In this volume, we have explored action technologies that enhance action and learning: action research, action-reflection learning, action science, collaborative inquiry; participatory action research, and popular education. Each of these technologies offers adult and continuing educators a unique approach to changing individuals, groups, organizations, and societies. Whether the adult educator...

This article aims to promoting action research in library contexts by illustrating the method and its applications in library, and by presenting a meaningful case. Action research, devised in 1950s, was spread in information sciences since 1990s, with results that have been interesting in promoting change of involved people and organizations. The method is based on engaging a group coordinated ...

A clear tension exists between the traditional process-oriented view of interface design and the emerging improvisation-oriented view of interface activity, which arises particularly from sociological investigations of computer-based work. This paper attempts to address this disparity and begin to bridge the gap, focussing on technological foundations and implications, in a way which makes the ...

Co-operative inquiry is a radically participative form of inquiry in which all those involved are both co-researchers and co-subjects. The methodology of co-operative inquiry is set out in a ‘Layperson’s Guide’ which might be used to introduce the method to a new group. This is followed by a reflection on the learning process of an inquiry group, particularly the process of research cycling, th...

The essential resilience capabilities – monitoring, responding, learning and anticipating have all in common the need for relevant signals and the ability to transform them into action. However, this transformation is often lacking as seen from accident analyses revealing disturbances that are either not noted or ignored in the process leading up to the undesired result. This paper proposes to ...

In this paper, we present formulas for the number of decompositions of elements of the Weyl groups of type A., D. and B, as products of a number of reflections that is not necessarily minimal. For this purpose, we consider the poset of conjugacy classes of W introduced in B6dard and Goupil (1992) for the symmetric group. This poset describes the action of the set of reflections of a reflection ...