Programmatic and Participatory: Two Frameworks for Classifying Experiential Change Implementation Methods

Russ, Travis L.

doi:10.1177/1046878109353570

Cited by 14 publications

(38 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Integration occurs only via dialogic interaction. This justifies dialogue as the main didactic principle (Burbules & Bruce, 2001), favors a participatory framework against a programmatic framework (Russ, 2010), and recalls also the standpoint of the American pragmatic philosopher John Dewey (Berding, 2000; Halliwell, 2005; Meadows, 2006) who saw dialogue as an elementary process in learning.…”

Section: Constructing Consensus Means To Change Climate Changementioning

confidence: 75%

Game, Not Fight

Ahamer

2013

Simulation & Gaming

View full text Add to dashboard Cite

This article argues that in the long run gaming (i.e., managing unstable equilibria while maintaining societal sustainability) serves better as a strategy against the undesired effects of global change (GC) than fighting (i.e., understanding only one’s own standpoint, but not the standpoint of one’s adversaries). GC is believed to be driven by a bundle of drivers, some of which are global long-term trends that are almost impossible to change. Climate change is only one component of this syndrome. GC exerts a bundle of effects on society. Given this interlinked and systemic character of GC, an explorative, reflexive, dialogue-driven strategy allowing for continuous adaptation, rather than a theory-driven predesigned solution, is advocated. Taking roles allows actors to perceive the paradigms and perspectives of adversaries. Hence, game-based (but structured) procedures allow the taking of adversarial positions without being compromised. As an example of such procedural structuration, the negotiation game SURFING GLOBAL CHANGE (SGC, © Gilbert Ahamer) published earlier in this journal is recommended. The social dynamics of SGC is graphically analyzed. SGC was implemented three dozen times with students within several university curricula such as Environmental Systems Science or Global Studies training developmental cooperation. Through changing roles, SGC allows one to walk through the complex argumentative landscape while gaming. This article proposes several conclusions to the way in which gaming should respond to the complex patterns of GC.

show abstract

Section: Constructing Consensus Means To Change Climate Changementioning

confidence: 75%

Game, Not Fight

Ahamer

2013

Simulation & Gaming

View full text Add to dashboard Cite

show abstract

“…Additionally, this information may prove valuable to employees to help them drive their own learning, growth, and development. Such information can aid in the development and maintenance of a dynamic learning organization (Barker & Camarata, 1998; Russ, 2010).…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Communication Apprehension and Learning Preferences in an Organizational Setting

Russ

2012

Journal of Business Communication

View full text Add to dashboard Cite

This study extends previous research by examining the relationship between communication apprehension (CA) and learning preferences in an organizational setting. Findings suggest a correlation between employees' high CA and a preference for the reflective observation learning mode as well as the diverging and assimilating learning styles. Conversely, results revealed a correlation between employees' low CA and a preference for the concrete experience and active experimentation learning modes as well as the accommodating learning style. The author discusses the theoretical and practical significance of these results as well as proposes future research directions.

show abstract

“…These considerations are essential to creating a game which can provide an experience in which learning can take place. The Laurus games were created using a combination of both a programmatic/expert and participatory frameworks (Russ, 2010). The purpose of a programmatic approach is to communicate specific knowledge in a top-down manner, with the goal of generating the desired outcome, in this case, that of competent and qualified practitioners (Russ, 2010).…”

Section: Laurus -A Learning Platformmentioning

confidence: 99%

“…The Laurus games were created using a combination of both a programmatic/expert and participatory frameworks (Russ, 2010). The purpose of a programmatic approach is to communicate specific knowledge in a top-down manner, with the goal of generating the desired outcome, in this case, that of competent and qualified practitioners (Russ, 2010). In terms of the Laurus games, this can be understood as the communication of the key competencies, policies, guidelines, legislation, and procedures of the relevant professional bodies regulating the psychology profession.…”

Section: Laurus -A Learning Platformmentioning

confidence: 99%

“…To ensure that the Laurus games are relevant and useful to the postgraduate students, a participatory approach was also incorporated in the game design and planning. A participatory approach prioritises the engagement of stakeholders, to facilitate their support of the project and to incorporate their knowledge and ideas into the final product (Russ, 2010). Throughout the development of Laurus, there were multiple points of engagement with key stakeholders.…”

Section: Laurus -A Learning Platformmentioning

confidence: 99%

See 1 more Smart Citation

The creation and trial of a serious game to support teaching and learning of professional psychology competencies in postgraduate programs

McGregor

Bartle

2019

AJET

View full text Add to dashboard Cite

The education of healthcare professionals is critical for the safe delivery of services to patients (Ricciardi & de Paolis, 2014). Postgraduate psychology students undertaking a professional degree encounter a steep learning curve when transitioning from theoretical knowledge to professional practice. This beginning student stage of development is fraught with anxiety and high-stress levels, and has implications for both student and client wellbeing (Skovholt & Ronnestad, 2003). Successful navigation of this phase is critical to psychology graduate competence and employability, with potentially lasting consequences for psychologists’ perceptions of self-efficacy and career trajectory (De Stefano et al., 2007; Skovholt & Ronnestad, 2003). Serious games in health provide the potential for safe practice opportunities in an engaging and entertaining manner (Hawn, 2009; Knight et al., 2010). The author developed a serious game with the intention of providing postgraduate professional psychology students with increased and more convenient opportunity to practice psychological competencies. This paper synthesises game design theory into a prototype for educators to provide innovative solutions in a health context. It contributes to the body of research determining the efficacy of games in educational contexts and advances knowledge in the use of simulation pedagogies.

show abstract

Programmatic and Participatory: Two Frameworks for Classifying Experiential Change Implementation Methods

Cited by 14 publications

References 58 publications

Game, Not Fight

Game, Not Fight

The Relationship Between Communication Apprehension and Learning Preferences in an Organizational Setting

The creation and trial of a serious game to support teaching and learning of professional psychology competencies in postgraduate programs

Contact Info

Product

Resources

About