Upload
elearn-center-uoc
View
155
Download
1
Embed Size (px)
DESCRIPTION
Presentation by Betty Collis at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises. CaixaForum, Barcelona. 7 June 2013.
Citation preview
LEARNING FROM A WORKPLACE PERSPECTIVE
Dr. Betty CollisEmeritus professor, University of Twente, NL
Seminar UOC, 07 June 2013
MY BACKGROUND…
Academic Learning
Corporate Sector Learning
THIS PRESENTATION:
• Key trends in workplace learning
• Implications for university learning
KEY TRENDS IN WORKPLACE LEARNING
Work processes with learning as a by-product
Learning actions located within work or learning processes
Learning experiences at or near the workplace
•Participating in group processes•Working alongside others•Consultation•Tackling challenging tasks and roles•Solving problems•Trying things out•Consolidating, extending and refining skills
•Asking questions•Listening•Observing•Getting information•Learning from mistakes•Reflecting•Locating resource people•Giving and receiving feedback
•Being supervised•Being coached•Being mentored•Shadowing•Visiting other sites•Studying based on individual needs/planning•Going to conferences•Taking courses
Source: Early Career Learning at Work and its Implications for UniversitiesMichael Eraut, University of Sussex, Teaching and Learning Research Briefing, TLRP & ESRC, 2007. http://www.tlrp.org/pub/documents/Eraut%20RB%2025%20FINAL.pdf
LEARNING IS MORE THAN STRUCTURED COURSES/PROGRAMMES
LEARNING 1: KNOWING WHEN/WHERE/WHAT/HOW TO LEARN
Need to know how to ask the right questions,
in an appropriate way,
of appropriate sources
LEARNING 1: KNOWING WHEN/WHERE/WHAT/HOW TO LEARN
Need to know how to ask the right questions,
in an appropriate way,
of appropriate sources
EMPLOYER FRUSTRATION 1: NEW EMPLOYEES WAIT TO BE TOLD WHEN/WHERE/WHAT/HOW TO LEARN
LEARNING 2: LEARNING FOR AND DURING PROJECTS WITH MULTI-DISCIPLINARY TEAMS
-Complex and fuzzy problems-High pressure tasks and deadlines-Need to find a quick shared understanding with persons from other disciplines
Team members have different experiences in the field and are from all over the world
LEARNING 2: LEARNING FOR AND DURING PROJECTS WITH MULTI-DISCIPLINARY TEAMS
-Complex and fuzzy problems-High pressure tasks and deadlines-Need to find a quick shared understanding with persons from other disciplines
Team members have different experiences in the field and are from all over the world
EMPLOYER FRUSTRATION 2: NEW EMPLOYEES HAVE LITTLE EXPERIENCE IN PROJECTS WITH MULTI-DISCIPLINARY TEAMS
LEARNING 3: SHARING RESPONSIBILITY FOR THE LEARNING OF OTHERS
Need a sense of shared responsibility for knowledge sharing and building within one’s team, one’s discipline group, the enterprise
LEARNING 3: SHARING RESPONSIBILITY FOR THE LEARNING OF OTHERS
Need a sense of shared responsibility for knowledge sharing and building within one’s team, one’s discipline group, the enterprise
EMPLOYER FRUSTRATION 3: NEW EMPLOYEES HAVE LITTLE EXPERIENCE IN SHARING RESPONSIBILITY FOR THE LEARNING OF OTHERS
IMPLICATIONS FOR HIGHER EDUCATION
DESIGN CROSS-DISCIPLINARY PROJECTS
USE WORKPLACE TOOLS AND METHODS
•Tutor each other within and across disciplines
FROM THE UOC
Collaborative Masters Final projects (between students in Biostatistics and Nutrition)
Set a virtual space for the Practicum subject of the Master in Health and Nutrition, including the interaction with virtual patients and their evolution depending on the work proposals of the students
- 2.0 tools for content creation
USE E-PORTFOLIOS AS LEARNING TOOLS FOR OTHERS
Year 1: Study examples to see examples of artifacts aligned to competences
Year 2: Make choices of artifacts for own use; Consider what would be good to add for others and make first additions
Year 3: Plan final products to include a public view for other learners, make additions of specific artifacts for others to use
E-PORTFOLIO- SHARING WITH OTHERS: EXAMPLE FROM THE OU-UK
ANOTHER EXAMPLE FROM THE UOC
iBook Lab, Telemedicine
PLAN LEARNING ACTIVITIES ACROSS A PROGRAMME
1. Make a contribution1. Make a contribution
1.1 Find, contribute 1.2 Adapt or create, contribute
2. Build on contributions
2.1 Locate something specific within contributions
2.2 Compare and contrast, contribute results
2.4.1 For one-time use, within the course
2.4.2 For multiple reuse, within, across or outside of the course
2.3 Add to, update, extend contributions
2.4 Combine contributions to create a product
ANOTHER EXAMPLE FROM THE UOC
From the eLC Masters Programme in IT and Education (e-learning)
User generated content, into WikiRAO
See the role of universities in a broader perspective: “Universities are no longer so dominant in the knowledge game - but neither are they so alone. Instead universities will constitute crucial nodes in knowledge networks that pervade the whole of 21st-century society. (Castells 1996)”
Develop a situative perspective of learning as social practice.
“Learners develop their identities through participation in specific CoPs.” (JISC, 2012)
CONCLUSION FOR HIGHER EDUCATION:
To strengthen the student's transition to productive functioning in a professional workplace course designers in higher education should:
•Anticipate the way the student/future professional will learn and work in the workplace
•Move to a vision of learning that emphasizes knowledge co-construction and sharing across a professional community.