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[{"id":85389649,"identifier":"Attachment_85389649","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":78290442,"created_at":"2022-05-02T23:29:44.523-07:00","from_world_paper_id":204114191,"updated_at":"2025-02-03T03:45:43.075-08:00","_data":{"ai_title_tag":"Five Learning Colors: A Conceptual System","grobid_abstract":"The question we try to answer in this paper is whether we can develop a learning language (define colours of learning) that fulfil similar functions as the colours of change devised by de Caluwé and Vermaak. A conceptual system of five learning colours (five metaphors of learning) will be proposed. Metaphors of learning as defined for instance by Sfard are included in the system. Apart from her acquisition (blue) and participation (red) metaphor, three other metaphors are proposed: the meaning construction metaphor (white), the copying-the-art metaphor (yellow) and the experimentation metaphor (green). The blue colour of learning refers to transmission and acquisition. The yellow colour of learning focuses on observation and imitation. Red is the colour of participation and communication. The white learning theory emphasizes knowledge construction and understanding. Finally, the green theory is about experimentation and reflection. A questionnaire was devised consisting of ten components of learning 'laden'** on the five metaphors. Subjects for a pilot were 905 teachers, educational managers and support people attending a conference. Results pertain to the reliability and validity of the five learning colour scales. Some relations were found with function in the educational system, age, experience and educational level.","publication_date":"2003,,","grobid_abstract_attachment_id":"85389649"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Differing colours of professional learning","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [8780295]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":85389649,"attachmentType":"pdf"}"><img alt="First page of “Differing colours of professional learning”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/85389649/mini_magick20220502-27397-bf19k1.png?1651559485" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Differing colours of professional learning</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="8780295" href="https://independent.academia.edu/ManonRuijters"><img alt="Profile image of Manon Ruijters" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/8780295/85969298/74626622/s65_manon.ruijters.png" />Manon Ruijters</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2003</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">16 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 78290442; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">The question we try to answer in this paper is whether we can develop a learning language (define colours of learning) that fulfil similar functions as the colours of change devised by de Caluwé and Vermaak. A conceptual system of five learning colours (five metaphors of learning) will be proposed. Metaphors of learning as defined for instance by Sfard are included in the system. Apart from her acquisition (blue) and participation (red) metaphor, three other metaphors are proposed: the meaning construction metaphor (white), the copying-the-art metaphor (yellow) and the experimentation metaphor (green). The blue colour of learning refers to transmission and acquisition. The yellow colour of learning focuses on observation and imitation. Red is the colour of participation and communication. The white learning theory emphasizes knowledge construction and understanding. Finally, the green theory is about experimentation and reflection. A questionnaire was devised consisting of ten components of learning 'laden'** on the five metaphors. Subjects for a pilot were 905 teachers, educational managers and support people attending a conference. Results pertain to the reliability and validity of the five learning colour scales. 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However, empirical approaches for investigating how people learn to enact professional concepts in complex practical situations are underdeveloped. The lack of a productive unit of analysis and analytical approaches that permit tracing connections between articulated concepts and embodied action-unfolding in concrete social and material settings-presents serious conceptual and methodological challenges. This article draws on the grounded cognition and distributed object-oriented practice perspectives and shows how construction of actionable conceptualisations serves as a productive unit of analysis for investigating conceptual learning for complex professional action (and action more broadly). By extending ideas on conceptual and material blending, it shows that a multimodal blending perspective can offer a generative analytical approach for researching how people construct actionable conceptualisations. The article illustrates this by tracing how some pre-service (student) teachers enact formal disciplinary and pedagogical concepts during lesson design meetings. It concludes by outlining eight features that characterise pre-service teachers' work constructing actionable conceptualisations and discusses the main theoretical, methodological and practical implications. 1. Background: From formal concepts to actionable conceptualisations Cognitive research on conceptual learning usually takes 'formal concepts' as the main unit of analysis. Greeno (2012) defines 'formal concepts', or 'concepts used formally', as cognitive entities that have "explicit definitions and are used in formal deductive reasoning and argumentation" (p. 310). By extension, learning to use such concepts involves the capacity to take the already acquired abstract schema of a formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy (Fuchs et al., 2003; Gick & Holyoak, 1983). Sociocultural perspectives make an important distinction between these 'formal concepts' and 'functional concepts'. 'Functional concepts', or 'concepts used functionally', are cognitive entities that have "meaning in a kind of activity, in which [they contribute] to</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learning for knowledgeable action: The construction of actionable conceptualisations as a unit of analysis in researching professional learning","attachmentId":112887426,"attachmentType":"pdf","work_url":"https://www.academia.edu/116880877/Learning_for_knowledgeable_action_The_construction_of_actionable_conceptualisations_as_a_unit_of_analysis_in_researching_professional_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/116880877/Learning_for_knowledgeable_action_The_construction_of_actionable_conceptualisations_as_a_unit_of_analysis_in_researching_professional_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="35194058" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35194058/Conceptual_Metaphors_and_Apprenticeship_Paths_as_Levers_for_Professional_Development_and_Learning">Conceptual Metaphors and Apprenticeship Paths as Levers for Professional Development and Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="60582621" href="https://unifi.academia.edu/FrancescaBracci">Francesca Bracci</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5717097" href="https://unisi.academia.edu/ALESSANDRAROMANO">ALESSANDRA ROMANO</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Presented at the International and Interdisciplinary Conference IMMAGINI? Image and Imagination between Representation, Communication, Education and Psychology, Brixen, Italy, 27‒28 November 2017. MDPI AG, Basel, Switzerland, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper presents a case study that analyzes how university apprenticeship experience—that Italian students of Education Sciences are asked to do during their Bachelor's Degree program—can be conceived as learning path to help them become aware and (begin to) question taken-for-granted and culturally assimilated assumptions about professional practice, identity and the role of the educator. A particular attention is given to the methodological implications related to the adoption of the technique of metaphor analysis to support learners in recognizing the beliefs about their own profession and, eventually, changing them. Metaphor analysis was used both as a learning activity and a heuristic to guide processes of professional development. 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Estonian Journal of Education</p><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this article is to introduce different ways to conceptualise approaches aimed at improving practices by combining practitioners’ professional work and research. In historical terms, the oldest of these approaches is action research which was introduced in the 1940’s. Thereafter, approaches combining practical work with academic aspirations have been conceptualised in a number of ways, such as design research, translational research, developmental work research (DWR) and practitioner research, and their numerous versions and combinations. Secondly, the purpose of this paper is, from a philosophical and theoretical perspective, to examine the relationship between theoretical and practical aims of research by integrating Aristotle’s classical views on epistemology with the theory of knowledge and human interests of Jürgen Habermas. 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Revista de Ciències de l'Educació, 2010</p><p class="ds-related-work--abstract ds2-5-body-sm">The generation of professional capital, viewed in terms of social capacity building, has an important learning dimension. Teachers' staff development is one area which can contribute towards social capacity building and socially committed teachers have an important part to play in generating capital for their profession. This paper provides a critical review of current professional development processes in Malta with a focus on how different provisions are successful, or limited, in generating further knowledge and professional learning. It also discusses the need for Continuing Professional Development (CPD) which capitalizes on practitioners' experiences, realities and the knowledge of the social context of learning. Research data, in the form of teacher narratives and one longitudinal case study, reveals the importance of the social dimension in CPD. The involvement of teachers in the Let Me Learn Professional Learning Process marks a proactive stance in teacher professional development and transformation through its emphasis on teacher networks, partnerships and externalizing teachers' knowledge base. It also demonstrates that teachers' professional capital can be fostered when teachers learn together and collaborate.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Let Me Learn professional learning process experience: A new culture for professional learning","attachmentId":65807015,"attachmentType":"pdf","work_url":"https://www.academia.edu/45232278/The_Let_Me_Learn_professional_learning_process_experience_A_new_culture_for_professional_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/45232278/The_Let_Me_Learn_professional_learning_process_experience_A_new_culture_for_professional_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="538372" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/538372/Gravani_M_N_2007_Unveiling_professional_learning_shifting_from_the_delivery_of_courses_to_an_understanding_of_the_processes_Teaching_and_Teacher_Education_23_5_pp_688_704_http_dx_doi_org_10_1016_j_tate_2006_03_011">Gravani, M. N. (2007) Unveiling professional learning: shifting from the delivery of courses to an understanding of the processes. Teaching and Teacher Education, 23, (5) pp. 688-704. http://dx.doi.org/10.1016/j.tate.2006.03.011</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="183792" href="https://ouc.academia.edu/MariaNGravani">Maria N Gravani</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Gravani, M. N. (2007) Unveiling professional learning: shifting from the delivery of courses to an understanding of the processes. Teaching and Teacher Education, 23, (5) pp. 688-704. http://dx.doi.org/10.1016/j.tate.2006.03.011","attachmentId":2675296,"attachmentType":"pdf","work_url":"https://www.academia.edu/538372/Gravani_M_N_2007_Unveiling_professional_learning_shifting_from_the_delivery_of_courses_to_an_understanding_of_the_processes_Teaching_and_Teacher_Education_23_5_pp_688_704_http_dx_doi_org_10_1016_j_tate_2006_03_011","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/538372/Gravani_M_N_2007_Unveiling_professional_learning_shifting_from_the_delivery_of_courses_to_an_understanding_of_the_processes_Teaching_and_Teacher_Education_23_5_pp_688_704_http_dx_doi_org_10_1016_j_tate_2006_03_011"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="9557191" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/9557191/Learning_Professionals_Towards_an_Integrated_Model">Learning Professionals: Towards an Integrated Model</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="22541738" href="https://vu-nl.academia.edu/ManonRuijters">Manon Ruijters</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11022024" href="https://independent.academia.edu/PRobertJanSimons">P.Robert-Jan Simons</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2004</p><p class="ds-related-work--abstract ds2-5-body-sm">In this chapter we present a three-stage model of professional learning. It is based on practical experiences with professionals in a master program on management of learning and development, consultancy practice and research. We are motivated by our desire to gain insight into the complexity and richness of the learning of professionals. We expect that it will broaden our views on both learning and professionalism, and will help professionals and organisations of professionals to accelerate their development. First, we will define professionals and learning professionals. Next, we will treat the three ways of learning one by one: elaboration, expansion and externalisation. Following that, we will look briefly into the emotional drivers and consequences of the forms of professional learning. Finally, we extend these ideas about individual professional learning towards collective forms of learning. The length of this chapter does not permit us to go deeply enough into that part here, however. Our ideas about collective learning have been described more fully elsewhere . At several places in the chapter, we will present hypotheses about these ways of learning and their interrelations.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learning Professionals: Towards an Integrated Model","attachmentId":37274870,"attachmentType":"jpg","work_url":"https://www.academia.edu/9557191/Learning_Professionals_Towards_an_Integrated_Model","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/9557191/Learning_Professionals_Towards_an_Integrated_Model"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="33234480" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33234480/A_reflective_model_for_colour_studies_learning">A reflective model for colour studies learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="64862275" href="https://elisemay.academia.edu/NurDemirbilek">Nur Demirbilek</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Faculty of Built Environment and Engineering School of Design, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">In a university context how should colour be taught in order to engage students? Entwistle states, 'What we learn depends on how we learn, and why we have to learn it.' Therefore, there is a need to address the accumulating evidence that highlights the effects of learning environments on the quality of student learning when considering colour education. It is necessary to embrace the contextual demands while ensuring that the student knowledge of colour and the joy of discovering its characteristics in practice are enhanced. Institutional policy is forcing educators to re-evaluate traditional studio's effectiveness and the intensive 'hands-on' interactive approach that is embedded in such an approach. As curriculum development involves not only theory and project work, the classroom culture and physical environment also need to be addressed. The increase in student numbers impacting the number of academic staff/student ratio, availability of teaching support as well as increasing variety of student age, work commitments, learning styles and attitudes have called for positive changes to how we teach. The Queensland University of Technology's restructure in 2005 was a great opportunity to re-evaluate and redesign the approach to teaching within the design units of Interior Design undergraduate program -including colour. The resultant approach "encapsulates a mode of delivery, studio structure, as well as the learning context in which students and staff interact to facilitate learning" 1 with a potential "to be integrated into a range of Interior Design units as it provides an adaptive educational framework rather than a prescriptive set of rules". This paper provides a critique of one university unit, Colour Studies, which is tailored to suit future interior designers and architects. Unfortunately, teaching colour to students of design within the higher education sector is becoming a luxury rather than core business. The study raises some of the issues involved in the educative climate drawing on educational theory as well as the teaching team's reflections. The implementation of new modes of 'teaching', as a means of coping with higher student numbers and reduced staffing and resources are described while reinforcing their relevance and application for colour design education. Student perceptions and staff observations of the outcomes are presented. Generic capabilities, in association with professional knowledge and skills, are integrated into the ongoing development of the Colour Studies unit in order to create a motivating and active learning environment. Within this paper the authors highlight the nature of student learning, as an important component of how students come to understand colour and its implications. Secondly, they describe this particular colour unit and its implications. It is evident that a deep approach to learning colour is required in order to understand and apply it in design practice. Superficial learning may result in task-orientated approaches and lecturer-dependency which are evident by lack of engagement and/or deeper understandings within their project work.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A reflective model for colour studies learning","attachmentId":53309243,"attachmentType":"pdf","work_url":"https://www.academia.edu/33234480/A_reflective_model_for_colour_studies_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33234480/A_reflective_model_for_colour_studies_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="105127084" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/105127084/On_Two_Metaphors_for_Learning_and_the_Dangers_of_Choosing_Just_One">On Two Metaphors for Learning and the Dangers of Choosing Just One</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="17186230" href="https://independent.academia.edu/asfard">anna sfard</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educational Researcher, 1998</p><p class="ds-related-work--abstract ds2-5-body-sm">This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"On Two Metaphors for Learning and the Dangers of Choosing Just One","attachmentId":104665937,"attachmentType":"pdf","work_url":"https://www.academia.edu/105127084/On_Two_Metaphors_for_Learning_and_the_Dangers_of_Choosing_Just_One","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/105127084/On_Two_Metaphors_for_Learning_and_the_Dangers_of_Choosing_Just_One"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="348658" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/348658/The_LmL_Professional_Learning_Process_Experience_A_New_Culture_for_Professional_Learning">The LmL Professional Learning Process Experience - A New Culture for Professional Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="108548" href="https://malta.academia.edu/ColinCalleja">Colin Calleja</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The LmL Professional Learning Process Experience - A New Culture for Professional Learning","attachmentId":1767520,"attachmentType":"pdf","work_url":"https://www.academia.edu/348658/The_LmL_Professional_Learning_Process_Experience_A_New_Culture_for_Professional_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/348658/The_LmL_Professional_Learning_Process_Experience_A_New_Culture_for_Professional_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":85389649,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":85389649,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_85389649" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="100548494" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/100548494/Researching_professional_learning">Researching professional learning</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="214486801" href="https://independent.academia.edu/SaundersMurray">Murray Saunders</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Computer Assisted Learning, 1995</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Researching professional learning","attachmentId":101341222,"attachmentType":"pdf","work_url":"https://www.academia.edu/100548494/Researching_professional_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/100548494/Researching_professional_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="3787333" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3787333/_2002_Reflections_on_different_learning_styles_in_higher_education_">© 2002. 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Huber (2000). A social perspective on New Learning. In: P.R.J. Simons, J.L. van der Linden & T.M. Duffy. (Eds.) New Learning: three ways to learn in a new balance [pp. 191- 208]. Dordrecht: Kluwer Academic Publishers.</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34925758" href="https://vu-nl.academia.edu/JanTerwel">Jan Terwel</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Mooij, T.,Terwel, J. \u0026 G. Huber (2000). A social perspective on New Learning. In: P.R.J. Simons, J.L. van der Linden \u0026 T.M. Duffy. (Eds.) New Learning: three ways to learn in a new balance [pp. 191- 208]. 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(2000). A social perspective on New Learning. In R.-J. Simons, J. van der Linden, & T. Duffy (Eds.), New Learning: three ways to learn in a new balance [pp. 191- 208]. Dordrecht: Kluwer Academic Publishers.</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34925758" href="https://vu-nl.academia.edu/JanTerwel">Jan Terwel</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Mooij, T., Terwel, J., \u0026 Huber, G. (2000). A social perspective on New Learning. In R.-J. Simons, J. van der Linden, \u0026 T. Duffy (Eds.), New Learning: three ways to learn in a new balance [pp. 191- 208]. 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