**1. Introduction**

#### **1.1. Objectives and preoccupations**

More than a new knowledge form, active learning is a tool that opens us the future doors of scientific research appointing for the increment of the potential intelligent machines [1]. The active learning permits us to get research competencies, namely problem-solving, and uses several types of strategies [2], very useful for the one who wants to be creative and be more acumen in using teaching techniques like data visualization [3], and at the same time, test them according to an established task path such as: active comprehension and active production [4]. On the other hand, active learning empowers our relationship with the technology and gives us more understanding and domination with our relationship with data [5] and with the active learning algorithmic practice [6]. This relationship extends to the organizational practice, where active learning develops environments conducive to business practice [7] and reinforced by the online context [8], reducing the time of treatment and data interpretation and translating into a significant improvement in the review and design of financial, social and commercial scenarios, and strategies. Therefore, we are dealing with a very practical and very motivational way of knowledge transmission [9] and to increase interest in various subjects [10] namely in practicing medicine [11] and to choose collected data about informal nonhuman aspects for human condition explanation [12] combining soft and technical skills with physical activity to improve the performance [13] and using technology kits to increase experiences and increase the subjective knowledge [14].

In addition, in classrooms in Tomar, Portugal, we set active learning team, tasks representing their self-mastery of knowledge being inside the indoor and outdoor work contexts. Following that, we tried to define and explore the concept of active learning through references about

active learning increasing self-confidence and problem-solving in strategic scenery, and to measure active learning with development tasks and presentations. The above studies have the dual purpose of investigating the issues and extending them to different types of populations.

**9.** "All at the same time in the same room" technique (getting the whole system in the room—

Introductory Chapter: Active Learning—Beyond the Future

http://dx.doi.org/10.5772/intechopen.84758

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**10.**Grid organization development technique (detection of personality styles in relation to

**11.**"Transactional analysis" technique (studies and analyzes the exchanges of stimuli and

**12.**World café technique (flexible, sensitive, and powerful process for generating collaborative dialogs between individuals, in which they can share their knowledge and discover

**13.** Open space technology technique (how to gather people in a conference, retreat, or meeting) [36]. **14.**Sensitivity laboratory technique (temporary residential community, structured according

Based on active learning techniques, we proposed those that justified the link between revealed autonomy and the ability to solve problems in a strategic scenario, in our theme, case study resolution, and the results achieved with tasks execution and presentations. Several contributions try to explain advantages, constraints, and active learning utility, on this book

**1.** Active learning properly: where we talk about the concept humanization, namely the relation with learners and the active learning practice implementation focusing cases.

**2.** Technologies and active learning: where we talk about the use of technology in the active learning, its boundary between technology and learners, with the inherent advantages and some constraints provoked by what the change brought about the challenges of this new

**3.** Related trends: where we talk about the future of active learning in an ethical-pedagogical

In the first section, we begin with an excellent article from PdD Radwan Akran, about active machine learning use where, in a clear explanation, he conveys to us this technique knowledge, taking, in particular, into account, increasing in teaching and learning. At the same time, he showed us how the humans learn faster with better performance when they can actively select the informative instances from a pool of unlabeled data instead of random sampling,

Following, we have another interesting article from the Dr. Sewagegn Abatihun Alehegn and Dr. Boitumelo M. Diale, who presents us a learners' role empowerment scenario, where they achieve competencies using active learning, a focus on student-centered teaching and skills.

**16.**Consulting techniques in O.D. (assumed forms of paper by the consultant), [39].

streamlining communication for the whole organization) [32].

responses, or transactions between individuals) [34].

new opportunities for joint action) [35].

to participants' learning requirements) [37].

**15.**E-learning technique (formation in O.D. from distance) [38].

approach, ending in its entrepreneurial character.

and discuss the challenges that this technique has to win.

task and relationship) [33].

**1.3. Preliminary results**

that we divide in to three sections:

knowledge approach.

#### **1.2. Research methods**

There are many forms and techniques to apply active learning and increase the students which increase students' ability to systematize and consolidate knowledge. So, we use the following active learning techniques for case study active learning strategy [15]:


Meanwhile, these techniques have been reinforced with Organizational Development techniques practice, during the discipline development [23] as it follows:

