0
LEARNING FROM AWORKPLACE PERSPECTIVEDr. Betty CollisEmeritus professor,University of Twente, NLSeminar UOC, 07 June 2013
MY BACKGROUND…Academic LearningCorporate Sector Learning
THIS PRESENTATION:• Key trends in workplace learning• Implications for university learning
KEY TRENDS INWORKPLACE LEARNING
Work processes withlearning as a by-productLearning actions locatedwithin work or learningprocessesLearning experiences at...
LEARNING 1: KNOWINGWHEN/WHERE/WHAT/HOW TO LEARNNeed to knowhow to ask theright questions,in an appropriateway,of appropria...
LEARNING 1: KNOWINGWHEN/WHERE/WHAT/HOW TO LEARNNeed to knowhow to ask theright questions,in an appropriateway,of appropria...
LEARNING 2: LEARNING FOR ANDDURING PROJECTS WITH MULTI-DISCIPLINARY TEAMS-Complex andfuzzy problems-High pressuretasks and...
LEARNING 2: LEARNING FOR ANDDURING PROJECTS WITH MULTI-DISCIPLINARY TEAMS-Complex andfuzzy problems-High pressuretasks and...
LEARNING 3: SHARINGRESPONSIBILITY FOR THE LEARNINGOF OTHERSNeed a sense of sharedresponsibility forknowledge sharingand bu...
LEARNING 3: SHARINGRESPONSIBILITY FOR THE LEARNINGOF OTHERSNeed a sense of sharedresponsibility forknowledge sharingand bu...
IMPLICATIONS FORHIGHER EDUCATION
DESIGN CROSS-DISCIPLINARYPROJECTSUSE WORKPLACETOOLS ANDMETHODS•Tutor each other withinand across disciplines
FROM THE UOC Collaborative Masters Final projects(between students in Biostatistics andNutrition) Set a virtual space fo...
USE E-PORTFOLIOS AS LEARNINGTOOLS FOR OTHERSYear 1: Study examples to seeexamples of artifacts aligned tocompetencesYear 2...
E-PORTFOLIO- SHARING WITHOTHERS: EXAMPLE FROM THEOU-UK
ANOTHER EXAMPLE FROM THEUOC iBook Lab, Telemedicine
PLAN LEARNING ACTIVITIESACROSS A PROGRAMME1. Make a contribution1. Make a contribution1.1 Find, contribute 1.2 Adapt or cr...
ANOTHER EXAMPLE FROM THEUOC From the eLC Masters Programme in IT andEducation (e-learning) User generated content, into ...
See the role of universities in a broaderperspective:“Universities are no longer so dominant inthe knowledge game - but ne...
To strengthen the students transition toproductive functioning in a professionalworkplace course designers in highereducat...
Betty Collis. Learning from Workplace Perspective
Upcoming SlideShare
Loading in...5
×

Betty Collis. Learning from Workplace Perspective

255

Published on

Presentation by Betty Collis at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
255
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "Betty Collis. Learning from Workplace Perspective"

  1. 1. LEARNING FROM AWORKPLACE PERSPECTIVEDr. Betty CollisEmeritus professor,University of Twente, NLSeminar UOC, 07 June 2013
  2. 2. MY BACKGROUND…Academic LearningCorporate Sector Learning
  3. 3. THIS PRESENTATION:• Key trends in workplace learning• Implications for university learning
  4. 4. KEY TRENDS INWORKPLACE LEARNING
  5. 5. Work processes withlearning as a by-productLearning actions locatedwithin work or learningprocessesLearning experiences ator near the workplace•Participating in groupprocesses•Working alongsideothers•Consultation•Tackling challengingtasks and roles•Solving problems•Trying things out•Consolidating, extendingand refining skills•Asking questions•Listening•Observing•Getting information•Learning from mistakes•Reflecting•Locating resource people•Giving and receivingfeedback•Being supervised•Being coached•Being mentored•Shadowing•Visiting other sites•Studying based onindividual needs/planning•Going to conferences•Taking coursesSource: 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.pdfLEARNING IS MORE THANSTRUCTURED COURSES/PROGRAMMES
  6. 6. LEARNING 1: KNOWINGWHEN/WHERE/WHAT/HOW TO LEARNNeed to knowhow to ask theright questions,in an appropriateway,of appropriatesources
  7. 7. LEARNING 1: KNOWINGWHEN/WHERE/WHAT/HOW TO LEARNNeed to knowhow to ask theright questions,in an appropriateway,of appropriatesourcesEMPLOYER FRUSTRATION 1: NEWEMPLOYEES WAIT TO BE TOLDWHEN/WHERE/WHAT/HOW TO LEARN
  8. 8. LEARNING 2: LEARNING FOR ANDDURING PROJECTS WITH MULTI-DISCIPLINARY TEAMS-Complex andfuzzy problems-High pressuretasks anddeadlines-Need to find aquick sharedunderstandingwith persons fromother disciplinesTeam members havedifferent experiencesin the field and arefrom all over theworld
  9. 9. LEARNING 2: LEARNING FOR ANDDURING PROJECTS WITH MULTI-DISCIPLINARY TEAMS-Complex andfuzzy problems-High pressuretasks anddeadlines-Need to find aquick sharedunderstandingwith persons fromother disciplinesTeam members havedifferent experiencesin the field and arefrom all over theworldEMPLOYER FRUSTRATION 2: NEWEMPLOYEES HAVE LITTLEEXPERIENCE IN PROJECTS WITHMULTI-DISCIPLINARY TEAMS
  10. 10. LEARNING 3: SHARINGRESPONSIBILITY FOR THE LEARNINGOF OTHERSNeed a sense of sharedresponsibility forknowledge sharingand building withinone’s team, one’sdiscipline group, theenterprise
  11. 11. LEARNING 3: SHARINGRESPONSIBILITY FOR THE LEARNINGOF OTHERSNeed a sense of sharedresponsibility forknowledge sharingand building withinone’s team, one’sdiscipline group, theenterpriseEMPLOYER FRUSTRATION 3: NEWEMPLOYEES HAVE LITTLEEXPERIENCE IN SHARINGRESPONSIBILITY FOR THE LEARNINGOF OTHERS
  12. 12. IMPLICATIONS FORHIGHER EDUCATION
  13. 13. DESIGN CROSS-DISCIPLINARYPROJECTSUSE WORKPLACETOOLS ANDMETHODS•Tutor each other withinand across disciplines
  14. 14. FROM THE UOC Collaborative Masters Final projects(between students in Biostatistics andNutrition) Set a virtual space for the Practicumsubject of the Master in Health andNutrition, including the interaction withvirtual patients and their evolutiondepending on the work proposals of thestudents - 2.0 tools for content creation
  15. 15. USE E-PORTFOLIOS AS LEARNINGTOOLS FOR OTHERSYear 1: Study examples to seeexamples of artifacts aligned tocompetencesYear 2: Make choices of artifacts forown use; Consider what would begood to add for others and make firstadditionsYear 3: Plan final products to includea public view for other learners, makeadditions of specific artifacts forothers to use
  16. 16. E-PORTFOLIO- SHARING WITHOTHERS: EXAMPLE FROM THEOU-UK
  17. 17. ANOTHER EXAMPLE FROM THEUOC iBook Lab, Telemedicine
  18. 18. PLAN LEARNING ACTIVITIESACROSS A PROGRAMME1. Make a contribution1. Make a contribution1.1 Find, contribute 1.2 Adapt or create,contribute2. Build on contributions2.1Locatesomethingspecific withincontributions2.2 Compareandcontrast,contributeresults2.4.1 For one-time use,within the course2.4.2 For multiple reuse,within, across or outsideof the course2.3Add to,update, extendcontributions2.4Combinecontributionsto create aproduct
  19. 19. ANOTHER EXAMPLE FROM THEUOC From the eLC Masters Programme in IT andEducation (e-learning) User generated content, into WikiRAO
  20. 20. See the role of universities in a broaderperspective:“Universities are no longer so dominant inthe knowledge game - but neither are theyso alone. Instead universities will constitutecrucial nodes in knowledge networks thatpervade the whole of 21st-century society.(Castells 1996)”Develop a situativeperspective of learningas social practice.“Learners develop theiridentities throughparticipation in specificCoPs.” (JISC, 2012)CONCLUSION FOR HIGHER EDUCATION:
  21. 21. To strengthen the students transition toproductive functioning in a professionalworkplace course designers in highereducation should: •Anticipate the way the student/futureprofessional will learn and work in theworkplace•Move to a vision of learning thatemphasizes knowledge co-construction andsharing across a professional community.
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×