Reshaping workplace design to facilitate better learning

1http://Learning-Layers-eu – Scaling up Technologies for Informal Learning in SME Clusters – layers@learning-layers.euhttp://learning-layers.eu/ – Scaling up Technologies for Informal Learning in SME Clusters

A Design Research Approach to Investigating Networked Scaffolding in the Learning Layers Project – Using Social Media and Mobile Devices to Scale Informal Work-Based LearningInvited talk 24th April, 2013. Division of Learning Technologies, George Mason University, USA. http://it.gse.gmu.edu/johncook

Professor John Cook, Director of Bristol Centre for Research in Lifelong Learning and Education, University of the West of England

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Or …Reshaping workplace design to facilitate better learning

2http://mashable.com/2011/08/08/mobile-workers-

infographic/

Structure

• The opportunity• Informal learning at

work place• Design research• Layers project• Examples from Layers• Methodological

reflections• Q&A

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The opportunity

• Develop and use new technologies, collaborative work practices and methods:– Increase effectiveness in Lifelong

learning of current workforce– Increase use of workplace as learning

site for innovation and on demand individual, group and network learning

– Help to reshape workplace design to facilitate better learning

5http://online.wsj.com/article/

SB10001424127887324034804578350852590865198.html

“The mobile revolution—which has changed life in so

many ways, from getting driving directions to sharing

photos—is seeping into corporate technology.”

March 11, 2013

Informal Learning at Work place

• In Cook & Pachler (2012) paper – Focus on literature that is empirically founded

• Given the significance and internal coherence of Eraut’s work– We use it as a basis for our conceptual thinking

• Eraut’s work (2000, 2004, 2007, 2008) also has been derived mainly from – Study of professionals and

– Graduate employees

– Rather than workers more widely

6Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services and Work-

based Learning. British Journal of Education Technology, 43(5), 711–725. Link to paper http://tinyurl.com/8ktmuau

• Learning in workplace viewed as response to complex problem or task

• Embedded in meaningful and authentic cultural contexts

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A typology of Early Career Learning (Source: Eraut, 2008, p. 18)

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Informal learning at work place (Cook and Pachler, 2012)

a. individual self-efficacy (confidence and commitment) (Eraut, 2004, p. 269)

i. feedback

ii. support

iii. challenge

iv. value of the work

b. acts of self-regulation (Dabbagh and Kitsantas, 2011)

i. competence (perceived self-efficacy)

ii. relatedness (sense of being a part of the activity)

iii. acceptance (social approval)

c. cognitive load (Huang et al., 2011)

i. intrinsic (inherent nature of the materials and learners’ prior knowledge)

ii. extraneous (improper instructional design)

iii. germane (appropriate instructional design motivates)

d. personal learning networks (group or distributed self-regulation) (Rajagopal, et al., 2012)

i. building connections (adding new people to the network so that there are resources available when a learning need arises);

ii. maintaining connections (keeping in touch with relevant persons); and

iii. activating connections (with selected persons for the purpose of learning)

iv. aggregated trustworthiness (perceived credibility) = social validation + authority and trustee + profiles (Jessen and Jørgensen, 2012)

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Informal learning at work place (Cook and Pachler, 2012)

a. individual self-efficacy (confidence and commitment) (Eraut, 2004, p. 269)

i. feedback

ii. support

iii. challenge

iv. value of the work

b. acts of self-regulation (Dabbagh and Kitsantas, 2011)

i. competence (perceived self-efficacy)

ii. relatedness (sense of being a part of the activity)

iii. acceptance (social approval)

c. cognitive load (Huang et al., 2011)

i. intrinsic (inherent nature of the materials and learners’ prior knowledge)

ii. extraneous (improper instructional design)

iii. germane (appropriate instructional design motivates)

d. personal learning networks (group or distributed self-regulation) (Rajagopal, et al., 2012)

i. building connections (adding new people to the network so that there are resources available when a learning need arises);

ii. maintaining connections (keeping in touch with relevant persons); and

iii. activating connections (with selected persons for the purpose of learning)

iv. aggregated trustworthiness (perceived credibility) = social validation + authority and trustee + profiles (Jessen and Jørgensen, 2012)

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Design research

• Design Research (e.g. Bannan-Ritland, 2009) is a form of inquiry that – Positions us to hypothesize and test a solution for the problem in

context

– Engages with the design process to uncover ideas about • Learning

• Performance,

• Behavior and

• Cognition as part of the inquiry process

– Produces both theories and practical educational interventions as its outcomes

– More recently introduced as a modern approach suitable to• Address complex problems in educational practice

• For which no clear guidelines or solutions are available

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Bannan-Ritland, B. (2009). The Integrative Learning Design Framework: An Illustrated Example from the Domain of Instructional Technology. In T. Plomp & N. Nieveen (Eds.), An Introduction to Educational Design Research

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Layers Project: ConsortiumProject Coordination

Technology Research

Regional Application Clusters

Scaling Partners

Technology Partners

Health Care – Leeds

Construction & Building – Bremen

Scaling through Clusters?

• “… geographically proximate group of interconnected companies and associated institutions in a particular field, linked by commonalities and complementarities (external economies)” (Porter, 2008)

• Important to distinguish – Managed Clusters from – Unmanaged clusters or agglomerations/lumps with

no organisation or team working on behalf of the cluster members to get them to move in the same direction

13Michael E. Porter (2008). Clusters, Innovation, and Competitiveness: New Findings and Implications for Policy. Institute for Strategy and Competitiveness Harvard Business School. Presentation Stockholm, Sweden

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Clustersthe Layers scaling strategy

• Research and develop solutions by working with Excellence clusters and cluster policy makers– Piloting in Healthcare and construction.

– Involve new clusters in new countries

• Build sustainability beyond project horizon by promoting a network of Education Innovation Clusters to serve other clusters with services and technologies to speed uptake of new learning methods and techn.

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How we organize

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Timeline for our work

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Scaling Layers 2012-2016

Examples from Layers

• Open design library– Ethnographic study and resulting user stories

that describe current practices at the workplace

– Tools to inspire design, e.g. using the network section of the MoLE app from Tribal, a technical partner

–Wire frames & story boards

• Co-design: application partner days, Open Design Conference, Design Teams

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Case of scaling in Professional Learning Networks

• For TEL to be adopted on a large-scale it needs to – Address empirically based ‘systemic pain

points’– If addressed have the potential to attract

significant take up by other groups of professionals who face the same problem

– Cook et al. (submitted)

• Extends the Bannan’s ILDF phase of ‘Informed Exploration’

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Networked Scaffolding – Interacting with People

• Work package 2 called 'Networked Scaffolding – Interacting with People' – From outset taken a Design Research

approach (Cook, 2002) to the development of scaling through Professional Learning Networks

– Cook and Pachler (2012) framework being use as a starting point for designing support to build locally trusted Personal Learning Networks

20Cook, J. (2002). The Role of Dialogue in Computer-Based Learning and Observing Learning: An Evolutionary Approach to Theory. Journal of Interactive Media in Education, 5. Paper online: http://www-jime.open.ac.uk/jime/article/viewArticle/41

Networked Scaffolding – Interacting with People

– As a worker’s or group’s connections and confidence grow, they build what we are calling a Professional Learning Network.

– First stage of scaling is the • Building, • Maintaining and • Activating Personal Learning Networks

– Second stage is where professionals move from local trusted personal networks • Out into wider networks that can potentially include anyone

– This is what we are calling Professional Learning Networks

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PANDORA Design Team - Health example

• In the UK, health sector national guidelines are published by NICE (http://www.nice.org.uk/) in three areas– Use of health technologies– Clinical practice – Guidance for public sector workers on Health

promotion and ill-health avoidance

• Guidelines are interpreted locally by General Practitioners (GPs) and used in local Health Practices.

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PANDORA Design Team

• Communicating these ‘local living guidelines’ can be a problem:– “… with guidelines coming in day by day,

week by week you don’t sit down and work out who to communicate them with. And then it just defaults to who you’re chatty with or who is in your immediate circle.”

– Quotes from focus groups (Feb 2013); part of Layers Ethnographic Study (WP1)

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PANDORA Design Team

• The Network section of the MoLE app • Tribal are working within the

'Networked Scaffolding – Interacting with People' work package)

• Possibility to create a set of relevant contacts to assist an individual during a post disaster situation

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PANDORA Design Team

• Expert reviews

• Head of GP Practice 1 using wireframes

• Pandora as a system to support – Sharing

– Discussion and

– Development of guideline implementation plans

– Within and between practices (picture 1)

• He can see that the system could be very useful– Would support learning across practices

– Would help by focusing discussion on a clear topic

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PANDORA Design Team

• Pandora as a way of supporting – Asking and giving of advice – Related to particular patient cases (see picture

2)

• Trust and motivation are key to making this work

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PANDORA Design Team

• Expert Feedback on design ideas from 2nd Practice

• If change guidelines and everyone coming up individual Practice plan – May be leverage in sharing across Practices?

– Possible learning between practices?

• Not same process as Practice 1, in Practice 2 one GP undertook all changes

• Thus any system we propose needs to be flexible

• Cascading training from conferences to others in practices has a lot of interest (e.g. user story 1 ethnographic study)– How do we support this even if they don't have f-2-f practice education meeting?

– We could use our systems to provide a substitute

• Three nurses said would find helpful to get alerts about changes in guidelines tailored to them – Tailored to type of clinic they are about to go into

– Highlight where things have changed (different levels of medication)

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PANDORA Design Team

• A key to various visualizations that are being developed for co-design is to specify the different levels of trust accorded to the contacts– Close, trusted, everyone, anyone– In one design these can be color coded so that the

user can also set time parameters for a response

• The intervention of these design artifact has the intention of providing a ‘tool for thinking’ in co-design

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Methodological reflections

• PANDORA is tied to the design process through – Theory

– Designs for scale

– Empirical evidence

– Co-design

• So that it provide support for – Creating, – Maintaining – Activating

• Personal and Professional Learning Networks

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Methodological reflections

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Cook, J., Bauters, M., Colley, J., Bannan, B., Schmidt, A. and Leinonen, T. (submitted). Towards a Design Research Framework for Scaling the use of TEL to Support Informal Work-Based Learning, EC-TEL (European Conference on Technology Enhanced Learning),

Cyprus, September 2013.

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More info

• http://learning-layers.eu/

• http://www.linkedin.com/profile/view?id=1176688&trk=tab_pro

• http://westengland.academia.edu/JohnCook/About

• http://www.mendeley.com/profiles/john-cook6/

• http://twitter.com/johnnigelcook

• http://www.slideshare.net/johnnigelcook

• http://westengland.academia.edu/JohnCook

• @johnnigelcook

Acknowledgement

• Thanks to Tor-Arne Bellika for letting me reuse a few of his slides

• Learning Layers is a 7th Framework Large-scale integrating project co-funded by the European Commission; Grant Agreement Number 318209; http://learning-layers.eu/

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Thank you

• Q&A

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