student activating education: Theory in practice]. Unpublished master's thesis, Radboud Universiteit, Faculteit Sociale Wetenschappen, Nijmegen, Netherlands.

Roth, G.L. , & Kleiner, A. (1998). Developing organizational memory through learning histories. Organizational Dynamics, 27(2), 43-60.

10.

Sole, D. , & Wilson, D. (2002). Storytelling in organizations: The power and traps of using stories to share knowledge in organizations. Boston: LILA, Harvard Graduate School of Education . Retrieved May 4, 2008, from http://www.providersedge.com/docs/km_articles/Storytelling_in_Organizations.pdf

11.

Wenger, E. (1998). Communities of practice. Cambridge , UK: Cambridge University Press.

12.

Wetzels, S. (2002). Naar zinvolle leerwegen voor laagopgeleide ROC-deelnemers [Towards meaningful learning trajectories for lowly skilled ROC participants]. Unpublished master's thesis, Radboud Universiteit, Faculteit Sociale Wetenschappen, Nijmegen, Netherlands.

13.

Wildemeersch, D. (2007). Social learning revisited: Lessons learned from North and South. In A. Wals & T. van der Leij , (Eds.), Social learning towards a more sustainable world (pp. 99-116). Wageningen , Netherlands: Wageningen University Press.

14.

Wildemeersch, D. , Jansen, T. , Vandenabeele, J. , & Jans, M. (1998). Social learning. A new perspective on learning in participatory systems. Studies in Continuing Education , 20, 251-265.