These are slides of my keynote talk at Corporate Learning colloquium held by Aberdeen Business School, Robert Gordon University, UK on June 03, 2010.
- 1. Work-based Blended Learning
- Caledonian Academy, Glasgow Caledonian University
- http://www.slideshare.net/anoush
- These slides are shared underCreative Commons
Attribution-Non-Commercial-Share Alike 3.0 Unported Licence
2. Background
- Research partnership with Shell EP Learning and Leadership
Development LLD(2002-2005). Key collaborators: Prof. Betty Collis,
Dr. Manuela Bianco, Dr Allard Strijker (University of Twente,
NL)
- Research partnership with Shell Learning(2007-2009).
Collaborators: Prof. Allison Littlejohn, Dr. Collin Milligan
(Glasgow Caledonian University)
- Contributing to theory and practice : both partnerships
resulted in a range of journal publications, reports,
recommendations plus new models/approaches to learning (design
process, evaluation system, learning support tools) implemented and
embedded at Shell.
3. Challenges
- Competences indefining and solving novel problems , for which
no knowledge base exists
- Understanding technology withfocus on general principles rather
than specifics
- Crew change:capturing, sharing, reusing and transferring
knowledge dynamically
- Increasedtime to competence : need to bring new staff up to
speed quickly
- Project-based work:collaboration and teamwork , criss-crossing
geographic, disciplinary and cultural boundaries
- Increased diversity:accommodating individual learners needs and
preferences
4. Implications for learning
- Anchoring of learning inbusiness needsand workplace tasks
- Learning outcomes focused on improved jobperformanceand
increasedcompetence
- Strategicproblem-solving , critical thinking, learning quickly
in response to rapidly changing environment and technology
- Skills in working indistributedand culturallydiverse teams
- Building knowledgefrom different sources and perspectives and
applying it in aflexibleway
5.
- An effective course is a blend of formal and informal
learning.
- An effective course is a guided opportunity to learn from and
share experiences gained through work-based activities and to
contribute one's own experiences as resource for others.
- Work-based activities link formal and informal learning.
- Technology is a toolset to empower learner to create,
contribute and connect knowledge. Technology is not a content
delivery mechanism nor is it a substitute for humans.
Theses 6.
- Formal learning : learning structured into a course or other
form of learning event, conducted in classroom or at distance,
supported by an instructor or self-paced.
- Informal learning : learning that takes place in the context of
work, through doing the work and interacting with others in the
workplace.
- Work-based activities:Learning activities anchored in
real-world work practice and focused on developing the learners
ability to solve the problems of their everyday professional
roles
Definitions 7. Formal and informal learning Collis (2001)
Knowledge management systems, repositories, knowledge sharing
networks Classroom courses, e-learning Discussions with peers,
informal coaching Seminars, project meetings 8. Formal learning:
Strengths & limitations
- Content is pre-selected, quality controlled, and
pre-structured.
- A dedicated instructor supports, motivates, guides, manages,
and monitors the learning process.
- The learning process is well defined; learning takes place in a
dedicated space where distractions from ordinary work can be put
aside. A tempo and discipline for learning is maintained and can be
planned for in advance.
- Learning involves social interaction with fellow learners.
- Content may become out of date or may not be relevant to
particular work situations.
- There is a gap between learning and application
- Instructors vary in their capabilities
- The times, places, and pace chosen for learning may not fit the
needs of individual learners.
- Social interaction with fellow learners may be forced or
superficial and not last after the course is completed.
Synthesised from Billett (2001) and Collis (2001) 9. Informal
learning: Strengths & limitations
- Learning involves personally authentic experiences and is
integrated within real workplace tasks.
- Learning involves direct guidance by workplace peers and
experts through modelling, performance monitoring, and
collaboration.
- Learning involves observation, listening and access to locally
relevant tools and procedures.
- Learning is focused on practice.
- Learning through work may lead to uneven conceptual development
(all procedures, no theory) and disconnected rather than richly
associated understanding.
- Workplace tasks may be repetitive or non-conducive to new
learning.
- The learner may learn inappropriate or limited knowledge such
as shortcuts that represent unsafe working practices or work
practices that encourage exclusiveness and intolerance.
- There may be lack of available experts to provide guidance or
experts may be reluctant to provide guidance
Synthesis from Billett (2001) and Collis (2001) 10. What people
learn through work? Littlejohn, Margaryan, Milligan (2010)
Know-what(Conceptual knowledge) Acquiring core technical
knowledgeLearning about other disciplines Understanding internal /
external conte xt Know-How (Procedural knowledge) Lab skills Using
company-specific technologyDelegation skills People management
skills Time management and prioritising Project management
Collaboration skills Virtual team working Know-where ( Lo cative
knowled g e) Developing personal networks Knowing who to ask
Personal Development (Dispositions) Learning to become assertive
Understanding own strengths and weaknesses Developing confidence
Learning to manage stress Enculturation Developing visibility in
the company Understanding 'big picture Learning to navigate
workplace politics Learning the w ays of being in the organisation
11. How people learn in the workplace?
- Learning by discussing with others- 31%
- Coaching and mentoring24%
- Learning by teaching others 21%
- Learning by trial and error 17%
- Self-study (eg reading literature) 14%
Littlejohn, Margaryan, Milligan (2010) 12. Who people learn
with?: Significant others
- Colleagueselsewhere in organisation 45%
- HR(co mpetenceadvisors ,c onsultant s ) 7%
Littlejohn, Margaryan, Milligan (2010) 13. Dimensions of
work-based blended learning
- Different types of learning activities (focus onwork-based
problems )
- Different types of learning resources (focus onre-useof
experience from within the company)
- Different places and times for learning activities (focus
onactivities carried out in the workplace )
- Different ways that people interact with each other (focus
oncollaborationduring work-based activities)
- Guided by a capable facilitator (focus onteachable
momentswithin the course as well as individualisedcoaching )
- Involving regularassessment(focus on workplace relevance)
- Integrated via aWeb-based learning support environment
14. Examples of components (1)
- Different types of learning activities
- Find out about, Describe, Compare and contrast, Apply,
Evaluate, Reflect, Create
- Make use of authentic data and resources, workplace
relevant
- Share and re-use previous contributions
- Using a Web-based system to support, manage, and integrate all
aspects of activities
- Different types of learning resources
- Real datasets and authentic workplace documents
- External/internal blogs, wikis
- Real-time knowledge (eg from micro blogging)
- In house knowledge sharing networks and repositories
- Instructor-created resources
- Participant-created resources
- Professionally made resources
15. Examples of components (2)
- Different places and times for learning activities
- Some, at home or another study place
- Some, in face-to-face contacts
- With some degree of flexibility in time and location and
pace
- Different ways that people interact with each other
- Collaboratively, within a group or a community of practice
- Within a network (including personal networks)
- Collegially, peer-to-peer
- Structured and non-structured
- With a clear procedure and a clear acknowledgement of who
initiates what
16. Examples of components (3)
- Technology does not replace the instructor, but rather extends
access to him/her
- Extended access means new demands and burdens and requires new
forms of support
- Focus on processes during the learning rather than assembling
content beforehand
- A blend of evaluation approaches - peer, portfolio, formative
but always anchored in workplace activities
- Feedback is a critical part of learning and a key part of the
assessment process
- Standards and expectations need to be clear and based on
workplace validation
17. Examples from Shell: Work-based activity 18. Examples from
Shell: Peer Assist 19. Addressing strengths and limitations of
formal and informal learning (1)
- Strengths of informal learning
- Authenticity of learning, no separation of learning and
doing
- Direct guidance by peers and experts modelling, performance
monitoring, collaborative learning
- Indirect guidance observation, listening, access to tools and
procedures; self-monitoring and self-directedness
- Learning focused in practice
- Work-based blended learning
- Emphasis on workplace problems
- Dedicated instructor; supervisor, coach and other experts
support work-based activities; sharing knowledge with peers in the
course and in the workplace
- Work-based activities build in flexibility and possibilities
for observation, self-monitoring and reflection
- Focus on workplace problems but with necessary conceptual
grounding
20. Addressing strengths and limitations of formal and informal
learning (2)
- Limitations of informal learning
- Learning inappropriate knowledge
- Limited access to appropriate workplace tasks (eg
projects)
- Reluctance of experts to provide guidance
- Reluctance to participate (dont want to labelled a
student)
- Work-based blended learning
- Expert facilitator to guidelearning
- Formalised nature of work-based activities, line manager
support and involvement in work-based activities
- Strategies and tools for line manager involvement; expert
guidance from course instructor and peers
- Work-based activities anchored in workplace problems;
participation closely connected with personal development planning;
flexible activities address individual preferences
21. Work-based blended learning is effective when:
- Learners are engaged in solving real-world problems
- Prior knowledge and experience are activated as a foundation
for new knowledge
- New knowledge is demonstrated and new behaviour is modelled to
learners by significant others (instructor, supervisor, coach,
peers)
- Learners are guided and scaffolded as they apply new knowledge
in the workplace
- New knowledge is integrated into learners world
- Learners solve problems collaboratively, with other learners
and workplace peers
- Learners are stimulated to share knowledge and learn from
others both in the course and in the workplace
- Individual learning needs and preferences are accommodated
through flexibility in learning activities and tailored
feedback
- Significant others in the workplace are involved in supporting
the learner
- Knowledge is reused from outcomes of work-based activities
contributed by learners, from learners workplace, and from
elsewhere in organisation
- Technology is used as a workbench to empower learners to
create, consume, contribute and connect knowledge and with
others
Margaryan (2008) 22. Reference Model of Work-Based Blended
LearningMargaryan (2008) 23.
- What constitutes learning?
- Recognition of workplace learning
Challenges in implementing work-based blended learning 24.
References
- Margaryan, A. (2008).Work-based learning: A blend of pedagogy
and technology.Saarbruecken: VDM Verlag. ISBN 978-3836438094
- Collis, B., & Moonen, J. (2005) . An on-going journey:
Technology as a learning workbench.University of Twente, The
Netherlands. Available
fromhttp://bettycollisjefmoonen.nl/Book-Learning-Workbench-V2.pdf
- Littlejohn, A., Margaryan, A., & Milligan, C.
(2010).Collective learning, connected knowledge: Towards new
approaches to learning for work.Final project report. Caledonian
Academy, Glasgow Caledonian University.
- Collis, B. (2001, June).Linking organizational knowledge and
learning . Invited presentation at ED-MEDIA 2001 Conference,
Montreal, Canada.
- Billet, S. (2001).Learning in the workplace: Strategies for
effective practice . Crows Nest, Australia: Allen & Unwin.
- McKinnon, S., & Margaryan, A. (2009).Principles of
work-related learning.Caledonian Academy, Glasgow Caledonian
University.Available online
athttp://www.academy.gcal.ac.uk/realworld/documents/Principlesofwrl180909.pdf