Professional and Digital Learning
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A presentation at the Know Centre, Technical University Graz, Austria on Feb 27 2019
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Professional and Digital Learning
- 1. TU Graz, February 2019 Allison Littlejohn Professor of Learning Technology Academic Director of Digital innovation The Open University, UK @allisonl Professional and Digital Learning: Connecting learning with work #PDL
- 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.
- 4. 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.
- 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. Self-regulation important. 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
- 12. 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.
- 14. Amulti-dimensional model 1 Nan Shetty, WHO Collaborating Centre for Reference and Research in AMR Shetty, N. Public Health England, WHO Collaborating Centre for Reference and Research in AMR AMR Surveillance System
- 17. Expert interviews Desk-based research Visits /Observations Analysis Phase 1: Scoping Phase 2: Country visits April – June 2018 July – December 2018
- 18. Professional Roles Country 1 Countr y 2 Countr y 3 Laboratory Professionals 9 10 5 Senior Laboratory Professionals 10 4 2 Clinical Services Professionals 1 - - Senior Management Staff in Clinical Services 1 - 1 Policymaker 3 6 4 AMR Community / Expert 1 1 2 Total 25 21 14 Phase 2 Country visits
- 19. Country AMR Surveillance System Policy Clinical Microbiology Laboratory AMR Leadership & Governance One Health Approach Reference Laboratories Sentinel Sites Ministry of Health • Meeting with AMR committee (n=12) • AMR Secretariat/Focal Person WHO • AMR Focal Person Fleming Fund/Mott MacDonald • FF country co-ordinator Human Health JDWNRH Hospital District General Hospital Animal Health National Centre of Animal Health Regional Livestock Development Control Environment/ Food Royal Centre Disease Control National Food Testing Laboratory Ministry of Health • AMR Secretariat/Focal Person Human Health • Director of Quality Assurance • Co-chair of TWG on Surveillance Ministry of Livestock and Fisheries •Chair TWG Awareness, Effective Communication and education •AMR Secretariat/Focal Person animal health WHO •AMR Focal Person Fleming Fund/Mott MacDonald • FF country co-ordinator Human Health National Health Laboratories Quality Assurance and Training Centre Muhimbili Hospital, Dar Es Salaam Animal Health Tanzania Veterinary Laboratory Agency Environment/ Food AMR Platform • Deputy Head of AMR Platform • Focal Person Animal Health • TWG Professor of Microbiology • Fleming Fund Grant Lead Ministry of Health • Technical Programme Officer Ghana Health Services • Medical Laboratory Scientists • Biomedical Scientist Noguchi Medical Research Institute, University of Ghana • Research Fellow, Bacteriology Department, Fleming Fund/Mott MacDonald • FF country co-ordinator Human Health National Reference Lab, University of Ghana Central Lab, Korle- Bu Tertiary Hospital Animal Health Veterinary Services Directorate, National Food Safety Laboratory Environment / Food Phase 2 Country visits
- 20. Q. What is the relationship between AMR work & learning? • What knowledge & skills need to be learnt? • Who needs to learn? • How should they learn? • How does learning align with work? Phase 2 Country visit analysis
- 21. 1. Sustained professional development is limited. 2. Nine areas of knowledge and skills take priority. 3. Laboratory professionals at all levels require capacity building. 4. There are a range of existing AMR resources that could be used in learning events. 5. There is routine use of digital and online technologies 6. AMR systems are failing to routinely deliver or offer opportunities for professionals to engage with one another. 7. It is unclear what constitutes ‘surveillance practice’. 8. The introduction of AMR surveillance practice requires a restructuring of work. Phase 2 Country visit analysis
- 22. Workplace Knowledge & skills Phase 2 Country visit analysis
- 23. Event B: Foundations in Microbiology • Lab Professionals, Senior Lab Professionals. • 8-week OU OpenLearn course ‘Understanding antibiotic resistance’ • Focus on Bhutan • Objectives: appreciate the issues surrounding antibiotic resistance know about the challenges in developing new antibiotics know about alternative approaches to tackling infectious diseases. Event A: Data Use and Interpretation • Lab professionals, Senior Lab Professionals, (Senior) Clinical Services Professionals, (Senior) Vet Services Professionals • (Perhaps) existing resources on data use and interpretation with additional learning and assessment developed in order to provide a more contextualised response. • Objectives: Understand basic interpretation / analysis Identify how to apply this to your needs How data can be used to support your work Develop a plan to implement data use in practice Engage in knowledge sharing to support change in practice, challenges / successes Phase 3 Capacity Building
- 29. 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
- 30. 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
- 31. 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
- 32. 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
- 33. Develop ToolKits to support reflective adaptation of work
- 34. Develop ToolKits to support reflective adaptation of work
- 36. Finance
- 37. 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
- 38. 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.
- 40. 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
- 41. 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
- 42. 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.
- 43. Task interest Self-evaluation/ satisfaction Learning Strategy Workplace Learning Opportunities Workplace Learning Activities 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. Organisation of work Knowledge & skills Reflect & adapt
- 44. 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.
- 45. Key messages: • Context counts – professional learning is tightly bound to professional culture, practice. • Reorganisation of work needed – the impact of learning is limited by the ways work is organised. • Learning & Work intertwined - Learning should support reflection on both knowledge & skills AND work organisation.
- 46. TU Graz, February 2019 Allison Littlejohn Professor of Learning Technology Academic Director of Digital innovation The Open University, UK @allisonl Professional and Digital Learning: Connecting learning with work