Work-based Blended Learning

Work-based Blended Learning
Anoush Margaryan
Caledonian Academy, Glasgow Caledonian University
http://www.slideshare.net/anoush
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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.

Challenges
Competences in defining and solving novel problems , for which no knowledge base exists
Interdisciplinarity
Understanding technology with focus on general principles rather than specifics
‘ Crew change’: capturing, sharing, reusing and transferring knowledge dynamically
Increased ‘time 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

Implications for learning
Anchoring of learning in business needs and workplace tasks
Learning outcomes focused on improved job performance and increased competence
Strategic problem-solving , critical thinking, learning quickly in response to rapidly changing environment and technology
Learning to learn
Skills in working in distributed and culturally diverse teams
Building knowledge from different sources and perspectives and applying it in a flexible way

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

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

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

Formal learning: Strengths & limitations
Strengths
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.
Limitations
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)

Informal learning: Strengths & limitations
Strengths
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.
Limitations
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)

What people learn through work? Littlejohn, Margaryan, Milligan (2010) Know-what (Conceptual knowledge) Acquiring core technical knowledge Learning about other disciplines Understanding internal / external conte xt Know-How (Procedural knowledge) Lab skills Using company-specific technology Delegation 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

How people learn in the workplace?
Learning by doing – 69%
Learning by discussing with others - 31%
Coaching and mentoring – 24%
Learning by teaching others – 21%
Vicarious learning – 21%
Learning by trial and error – 17%
Self-study (eg reading literature) – 14%
Littlejohn, Margaryan, Milligan (2010)

Who people learn with?: ‘Significant others’
Team members – 66%
Line Manager – 52%
Colleagues elsewhere in organisation – 45%
Mentor – 35%
Coach - 21%
Senior leaders – 7%
HR (co mpetence advisors , c onsultant s ) – 7%
Littlejohn, Margaryan, Milligan (2010)

Dimensions of work-based blended learning
Different types of learning activities (focus on work-based problems )
Different types of learning resources (focus on re-use of experience from within the company)
Different places and times for learning activities (focus on activities carried out in the workplace )
Different ways that people interact with each other (focus on collaboration during work-based activities)
Guided by a capable facilitator (focus on ‘teachable moments’ within the course as well as individualised coaching )
Involving regular assessment (focus on workplace relevance)
Integrated via a Web-based learning support environment

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
RSS, aggregators
Real-time knowledge (eg from micro blogging)
In house knowledge sharing networks and repositories
Books, manuals, reports
Instructor-created resources
Participant-created resources
Professionally made resources
Relevant networks

Different places and times for learning activities
Some, in the workplace
Some, at home or another “study place”
Some, in face-to-face contacts
Some, via the computer
With some degree of flexibility in time and location and pace
Different ways that people interact with each other
One to one
One to many
Collaboratively, within a group or a community of practice
Within a network (including personal networks)
Collegially, peer-to-peer
Formal and informal
Structured and non-structured
With a clear procedure and a clear acknowledgement of who initiates what

Capable facilitator
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
Assessment
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

Examples from Shell: Work-based activity

Examples from Shell: Peer Assist

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

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 (don’t want to labelled a “student”)
Work-based blended learning
Expert facilitator to guide learning
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

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 learner’s 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 learner’s 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)

Reference Model of Work-Based Blended Learning Margaryan (2008)

What constitutes learning?
Recognition of workplace learning
Supervisor involvement
Challenges in implementing work-based blended learning

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 from http://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 at http://www.academy.gcal.ac.uk/realworld/documents/Principlesofwrl180909.pdf

Work-based Blended Learning

by anoush margaryan

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