Table 2 Action-oriented learning with... | Emerald Publishing

Table 2

Action-oriented learning with principles, sample quotes and citations

Group В: Action-oriented learning
Learning by …	Principle	Quote	References
4. Doing and practicing	Learning by doing, often also referred to as “experiential learning”, occurs when the learner is directly in touch with the realities being studied, practiced or experienced	“Learning theorists have recommended more active learning by doing. Many argue for learning by doing as it focuses on authentic activities that are more representative of knowledge use in the real world. More fundamentally, learning by doing is important because most of human expertise involves tacit knowledge of the cues and conditions for deciding when, where, and what knowledge to bring to bear in complex situations” (Koedinger et al., 2015, p. 111)	_■ Cloutier et al. (2018) _■ Kolb and Kolb (2005) _■ Bradberry and De Maio (2019)
5. Imitating, discussing and repeating	Also referred to as “mimetic learning”, imitation, along with discussing and repeating, particularly when coupled with observation and other forms of doing, contribute to “holistic learning”	“Learners initially require someone to imitate from and with. Hence, imitative learning is promised on the reciprocal nature of guided learning. Even if modelers do not or are unable to articulate verbally the sequence of actions constituting skilled activity, learners are still able to initiate the activity through replication of movements and follow through the successive movements to re-construct the activity, into the learners' own perspective” [Chan, 2017, p. 326)	_■ Billett (2014) _■ Li et al. (2017) _■ Okada and Ishibashi (2017)
6. Sketching, drawing and visualising	By finding ways to engage outside of representational logics and language, it becomes possible to resist the impulse to foreclosure – continuing to learn, and to elicit change, through lively and sustained encounters through sketching, drawing, visualising, prototyping and field experiments	“Observation … exceeds perception: far from offering the fixture of a perspectival moment in time and space, marks made on paper become the trace of this process of attunement—of learning and unlearning through a lived encounter” (Brice, 2018, p. 143)	_■ Gameiraetal. (2018) _■ Micheli et al. (2019) _■ Pink (2015) _■ Rees (2018)

Group В: Action-oriented learning
Learning by …	Principle	Quote	References
4. Doing and practicing	Learning by doing, often also referred to as “experiential learning”, occurs when the learner is directly in touch with the realities being studied, practiced or experienced	“Learning theorists have recommended more active learning by doing. Many argue for learning by doing as it focuses on authentic activities that are more representative of knowledge use in the real world. More fundamentally, learning by doing is important because most of human expertise involves tacit knowledge of the cues and conditions for deciding when, where, and what knowledge to bring to bear in complex situations” (Koedinger et al., 2015, p. 111)	_■ Cloutier et al. (2018) _■ Kolb and Kolb (2005) _■ Bradberry and De Maio (2019)
5. Imitating, discussing and repeating	Also referred to as “mimetic learning”, imitation, along with discussing and repeating, particularly when coupled with observation and other forms of doing, contribute to “holistic learning”	“Learners initially require someone to imitate from and with. Hence, imitative learning is promised on the reciprocal nature of guided learning. Even if modelers do not or are unable to articulate verbally the sequence of actions constituting skilled activity, learners are still able to initiate the activity through replication of movements and follow through the successive movements to re-construct the activity, into the learners' own perspective” [Chan, 2017, p. 326)	_■ Billett (2014) _■ Li et al. (2017) _■ Okada and Ishibashi (2017)
6. Sketching, drawing and visualising	By finding ways to engage outside of representational logics and language, it becomes possible to resist the impulse to foreclosure – continuing to learn, and to elicit change, through lively and sustained encounters through sketching, drawing, visualising, prototyping and field experiments	“Observation … exceeds perception: far from offering the fixture of a perspectival moment in time and space, marks made on paper become the trace of this process of attunement—of learning and unlearning through a lived encounter” (Brice, 2018, p. 143)	_■ Gameiraetal. (2018) _■ Micheli et al. (2019) _■ Pink (2015) _■ Rees (2018)