Table 3 Integrated Framework of Learning Domains: A synthesis of Brymer et al. (2018), Baird et al. (2014)’learning typologies’ and after Reed et al. (2010) on learning typologies and social learning cycles.
Learning domain and social learning loop | Description from the literature | Reference | Illustrative examples |
|---|---|---|---|
Cognitive (single- loop, instrumental) | Acquisition of new knowledge Restructuring of existing knowledge | Baird et al. (2014) | Reading about definitions of co-production and power as it is used in the primer provided to research teams. Gaining new or refined understanding of the context. |
Knowledge of facts, values. Identification of factors contributing to a problem | Brymer et al. (2018) | ||
Learning about the consequences of specific actions | Reed et al. (2010) | ||
Acquiring new knowledge or skills | |||
Corrects errors by changing routine behaviour | Argyris and Schon, 1978 in Muro and Jeffrey (2008) | ||
Epistemic (double-loop triple-loop)* | Ways of knowing and understanding the world, claims of validity, justification for knowledge | Brymer et al. (2018) | Truth-related, justifications, surfacing assumptions, identifying legitimacy of particular methodological standpoints. |
Normative (double-loop triple-loop)* | Changes in norms, values, paradigms, convergence of group opinion | Baird et al. (2014) | Expression of values or norms, arising from discussion of material covered or views of others in the team. |
Relational (could be double-loop or triple-loop)* | Perceptions of others, expressions of trust, trust building, identification of opportunities for collaboration | Brymer et al. (2018) | Discussing roles and responsibilities, transparency and trust, maintaining and building those pillars for an effective learning environment within the team, discussing relational effects of particular engagement or evaluation methods. |
Improved understanding of mindsets of others, building of relationships, enhanced trust and cooperation | Baird et al. (2014) |
