The way our brain works is still an open question, but one thing seems to be clear: biological neural systems are computationally powerful, robust and noisy. Natural nervous system are able to control limbs in different scenarios with high precision. As neural networks in living beings communicate through spikes, modern neuromorphic systems try to mimic them by using spike-based neuron models. This thesis is focused on the advancement of neurorobotics or brain inspired robotic arm controllers based on artificial neural network architectures. The architecture chosen to implement those controllers was the spike neuron version of Reservoir Computing framework, called Liquid State Machines. The main goal is to explore the possibility of using brain inspired neural networks to control a robot by demonstration. Moreover, it aims to achieve systems robust to environmental noise and internal structure destruction presenting a graceful degradation. As the validation, a series of action learning experiments are presented where simulated robotic arms are controlled. The investigation starts with a 2 degrees of freedom arm and moves to the research version of the Rethink Robotics Inc. collaborative humanoid robot Baxter. Moreover, a proof-of- concept experiment is also done using the real Baxter robot. The results show Liquid State Machines, when endowed with an extra external feedback loop, can be also employed to control more complex humanoid robotic arms than a simple planar 2 degrees of freedom one. Additionally, the new parallel architecture presented here was capable to withstand noise and internal destruction better than a simple use of multiple columns also presenting a graceful degradation behaviour.

Collaborative action was undertaken in response to the continued criticisms of formal coach education. It is strongly felt that we can no longer merely criticise what is not happening in terms of coach learning, but a key requirement now is to demonstrate other options. In the UK up to 80% of coaches are volunteers who reach out to around eight million people involved in sport. This valuable workforce is largely forgotten and the bureaucratic structures which oversee formal coach education are merely concerned with quotas and income generation. A fundamental problem with formal coach education is the way in which learning is decontextualized and a knowledge deficit remains. Coaching is multifarious and complex and we need to consider better ways in terms of how we prepare people for this. The Coach Learning and Development (CLAD) programme was devised and implemented in October 2013 to May 2014 at a community rugby club in Wiltshire. Over this 8 month period a range of strategies for coach learning were integrated into CLAD to evidence methods which benefitted the transition of knowledge(s). The theoretical endeavours of Basil Bernstein are introduced to SCR for the first time, particularly the ‘pedagogical device’ to understand, theorise and develop insight into the type of educational contexts that can better support the learning of volunteer coaches. Findings suggest that CLAD as collaborative action learning was successful in transforming coaches to engage with more positive and contemporary forms of coaching pedagogy. Namely ‘game based pedagogies’ argued to be theoretically underpinned by the ‘constraints based approach’. Empirical insights are given in the hope that this can spur further methodological enquiries that move beyond the mere criticism of coach education. SCR needs research endeavours that shift beyond the ‘bricolage’ where knowledge is transferred into the real world to influence real change. Therefore, the findings also draw on the pivotal features of CLAD to not only support more value laden research commitments, but to inform policy developments and practice that can re-configure more successful outcomes for coach education and coaches.

The professional practice of educational design normally involves collaborating with a subject matter expert on a one-to-one basis and is only occasionally undertaken in teams. This thesis argues that a team-based approach to educational design is powerful and particularly so when transdisciplinary collaborations are facilitated. Transdisciplinary educational design is the process of standing outside one’s discipline to collaborate with colleagues from the technical sphere, the library and other disciplines. The common ground shared by the transdisciplinary teams in this research was student assessment.The core data collection for this research was completed between July 2002 and June 2005. Using an overarching action research methodology, three cycles of data collection were completed by action learning sets. Suitable members of the sets were identified through a series of online staff development workshops that were designed and facilitated by the researcher. Two supplementary data collection activities were also undertaken. The first of these was a Web survey that broadly mapped design practices for online assessment in four Australian regional universities. Three rounds of telephone interviews then followed up on survey responses. The second supplementary data collection was undertaken between the second and third action learning cycles to contextualise the online assessment design activities at Southern Cross University within the broader framework provided by the other three regional universities in the original sample. It included focus groups with educational designers and face-to-face interviews with three academics at each of these universities. The entire series of data collection activities was reflectively managed to heighten its effectiveness. This management included screening of suitable participants, negotiation of manageable session times and duration, and establishment of ground rules for attendance and interactions, as well as drawing out a commitment to observe silences as creative spaces in the design process.In keeping with the action research paradigm, an extensive examination of the literature not only provides a background for the research questions but also continues to be threaded throughout the thesis as data collection cycles directed further literature review. The thesis narrative is given an original form through the use of a gardening metaphor that serves to highlight the rewarding, delicate and transitional nature of this kind of educational design. Such transitional aspects of educational design allow for innovation and creativity not evident in the systems-based approaches to designing instruction. This research also supports current initiatives in Australian higher education concerning the first year experience, embedding graduate attributes in the curriculum, and blending on-campus and off-campus learners into one class. The transdisciplinary approach to educational design explored through this research responds effectively to the varied issues in designing online assessment and developing innovative approaches by academic staff

This quasi-experimental study was to make a comparison between the level of self-perception prior to and following a training process. The study attested the view that the action learning based program in question was an effective mechanism for change in self-perception. The population studied were officers of the Australian Public Service and the Commonwealth Teaching Service located in the Australian Taxation Office, Austrade, ACT Schools Authority and the Department of Community Services and Health. A pilot study conducted in the Public Service Board in 1987 suggested that an action learning training process may be impacting on management competencies. Respondent's attitudes to nine personality variables were measured using the Saville Holdsworth Occupational (OPQ) Concept 5 Questionnaire. The variables were Assertive, Gregarious, Empathy, Field of Use, Abstract, Structure, Anxieties, Controls and Energies. Using the Solomon's Four quasi-experimental design, containing three experimental and two control groups, pre-test, change and post-test scores were compared using a one-way Analysis of Variance. Where pre-tests were statistically significantly different an Analysis of Covariance was used, The general conclusion from the study was that the experimental groups showed an overall insignificant relationship with training particularly as control groups showed similar differences over time. Apart from few exceptions the results did not support any strong notion of positive change in self-perception as a result of a training intervention.

Youth unemployment and environmental degradation are two critical issues facing Australia today. This action research study concerns learning and teaching with participants in a government labour market program which was established to address these two issues. The study was based on three cycles of action research with six groups of participants. The main objective of the research evolved to consider whether critical thinking and action learning can enhance self-concept and environmental education for unemployed young people. The research provides a positive response to this problem, although certain limitations are noted. Conclusions are drawn in five areas. Three of these are from the first cycle of action research. These relate to environmental attitudes, knowledge and action; approaches to environmental education and learning; and the impact of unemployment, peer pressure and mass culture. Two conclusions are drawn from the second cycle of action research. These relate to the integration of action learning and critical thinking strategies into the learning and teaching; and the individual participants' life history and prior knowledge and experience of environmental issues. Recommendations are made concerning professional development and support for staff working in the area, and the planning and implementation of programs. The major recommendation is for the integration, where appropriate, of integrated critical thinking and action learning strategies, through all aspects of the training and project work. This recommendation draws on evidence from a number of areas where these approaches are shown to be beneficial. These include the potential for emancipation and improved selfconcept, and the contribution to environmental education.

Abstract This study reports a project within which leaders in a local government administration develop their skills about and in action learning. The main focus is on the conditions that are needed in an action learning process. The aim is to analyse the working process, how the leaders make use of their own experiences from daily working life and put them into questions and actions, and finally, to question and analyse my own leading process as an action researcher. During nearly two years, the leaders taking part in the study and myself have been involved in a complex, social process where experiences from daily working life have put questions into actions and investigations. Results show that the leaders, through the working process, learned how to investigate, collect information and analyse data. Time and process were found to be key concepts in their action learning. Uncertainty characterised the leaders´ initially work while the enthusiasm and more initiative from their side appeared as the work proceeded. Through the process they had to deal and struggle with their staff’s notions about working conditions as well as their own leadership. Demands on responsibility for their own actions were mixed with a permitting atmosphere holding both laughing and testing of new ideas. Another result shows tensions within this learning process, on one hand, between the leaders who wanted to keep their agreed understanding and, on the other, my intentions to challenge their understandings. The variation and changing in interaction patterns over time between me and the leaders seem to be crucial to make this project the leaders´ own working process. My leadership changed from initially instructing, to coaching and finally to take a back seat. A main conclusion from the study is that designing adult education in a learning perspective, deals with working methods as well as content. Keywords: action learning, leadership, interaction, process, experiential learning, adult education

Every corner of the globe has been touched by the HIV/AIDS epidemic, and local communities have responded in different ways. There is widespread agreement in the international community that by learning from each locality's response we will be able to improve our education, prevention, and treatment efforts. United Nations agencies can play an important role in facilitating the sharing of information and innovative practices for local authorities. The CITY-AIDS Americas program of CIFAL Atlanta is a UN initiative that promotes exchanges of ideas and practices among HIV experts in the western hemisphere. The program is based on the principles of participatory and action learning, and knowledge management. The purpose of this study was to evaluate the program's effectiveness in facilitating communication between HIV experts and the acquisition of resources following participation in the program. Data was collected through an online questionnaire completed by CITY-AIDS 2006 program participants. Secondary data such as HIV prevalence rates and census data were also used in this study. The results of this study show that certain city and participant characteristics are associated with increased program effectiveness and resource allocation. Based on these findings, recommendations will be made to CIFAL Atlanta.

The way that inner city learners and their educators experience life varies to a great extent. A music programme relevant to the needs of learners can create better understanding between these groups. The success of such a programme depends on an effective teaching-learning approach. The action learning approach, developed by Reginald Revans and adapted for music by Thomas A. Regelski, was implemented in a once-off rap programme at an inner city school in Gauteng. The aim of the programme was the acquisition of practical musical skills by learners through participation in a real-life musical event. The programme was offered on the basis of six specific action learning principles. The action learning approaches of Revans and Regelski were adapted to suit local goals and circumstances. / Thesis (MMus (Musicology))--North-West University, Potchefstroom Campus, 2013.

The way that inner city learners and their educators experience life varies to a great extent. A music programme relevant to the needs of learners can create better understanding between these groups. The success of such a programme depends on an effective teaching-learning approach. The action learning approach, developed by Reginald Revans and adapted for music by Thomas A. Regelski, was implemented in a once-off rap programme at an inner city school in Gauteng. The aim of the programme was the acquisition of practical musical skills by learners through participation in a real-life musical event. The programme was offered on the basis of six specific action learning principles. The action learning approaches of Revans and Regelski were adapted to suit local goals and circumstances. / Thesis (MMus (Musicology))--North-West University, Potchefstroom Campus, 2013.

The professional practice of educational design normally involves collaborating with a subject matter expert on a one-to-one basis and is only occasionally undertaken in teams. This thesis argues that a team-based approach to educational design is powerful and particularly so when transdisciplinary collaborations are facilitated. Transdisciplinary educational design is the process of standing outside one’s discipline to collaborate with colleagues from the technical sphere, the library and other disciplines. The common ground shared by the transdisciplinary teams in this research was student assessment.The core data collection for this research was completed between July 2002 and June 2005. Using an overarching action research methodology, three cycles of data collection were completed by action learning sets. Suitable members of the sets were identified through a series of online staff development workshops that were designed and facilitated by the researcher. Two supplementary data collection activities were also undertaken. The first of these was a Web survey that broadly mapped design practices for online assessment in four Australian regional universities. Three rounds of telephone interviews then followed up on survey responses. The second supplementary data collection was undertaken between the second and third action learning cycles to contextualise the online assessment design activities at Southern Cross University within the broader framework provided by the other three regional universities in the original sample. It included focus groups with educational designers and face-to-face interviews with three academics at each of these universities. The entire series of data collection activities was reflectively managed to heighten its effectiveness. This management included screening of suitable participants, negotiation of manageable session times and duration, and establishment of ground rules for attendance and interactions, as well as drawing out a commitment to observe silences as creative spaces in the design process.In keeping with the action research paradigm, an extensive examination of the literature not only provides a background for the research questions but also continues to be threaded throughout the thesis as data collection cycles directed further literature review. The thesis narrative is given an original form through the use of a gardening metaphor that serves to highlight the rewarding, delicate and transitional nature of this kind of educational design. Such transitional aspects of educational design allow for innovation and creativity not evident in the systems-based approaches to designing instruction. This research also supports current initiatives in Australian higher education concerning the first year experience, embedding graduate attributes in the curriculum, and blending on-campus and off-campus learners into one class. The transdisciplinary approach to educational design explored through this research responds effectively to the varied issues in designing online assessment and developing innovative approaches by academic staff