Resumo

AZIONYA, Caroline  e  OKSIUTYCZ, Anna. A teaching model to promote learning agility in a university course. IJTL [online]. 2019, vol.14, n.1, pp.6-18. ISSN 2519-5670.

Producing graduates with advanced problem-solving capabilities that function in ambiguous complex contexts is imperative for the academy and praxis. This paper articulates authentic learning theory within an agile problem based learning approach as a pedagogical curricular foundation for a conceptual model that diminishes boundaries between work and study to catalyse learning agility. It uses social problems requiring interdisciplinary collaboration to develop students' knowledge arenas using five learning loops; Individual Discovery, Disciplinary Collaboration, Interdisciplinary Collaboration, Expert Evaluation and Reflection. A knowledge arena is a locus for learning a specific domain. Learning loops are the experiential processes through which knowledge arenas are constructed to inculcate learning agility and gain industry relevant skills for work. The approach equips students with critical literacies, disciplinary mastery, interdisciplinary reflective thinking skills and prepares them to respond more successfully to uncertainty during decision-making. Each loop is incrementally complex to allow students to adjust their learning from teaching, corrective and informational feedback, research, and informational inputs from lecturers, tutors, industry and issue experts to apply them progressively with each iteration. The model can be applied to various higher education curricula.

Palavras-chave : agile problem based learning; authentic learning; communities of learning; critical thinking; deep learning; learning agility.

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