This book focuses on Learning in the Round which is a term taken from the theatre to describe an approach to learning, teaching and professional development in which three sets of actors - participants, specialists and facilitators - work together. Using their collective knowledge they explore work-based issues and topics in order to convert personal experience into productive knowledge. Learning in the Round acknowledges the importance of both experience and social aspects of learning by means of group interaction in order to create understanding.
Crucial to the support and promotion of Learning in the Round is a sense of cohort identity and unity and ultimately to the creation of a community of practitioners extending beyond a particular cohort by means of contacts with others.
This innovative delivery challenges the very fabric of formal education and provides those participating with a range of possibilities not only developing different ways of assimilating knowledge but new ways of becoming submerged in learning through a departure from traditional educational values. Those who in traditional terms would not advance owing to their vocational focus are now able to explore education through an inversion of values where their experience is as valuable as the theoretical developments underpinning what they are learning.
Active learning approaches draw on challenges and problems prepared by the facilitators and specialists, though increasingly, once engaged, participants often contribute issues for attention. Action learning sets are also used in which the participants focus on specific issues arising from their workplaces and for developing their approaches to the completion of assignments where they are used. Assignments are negotiated in terms of both focus and the form of presentation. Emphasis is placed throughout on feedback and reflection in order that participants can make the best use of the learning opportunities afforded by programme demands.
The approach presents a number of significant challenges and associated dilemmas. Not least amongst these are the notions of role in relation to traditional ideas about teaching, the role of the institution providing a space for learning and the future of traditional education models. We claim that the Learning in the Round is realistic in reflecting how much learning occurs in the workplace with the advantage of providing the alternative perspectives of specialists and facilitators.

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