Learning Conversations

General Introduction: Personal Myths About Learning. Part 1: Learning Prospective Commentary: Creating a Language for Discovering What Learning Might Become 1. The Learning Process: A Search for Meaning 2. Constructing Understanding: Meaning as Modelling. Retrospective Commentary: S-O-L as a Way of Increasing Your Learning Capacity by Reflectively Organising Your Own Learning Processes Part 2: The Learning Conversation Prospective Commentary: Task-Bound, Task-Focused and Learning Focused Activity - The Way to Self-Organised Learning 3. On Becoming Aware of Personal Processes of Learning 4. How to Conduct a Learning Conversation. Retrospective Commentary: How to Take Control of Learning and Enable Others to Internalise the Learning Conversation Part 3: Self-Organised Learning Environments Prospective Commentary: Creating the Conditions to Enable Self-Organised Learning 5. The Learning Practitioner: Organising a System of Learning Conversations 6. Conversational Evaluation and Purposive Change: The Enterprise as a Self-Organised Learning Environment. Retrospective Commentary: The Implications of Systems 7 for Industrial and Commercial Training and Education. A Functional Taxonomy of Reflective Tools Introduction: Increasing the Power of the Learning Conversation - a Resource for the Learner and the Learning Practitioner A. Tools for Increasing Awareness of Learning Processes: Representing Personal Meaning for Reflecting on Experience B. Tools for Increasing Awareness of Learning Processes: Reconstructing Experience by Talk-Back Through Records of Behaviour C. Experience and Behaviour Expanded into Purpose and Review: An Elaboration of the Functional Taxonomy D. Charting Progress as a Self-Organised Learner E. Tools from Education and Training. Conclusions: S-O-L and the Enhancement of the Quality of Learning . General Implications: Towards the Self-Organised Learning Society. Postscript: the Centre for the Study of Human Learning S-O-L Environment and Information Technology. Index