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.

1. A discussion with colleagues from the Centre
For Higher Education Research, Innovation & Impact
(CHERII - https://socialsciences.uow.edu.au/research/centres-groups/UOW244962.html)
at
School of Education, Faculty of Social Sciences,
University of Wollongong, 17 January 2019
Allison Littlejohn
Professor of Learning Technology
Academic Director of Digital innovation
The Open University, UK
@allisonl
Learning in the workplace
and Higher Education:
A framework for
lifelong 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
Dr Heli Kaatrakoski, 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.

9. Finance

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

11. http://figshare.com/articles/Self_Regulated_Learning_at_Work_Questionnaire/1146236

12. 0
5
10
15
20
25
30
35
40
45
80
90
100
110
120
130
140
150
160
170
180
190
200
210
More
Frequency

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

14. Task interest
Self-evaluation/
satisfaction
Learning Strategy
Workplace
Learning
Opportunities
Workplace
Learning
Activities
Fontana, Rosa Pia; Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush (2015). Measuring self-regulated learning in the workplace.
International Journal of Training and Development, 19(1) pp. 32–52.

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.

16. Comp SciHealth

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.

28. Task interest
Self-evaluation/
satisfaction
Learning Strategy
Workplace
Learning
Opportunities
Workplace
Learning
Activities
Motivation
Littlejohn, Allison; Hood, Nina; Milligan, Colin and Mustain, Paige (2016). Learning in MOOCs: Motivations and self-regulated learning
in MOOCs. The Internet and Higher Education, 29 pp. 40–48.

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

31. Energy
Case Study

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

33. 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

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

36. Task interest
Self-evaluation/
satisfaction
Learning Strategy
Workplace
Learning
Opportunities
Workplace
Learning
Activities
Individual practice
OrganisationalReflective
adaptation
Organisational culture
Motivation

37. Develop ToolKits to support reflective adaptation

38. Health
Case Study

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.

41. AMS
Systems
Introduction to
microbiology (BOC)
Data interpretation
(Blended Learning)

42. Environment,
systems &
processes
Knowledge
& skills

43. Environment,
systems &
processes(data)
Knowledge
& skills
(microbiology)

44. Health
How do we connect professional/organisational
learning?

45. Evidence Café: Identifying gaps in evidence

46. Resource
Base
(Evidence
Hub)
Hackat
hon
Evidenc
e Cafe
webinar
Badged
Reputati
on
Curation
Badged
OERS
Knowled
ge &
Evidence
Products
MOOC
BOC
Change
Lab

47. Evidence Hub
Learning
activities
Work Tasks

48. Task interest
Self-evaluation/
satisfaction
Learning Strategy
Workplace
Learning
Opportunities
Workplace
Learning
Activities
Organisational
Organisation of
work
Reflective
adaptation
Motivation
Individual practice
Organisational culture

49. Key messages:
• 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.

50. Capacity
building
Work
context
Professional
Learning
Reflective
adaptation
of work
Motivation

51. A discussion with colleagues from the Centre
For Higher Education Research, Innovation & Impact
Wollongng, January 2019
Allison Littlejohn
Professor of Learning Technology
Academic Director of Digital innovation
The Open University, UK
@allisonl
Learning in the workplace
and Higher Education:
A framework for
lifelong learning