A continuum that includes five levels of adult skill acquisition: “novice, advanced beginner, competent, proficient, and expert” ( Dreyfus & Dreyfus, 1986 , p. 21).
Published in Chapter:
In the Nexus: Learning Pods as Learning Micro-Societies
Matthew Eichler (Texas State University – San Marcos, USA) and Carrie J. Boden-McGill (Texas State University – San Marcos, USA)
Copyright: © 2013
|Pages: 16
DOI: 10.4018/978-1-4666-4249-2.ch039
Abstract
The higher education landscape is facing a time of unprecedented challenges, and public higher education is under pressure to provide value relative to rising costs. In this chapter, the authors discuss one strategy to respond to these trends and to meet the needs of students through the implementation of learning pods, which are small geographically oriented teams working on individual learning projects as self-directed communities of scholars. The theoretical underpinnings for learning pods come from best-practices in the communities of practice, novice to expert, self-directed learning, relational cultural theory, and mentoring literature. The learning pods approach is versatile and could be adapted for many K-20 and professional practice settings and is a good example of how the combinations of technology and in-person meetings serve the needs of 21st Century learners. Learning pods provide an environment for students to develop skills such as reflection, teamwork, and networking that are vital to success in the modern workplace.