Case Studies

Case Studies are cases based on real events, essentially told as stories involving issues or conflicts that require resolutions. The case study approach allows participants to connect deeply with key theories, strategies and tactics reflected in the stories and question the protagonist’s decision making through facilitated analysis by leadership experts.

Applied Work Integrated Learning

Applied Work Integrated Learning (WIL) works from the notion that learning that is drawn from and then re-embedded in real work contexts is much more likely to be rich, practical, meaningful and memorable. Based on the themes and challenges engaged with in the case-based approach above, participants are provided with (or build on their own) practical tool kits to take back into their regular work contexts, and are regularly prompted to re-connect and reflect on what they are noticing, applying and accommodating in their real work lives.

Dialogic Learning

Dialogic Learning emphasises learning in which dialogue is both the objective and the mode of active learning in collaborative learning environments. Dialogic learning is central to an open, democratic and egalitarian learning setting where everyone can be heard and learning happens among participants (not ‘to’ them).

Dialogic learning should be collective (with everyone encouraged to contribute and participate), reciprocal (as much about listening to others as telling them something), supportive (free of fear of ‘errors’), cumulative (with discussion chains across and deeper into particular ideas) and purposeful (focused on working towards particular goals and objectives).

Dialogic learning proceeds and then underpins the case study elements in the program, and in turn creates the foundation for rich reflection on applied work-integrated learning.

References:

Boehrer, J., and Linsky, M. “Teaching with Cases: Learning to Question.” In M. D. Svinicki (ed.), The Changing Face of College Teaching. New Directions for Teaching and Learning, no. 42. San Francisco: Jossey-Bass, 1990.

Schön, D.A. (1991). The reflective practitioner: How professionals think in action. Aldershot, Hants., UK: Arena.

Wells, G. (1999). Dialogic inquiry: towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.

The combination of these elements creates a very powerful learning methodology and is the foundation of GPS Learning’s approach to professional development.

Learning

Methodology

Programs delivered under the GPS Learning banner draw on a blended learning model with particular emphasis on three interwoven learning philosophies:‚Äč

Case Study Approach

Applied work integrated learning

Dialogic Learning

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