1) The document discusses professional learning through examining factors that create an understanding of professional learning such as how professionals learn and case studies.
2) It presents a model to inform future technology-enhanced professional learning consisting of three factors: self-regulated learning, workplace learning opportunities, and workplace learning activities.
3) Case studies on learning in finance professionals, data science MOOCs, health MOOCs, and midwifery MOOCs are discussed to understand motivations and self-regulated learning strategies used.
B sc (hons)(arch) computer applications csc60503 mar 2015Anthony Chew
This document outlines a module on computer applications that will teach students how to use 3D modeling software like 3DS Max and Rhinoceros to design architectural visualizations, produce photorealistic renderings, and create animations of architectural designs. Students will complete three projects applying the software and be assessed based on modeling skills, rendering quality, and animation production, with the overall goal of developing technical skills in architectural visualization tools.
This document discusses the relationship between academic achievement and professional success. It begins by defining success and exploring how it can be measured individually versus societally. It then examines how academic performance relates to developing qualities like self-discipline that can lead to professional success. However, it also acknowledges that some highly successful professionals did not excel academically. Societal perceptions of success are influenced by factors like wealth and occupation. In developing countries like India, the ability to earn money is a key measure of success. Academic credentials are valued as a path to high-paying careers. However, this system often pressures children into fields of study not aligned with their interests or talents.
Akkermans et al. (2016) - What About Time? Examining Chronological and Subjec...Jos Akkermans
Purpose – The aging workforce is becoming an increasingly important topic in today’s labor market. However, most scientific research and organizational policies focus on chronological age as the main determinant of successful aging. Based on life span developmental theories – primarily socioemotional selectivity theory and motivational theory of life span development – the purpose of this paper is to test the
added value of using subjective age – in terms of remaining opportunities and remaining time – over and above chronological age in their associations with motivation at work and motivation to work.
Design/methodology/approach – Workers from five different divisions throughout the Netherlands (n=186) from a taxi company participated in the survey study.
Findings – The results from the regression analyses and structural equation modeling analyses support
the hypotheses: when subjective age was included in the models, chronological age was virtually unrelated to workers’ intrinsic motivation, extrinsic motivation, and motivation to continue to work for one’s organization. Moreover, subjective age was strongly related to work motivation. Specifically,
workers who perceived many remaining opportunities were more intrinsically and extrinsically motivated, and those who perceived a lot of remaining time were more motivated across the board.
Originality/value – The findings indicate that subjective age is an important concept to include in studies focussing on successful aging, thereby contributing to life span developmental theories. Further implications for research and practice are discussed.
Keywords Age, Work motivation, Future time perspective, Remaining
Aspects of teacher turnover with special reference to technical education IAEME Publication
The researcher studied aspects of teacher turnover in technical education institutes in Western Maharashtra. She surveyed 215 teachers across 26 institutes. She found that 52% of teachers had worked at multiple institutes before, indicating lack of stability. While 75% did not want to change professions, 40% wanted to change their current institute due to poor experiences. Additional administrative activities left teachers with little time for teaching preparation or research. Working conditions like lack of private workspaces, fans, clean toilets or water further demotivated teachers.
This document summarizes a study on students' perceptions of entrepreneurship as a career option at Ibra College of Technology in Oman. The study found that (1) females and business students showed more interest in entrepreneurship than males and students from other departments, (2) common myths about entrepreneurship include lack of capital and social support, and (3) the preferred industries in the Sharqiyah region were tourism and handicrafts. The researchers concluded that perceptions of entrepreneurship need to be improved by addressing common myths.
The document provides a task analysis of two training professionals at the University of Colorado: a Learner Analyst and a Training Specialist. It describes conducting interviews and surveys with the professionals and reviewing their job descriptions to identify their key tasks. The Learner Analyst focuses on instructional design, development of online learning tools, and project management training. The Training Specialist manages financial training, creates instructional materials, and develops training programs and initiatives.
This document summarizes a study on the effects of working conditions on academic staff motivation at Africa University in Mutare, Zimbabwe. The study found that working conditions were unfavorable and negatively impacted motivation. Factors like uncompetitive salaries, lack of input in decision-making, limited career development opportunities, and restrictions on academic freedom lowered motivation as measured by job satisfaction and organizational commitment. The document recommends that Africa University improve working conditions like these motivational factors to attract and retain experienced academic staff.
Work-family balance of Knowledge Workers in Polanddelabuw
The main aim of the presentation is to identify and analyze relevant dimensions of well-being in terms of knowledge workers and investigate how they translate into life satisfaction. The Author focuses on analysis of work-family balance of knowledge workers in Poland, its determinants and consequences.
B sc (hons)(arch) computer applications csc60503 mar 2015Anthony Chew
This document outlines a module on computer applications that will teach students how to use 3D modeling software like 3DS Max and Rhinoceros to design architectural visualizations, produce photorealistic renderings, and create animations of architectural designs. Students will complete three projects applying the software and be assessed based on modeling skills, rendering quality, and animation production, with the overall goal of developing technical skills in architectural visualization tools.
This document discusses the relationship between academic achievement and professional success. It begins by defining success and exploring how it can be measured individually versus societally. It then examines how academic performance relates to developing qualities like self-discipline that can lead to professional success. However, it also acknowledges that some highly successful professionals did not excel academically. Societal perceptions of success are influenced by factors like wealth and occupation. In developing countries like India, the ability to earn money is a key measure of success. Academic credentials are valued as a path to high-paying careers. However, this system often pressures children into fields of study not aligned with their interests or talents.
Akkermans et al. (2016) - What About Time? Examining Chronological and Subjec...Jos Akkermans
Purpose – The aging workforce is becoming an increasingly important topic in today’s labor market. However, most scientific research and organizational policies focus on chronological age as the main determinant of successful aging. Based on life span developmental theories – primarily socioemotional selectivity theory and motivational theory of life span development – the purpose of this paper is to test the
added value of using subjective age – in terms of remaining opportunities and remaining time – over and above chronological age in their associations with motivation at work and motivation to work.
Design/methodology/approach – Workers from five different divisions throughout the Netherlands (n=186) from a taxi company participated in the survey study.
Findings – The results from the regression analyses and structural equation modeling analyses support
the hypotheses: when subjective age was included in the models, chronological age was virtually unrelated to workers’ intrinsic motivation, extrinsic motivation, and motivation to continue to work for one’s organization. Moreover, subjective age was strongly related to work motivation. Specifically,
workers who perceived many remaining opportunities were more intrinsically and extrinsically motivated, and those who perceived a lot of remaining time were more motivated across the board.
Originality/value – The findings indicate that subjective age is an important concept to include in studies focussing on successful aging, thereby contributing to life span developmental theories. Further implications for research and practice are discussed.
Keywords Age, Work motivation, Future time perspective, Remaining
Aspects of teacher turnover with special reference to technical education IAEME Publication
The researcher studied aspects of teacher turnover in technical education institutes in Western Maharashtra. She surveyed 215 teachers across 26 institutes. She found that 52% of teachers had worked at multiple institutes before, indicating lack of stability. While 75% did not want to change professions, 40% wanted to change their current institute due to poor experiences. Additional administrative activities left teachers with little time for teaching preparation or research. Working conditions like lack of private workspaces, fans, clean toilets or water further demotivated teachers.
This document summarizes a study on students' perceptions of entrepreneurship as a career option at Ibra College of Technology in Oman. The study found that (1) females and business students showed more interest in entrepreneurship than males and students from other departments, (2) common myths about entrepreneurship include lack of capital and social support, and (3) the preferred industries in the Sharqiyah region were tourism and handicrafts. The researchers concluded that perceptions of entrepreneurship need to be improved by addressing common myths.
The document provides a task analysis of two training professionals at the University of Colorado: a Learner Analyst and a Training Specialist. It describes conducting interviews and surveys with the professionals and reviewing their job descriptions to identify their key tasks. The Learner Analyst focuses on instructional design, development of online learning tools, and project management training. The Training Specialist manages financial training, creates instructional materials, and develops training programs and initiatives.
This document summarizes a study on the effects of working conditions on academic staff motivation at Africa University in Mutare, Zimbabwe. The study found that working conditions were unfavorable and negatively impacted motivation. Factors like uncompetitive salaries, lack of input in decision-making, limited career development opportunities, and restrictions on academic freedom lowered motivation as measured by job satisfaction and organizational commitment. The document recommends that Africa University improve working conditions like these motivational factors to attract and retain experienced academic staff.
Work-family balance of Knowledge Workers in Polanddelabuw
The main aim of the presentation is to identify and analyze relevant dimensions of well-being in terms of knowledge workers and investigate how they translate into life satisfaction. The Author focuses on analysis of work-family balance of knowledge workers in Poland, its determinants and consequences.
This document summarizes a discussion on professional learning in the workplace and higher education. It examines factors that create an understanding of professional learning, including how professionals learn, case studies of professional learning, and a model to inform future technology-enhanced professional learning. Collaborators from various universities then discussed applying this framework to different sectors such as finance, health, and energy to better understand professional learning challenges and opportunities in those domains.
An Insider’s Guide to Becoming a Business Academic. Questions, Answers and Ch...Philippa Hunter-Jones
This document is designed as a ‘hit the ground running’ guide for new and aspiring academic staff primarily in the area of Business education. It works on a simple question and answer basis, covering general question areas, teaching and learning, research and scholarly activity and administration. This resource has been developed as part of the JISC/HEA OMAC strand Open for Business project. The guide by Dr Philippa Hunter-Jones, the University of Liverpool. If you re-use or re-purpose this work please also include the identifier: phj:010611:01liv in your attributions.
The document discusses the impact of learning discourses on social work and examines the ideal of the learning organization. It presents findings from a study of continuing education in New Zealand social work. Key findings include: (1) practitioners acknowledge influential learning discourses but are cynical about their implementation; (2) viewing mistakes as learning opportunities is an ideal not always followed in practice; (3) feedback is unlikely in low-trust environments; and (4) continuous improvement is difficult due to unstable human services organizations. Practitioners want local, practical learning to meet needs rather than organizational priorities alone.
Accessing professional development activities: a survey of health sciences ac...Brenda Leibowitz
This is a presentation of data from a survey sent to health sciences academics in the Western Cape, South Africa, regarding their participation in professional development activities and their attitudes towards academic development
1. The document discusses professional learning and how it connects to work. It examines how professionals learn through formal, informal, and non-formal means and the relationship between learning opportunities, activities, and the organization of work.
2. Case studies on health, energy, and finance professionals are presented to show how their learning relates to addressing issues in their fields and adapting work practices. Interviews and analysis of these cases identify knowledge and skills needs and potential learning events.
3. Key messages are that professional learning is shaped by workplace culture and practice, reorganizing work is needed to better support learning, and learning should help reflect on both knowledge and how work is organized.
The document outlines a workshop on identifying qualities that distinguish expert teachers from novices. It discusses the work of Prof. Andy Goodwyn who researched teacher expertise. The workshop involved defining terms like "highly skilled" and "professional" teacher. It also included an exercise where participants used metaphors to describe teaching. Finally, the document reviewed literature on expertise, professionalism, characteristics of experts, deliberate practice, and supporting novice teachers' development into experts.
Work-Related Informal Learning in Canada examined implications for research and practice. The report synthesized research on informal learning at work, defined as unstructured learning outside formal education. It consulted stakeholders and reviewed literature to develop a consensus definition and typology. The report found high participation in informal work learning but gaps in recognizing its interrelated nature with formal learning and in assessing its impact on outcomes like performance and retention. It suggested knowledge exchange strategies to share research findings with practitioners.
A career can be defined as the pattern of work experiences throughout a person's life that transitions through different stages. Careers are constructed through the interaction of individuals with organizations and society over time and are often viewed as constantly changing stories people build about themselves. The responsibility for managing one's career now falls to the individual as careers take temporary, contingent forms rather than long-term jobs with the same employer. Successful careers in the 21st century are seen as protean, driven by the person's reinvention rather than the organization in a climate of constant change.
Interview with Prof. Dr. Doo-Hun Lim at University of Oklahoma (Adult and Higher Education). He gives many 'insightful wisdom' about Research of HRD or Adult Education.
Surgical Education Research: Tips, Skills and Opportunities r_ajjawi
In this interactive workshop we aim to familiarise participants with ways in which surgical educational research is carried out, especially highlighting how it differs from more familiar biomedical approaches. In doing so we will:
- Provide exemplars of educational research carried out by surgeon educators
- Discuss challenges and identify opportunities for developing oneself as a researcher in surgical education.
Chris Winberg's presentation at ICED, Stockholm, 2014Brenda Leibowitz
This document summarizes a case study on educational development in difficult contexts in South African higher education. There are dissonances between understandings of good teaching between senior managers, educational developers, and academic staff. Senior managers see teaching as straightforward and focused on throughput, while academic staff see it as complex work requiring supportive conditions. Educational developers promote reflective and research-based teaching. The study found that good teaching emerges from contextual practices but is constrained by heavy workloads and lack of departmental support. Recommendations include addressing dysfunctional contexts, changing perceptions of teaching, and supporting innovative practices.
An Evaluation of the Comprehensiveness of the BSc Honours in Psychology Degre...iosrjce
No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
who are straight from high school and these have limited exposure to field experiences. Hence even after graduation, the
practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
The research has a longitudinal element; hence the sample included 25 BSc. Honours in Psychology graduates from ZOU
within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
not utilizing psychology qualification in their scope of work. The study recommends an evaluation of the 4 year Psychology
Programme in terms of development, efficiency, effectiveness and relevance
Exploring Career Preparation Through Learning Outcomes Suzanna Farner
As part of our College Student Personnel courses we were asked to chose an aspect of our assistanships/internships and go through the process of creating learning outcomes incorporating what we had been learning about how we learn. I chose to focus on the 16 week university credit career preparation course taught by myself and other professionals in my office. This is the presentation I presented to my peers and office staff. We have used some of my suggestions to develop new course structures and approaches for spring semester 2014.
This document discusses teacher development and the "right things" to focus on. It examines workshops, action research groups, professional development groups, and mentoring. Workshops are criticized for being too top-down and not allowing for implementation and evaluation. Action research is praised for being reflective, practical, and collaborative. Professional development groups are intended to better inform training through discussion. Mentoring is discussed in terms of support for teachers' development and roles. The document advocates for teacher development that is impactful, needs-based, sustained, peer-collaborative, in-practice, and reflective.
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented.
This document summarizes a study on the barriers to evidence-based practice in child protection social work. The study found the top barriers were lack of time, an organizational culture that does not support evidence-based practice, and lack of relevant literature. Other barriers included lack of critical research appraisal skills, lack of IT skills, and lack of access to IT facilities and literature. The study concluded that moving beyond individual and organizational learning towards understanding the social and political contexts of professional learning is needed.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
A/Professor Jia-Lin Yang has made a distinctive contribution by creating and delivering a ‘scientist-based’, integrative professional, career and ePortfolio learning (IPCEL) curriculum for senior undergraduate cancer science (PATH3208) students. His interactive ePortfolio approach encourages students to think and act like a scientist and to develop the understanding and professional skills for a career in science, providing students with the confidence and capabilities needed ‘to be’ a scientist and leading to careers in science. He used self-efficacy assessment to evaluate and foster student authentic learning. The application of the interactive eportfolio has synergised student 'scientist-based' integrative professional and career development learning. The consequence of the IPCEL approach on students by the end of the course is a high proportion of them get into postgraduate research studies, of whom over half are female, because the students have been motivated as evident by high academic performance, high satisfaction and high self-efficacy.
Exploring the Disconnections: Student Interaction with Support Services Upon...Mark Brown
This document summarizes a study exploring how first-time distance learners interact with support services. The study collected data through surveys, video diaries, and interviews with 140 volunteer distance students. It found that most students were contacted by their lecturer or another person from the university. Some students actively sought support ("support seekers"), while others preferred to work independently ("lone wolves"). The realities of balancing study, work, and family commitments were challenges. Effective support for distance learners needs to recognize different expectations and provide meaningful opportunities for interaction.
1. A MOOC on data science offered by the University of Washington on Coursera had over 40,000 registered learners from 79 countries. Surveys were collected from 788 learners and 30 follow up interviews were conducted.
2. Lower self-regulated learners (LSRL) were more motivated to complete the course certificate to add to their LinkedIn profiles and prioritize courses offering certificates. Higher self-regulated learners (HSRL) linked their motivations more to improving work performance or personal interest rather than certification.
3. HSRL tended to link their learning goals directly to improving their work, while LSRL focused more on external validation through course completion certificates.
Recommendations to increase the impact of professional learning in ways that support global challenges. Findings from a Fleming Fund fund project on AntiMicrobial Resistance.
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This document summarizes a discussion on professional learning in the workplace and higher education. It examines factors that create an understanding of professional learning, including how professionals learn, case studies of professional learning, and a model to inform future technology-enhanced professional learning. Collaborators from various universities then discussed applying this framework to different sectors such as finance, health, and energy to better understand professional learning challenges and opportunities in those domains.
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This document is designed as a ‘hit the ground running’ guide for new and aspiring academic staff primarily in the area of Business education. It works on a simple question and answer basis, covering general question areas, teaching and learning, research and scholarly activity and administration. This resource has been developed as part of the JISC/HEA OMAC strand Open for Business project. The guide by Dr Philippa Hunter-Jones, the University of Liverpool. If you re-use or re-purpose this work please also include the identifier: phj:010611:01liv in your attributions.
The document discusses the impact of learning discourses on social work and examines the ideal of the learning organization. It presents findings from a study of continuing education in New Zealand social work. Key findings include: (1) practitioners acknowledge influential learning discourses but are cynical about their implementation; (2) viewing mistakes as learning opportunities is an ideal not always followed in practice; (3) feedback is unlikely in low-trust environments; and (4) continuous improvement is difficult due to unstable human services organizations. Practitioners want local, practical learning to meet needs rather than organizational priorities alone.
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A career can be defined as the pattern of work experiences throughout a person's life that transitions through different stages. Careers are constructed through the interaction of individuals with organizations and society over time and are often viewed as constantly changing stories people build about themselves. The responsibility for managing one's career now falls to the individual as careers take temporary, contingent forms rather than long-term jobs with the same employer. Successful careers in the 21st century are seen as protean, driven by the person's reinvention rather than the organization in a climate of constant change.
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This document summarizes a case study on educational development in difficult contexts in South African higher education. There are dissonances between understandings of good teaching between senior managers, educational developers, and academic staff. Senior managers see teaching as straightforward and focused on throughput, while academic staff see it as complex work requiring supportive conditions. Educational developers promote reflective and research-based teaching. The study found that good teaching emerges from contextual practices but is constrained by heavy workloads and lack of departmental support. Recommendations include addressing dysfunctional contexts, changing perceptions of teaching, and supporting innovative practices.
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No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
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psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
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within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
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Ec tel littlejohn final short sept 2018
1. A Keynote @ EC-TEL 2018 by
Allison Littlejohn
Professor of Learning Technology
Academic Director of Digital innovation
The Open University, UK
@allisonl
Lifelong
professional
learning
2. Health Need to find ways to deal with global
issues eg AMR, epidemics, non-communicable
diseases.
Energy Need to find sustainable energy
solutions under safe working conditions.
Finance Need to sustain economic growth
in uncertain conditions.
Education Need to provide learning
solutions at scale and at time of need.
3. Examining factors that create a holistic
understanding of professional learning
1 How do professionals learn?
2 Case studies of professional learning.
3 A model to inform future technology-
enhanced professional learning.
4. Collaborators
Dr Nina Hood, University of Auckland, New Zealand
Dr Colin Milligan, Glasgow Caledonian University, UK
Prof Anoush Margaryan, University of West London, UK
Vicky Murphy, Open University, UK
Prof Bart Rienties, Open University, UK
Vasudha Chaudhari, Open University, UK
Annette Dalsgaard, Aalborg University, Denmark
Dr Koula Charitonos, Open University, UK
Tim Seal, Open University, UK
Heli Kaatrakoski, Helsinki Uni/ Open Uni, Finland/ UK
5. professional
learning
intentional
formal
non-formal
unintentional
recognised
unacknowledged
Eraut, M. (2004). Informal learning in the workplace. Studies in continuing education, 26(2), 247-273
Eraut, M. (2007). Learning from other people in the workplace. Oxford review of education, 33(4), 403-422
Eraut, M. (2011). Informal learning in the workplace: evidence on the real value of work-based learning
Development and Learning in Organizations: An International Journal, 25(5), 8-12.
Learning at work takes many forms
6. The workplace is a site for learning to expand
enterprise and develop individuals
Boud, D. and Garrick, J. (1999), ‘Understandings of Workplace Learning’, in D. Boud and J. Garrick
(eds), Understanding Learning at Work (London: Routledge), pp. 29–44.
And there are few… learning situations where
either informal or formal elements are completely
absent’
Colley, H., Hodkinson, P., & Malcolm, J. (2002). Non-formal learning: mapping the conceptual terrain, a
consultation report. p5.
Describing learning through work as “informal” is
incorrect’ because a) informal learning positions
workplace learning as ‘ad hoc’ and inferior to formal
education and b) workplaces are highly structured
learning environments.
Billett, S. (2002), ‘Critiquing workplace learning discourses: participation and continuity at work’, Studies
in the Education of Adults, 34, 1, 56–67.
Much learning is informal, so the work context matters
7. Both organisational and pedagogical features of
apprenticeships characterise the nature and quality
of the learning experience.
Fuller, A., & Unwin, L. (2003). Learning as apprentices in the contemporary UK workplace: creating and
managing expansive and restrictive participation. Journal of education and work, 16(4), 407-426.
Unwin, L., & Fuller, A. (2004). Expansive learning environments: integrating organizational and personal
development. In Workplace learning in context (pp. 142-160). Routledge.
BUT - although the organisation of work sets the
conditions of learning, it is the reciprocal interaction
between the individual and the workplace that
determines learning.
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational research review, 3(2), 130-
154.
Work environment sets conditions, but it’s people who learn
8. Self-regulated learning (SRL)
Self-generated thoughts,
feelings and actions that are
planned and cyclically
adapted to the attainment of
personal learning goals.
(Zimmermann, 2002)
Not a trait or a ‘learning
style’!
Zimmerman, B. J., & Kitsantas, A. (2005). The Hidden Dimension of
Personal Competence: Self-Regulated Learning and Practice.
10. Problem Finance professionals working under
increasing uncertainty. Requires bespoke learning.
RQs
How do finance professionals self regulate their
learning on-the-job?
Method
• SRL Questionnaire
• 30 semi-structured interviews with investment professionals
13. 0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
f1 var
from
average
(3.31)
f2 var
from
average
(3.96)
f3 vr
from
average
(4.17)
f4 var
from
average
(4.37)
p1var
from
average
4.27
p2 var
from
average
3.37
p3 var
from
average
(3.46)
s1 var
from
average
(3.67)
s2 var
from
average
(3.24)
-2
-1.5
-1
-0.5
0
0.5
1
f1 var
from
average
(3.31)
f2 var
from
average
(3.96)
f3 vr from
average
(4.17)
f4 var
from
average
(4.37)
p1var
from
average
4.27
p2 var
from
average
3.37
p3 var
from
average
(3.46)
s1 var
from
average
(3.67)
s2 var
from
average
(3.24)
-2
-1.8
-1.6
-1.4
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
f1 var
from
average
(3.31)
f2 var
from
average
(3.96)
f3 vr
from
average
(4.17)
f4 var
from
average
(4.37)
p1var
from
average
4.27
p2 var
from
average
3.37
p3 var
from
average
(3.46)
s1 var
from
average
(3.67)
s2 var
from
average
(3.24)
SRL Factor
self-efficacy confidence in learning
capacity.
goal-setting ability to use and adapt
goals to plan learning.
task strategy ability to plan learning and
adopt a repertoire of
learning approaches.
task
interest
interest and readiness to
determine the wider value
of a learning task.
learning
strategy
ability to integrate new with
existing knowledge .
help seeking seeking help from other
people or resources
self-
satisfaction/
evaluation
readiness to compare own
performance against an
external goal & satisfaction
from this comparison
learning
challenge
resilience to challenge
15. 0
1
2
3
4
F:
ORGANIS…
F:
STRATEG…
F: GOAL
F: TASK
P:
ELABORA…
P: HELP
SEEKING
SR: SELF-
SATISFAC…
SR: SELF-
EVALUATI…
-2
-1.5
-1
-0.5
0
0.5
1
f1 var
from
average
(3.31)
f2 var
from
average
(3.96)
f3 vr
from
average
(4.17)
f4 var
from
average
(4.37)
p1var
from
average
4.27
p2 var
from
average
3.37
p3 var
from
average
(3.46)
s1 var
from
average
(3.67)
s2 var
from
average
(3.24)
6
Promote characteristics of self-regulation a) setting goals of
interest, b) expanding learning strategies and c) self-evaluation.
Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia and Margaryan, Anoush (2016).
Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning.
17. Littlejohn, Allison and Hood, Nina (2018). Reconceptualising Learning in the Digital Age: The [un]democratising
potential of MOOCs. SpringerBriefs in Open and Distance Education. Singapore: Springer.
18. Scenario 4
Introduction
To Data
Science
University of Washington
Coursera
40,000 registered learners
788 responses from 79 countries
303 professionals, 141 students
59 both, 285 neither
30 follow up interviews
19. “This class motivated me to do whatever
was required to get the certificate …
When I first took the course I thought I
would use the course certificate and whatnot
to add to my LinkedIn profile.
I did do that” (LSRL, 783)
“So now it’s got to the stage where I am
prioritising courses that offer certificates”
(LSRL, 236).
LSRL tended to want to complete the course certificate :
20. “The most important factor because maybe
it’s not even how much I learn, but how big
the impact of my work can be to the
outside world” (HSRL, 119)
“Getting the certification of completion is
less important in the end, it’s nice in the
short term, but I think it’s the artefacts
that are left over that is a measure of
achievement” (HSRL, 135).
HSRL motivations tended to be linked to work performance
or personal interest:
21. HSRL tend to link learning goals with work:
We’ve got a contract with the health service … so they’re trying
to move all our skills into a different area. We’ve been
encouraged to learn a new database technology like NoSQL,
analytics and so this course just fitted that learning
requirement. (HSRL, 481)
And are strategic about where they focus effort:
“The way to approach it [learning] is to follow what interests
me and not worry too much about trying to keep a complete
overview of the area… I plan to complete all of the assignments
[but] I won’t be too worried if I don’t.”(HSRL, 428)
22. In contrast to HSRL who tend to be strategic about
where they focus effort:
LSRL tend to try to carry out all (or most) activities:
“Yes my goal is definitely to watch all the videos
and the content provided and try to solve all the
assignments, although not necessarily I will try to
take part in the additional optional assignments”
( LSRL, 603).
“Aspects of it [the MOOC]. Carefully curated
parts. So not as a whole, I’m going to be
picking through what nuggets are of use to
me in particular contexts” (HSRL 505).
23. Scenario 4
Clinical
Trials
Harvard Medical School,
Harvard School of Public Health,
Harvard Catalyst.
EdX Platform
24,000 registered learners
350 survey respondents
(week 5/ 14)
30 interviews
http://www.gcu.ac.uk/academy/pl-mooc/
24. [My aim was to gain] ‘the certificate, yes,
although I don’t really need it, but I go for it”…
[My goal was] ”to attend all the lectures. Not so much
to participate in the forum although I do.
I read things, I don’t write so much.” (LSRL, 22)
HSRL and LSRL tend to focus on gaining certificate.
Influences goal-setting & learning (task) strategies:
25. LSRL tended follow the course ‘pathway’:
“I do download the study material which is
provided by the course website, but while I watch
the video I do not have a habit of making notes and
I am a person who is organised in a mess. So even
if I make a note I don’t recollect and read those
notes.” (LSRL, 295)
“I’ve tried to go through the questions first and
then go back and review the text to see…and that
forces me to kind of focus on the topics a little bit
more as opposed to if I go to the lecture and then try
to do the questions I find myself zoning out during
it.” (LSRL, 360)
26. HSRL more strategic in how they focus their time:
“I don’t put too much effort into what I'm learning,
but this course – looking at the videos I get to take
my time to understand. Sometimes I watch the
video twice, which has really
helped me to have a better understanding
when I'm learning.” (HSRL, 284)
27. Datascience Motivation
For those reporting good SRL, primary focus on
producing code.
For those reporting they prefer to be regulated by
the ‘other’, primary focus on gaining a qualification
or certificate.
Clinical Trials Motivation
For those reporting either good or poor SRL,
primary focus on gaining a Harvard Certificate.
29. Finance
Informal
Data
Science
MOOC
Health
MOOC
Midwife
MOOC
Couns
-elling
Informal
Data
Science
MOOC
(Students)
Description
self-efficacy X X confidence in learning capacity.
goal-setting ability to use and adapt goals to
plan learning.
task interest X X X X X X interest and readiness to
determine wide value of
learning. In midwifery termed
‘expansive critical thinking’.
learning
strategy
X X X X X X ability to plan learning and
adopt a repertoire of learning
approaches.
learning
strategy
ability to integrate new with
existing knowledge
help
seeking
seeking help from other people
or resources
self-
evaluation/
satisfaction
X X X X X X compare own performance
against an external goal &
satisfaction from this
comparison. Related to ‘self-
reflection’
learning
challenge
X resilience to challenging
learning situations.
Hood, Nina; Littlejohn, Allison and Milligan, Colin (2015). Context counts: How learners' contexts influence learning in a MOOC.
Computers & Education, 91 pp. 83–91.
30. Why is this important?
• Provides empirical evidence that behaviours alone do
not indicate whether an individual is learning.
• Indicates the importance of ’motivation’.
• Signifies factors that influence professional learning.
• Points to multichannel data that could be used to
support learning.
Malmberg, J., Järvelä, S., Holappa, J., Haataja, E., Huang, X., & Siipo, A. (2018). Going
beyond what is visible: What multichannel data can reveal about interaction in the context of
collaborative learning?. Computers in Human Behavior.
Empatica sensors, facial expressions, SRL
32. Problem Increased operational challenges. Requires
improved health and safety. Information dissemination
does not always lead to learning.
RQs
• How do professionals in the energy sector learn from incidents?
• How does their learning relate to organisational learning?
Method
• Focus groups / interviews on three industrial sites (x2).
• Activity theory analysis.
• SNA
34. Reflecting is key (but not often done)
Change
in
behaviour
or
process
Safety concerns
raised by
employees
Incident or near
miss at the site
Incidents or near miss
other organisations or
another sites
Two way feedback
LFI outcomes shared
outside the
organisation
LFI outcomes shared
with employees at the
site
35. Professional networks are one way Information spreads,
but does not always lead to learning
Operations team
Service engineer team
Within teams Between teams
Health and
Safety
Team
management
Front-end Contractors
Colleagues
and
organisations
39. Problem Overuse of antibiotics leading to
accelerated antimicrobial resistance (AMR).
RQ
How is professional learning supported in laboratories
in LMICs?
Method
• 62 semi-structured interviews with AMR experts.
• 11 site visits over three countries (one more to go).
• Future implementation and testing of learning events.
43. Key messages for TEL:
• Context counts –learning practices are tightly bound
to professional culture and practice.
• Motivation matters – motivation drives learning. And
self-regulative behaviour depends on the motives of
each individual.
• Reflective reshaping – professional & organisational
learning are connected through the ways work is
organised and also adaptation of practice.
• Continual capacity development – support
professionals in taking a long-term view of their
development, focused on interest, learning
strategies and self-reflection.
45. A Keynote @ EC-TEL 2018 by
Allison Littlejohn
Professor of Learning Technology
Academic Director of Digital innovation
The Open University, UK
@allisonl
Lifelong
professional
learning