Abstract:

This paper provides practical examples and advocates for an agile way of student learning that promotes the value of regular feedback. It presents ways how agile processes can be applied both in terms of student-centered learning, as well as the creation of agile project methodology.

In particular, this research paper explores the value of feedback received from teachers and students during the pilot launch of an agile learning project at a Business University in the Czech Republic. Since February 2019, 128 bachelor degree students have been involved in a student-centered project as part of a mandatory class on Human Resource Management. In order to fulfill the practical nature of the subject and to exercise techniques, competencies and skills of 21st century, principles taken from agile management and the critical pedagogy of Paulo Freire were used – in particular, his concepts of dialogic learning and praxis – to design a unique agile learning project where regular peer and teacher-coach-mentor feedback play an essential role.

After five weeks from commencing the agile learning project, the methodology, as well as the project itself, have been introduced and subjected to critical feedback by students and practitioners from nine countries. This paper presented reports on the results of two dialogical face to face sessions. The first one involved students from Belarus, Croatia, the Czech Republic, Russia and Ukraine. The second involved professors and university staff from Croatia, the Czech Republic, Estonia, Germany, Poland, Portugal and Russia. Both sessions were recorded, transcribed, coded, analyzed and evaluated. In accordance with agile philosophy, the results are currently being incorporated into an ongoing HRM project, the one in question, in order to further enhance student learning experiences.

Keywords:

Agile Learning, Human Resource Management, Paulo Freire, Student-centered Education, Dialogic Learning.