Action Research Project

As part of my degree requirements I
am required to conduct an action research project (ARP). My field of action research is museum education. As Director of Education at the Shedd Aquarium, I am responsible for all informal lifelong learning aquatic science programs for the general public, schools, teachers, and community groups.

Process

Action research is a process of inquiry and reflection where participants in educational settings (administrators, teachers, students, and community) can be empowered to take action to solve problems in their own practice. A history of action research can be found here. The action research process is facilitated in cycles where research, inquiry, action, reflection and evaluation for a loop of learning. The write-ups for my cycles can be found on the EDC 638 course page.

Purpose

The purpose of my action research is to identify a set of tools for fostering shared vision in the Education Department and the development of effective business planning skills for me and the staff of Public Programs (P3). Special emphasis will be placed on Action Learning as a way to accelerate performance in my practice through professional development (PD).

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Work Community Context

My field of action research is museum education. As Director of Education at the Shedd Aquarium, I am responsible for all informal lifelong learning aquatic science programs for the general public, schools, teachers, and community groups. Since I started as Director, I have initiated several projects to develop and improve the programmatic infrastructure of the department. We have yet to really begin to tackle the subjects of visioning and strategic planning. Feeling now that the infrastructure to move from ‘good to great’ in nearly in place, I believe that I now have an excellent opportunity to plan for the future.

My focus will be working to improve the efficiency and effectiveness of the Public Programs Pod (P3)-the team responsible for youth, family, and adult programming. They are one of five audience-based teams within the Education Department. The P3 team consists of one Manager, Two Coordinators, two Educators, and a Programs Assistant. Choosing only one pod to work with initially will increase the probability of success and limit the scope of the project allowing time for more reflection.

Before proceeding I am required to acquire informed consent from the staff of P3.

Problem/Situation

The situation I want to improve is capitalizing on the way the P3 already works to meet my specified outcomes of a shared vision and business plan. I began my exploration of this theme thinking of the need for PD in the museum environment. PD is something that is of critical importance in my field but unfortunately rarely implemented. We are expected, as professional educators to be current on the latest theory, pedagogy, and practice of science education. Yet because of the incredible demands on our time, we rarely have opportunities to get the proper PD.

After my action research process, I hope to test the viability of a synchronous on-line professional development Learning Circle for the entire Education Department if my work is successful. Over the next few months, I will be using TI to facilitate most of the PD for P3. Dedicating a percentage of time to developing skills and reflecting on learning, in an online environment, will be a beneficial part of keeping the educators in P3 current.

Assessing the impact of staff learning is a key part of an ongoing PD strategy in any environment. Additionally, I will need to focus on creating a process for reflection that encourages a deeper understanding and mastery of the business planning topics to be covered.

Therefore the impact of PD must be authentically assessed and we must also consider the benefits for the staff. How are they impacted? One way to think about planning professional development for staff is to consider results-based PD. People who participate in PD typically only use a small percentage of the knowledge gained in their day-to-day work. If I am to break with tradition and find a more effective path for the educators of P3, it may also be necessary to include a process of “mindful learning” to enhance the process of building a shared vision.

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Literature Review

(Riel, 2004)

My Literature Review.pdf

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Research Question

My approach identifies three critical dimensions that will both focus and aid in the development of a sound research plan for my action research. These dimensions are listed below and serve as thematic areas of investigation during my action research.

Primary Theme

• Action Learning

Secondary Themes

• Mindful Learning
• Systems Thinking

Each one includes elements of practice, participation, reflection, synthesis, and application. But the thread that weaves them all together is learning and the use of learning to solve problems.

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Action Learning

A core principle of action learning is that you bring people together for reasons that are beyond just problem resolution. Problems need to be solved, but the primary value is in the learning that occurs. Building learning capacity of an organization boosts organizational performance. Therefore, the employment of action learning is more strategic than tactical. The goal is dynamic equilibrium, with learning and change intertwined. (Dilworth, 1998)

The Learning equation

Revans suggested that learning is derived two ways–both through programmed instruction (which he calls “P”) and questioning insight (the “Q”). The “P” comes through textbooks, lectures, case studies, computer-based instruction, simulations. This is an important source of learning but carries with it an embedded caution flag: the “P” is all based in the past. Therefore, it is unlikely to match precisely with today’s needs. (Dilworth, 1998)

L = P + Q

Experiential learning

Both action research and action learning may be compared to experiential learning: a process for drawing learning from experience. A facilitator may foster the experience. Both action research and action learning are about learning from experience. The experience is usually drawn from some task assumed by and individual or team. All are cyclic and all involve action and reflection. It can be said that experiential learning is at the core of both action learning and action research. (Dick, 1997)

Continual learning

Peter Senge in the Fifth Discipline(1990), states that a system, and its structures determine behavior which, in turn, determines events. Professional development of staff should involve a process that is structured primarily to cultivate full engagement of each member to attain their outcomes and produce their continual learning from members' ongoing feedback, reflections, and inquiry.

Effective learning occurs around information and materials needed to address current priorities in the workplace. Therefore, the goals, formats, and strategies of professional development programs must be driven by the current needs of team members themselves. (McNamara, 2003) Professional development in P3 will need to center around each team members’ courageous and honest expression. Understanding and expressing their own needs requires a safe, supportive environment that sustains trust and confidentiality.

Learning sets

Action learning is typically accomplished in action learning sets of small groups or teams. This promotes easier communication. A facilitator may also be used but should have a limited role. Reg Revans believed that learners are their own best facilitators. When team members are encouraged to reflect learning can represent a positive aspect of professional development and a personal growth experience. The facilitator may help team members learn this skill. (Dilworth, 1998)

This type of environment is cultivated by each team member’s feeling of ongoing acceptance, affirmation, and help from each other. Support and expression furthermore leads to each team member’s full and authentic participation and self-directed learning. (McNamara, 2003)

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Timeline

EVIDENCE I WILL USE TO EVALUATE MY ACTION: I am going to start with an initial survey to gather evidence of the need for a shared vision and a business plan for P3. The remaining evaluative elements will be formative and will utilize TI transcripts as source documents. Other products such as team brainstorming, content outlines, planning documents, and the P3 Blog, will also be use to probe my progress on objectives.

EVALUATION: The summative evaluation plan will be to compile all other source documentation and anecdotal evidence in one final analysis of the events of each cycle.

REFLECTION: A reflection will be posted in my ARP Blog after each significant event. My artifacts will be my inspiration for my blogging and will serve to frame the next set of actions as we progress through the other cycles.