Archive for the ‘Competence Development’ Category

Recognising competence and learning

November 16th, 2015 by Graham Attwell

As promised some further thoughts on the DISCUSS conference, held earlier this week in Munich.

One of the themes for discussion was the recognition of (prior) learning. The theme had emerged after looking at the main work of Europa projects, particularly in the field of lifelong learning. The idea and attraction of recognising learning from different contexts, and particularly form informal learning is hardly new. In the 1990s, in the UK, the National Council for Vocational Qualifications (as it was then called) devoted resources to developing systems for the Accreditation of Prior Learning. One of the ideas behind National Vocational Qualifications was teh decoupling of teaching and learning from learning outcomes, expressed in terms of competences and performance criteria. Therefore, it was thought, anyone should be able to have their competences recognised (through certification) regardless of whether or not they had followed a particular formal training programme. Despite the considerable investment, it was only at best a limited success. Developing observably robust processes for accrediting such learning was problematic, as was the time and cost in implementing such processes.

It is interesting to consider why there is once more an upsurge of interest in the recognition of prior learning. My feeling was in the UK, the initiative wax driven because of teh weak links between vocational education and training and the labour market.n In countries liek Germany, with a strong apprenticeship training system, there was seen as no need for such a procedure. Furthermore learning was linked to the work process, and competence seen as the internalised ability to perform in an occupation, rather than as an externalised series of criteria for qualification. However the recent waves of migration, initially from Eastern Europe and now of refugees, has resulted in large numbers of people who may be well qualified (in all senses of the word) but with no easily recognisable qualification for employment.

I am unconvinced that attempts to formally assess prior competence as a basis for the fast tracking of  awarding qualifications will work. I think we probably need to look much deeper at both ideas around effective practice and at what exactly we mean my recognition and will write more about this in future posts. But digging around in my computer today I came up with a paper I wrote together with Jenny Hughes around some of these issues. I am not sure the title helped attract a wide readership: The role and importance of informal competences in the process of acquisition and transfer of work skills. Validation of competencies – a review of reference models in the light of youth research: United Kingdom. Below is an extract.

“NVQs and the accreditation of informal learning

As Bjørnåvold (2000) says the system of NVQs is, in principle, open to any learning path and learning form and places a particular emphasis on experience-based learning at work, At least in theory, it does not matter how or where you have learned; what matters is what you have learned. The system is open to learning taking place outside formal education and training institutions, or to what Bjørnåvold terms non-formal learning. This learning has to be identified and judged, so it is no coincidence that questions of assessment and recognition have become crucial in the debate on the current status of the NVQ system and its future prospects.

While the NVQ system as such dates back to 1989, the actual introduction of “new” assessment methodologies can be dated to 1991. This was the year the National Council for Vocational Qualifications (NCVQ) and its Scottish equivalent, Scotvec, required that “accreditation of prior learning” should be available for all qualifications accredited by these bodies (NVQs and general national qualifications, GNVQs). The introduction of a specialised assessment approach to supplement the ordinary assessment and testing procedures used when following traditional and formal pathways, was motivated by the following factors:

1. to give formal recognition to the knowledge and skills which people already possess, as a route to new employment;
2. to increase the number of people with formal qualifications;
3. to reduce training time by avoiding repetition of what candidates already know.

The actual procedure applied can be divided into the following steps. The first step consists of providing general information about the APL process, normally by advisers who are not subject specialists, often supported by printed material or videos. The second and most crucial step includes the gathering and preparation of a portfolio. No fixed format for the portfolio has been established but all evidence must be related to the requirements of the target qualification. The portfolio should include statements of job tasks and responsibilities from past or present employers as well as examples (proofs) of relevant “products”. Results of tests or specifically-undertaken projects should also be included. Thirdly, the actual assessment of the candidate takes place. As it is stated:”The assessment process is substantially the same as that which is used for any candidate for an NVQ. The APL differs from the normal assessment process in that the candidate is providing evidence largely of past activity rather than of skills acquired during the current training course.”The result of the assessment can lead to full recognition, although only a minority of candidates have sufficient prior experience to achieve this, In most cases, the portfolio assessment leads to exemption from parts of a programme or course. The attention towards specialised APL methodologies has diminished somewhat in the UK during recent years. It is argued that there is a danger of isolating APL, and rather, it should be integrated into normal assessments as one of several sources of evidence.”The view that APL is different and separate has resulted in evidence of prior learning and achievement being used less widely than anticipated. Assessors have taken steps to avoid this source of evidence or at least become over-anxious about its inclusion in the overall evidence a candidate may have to offer.”We can thus observe a situation where responsible bodies have tried to strike a balance between evidence of prior and current learning as well as between informal and formal learning. This has not been a straightforward task as several findings suggest that APL is perceived as a “short cut”, less rigorously applied than traditional assessment approaches. The actual use of this kind of evidence, either through explicit APL procedures or in other, more integrated ways, is difficult to overview. Awarding bodies are not required to list alternative learning routes, including APL, on the certificate of a candidate. This makes it almost impossible to identify where prior or informal learning has been used as evidence.

As mentioned in the discussions of the Mediterranean and Nordic experiences, the question of assessment methodologies cannot be separated from the question of qualification standards. Whatever evidence is gathered, some sort of reference point must be established. This has become the most challenging part of the NVQ exercise in general and the assessment exercise in particular.We will approach this question indirectly by addressing some of the underlying assumptions of the NVQ system and its translation into practical measures. Currently the system relies heavily on the following basic assumptions: legitimacy is to be assured through the assumed match between the national vocational standards and competences gained at work. The involvement of industry in defining and setting up standards has been a crucial part of this struggle for acceptance, Validity is supposed to be assured through the linking and location of both training and assessment, to the workplace. The intention is to strengthen the authenticity of both processes, avoiding simulated training and assessment situations where validity is threatened. Reliability is assured through detailed specifications of each single qualification (and module). Together with extensive training of the assessors, this is supposed to secure the consistency of assessments and eventually lead to an acceptable level of reliability.

A number of observers have argued that these assumptions are difficult to defend. When it comes to legitimacy, it is true that employers are represented in the above-mentioned leading bodies and standards councils, but several weaknesses of both a practical and fundamental character have appeared. Firstly, there are limits to what a relatively small group of employer representatives can contribute, often on the basis of scarce resources and limited time. Secondly, the more powerful and more technically knowledgeable organisations usually represent large companies with good training records and wield the greatest influence. Smaller, less influential organisations obtain less relevant results. Thirdly, disagreements in committees, irrespective of who is represented, are more easily resolved by inclusion than exclusion, inflating the scope of the qualifications. Generally speaking, there is a conflict of interest built into the national standards between the commitment to describe competences valid on a universal level and the commitment to create as specific and precise standards as possible. As to the questions of validity and reliability, our discussion touches upon drawing up the boundaries of the domain to be assessed and tested. High quality assessments depend on the existence of clear competence domains; validity and reliability depend on clear-cut definitions, domain-boundaries, domain-content and ways whereby this content can be expressed.

As in the Finnish case, the UK approach immediately faced a problem in this area. While early efforts concentrated on narrow task-analysis, a gradual shift towards broader function-analysis had taken place This shift reflects the need to create national standards describing transferable competences. Observers have noted that the introduction of functions was paralleled by detailed descriptions of every element in each function, prescribing performance criteria and the range of conditions for successful performance. The length and complexity of NVQs, currently a much criticised factor, stems from this “dynamic”. As Wolf says, we seem to have entered a “never ending spiral of specifications”. Researchers at the University of Sussex have concluded on the challenges facing NVQ-based assessments: pursuing perfect reliability leads to meaningless assessment. Pursuing perfect validity leads towards assessments which cover everything relevant, but take too much time, and leave too little time for learning. This statement reflects the challenges faced by all countries introducing output or performance-based systems relying heavily on assessments.

“Measurement of competences” is first and foremost a question of establishing reference points and less a question of instruments and tools. This is clearly illustrated by the NVQ system where questions of standards clearly stand out as more important than the specific tools developed during the past decade. And as stated, specific approaches like, “accreditation of prior learning” (APL), and “accreditation of prior experiential learning” (APEL), have become less visible as the NVQ system has settled. This is an understandable and fully reasonable development since all assessment approaches in the NVQ system in principle have to face the challenge of experientially-based learning, i.e., learning outside the formal school context. The experiences from APL and APEL are thus being integrated into the NVQ system albeit to an extent that is difficult to judge. In a way, this is an example of the maturing of the system. The UK system, being one of the first to try to construct a performance-based system, linking various formal and non-formal learning paths, illustrates the dilemmas of assessing and recognising non-formal learning better than most other systems because there has been time to observe and study systematically the problems and possibilities. The future challenge facing the UK system can be summarised as follows: who should take part in the definition standards, how should competence domains be described and how should boundaries be set? When these questions are answered, high quality assessments can materialise.”

Recognising Prior Learning

November 3rd, 2015 by Graham Attwell

I greatly enjoyed the DISCUSS project conference in Munich last week at which I spoke together with Steve Wheeler. After the morning speeches, there was a cafe type session in the afternoon looking at four key challenges the project has identified for education in Europe. All were interesting and given the venue tended to be reflected through the lens of the present refugee crisis.

One of the issues was the recognition of prior learning. Interestingly, this seems to have been the subject of more European funded projects in education and training than any other subject. Needless to say there was considerable discussion and some divergence of opinion on ways forward on which I will report my view tomorrow.

But Randolph Preisinger Kleine has dug out something I wrote on a previous project, which seems to make some sense of why we have such misunderstandings. (Mind, you can tell how old it is when I say that the UK has a comprehensive system of careers guidance!).

Informal Learning

There is increasing recognition in most European countries of the importance of informal learning. Informal learning can provide a bridge between formal subject based learning and occupational practice. Furthermore, informal learning may be important as a tool for the continuing or lifelong learning seen as economically important in a period of rapid economic and technological change. And informal learning is viewed as a way of assisting socially excluded and under-qualified individuals to re-enter formal education and training or gain access to the labour market.

Integration of informal learning
But if there is increasing recognition of the importance of informal learning, there is less convergence in terms of how informal learning is integrated in vocational education and training practice. The differences may be ascribed to the different histories of vocational education and training, to different cultural practices and to different institutional and systemic structures within different countries. This short article will look at activities in Germany and the UK to illustrate different possible approaches to recognising and valuing informal learning.How can we recognise that learning has taken place? The most general measure is taken to be a change in behaviour. In vocational education and training that change in behaviour or acquisition of new abilities is usually expressed in terms of competences. Competences refer to the practical ability to perform an occupational task or tasks. Whilst the word competence exists in most European languages, our understanding of the meaning of competence differs widely.

Different understandings of competence
So, whilst in Germany, competence is generally linked to beruf (a word untranslatable in English) and refers to the internal, holistic ability to act as part of as profession or occupation, in the UK competence refers to the ability to perform externally prescribed and more atomistic tasks.This, in turn, affects the recognition and perceived role of informal learning. In Germany informal learning is seen as an intrinsic part of formal vocational education and training, especially through the Dual System which brings together school and work based learning. In the UK, informal learning is regarded as an external adjunct to formal training. This might be seen as a somewhat abstract description. But these differences take stark structural forms.In Germany apprenticeship is generally age bound, being undertaken as part of the transition from school to work. Although in the UK some young people do undertake vocational courses, (including apprenticeships) on completion of compulsory schooling, vocational courses are open to students of any age and it is quite common for older students to pursue a vocational training programme. For those students who may have failed to gain initial qualifications or those who have some substantial work experience despite lack of formal qualifications, the UK has evolved formal measures for recognising informal learning. This is known as the Accreditation of Prior Learning.

The labour market
There are also important differences in terms of the relation of vocational education and training to the labour market. Germany has a relatively highly regulated labour market. This means for many occupations formal vocational qualifications are required as the basis for employment. There are far fewer regulated occupations in the UK and the role of the trade unions in enforcing regulation is much weaker. Academic qualifications have usually a higher prestige than vocational qualifications and the numbers of those possessing formal vocational qualifications is less. Thus employers are more inclined to look at academic qualifications plus proof of informal learning as the basis for employment.

In both the UK and Germany, as in other European countries, there has been increased interest in informal learning as a means of reintegrating socially excluded and unemployed people in the labour market, although once more this tends to take different directions and forms in the different countries. Indeed, both Germany and the UK are characterised by a considerable number of projects, programmes and experiments, making it difficult to provide more than a general overview of trends.

Recognition of informal learning in Germany and the UK
In Germany, there is little room for formal recognition of informal learning, because of the strength of the regulatory system. On the other hand, the very strength of this system has mitigated against the development of a formal careers guidance system.This has become problematic with high levels of employment and rapid structural economic change. Thus, the identification and recognition of informal learning is increasingly being used as a means for career and occupational guidance, as a mechanism for recognising aptitude for further vocational training or work experience. This is especially seen in the so called one euro job schemes. Recognition of informal learning may also be used as a way of promoting social and civic integration, regardless of employment opportunities, for instance with long term unemployed or ethnic minorities. In the UK, with a well developed, albeit structurally somewhat incoherent and under-resourced, careers advisory service, there has been more focus on the direct recognition and certification of informal learning. This has taken the form of both supplemental qualifications, often as a precursor to entry to more advanced education or training, or as direct recognition of informal learning for part certification of a formal training course, or rarely, even for a complete qualification.


Recommenders or e-Portfolios

September 24th, 2015 by Graham Attwell

I was interested by a comment by Stephen Downes in yesterdays OLDaily. Stephen says:

(People rating) will replace grades and evaluations. Because, when you have an entire network evaluating people, why on earth would you fall back on something as imprecise as a test? (p.s. smart network-based evaluations are what finally break up ‘old boy networks’ that mutually support each other with positive recommendations).

He was commenting on an article on the CBCNews website about the development of a new App being developed in Calgary. The CEO and co-founder of the people App Julia Cordray said: “You’re going to rate people in the three categories that you can possibly know somebody — professionally, personally or romantically.”

As Stephen commented there is really nothing new about this App. And we have experimented with this sort of thing in the MatureIP project. But instead of asking people to rate other people we rather asked them to list other peoples skills and competences. Despite my misgivings it worked well in a six month trial in a careers company in north England. What we found, I think, was that official records of what people can do and what their skills are are scanty and often not accessible and that people are often too shy to promote their own abilities.

But coming back to Stephens comments, I tend to think that smart network based recommendations may only strengthen old boys networks, rather than break them up. In research into Small and Medium Enterprises we found that owner . managers rarely worried too much bout qualifications, preferring to hire based on recommendations form existing employees or from their own social (off line at that time) networks.Yes of course tests are imprecise. But tests are open(ish) to all and were once seen as a democratising factor in job selection. Indeed some organisations are moving away from degrees as a recruitment benchmark – given their poor performance as a predictor of future success. But it doesn’t seem to em that recommendation services such as LinkedIn already deploy are going to help greatly even with smart network based evaluations. I still see more future in e-Portfolios and Personal Learning Networks, which allow users to show and explain their experience. I am a bit surprised about how quiet the ePortfolio scene has been of late but then again the Technology Enhanced Learning community are notorious for dropping ideas to jump on the latest trendy bandwagon.

The value of vocational qualifications

August 27th, 2015 by Graham Attwell

NFER have been commissioned by the Joint Council for Qualifications (JCQ) to carry out a small-scale rapid literature review of the value of vocational qualifications offered in the UK by JCQ. The review was carried out February-April 2015 and sought to answer the following questions: (1) How is the value of vocational qualifications defined? (2) What is the reported value of vocational qualifications (e.g. benefits for the individual learner, business, and the economy)? (3) Are there gaps in the research on the value of vocational qualifications, and if so, what further information would be useful to have for policy and practice?

Following a systematic search of databases and websites, the project team scrutinised 73 texts making an independent ‘best evidence’ selection of 16 to be reviewed, based on relevance to the research questions and the quality of the evidence. The reviewed texts focused on young people aged 14-25 and were published in English in the United Kingdom from the year 2009.

Key Findings:

The literature review identified benefits for all stakeholders in young people taking vocational qualifications:

  • Learners: increased likelihood of being in employment and a significant wage return for all levels and most types of vocational qualifications. Increased access to higher education for the poorest learners.
  • Businesses: increased productivity and a more skilled workforce.
  • Economy/Exchequer: a positive financial return for most qualifications, with particularly high returns associated with Level 3. A reduction in benefit dependency and increase in income tax.

The full report can be downloaded here.

Does technology destroy jobs

May 18th, 2015 by Graham Attwell

Infoposter_V1The argument over whether technology creates or destroys jobs has been going on for as long as I can remember.

Only yesterday John Naughton, in an article entitled “We are ignoring the new machine age at our peril“, worried about the impact of self driving cars and other technology on the future of employment. Naughton argued that there are “radical discontinuities that nobody could have anticipated”, driven by “combinatorial” effects of different technology trends coming together. These, he siad, include: “the near-infinite computing power provided by Moore’s law; precise digital mapping; GPS; developments in laser and infrared sensor technology; and machine-learning algorithms plus the availability of massive data-sets on which to train them.”

He warned the outcome could be “that vast swaths of human activity – and employment – which were hitherto regarded as beyond the reach of “intelligent” machines may now be susceptible to automation.” he went on to quote a studyby  Dr Carl Benedikt Frey and Michael Osborne, two researchers at the Martin School in Oxford,T heir report, The Future of Employment: How Susceptible Are Jobs to Computerisation?,  estimates the probability of computerisation for 702 detailed occupations, based on US government classifications of those occupations.  About 47% of total US employment, they conclude, is at risk from technologies now operational in laboratories and in the field.

However a study entitled ‘Are ICT Displacing Workers? Evidence from Seven European Countries‘ by Smaranda Pantea, Federico Biagi and Anna Sabadash from the Institute of Prospective Technologies in Seville comes up with a different answer. Looking at micro data ins even European countries for companies in the manufacturing, ICT producing and service sector the study found “a non-significant relationship between employment growth and ICT intensity among ICT-using firms.: The authors say: “Since our estimates mainly capture the “substitution” effects of ICT on employment (i.e. those due to ICT substituting for some type of labour and to ICT increasing productivity and hence reducing demand for inputs, for constant values of output), our results indicate that these effects are statistically insignificant.”

Of course this study and the American study are not directly comparable. They looked at different things and used different methodologies. One conclusion might be that whilst technology is not being directly substituted for overall employment, it is changing the nature of jobs available. Some labour market studies (for instance based on the US O*Net surveys) have suggested that what is happening is a bifurcation of labour, with an increasing number of high qualified jobs and of low skilled (and consequently low paid) service sector jobs. And of course another impact may be on the ;content’ and different skills required in different jobs. For instance our work in the construction industry through the Learning layers project suggests increasing adoption of technology is leading to the need for new (and higher) skills levels within what was traditionally seen as a lower skills sector. This has considerable implications for vocational education and training. ather than training for presents skills demands VET systems need to be looking at future skills. And by providing those future orein3eteds kills this could provide a workforce and society with the abilities and motivation to shape our use of technology in society, rather than as John Naughton fears that “we’re bound to lose this race against the machine” and in the course “enrich the corporations that own it.”

Technology is not a panacea

April 20th, 2015 by Graham Attwell

As regular readers will know, one of teh major projects we are involved in is the Learning layers project, focused on technology support for informal learning in the construction and health sectors. As part of this we are involved in ongoing scoping, concerning both the introduction of new technologies and the changes in work practices and organisation that this entails.

Probably the biggest news in construction is the introduction of Building Information Modelling (BIM) defined by Wikipedia as “a process involving the generation and management of digital representations of physical and functional characteristics of places”. BIM has been seen as almost revolutionising the construction industry and offering considerable savings in the coordination and execution of construction projects, improved logistics, waste saving and the long term management of buildings. The adoption of BIM is mandatory in the European Union for public construction contracts, although different European member states have different adoption timetables. Two of the countries in the forefront of adoption are Norway and The UK. In this respect a survey and report from the UK’s National Building Specification released last week produced surprising findings.

According to :

The survey, of over 900 respondents from across the construction industry carried out by RIBA Enterprises offshoot NBS, shows that the proportion of firms saying they use the modelling technology has dropped from 54% last year to 48%.

The report concludes that “there remain a significant number of practices who do not see the advantages of BIM, and so chose not to adopt, or who are currently unable to adopt BIM, because of time, cost, or expertise.”

The reported fall contrasts with the rapid rise in BIM usage when the survey was last conducted. The drop in this year’s survey is particularly surprising, given the 2016 deadline for all central government funded projects to use Level 2 of BIM.

Of course 900 is a relatively small respondent base, given the number of construction firms. But it seems likely those responding are more likely to have an interest in BIM and are more likely to represent larger companies. Therefore the results beg some thinking about. it appears one of the biggest challenges is skills shortages. But such skills shortages come at a time when construction is struggling to come out of recession. Probably a bigger issue is the introduction of complex software and process management systems without adequate training for staff and without time for consideration of the necessary reorganisation of work process to cope with such change. There is also an issue as to the cost of adapting such systems, particularly in an industry dominated by Small and Medium (more small than medium) enterprises. Finally I am unconvinced that the top down imposition of such systems is the right way to go in instigating and sustaining innovation and change. Research of previous disruptive changes due to technology introduction (for instance in the motor car manufacturing industry) suggest that such ‘innovation; can lead to a short term fall in productivity. Whilst in a boom this might be absorbed, it is difficult to see how this can happen in the aftermath of the crisis.

The survey may lead to some rethinking about how BIM is introduced. But bringing in such disruptive change without properly analysing and taking measures around education and training and changing work organisations carries a very high risk of failure. the industry in countries like Germany who have hung back in the time scale for adoption, but with better traditions of continuing professional development, will be taking note.

Learning Toolbox

June 11th, 2014 by Graham Attwell

Tomorrow I am speaking at the 4th Annual Future Learning Lab conference in Kristiansand in Norway. The conference aims to target the interplay of learning, pedagogy issues, digital media and globalizing forces representing both opportunities, threats and new conditions. The conference web site says new ways and means of learning are paving their way into both formal education, work-life and leisure. Education technologies continue to evolve. Digital communication technology changed the music industry, the film industry and the news media as well as book publishing industry: Do we really think education and the learning field is any different? The media ecology that enables disruption, is global. The new networks being employed, are global. But the consequences and challenges are, for all practical purposes, local. And learning is still an aspect of social interaction as well as personal endeavor.

My presentation (see slide deck above) is based on the work we are doing in the EU funded Learning Layers project, developing the Learning toolbox, a mobile application designed for apprentices in the construction industry. In particular, we are trying to deal with the issue of context. The Learning Toolbox is based on tiles, each a separate application, which can be differently configured for use in different contexts.

Code Academy expands

May 22nd, 2014 by Graham Attwell

The New York-based Codecademy has translated its  learn-to-code platform into three new languages today and formalized partnerships in five countries.

So if you speak French, Spanish or Portuguese, you can now access the Codecademy site and study all of its resources in your native language.

Codecademy teamed up with Libraries Without Borders (Bibliotheques sans Frontieres) to tackle the French translation and is now working on pilot programs that should reduce unemployment and bring programming into schools. In addition, Codecademy will be weaving its platform into Ideas Box, a humanitarian project that helps people in refugee camps and disaster zones to learn new skills. Zach Sims, CEO of Codecademy, says grants from the public and private sector in France made this collaboration possible.

The Portuguese translation was handled in partnership with The Lemann Foundation, one of the largest education foundations in Brazil. As with France, Codecademy is planning several pilots to help Brazilian speakers learn new skills. Meanwhile in Buenos Aires, Argentina, the company has been working closely with the local government on a Spanish version of its popular site.

Codecademy is also linking up up with the Tiger Leap program in Estonia, with the aim of teaching every school student how to program.

Changes in Learning and Development

May 21st, 2014 by Graham Attwell

This is an interesting video. Donald H Taylor explains how Learning and Development Departments need to change their attitude to risk in order to keep pace with the rest of the business in today’s modern world. He describes 4 quadrants in which L&D departments fit: Learning Leadership, Unacknowledged Prophet, Comfortable Extinction and The Training Ghetto and explains how and why all L&D departments should join the quadrant of Learning Leadership. However I am not convinced that the major problem is that Learning and Development departments are failing to keep up with changing organisations. In my experience all too often it is the organisations themselves who are holding back change. And don’t forget that most Small and Medium Enterprises, who it could be argued are the prime drivers of change do not have a Learning and Development Department (interesting in that regard that Donald cites Pinterest with 12 employees as an example of a fast changing organisation).

Professional identities and Communities of Practice

April 22nd, 2014 by Graham Attwell

Technology Enhanced Learning, at least form a research perspective, has always tended to be dominated by the education sector. Coming from a background in vocational education and training, I was always more interested in how technology could be used to enhance learning in work and in particular informal learning in Small and Medium Enterprises.

Much early work in this area, at least in Europe was driven by a serious of assumptions. We were moving towards a knowledge economy (remarkable how quiet that has gone since the economic crash) and future employment, productivity and profitability, required higher levels of skills and knowledge win the workplace.. Prior to the rise of the World Wide Web, this could be boosted by enhancing opportunities for individual learning through the development of instructional materials distributed on disc or CD ROM. Interestingly this lead to much innovative work on simulation, which tended to be forgotten with the move to the online environment offered by the World Wide Web.

One of the big assumptions was that what was holding back learning in enterprises was the cost of releasing employees for (formal) training. Thus all we had to do was link up universities, colleges and other training providers to enterprises through providing courses on the web and hey presto, the problem would be solved. Despite much effort, it didn’t really work. One of the reasons I suspect is that so much workplace knowledge is contextually specific and rooted in practice, and trainers and particularly learning technologists did not have that knowledge. Secondly it was often difficult to represent practice based knowledge in the more restricted learning environment of the web. A further issue was a failure to understand the relationship between learning nd professional development, work practice and professional (or occupational) identities. That latter issue is the subject on a paper entitled Facilitating professional identity formation and transformation through technology enhanced learning: the EmployID approach, submitted by my colleagues from the EmployID reject, Jenny Bimrose, Alan Brown, Teresa Holocher-Ertl, Barbara Kieslinger, Christine Kunzmann, Michael Prilla, Andreas P. Schmidt, and Carmen Wolf to the forthcoming ECTEL conference. Their key finding is that there is “a wide spectrum of how actual professional identity transformation processes take place so that an ICT-based approach will not be successful if it concentrates on prescribing processes of identity transformation; rather it should concentrate on key activities to support.” They go on to say that “ this is in line with recent approaches to supporting workplace learning, such as Kaschig et al. (2013) who have taken an activity-based approach to understanding and supporting collective knowledge development.”

The following short excerpt from the paper explains their understanding of processes of professional work identity formation:

“Professional work identities are restructured in a dynamic way when employees are challenged to cope with demands for flexibility, changing work situations and skill needs (Brown, 1997). The work activities of practitioners in Public Employment Services (PES) need to be trans- formed due to the changing nature of the labour market. As their roles change, so do their professional identities. Work identities are not just shaped by organisations and individuals, but also by work groups (Baruch and Winkelmann-Gleed, 2002) or communities of practice (Lave and Wenger 1991; Brown, 1997; Ibarra, 2003). PES practitioners in particular need to develop multi-dimensional (individual and collective) professional identities to cope with socio-economic and technological change (Kirpal, 2004). This shift is underpinned by the increased importance of communica-tions skills, a willingness to engage in learning and reflexivity, while reflection on experience over time may be particularly significant in the build-up of implicit or tacit knowledge as well as explicit knowledge (Eraut, 2000). At the individual level, emerging new demands and associated skills shifts generate a potential for conflict with traditional work orientations and associated values, norms, work ethics and work identity patterns of employees. One important focus for support are individuals’ strategies for dealing with such conflicts. While any identity formation process has to be realized by the individual, the process of acquiring a work identity also takes place within particular communities where socialization, interaction and learning are key elements. Therefore, supporting networks, of ‘new’ communities of practice (Lave, 1993; Wenger, 1998; Billett, 2007) and feedback from other practitioners are important aspects on which to focus.”


Baruch, Y. & Winkelmann-Gleed, A. (2002). Multiple commitments: a conceptual framework and empirical investigation in a Community Health Services Trust, British Journal of Management, Vol. 13, No. 4, pp. 337-357.

Billett, S. (2007). Exercising self: learning, work and identity. In: Brown, A.; Kirpal, S.; Rauner, F. (eds). Identities at work. Dordrecht: Springer, pp. 183-210.

Brown, A. (1997). A dynamic model of occupational identity formation. In: Brown, A. (ed.) Promoting Vocational Education and Training: European Perspectives. Tampere: University of Tampere, pp. 59-67.

Eraut, M. (2000). Non-formal Learning and Tacit Knowledge in Professional Work. British Journal of Educational Psychology, Vol. 70, No. 1, pp. 113 – 136.

Ibarra, H. (2003). Working Identity: Unconventional Strategies for Reinventing Your Career.Boston, MA: Harvard Business School Press.

Kaschig, A., Maier, R., Sandow, A., Lazoi, M., Schmidt, A., Barnes, S., Bimrose, J., Brown, A., Bradley, C., Kunzmann, C., Mazarakis, A. (2013). Organisational Learning from the Perspective of Knowledge Maturing Activities. IEEE Transactions on Learning Technol- ogies 6(2), pp. 158 – 176
Kirpal, S. (2004) “Researching work identities in a European context”, Career Development International, Vol. 9, No. 3, pp.199 – 221

Lave, J. (1993). The Practice of Learning. In S. Chaiklin and J. Lave (eds) Understanding Practice: Perspectives on Activity and Context, Cambridge: University of Cambridge Press.

Lave, J. , & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, England: Cambridge University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

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    Skills in Europe

    Cedefop is launching a new SKILLS PANORAMA website, online on 1 December at 11.00 (CET).

    Skills Panorama, they say,  turns labour market data and information into useful, accurate and timely intelligence that helps policy-makers decide on skills and jobs in Europe.

    The new website will provide with a more comprehensive and user-friendly central access point for information and intelligence on skill needs in occupations and sectors across Europe. You can register for the launch at Register now at

    Talking about ‘European’ MOOCs

    The European EMMA project is launching a  webinar series. The first is on Tuesday 17 November 2015 from 14:00 – 15:00 CET.

    They say: “In this first webinar we will explore new trends in European MOOCs. Rosanna de Rosa, from UNINA, will present the philosophy and challenges behind the EMMA EU project and MOOC platform developed with the idea of accommodating diversity through multilingualism. Darco Jansen, from EADTU (European Association of Distance Teaching Universities), will talk about Europe’s response to MOOC opportunities. His presentation will highlight the main difference with the U.S. and discuss the consequences for didactical and pedagogical approaches regarding the different contexts.

    OER – update 2

    Open Education Europa has compiled and is releasing today as open data the analytical list of European Repositories of Open Educational Resources (OER).

    It includes:

    • European OER Portals and Repositories
    • Educational material repositories/directories
    • Larger Repositories rather than very specific ones
    • Focus on those who include Creative Commons license and on National/public OER repositories
    • Focus on material for teachers  (for the classroom/schools) rather than on higher education
    • Collaborative OER production initiatives (LeMill, RVP.CZ Portal,, KlasCement”)

    OER – update 1

    From the Universidad a Distancia de Madrid (UDIMA) – Madrid Open University – we are pleased to present the European Research Network of Open Educational Resources (ERNOER), a collaborative space in which more than fifty internationally educational institutions and prestigious universities are involved which can be accessed through the following link:

    The entire educational community can benefit in this web repository of more than three hundred image banks, two hundred fifty audio file repositories, two hundred and fifty video resources and more than three hundred programs and applications that can be used in education.

    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      Our Wikispace for teaching and learning
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      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

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    Live internet radio - news and views from Online Educe Berlin, this Thursday and Friday, 1100 - 1145 CET #OEB15…

    About 15 hours ago from Graham Attwell's Twitter via Twitter for Mac

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