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“Well, it's messy sometimes…”: Barriers to building a learning community and dynamic assessment as a system intervention


“Well, it's messy sometimes…”: Barriers to building a learning community and dynamic assessment as a system intervention

Reilly, Rosemary C. and Mcbrearty, Madeleine (2007) “Well, it's messy sometimes…”: Barriers to building a learning community and dynamic assessment as a system intervention. Journal of Learning Communities Research, 2 (1). pp. 21-43. ISSN 1932-7390

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Official URL: http://www.kennesaw.edu/jlcr/abstracts_and_toc.htm...


This article describes the perceived barriers to building learning communities, and the impact of self-assessment on two cases. One, a graduate cohort used traditional summative methods, employing Senge’s (1990) characteristics as the self-assessment dimensions. The second, a following cohort, was introduced to dynamic self-assessment early in the program, using the same criteria. Interview data was collected. Barriers to building communities were elaborated, including individual, structural, and systemic processes. Differences were noted concerning community formation, and how participants lived the community experience. The cohort using dynamic self-assessment displayed more systems thinking, an elaborated shared vision and conceptualization of team learning; a deeper questioning of mental models; and more personal mastery attributed to being a member of a learning community.

Divisions:Concordia University > Faculty of Arts and Science > Applied Human Sciences
Item Type:Article
Authors:Reilly, Rosemary C. and Mcbrearty, Madeleine
Journal or Publication:Journal of Learning Communities Research
Date:April 2007
  • Supported by the Concordia University Faculty Research Development Program.
Keywords:workplace learning, learning communities, dynamic assessment, intervention, learning organizations, professional education, thought collectives
ID Code:6470
Deposited On:11 Jan 2010 21:19
Last Modified:02 Nov 2012 20:00
Additional Information:An earlier draft of this paper was presented at the American Educational Research Association Annual Meeting on Sunday, April 9, 2006 in San Francisco, CA ---- We would like to extend our thanks and appreciation to the MA students in the Human Systems Intervention program in Applied Human Sciences at Concordia University.
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