Titlebook: Cultivating Learning within Projects; Andrew Sense Book 2007 Palgrave Macmillan, a division of Macmillan Publishers Limited 2007 environme

seroma

agonist

t practitioners‘ systematic reflection on their learning activities and to help them build a project learning practice. Combining theory and data, it will appeal to a wide academic and practitioner audience.978-1-349-28274-6978-0-230-59196-7

高調(diào)

漫不經(jīng)心

Knowledge Management and Situational Context,fluence how knowledge is shared and created within a project team, and which help establish and facilitate a project learning environment. These elements present a more conspicuous character than perhaps the intra and interpersonal elements elaborated on in earlier chapters.

altruism

Introduction, management, and identifies how to improve our knowledge and learning practices within such an environment. Drawing on a project case study, it identifies and explores how situated learning activity (which involves the social and practical aspects of learning while on the job) within a project team

黃瓜

Conceptualizing Learning Within a Project,g, and to convey a sense of their relationship to each other. It begins by presenting a focused discussion and analysis of different organizational perspectives on learning, and then, in following sections, moves this conceptual discussion onto learning at the individual and group levels. At that ju

Ruptured-Disk

Cognitive Style,oject participants. At first glance, this term seems at odds with a situated and social constructivist perspective on learning, given that cognitive implies, in one’s own head. In respect to this study however, cognitive style is not considered simply an internal personalized matter for separate ind

dilute

Learning Relationships and Pyramid of Authority,pter explores the learning relationships element. Therein, it initially defines what a learning relationship is, and elaborates on the importance of understanding and building them in a project context. It then discusses two conditioners of project participants’ learning relationships, which ultimat

Tremor

Knowledge Management and Situational Context,ment and situational context. Infrastructural, in this discussion context, includes those aspects from within and around the project environs which influence how knowledge is shared and created within a project team, and which help establish and facilitate a project learning environment. These eleme

Jacket

The Project Learning Opportunity: Where to Now?,caps the central conceptual findings from this study and reinforces the practical and personal implications for project participants in either systematically addressing or not addressing the five sociological elements that impact their situated learning behaviours. Also included in this chapter is a