Archive for the ‘Competence Development’ Category

More thoughts on Workplace Learning Analytics

April 18th, 2017 by Graham Attwell

termination-110301_1920I have been looking at the potential of Learning Analytics (LA) for professional development of employees in European Public Employment services as part of the European funded EmployID project. Despite interest, particularly from Learning and Development personnel within the employment services, Learning Analytics, has made only limited impact and indeed reflects the slow take up of LA in the workplace as a whole.

The reasons for this are myriad. Universities and schools have tended to harvest existing data drawn from Virtual Learning Environments (VLEs) and to analyse that data to both predict individual performance and undertake interventions which can for instance reduce drop-out rates. The use of VLEs in the workplace is limited and “collecting traces that learners leave behind” (Duval, 2012) may fail to take cognizance of the multiple modes of formal and informal learning in the workplace and the importance of key indicators such as collaboration. Ferguson (2012) says that in LA implementation in formal education: “LA is aligned with clear aims and there are agreed proxies for learning.” The most commonly agreed proxy of learning achievement is achievement of outcomes in terms of examinations and assignments. Yet in the workplace, assignment driven learning plays only a limited role, mostly in formal courses and initial vocational education and training.

Workplace learning is driven by demands of work tasks or intrinsic interests of the learner, by self-directed exploration and social exchange that is tightly connected to processes and the places of work (Ley at al, 2015). Learning interactions at the workplace are to a large extent informal and practice based and not embedded into a specific and measurable pedagogical scenario.

In present Learning Analytics developments, there appears to be a tension between measuring and understanding. Pardo and Siemens (2014) say “learners are central agents and collaborators, learner identity and performance are dynamic variables, learning success and performance is complex and multidimensional, data collection and processing needs to be done with total transparency.” This poses particular issues within the workplace with complex social and work structures, hierarchies and power relations.

Despite these difficulties we remain convinced of the potential value of Learning Analytics in the workplace and in Public Employment Service organisations. If used creatively, Learning Analytics can assist learners in monitoring and understanding their own activities and interactions and participation in individual and collaborative learning processes and help them in reflecting on their learning. Furthermore, LA offers a potential approach to gaining rapid feedback to trainers and learning designers and data can be a tool for researchers in gaining a better understanding of learning processes and learning environments.

There is some limited emerging research into Workplace Learning Analytics and Social Learning analytics which offer at least pointers towards developing on such potential. Social Learning Analytics (SLA) can be usefully thought of as a subset of learning analytics approaches. SLA focuses on how learners build knowledge together in their cultural and social settings, taking into account both formal and informal learning environments, including networks and communities. Buckingham Shum, S., & Ferguson, R., (2012) suggest social network analysis focusing on interpersonal relations in social platforms, discourse analytics predicated on the use of language as a tool for knowledge negotiation and construction, content analytics particularly looking at user-generated content and disposition analytics can be developed to make sense of learning in a social setting.

Such an approach to Social Learning Analytics links to the core aims of the EmployID project to support and facilitate the learning process of PES practitioners in their professional identity development by the efficient use of technologies to provide social learning including advanced coaching, reflection, networking and learning support services. The project focuses on technological developments that make facilitation services for professional identity transformation cost-effective and sustainable by empowering individuals and organisations to engage in transformative practices, using a variety of learning and facilitation processes.

It should also be noted that although Learning Analytics has been linked to the collection and analysis of ‘big data’, MacNeill (2016) stresses the importance of fast data, actionable data, relevant data and smart data. LA, she says, should start from research questions that arise from teaching practice, as opposed to the more common approach of starting analytics based on already collected and available data.

Learning Analytics has been the subject on ongoing discussion in the EmployID project and particularly with the PES organisations. Although a number of PES organisations are interested in the possibility of adopting LA, it is not a major priority for them at present and they are aware of the constraints outlined above. Our initial experiences with sentiment analysis confirm this general interest as well as its limitations with public organisations. It has also became apparent that there are major overlaps between the Social Analytics approach and the tools and approaches we have been developing for evaluation. Our work in evaluation encompasses looking at interpersonal relations in social platforms, discourse analytics based on the EmployID MOOCs as well as learners own mapping of their progress through the self-assessment questionnaire.

We recognise that this data can be valuable for PES employees in supporting reflection on learning. But rather than seeking to develop a separate dashboard for reporting on data, we are attempting to embed representations of learning within the context in which the learning takes place. Thus, the social platform allows users to visualise their different interactions through the platform. Other work, such the facilitation coding scheme, does not yet allow real time analytics. But if proven successful as a research approach to understanding and supporting learning, then it could potentially be automated or semi-automated to provide such real time feedback.

More about competency based education

March 13th, 2017 by Graham Attwell

Just a quick addendum to my earlier article on competency based education. Things go round and much of my experience was from providing professional development to teachers and trainers for the UK around the introduction of the competency based National Vocational Qualifications (NVQs)in the early 1990s.  At the same time the National Council for Vocational Qualifications, charged with the development of the NVQs established a development group which I was a member of and which held lengthy discussions over issues which arose in trialling and evaluation of the new qualifications. Some of the issues I talked about in the last article including the particularly contentious discussions around knowledge.

Another issue which caused much debate was that of level. In the past longer courses tended to have a higher level, but since competence based qualifications were supposed to replace the updated time serving involved in earning, this was a non-starter. Some argued that it was illogical to even try to prescribe level to a competence – either someone was competent or they were not. But political pressures meant there must be levels so the pressure then was to find any consistent way of doing it. It is some time since I last looked ta UK vocational qualifications and I do not know how the levels are presently being determined. But back in the 1990s it was essentially determined by the degree of autonomy or responsibility that someone held in a job. If they mostly followed instructions then their competence was at a low level, if they were responsible for managing others their level of competence was much higher. Of course, this led to all kinds of strange anomalies which were in the best traditions of UK pragmatism juggled with until the level of the qualification felt about right.

I will try and find some of the longer papers I wrote at the time which may still have some relevance for current debates over competency based education.

 

 

What’s the problem with competency based education?

March 8th, 2017 by Graham Attwell

competencybasedlearning

I got this diagram from a report by Katherine Hockey on the Accelerating Digital Transformation in Higher Education conference, I’ll write more about some of the topics Katherine raises, but for the moment just want to focus on Competency Based Learning.

Katherine says “Higher education learning may be open to change regarding teaching methods. Competency-based learning is being implemented at UEL, whereby the structure of a course is not linear in the traditional sense: the learner chooses modules at an order and pace that suits them. This aims at increasing employability, and was met initially with reservations but soon became popular with academics.”

Lets take the first sentence first. It seems to me that there is no doubt that Higher Education in general is open to new teaching methods. There may have been in the past resistance to using technology in education – partly based on a lack f competence and confidence in using technology as part of teaching and learning – but there have always been islands of exciting experimentation and innovation. The question has been how to move out from the islands.

But it is a big jump to equate openness to change with competency based education. Competency based education itself is hardly new – in the early 1990s the UK reformed its Vocational Education and Training provision to move to competency based qualifications under the National Council for Vocational Qualifications (NCVQ). It was not an unqualified success. And there are disturbing parallels between what NCVQ said at the time and the University of East London’s diagram.

Firstly is the myth that employers always know best. Just why a qualification developed with employers should be valid, and one developed without employers not is beyond me. The problem with employers is that they tend to look to the present or the short term future in defining skills requirements. Nd there is a difference between the skills that individual employers may require – or even groups of employers – and the wider knowledge and skills required to be flexible and forward looking in employment today. But even then would this be con

Another problem that beset NVQs was the relationship between ‘competence’ and knowledge and how to define performance to meet such competence. The NVQ system evolved, starting out with bald functional competence statements (yes, developed with employers), but later including ‘performance’ criteria and ‘underpinning knowledge.’ But even then was achievement of these standards considered as ‘mastery’? Some argued that it would be necessary to define the context in which the skills should be evidenced, others that there should be frequent (although how many and how often was never agreed) demonstrations of performance. And then of course there was the question of who is qualified to recognise the University of East London student’s mastery? How is there competence to act as assessors to be defined and assessed?

One of the big arguments for National Vocational Qualifications was the need to move away from time serving and have personalised and flexible routes whereby individuals could choose what they wanted to learn. In fact, some at NCVQ went further arguing that learning as an activity should be separated from qualifications. Once more few went down this route. Courses continued to be the way to qualifications, although there were a number of (quite expensive) experiments with recognising prior competences.

I would be deeply suspicious of just what they mean by “tuition model is subscription based”? This seems like just another attempt to package up education for sale in nice chunks: a step forward in the privatisation of education. But if past experiences of competency evangelism are anything to go by, this one will fail.

The Challenges for Construction Sector Training in the UK

October 18th, 2016 by Graham Attwell

emgineerAccording to the Daily Telegraph, a new UK Government report into the skills crisis in the construction sector has recommended a new levy on house builders in a last ditch attempt to reform the industry.

The Telegraph reports Mark Farmer, who wrote the review, as warning that “within 10 years the industry would lose 20-25pc of its workforce. He said that Government apprenticeship policies had not done enough, and that it needed to “modernise or die.”

Research undertaken through the EU Learning layers project has identified the challenges to the sector from both the introduction of digital technologies and ecological issues. Digital technology is impacting on the construction industry in different ways. It is enabling the development of new materials, or new ways of producing materials, for instance through 3D printing. Secondly, it is enabling new construction techniques and processes. Building Information Modelling, being phased in as a compulsory requirement for publicly funded project throughout the European Union, represents a major change in the way construction projects are planned and carried out.

The sector also faces pressures with digital technologies from their wider deployment within society and from their potentials to solve or ameliorate societal challenges, for instance climate change.

The European Commission sees the main challenges facing construction as being:

  • Stimulating demand: Efficiency improvements in existing buildings and renovations have the highest potential to stimulate demand.
  • Training: Improving specialised training and making the sector more attractive, in particular for blue-collar workers, technical colleges and universities.
  • Innovation: More active uptake of new technologies.
  • Energy efficiency and climate change: Buildings account for the largest share of total EU final energy consumption (40%) and produce about 35% of all greenhouse emissions.

It is interesting that they highlight the need for more active uptake of new technologies. This may be a particular problem given the structure of the industry and the predominance of SMEs with a need for wider access to information and knowledge about new technologies and the skills and competences to use technologies in practice. Discussions with the Bau ABC training centre and construction companies in north west Germany, have raised the issue of training centres playing a more central role in technology innovation, especially with apprentices trained in the centres in using new technologies.

The issue of the attractiveness of the sector to new entrants has also commonly been raised. In Germany it is proving difficult to recruit sufficient apprentices and one project is even running a programme for apprentices from Spain. The use of new mobile technologies for learning is seen as a measure which could promote a more modern image for construction industry.

Technologies are also being deployed to support energy efficiency and ameliorate climate change. These include the installation of digital monitoring and control systems for buildings, geothermal bores as an energy source for new buildings and retrofitting of older buildings for energy efficiency. Although the present ‘hype’ around the Internet of Things (IoT) probably outweighs the reality, it may have a major impact on the construction industry in the near future.

Demands of digital technologies for cabling has led to the introduction of new computer based horizontal boring machines to avoid having to dig up roads to install new cables.

Drones are increasingly being used for surveying and monitoring progress in large construction projects. Although at an early stage in deployment there is widespread interest in the potential of augmented reality applications in construction, for instance to allow the visualisation of hidden infrastructures such as cabling in construction sites.

Building Information Modelling has been the subject of much discussion during the Learning Layers project. European legislation has permitted the adoption of different timetables for implementation in different European Member States. In some countries such as UK and Norway, implementation is at an advanced stage. In others such as Spain and Germany it is less far forward. There is some discussion about what organisations will be responsible for managing and implementing BIM processes as well as the technical approaches to BIM. Will BIM be the responsibility of larger civil engineering enterprises or will employees of small (Craft) companies be required to have a greater or lesser knowledge of BIM? This obviously has major implications for training and skills.

The Daily Telegraph reports that the UK’s commercial sector faces a bill of over £9bn to upgrade properties to meet the minimum energy efficiency standards (MEES), and residential buildings will cost a total of £20bn to meet the necessary level.

Yet with looming skills shortages and the upgrade in skills and knowledge required to cope with new technologies and energy efficient buildings, it seems hard to see how the UK construction industry can adapt to the new demands. Present government proposals are for a short term levy and a reliance on the market system to overcome skills shortages. But as Norman Crowther, national official for post-16 education at the Association of Teachers and Lecturers writing in the Times Educational Supplement (TES), points out  a market is not a system per se. “Introducing market mechanisms to get the output you want is not a VET system. All the “market” systems have the same sort of problems around VET (think the US, Australia, New Zealand and Canada). Of course, that’s not a problem as long as you don’t want coherent skill formation and skill utilisation. But in a time of economic uncertainty and poor productivity, a system is exactly what we need.

The German coordinated market economy goes so far as to legislate on vocational education and training, and apprenticeships have labour-market worth. In France, the state coordinates agreement via ministerial committees. The Nordic model has positioned VET as a part of the school curriculum and produced publicly intelligible VET qualifications that resonate with the public.”

The failings of vocational education and training in the UK are hardly new, neither are skills shortages. Yet without developing a proper system based on high quality training both in vocational schools and in the workplace it is only likely these problems will worsen

New book: Empowering Change in European Public Employment Services

July 18th, 2016 by Graham Attwell

employid bookReaders familiar with European Research projects will know how they work. The projects negotiate with the European Commission a DOW – Description of Work – which details the work to be undertaken in each year of the project. It is divided into discrete work packages. Every year the work package provides a (usually over lengthy) report on research and development undertaken which is then presented to a team of expert reviewers who can ‘pass’, recommend changes or ‘fail’ the report. Although obviously large scale multi national research projects need structures and plans. But all too often the work package structure separates research and development activities which should not be separated and the DOW become a restrictive ‘bible’, rather than a guide for action. And despite the large amount of work which goes into preparing the work package reports, they are seldom widely read (if indeed read at all), except by the reviewers.

In the EmployID project which is working with identity transformation in European Public Employment Services (PES), we are doing things differently. The work is structured though cross work package teams, who follow an adapted SCRUM structure. The teams are reviewed at face to face meetings and recomposed if necessary. And this year, instead of producing a series of Work package reports, the project partners have jointly contributed to a book – Empowering Change in Public Employment Services: The EmployID Approach which has just been published and can be downloaded for free.

The introduction to the 244 page PDF book explains the background to the work:

European Public Employment Services (PES) and their employees are facing fundamental challenges to the delivery of efficient and effective services and the need to change their strategies to combat high unemployment, demographic change in increasingly uncertain and dynamic labour markets. This does not only require developing new professional skills related to new tasks, but poses for more profound developmental challenges for staff members.

Three of these changes relate to understanding the changing world of work; a ‘turn’ towards coaching; and the increased importance of relations with employers. The staff need to learn new ways of working, with a major challenge being to enhance the power of collaborative (peer) learning in order to support staff in accomplishing their goals.

All these changes are linked to transforming professional identity, which requires learning on a deeper level that is often neglected by continuing professional development strategies. EmployID makes its contribution here; that PES practitioners’ learning related to professional identity transformation needs to be facilitated through social learning approaches and the nurturing of social learning networks, which include the following:

  • Reflection as a way of turning one’s own and others’ experiences into general insights on multiple levels, both from an individual and a collective perspective

  • Peer coaching as a way of helping learners in changing their behavior through a structured process

  • Social learning programmes as a way of engaging learners with new topics, other perspectives, and conversations around it.

Skills shortages and skills gaps

June 15th, 2016 by Graham Attwell

 

 

The London School of Economics politics and policy blog is well worth following or anyone interested in Labour Market information and Intelligence. A recent article by Scott Hurrell looked at the outcomes of the 2015 Employer Skills Survey ESS), run by UKCES.

Scott explains “Two of the most important indicators measured by the ESS, are skills shortages and skills gaps, collectively known as skills deficits.  The former exists where an employer reports at least one vacancy that is hard to fill because applicants lack the correct skills, qualifications and/or experience. The latter exists where employers report that they have at least one employee who is not fully proficient at their job. Skills shortages are thus a barometer for skills supply in the labour market whilst skills gaps reflect employers’ internal skills needs. Six per cent of employers reported skills shortages in the 2015 ESS, whilst 14 per cent of employers reported skills gaps. The survey revealed that skills deficits consisted of a range of soft (e.g. social and interpersonal) and hard (e.g., technical) skills.”

The problem is making sense of such a survey. the article discusses research into skills gap often based on differences of perceptions by those answering the survey, usually HR specialists. In my own (limited) experience employers are rarely aware of the range of skills employees possess. In the MatureIP project we introduced an APP allowing staff to recommend the skills of their co-workers. I was very dubious that this would be accepted by the staff but was proved wrong – they were happy and excited to recommend others for their skills and knowledge. Sadly the pilot was in a careers company in England that was closed down before we could test the app for an extended period and since then I have nots seen anyone else take up the idea.

One big issue is what employers do over identified skills gaps. One problem within hierarchal work places (which still dominate employment) is the lack of opportunity for autonomous decision making and for practising new skills. I suspect many skills deficiencies could be overcome by informal work based learning but that would require changes in work practices and an element of designing the work environment to support learning – a move still radical in todays austerity coloured world.

A final note – despite the caveats over how the survey is interpreted it is a valuable tool for exploring further. UKCES is now being shut down due to the withdrawal of  government funding and it would be a pity if the ESS disappeared along with it.

The future of learning at work. How technology is influencing working and learning in healthcare: Preparing our students and ourselves for this future

February 16th, 2016 by Graham Attwell

Over the last few weeks I seem to have been bombarded with calls for submissions for conferences. Most I have ignored on the grounds that they are just too expensive. And if I can’t afford them, working as a relatively senior researcher with project funding, what hope do emerging researchers have of persuading their universities or companies to pay. But tto be honest I am bored with most of the conferences. Formal papers, formally presented with perhaps ten or twenty people in a session and very limited time for discussion. We know there are better ways of learning!

One conference I have submitted an abstract to is AMEE. – the International Association for Medical Education. Apart from short communications, research papers and PhD presentations AMEE invites posters, Pecha Kucha, workshops, points of view and organises a fringe to the conference. Sounds good to me and as you might guess I have submitted a point of view. Here goes (in 300 words precisely) ……

The future of work is increasingly uncertain and that goes just as much for healthcare as other occupations. An ageing population is resulting in increasing demand for healthcare workers and advances in technology and science are resulting in new healthcare applications. At the same time technology promises a revolution in self-diagnosis, whilst Artificial Intelligence and robots may render many traditional jobs obsolete.

So what can we say about healthcare skills for the future and what does it mean for healthcare education. Whilst machines may take over more unskilled work, there is likely to be increasing demand for high skilled specialist healthcare workers as well as those caring for the elderly. These staff need to be confident and competent in using existing technologies and adapting to technologies of the future.

They will need to be self-motivated lifelong learners, resilient and capable of coping with changing occupational identities. They will need to collaborate in multidisciplinary teams leading to a high premium on communication skills.

Present processes of education and training based predominantly on face-to-face courses cannot cope with the needs of lifelong learning. Learning needs to be embedded in everyday work processes. Technology is critical here; ubiquitous connectivity and mobile devices allow context-based learning. The same technologies can promote informal and social learning, learning from peers and sharing experience and knowledge in personal learning networks. Already there are many MOOCs dedicated to medical education. Healthcare professionals are using social media to build informal learning networks. But these are the exceptions not the norm. In the future machine learning algorithms can support individuals wishing to deepen their knowledge, VR to share experiences. Yet although there is a rich potential, medical educators have to steer the process. We need to know what works, what doesn’t, to evaluate, to share. That needs to start now!

What is the political and social habit(u)s of present day universities?

January 18th, 2016 by Graham Attwell

I like Cristina Costa’s blog, “Is technology changing learning habit(u)s?” (and not only because she cited me). Cristina says how her study on students’ digital practices shows how students’ learning habitus (their histories/experiences with education) have not changed that much in the formal setting, even when they are presented with new pedagogical approaches. It is not so much an issue of their digital competence but an issue that the informal uses of technology do not simply transfer into formal contexts.

Students, she says, “have a feeling for the ‘academic game’ and do their best to adjust to the field’s rules in order to succeed in it.” It seems to me their was always something of a game in academia and especially in undergraduate education. Even in the early 1970s we had well developed strategies for getting through exams (for instance I undertook a rather more in depth study of past exam questions than I did of the overall curriculum and it worked well for me).

But there are more profound contradictions in today’s higher education system. On the one hand universities are supposed to be about education and learning – as expressed through Humboldt’s idea of Allgemeine Bildung—or well-rounded education—to ensure that each person might seek to realize the human potentialities that he possessed as a unique individual or more modern appeals for a broad liberal education (unless such an education can be seen as improving their employability). On the other hand in the UK students are paying substantial fees for a system designed to provide them with a qualification to realise the so called graduate wage premium in the world of work. In such a situation it is little wonder that students are reluctant to participate in the innovative pedagogies – described by Cristina as  Freirean and Deweyan type of pedagogical approaches – designed for them to explore ideas and knowledge – quite simply they want the knowledge and skills they need to pass the exams and thus justify the expenditure. In this situation students will readily adopt productivity apps – office tools, citation databases, revision apps etc – and of course will use technology for social purposes and entertainment. But I am afraid asking them to use social software for learning within the political and social habit(u)s of present day universities may be going to far.

Thinking about Practice and Design

January 13th, 2016 by Graham Attwell

Sometimes writing reports for European projects can be a chore. Long, boring and nobody reads them. At the moment I am writing sections for the EmployID project second annual report. Instead of writing individual work package reports, as is the normal convention, we are writing a single report in the form of a book. And that provides more incentive to get it right. Plus the sections I am writing are all difficult – social learning, Learning Analytics and Labour Market Information tools, but are making me think. So I am quite enjoying it – I think. This last two weeks I have been working on design – or more specifically design for learning. How can we develop designs for tools to support informal learning in public service organisations. I am going to publish here a short series of posts outlining the way I am thinking. I am not sure if this stuff is write but would appreciate any feedback. The first post, today is about practice. Tomorrow I iwll look at the idea of Design Patterns and follow that up on Friday with a draft of a design pattern for Labour market Information tools.

Social Learning

EmployID aims to support and facilitate the learning process of Public Employment Services (PES) practitioners in their professional identity transformation process. The aims of the project are born out of a recognition that to perform successfully in their job they need to acquire
a set of new and transversal skills, develop additional competencies, as well as embed a professional culture
 of continuous improvement. However it is unlikely that training programmes will be able to provide sufficient opportunities for all staff in public employment services, particularly in a period f rapid change in the nature and delivery of such services and in a period with intense pressure on public expenditures. Therefore the EmployID project aims to promote, develop and support the efficient use of technologies to provide advanced coaching, reflection and networking services through social learning. The idea of social learning is that people learn through observing others behaviour, attitudes and outcomes of these behaviours, “Most human behaviour is learned observationally through modelling from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action” (Bandura, 1977). Facilitation is seen as playing a key role in structuring learning and identity transformation activities and to support networking in personal networks, teams and organisational networks, as well as cross-organisational dialogue.

Proposals and initiatives to utilise new technology for learning and professional development in organisations is hardly new. However, a critical review of the way information technologies are being used for workplace learning (Kraiger, 2008) concluded that most solutions are targeted towards a learning model based on the idea of direct instruction. Technology Enhanced Learning initiatives tend to be based upon a traditional business training model transferred from face to face interactions to onscreen interactions, but retaining the standard trainer / learner relationship and a reliance on formal and to some extent standardised course material and curricula.

Research suggests that much learning that takes place in the workplace and through work processes, is multi episodic, is often informal, is problem based and takes place on a just in time basis (Attwell 2007; Hart, 2011). Rather than a reliance on formal or designated trainers, much training and learning involves the passing on of skills and knowledge from skilled workers (Attwell and Baumgartl, 2009). In other words, learning is both highly individualized and heavily integrated with contextual work practices and is inherently social in its nature.

To succeed in supporting identity transformation it is not enough merely to develop or deploy technologies which support training and information transmission. Rather, EmployID needs to develop approaches and pedagogies which can support social facilitation services within PES organisations and which empower individuals to engage in peer learning and facilitation around their own practices.

Although there is much research around the use of technology for learning, far less attention has been paid to informal learning and facilitation processes in the workplace. Research around social practice has largely remained the preserve of social science with different approaches based on structuralism, phenomenology and intersubjectivism amongst others. In his paper on theories of social practice, Reckwitz (2002) draws attention to the dual meaning of the English word practice in German.

“Practice’ (Praxis) in the singular represents merely an emphatic term to describe the whole of human action (in contrast to ‘theory’ and mere thinking). ‘Practices’ in the sense of the theory of social practices, however, is something else. A ‘practice’ (Praktik) is a routinized type of behaviour which consists of several elements, interconnected to one other: forms of bodily activities, forms of mental activities, ‘things’ and their use, a background know- ledge in the form of understanding, know-how, states of emotion and motivational knowledge. A practice – a way of cooking, of consuming, of working, of investigating, of taking care of oneself or of others, etc. – forms so to speak a ‘block’ whose existence necessarily depends on the existence and specific inter-connectedness of these elements, and which cannot be reduced to any one of these single elements.

Likewise, a practice represents a pattern which can be filled out by a multitude of single and often unique actions reproducing the practice (a certain way of consuming goods can be filled out by plenty of actual acts of consumption). The single individual – as a bodily and mental agent – then acts as the ‘carrier’ (Träger) of a practice – and, in fact, of many different practices which need not be coordinated with one another. Thus, she or he is not only a carrier of patterns of bodily behaviour, but also of certain routinized ways of understanding, knowing how and desiring. (pp249-250)”

In this understanding knowledge is more complex than ‘knowing that’. It embraces ways of understanding, knowing how, ways of wanting and of feeling that are linked to each other within a practice.

In seeking to support facilitation within public employment services a vital prerequisite is understanding the nature of the social practices within the workplace, both through observable patterns of individual practice and through developing an overall pattern language. This includes the use of objects. Objects are necessary components of many practices – just as indispensable as bodily and mental activities. (Reckwitz, 2002). Carrying out a practice very often means using particular things in a certain way. Electronic media itself is an object which can mold social practices and enable and limit certain bodily and mental activities, certain knowledge and understanding as elements of practices (Kittler, 1985; Gumbrecht, 1988).  One approach to choosing ways to develop particular objects is to focus on what Onstenk (1997) defines as core problems: the problems and dilemmas that are central to the practice of an occupation that have significance both for individual and organisational performance.

If understanding the nature of social practices and patterns is a necessary step to developing facilitation services, it is not in itself sufficient. Further understanding is needed of how learning, particularly informal learning, takes place in the workplace and how knowledge is shared and developed.

Michael Eraut (2000) points put that “much uncodified cultural knowledge is acquired informally through participation in social activities; and much is often so ‘taken for granted’ that people are unaware of its influence on their behaviour. This phenomenon is much broader in scope than the implicit learning normally associated with the concept of socialisation. In addition to the cultural practices and discourses of different professions and their specialities, one has to consider the cultural knowledge that permeates the beliefs and behaviours of their co-workers, their clients and the general public.”

Eraut attempts to codify different elements of practice:

1.     Assessing clients and/or situations (sometimes briefly, sometimes involving a long process of investigation) and continuing to monitor them;

2.     Deciding what, if any, action to take, both immediately and over a longer period (either individually or as a leader or member of a team);

3.     Pursuing an agreed course of action, modifying, consulting and reassessing as and when necessary;

4.     Metacognitive monitoring of oneself, people needing attention and the general progress of the case, problem, project or situation.

He also draws attention to the importance of what he calls mediating objects and points out that while some artifacts are used mainly during learning processes, most artifacts used for working are also used for learning. Such artefacts play an important role in structuring work and sharing information and in mediat9ing group learning about clients or projects in progress.

Among informal learning processes that Eraut lists are participation in group processes, consultations, problem solving, trying things out and working with clients. Working alongside others is important in allowing “people to observe and listen to others at work and to participate in activities; and hence to learn some new practices and new perspectives, to become aware of different kinds of knowledge and expertise, and to gain some sense of other people’s tacit knowledge.”

Tackling challenging tasks and roles requires on-the job learning and, if well- supported and successful, leads to increased motivation and confidence.

 

According to De Laat (2012) informal learning in the workplace is often described as observing how others do things, asking questions, trial and error, sharing stories with others and casual conversation (Marsick and Watkins, 1990). Boud and Hager (2012) argue that learning is a normal part of working and professional development should be placed in a social context where professionals work and learn together, changing and innovating both their professional practice as well as their professional identity.

De Laat (2012) argues that we need to find a new balance between formal and informal learning and provide opportunities for what Fuller and Unwin (2003) call expansive ‐ as opposed to restrictive learning ‐ through developing an organisational culture that values and supports learning and by so doing, opens doors to various opportunities for professional development. Informal professional development through engagement in social learning spaces can enable participation, construction and ‘becoming’ (De Laat, 2012).

Lave and Wenger (1991) also stress the importance of both practice and the social nature of learning in their conception of Communities of Practice.  Interestingly for them, collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. “These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice.”

“Communities of Practice are important to the functioning of any organisations, but they become crucial to those that recognise knowledge as a key asset. An effective organisation comprises a constellation of interconnected CoPs, each dealing with specific aspects of the company’s competency, from the peculiarities of a long standing client, to manufacturing safety, to esoteric technical inventions. Knowledge is created, shared. organised, revised, and passed on within and among these communities.” (Wenger, 1998).

Connecting people in parallel, across disciplines, roles and departments of the business, is fundamentally different from connecting people in project teams or interest groups. Although the nature and composition of these communities varies members are brought together by joining in common activities and by ‘what they have learned through their mutual engagement in these activities’

According to Wenger (1998), a community of practice defines itself along three dimensions:

·      What it is about – its joint enterprise as understood and continually renegotiated by its members.

·      How it functions ‐ mutual engagement that bind members together into a social entity.

·      What capability it has produced – the shared repertoire of communal resources (routines, sensibilities, artefacts, vocabulary, styles, etc.) that members have developed over time. (Wenger, 1998)

A number of issues emerge in studies of attempts to develop communities of practice. One is a tendency to build a platform and ‘declare’ the existence of a community of practice, rather than supporting emergence and therefore ownership. The second is to fail to recognise that such a process of emergence is continuous and ongoing. A third is to conflate organisational structures with communities and to focus on the organisational nature of the community rather than the routines and artefacts that define the capability of practices.

In a similar way social learning is not something which can be done to people. Instead an approach to social learning has to be based on facilitation of social learning processes with organisations and within Communities of Practice. Such facilitation needs to relate to the social practices of people. Murphy (2004) has conceptualized collaboration as a continuum of processes, and developed an instrument with six stages for the purpose of identifying and measuring online asynchronous collaboration: “(1) social presence (2) articulating individual perspectives (3) accommodating or reflecting the perspectives of others (4) co-constructing shared perspectives and meanings (5) building shared goals and purposes, and (6) producing shared artefacts.” However, these six stages can also serve as a template for social learning processes and inform the work of EmployID in developing tools which can facilitate social learning.

References

Attwell, G. (ed.) (2007). Searching, Lurking and the Zone of Proximal Development. E-Learning in Small and Medium Enterprises in Europe, Vol.5, Navreme Publications, Vienna

Attwell, G. & Baumgartl, B. (Eds.) (2009): Creating Learning Spaces: Training and Professional Development for Trainers. Vol.9, Navreme Publications, Vienna

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Boud, D. & Hager, P. (2012). Re-thinking continuing professional development through changing metaphors and location in professional practice. Studies in Continuing Education, 34(1),17-30

De Laat, M. (2012) Enabling professional development networks: How connected are you?, Open University of the Netherlands, Hagen

Eraut, M. (2000) Non-formal learning and tacit knowledge in professional work, British Journal of Educational Psychology (2000), 70, 113–136

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), 407-42

Gumbrecht, H. U. (Ed.) (1988) Materialität der Kommunikation. Frankfurt/Main: Suhrkamp.

Hart, J. (2011) Learning is more than Social Learning, http://www.elearningcouncil.com/content/social-media-learning-more-social- learning-jane-hart, retrieved 5 July, 2012

Kittler, F. (1985) Aufschreibesysteme 1800/1900. München: Fink.

Kraiger, K. (2008). Transforming Our Models of Learning and Development: Web- Based Instruction as Enabler of Third-Generation Instruction. Industrial and Organizational Psychology, 1(4), 454-467. doi:10.1111/j.1754-9434.2008.00086.x

Lave, J. and Wenger, E. (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of Cambridge Press,

Marsick, V. J., & Watkins, K. (1990).Informal and Incidental Learning in the Workplace.London: Routledge

Murphy, E. (2004). Recognizing and promoting collaboration in an online asynchronous discussion. British Journal of Educational Technology, 35(4), 421-431.

Onstenk, J. (1997) Lerend leren werken: Brede vakbekwaamheid en de integratie van leren, werken en innovere

Reckwitz A (2002) Toward a Theory of Social Practices, European Journal of Social Theory 2002 5: 243

Tennant, M. (1999) ‘Is learning transferable?’ in D. Boud and J. Garrick (eds.) Understanding Learning at Work, London: Routledge.

Wenger, E. (1999), Communities of Practice. Learning, meaning and identity, Cambridge: Cambridge University Press

Wenger, E. (1998) ‘Communities of Practice. Learning as a social system’, Systems Thinker,

 

Learning Analytics for Workplace and Professional Learning

December 10th, 2015 by Graham Attwell

Whilst there has been much interest from the Technology Enhanced Learning research and development community in Learning Analytics  (LA) , most of the focus has been on formal learning in educational institutions. There has been relatively little written about work based learning and continuing professional development, let alone informal learning. And what evidence there is suggests that Learning Analytics applied to informal and work based learning may require a significantly different approach to the emerging mainstream LA for schools and universities. Amongst other issues, data sets may be significantly smaller, learners are less concerned about completing learning in a set time to well defined assessment metrics and may have significant concerns about data privacy. Perhaps most significantly the answers we are trying to find out about learning in the workplace may not be the same as within an educational institution.

For this reason it is very good to see the organisation of a Learning Analytics for Workplace and Professional Learning (LA for Work) workshop collocated with the
Learning Analytics and Knowledge Conference (LAK 2016) at University of Edinburgh, Edinburgh, UK, being held in April 2016. Below is the Call for Papers.

Learning Analytics have been striving in the past years for all types of educational settings. However, analytics for workplace learning has been much less in the focus of the learning analytics community. While Learning Analytics in educational settings very often follow a particular pedagogical design, workplace learning is much more driven
by demands of work tasks or intrinsic interests of the learner, by self-directed exploration and social exchange that is tightly connected to processes and the places of work. Hence, learning interactions at the workplace are to a large extent informal and not embedded into a pedagogical scenario. At the same time, workplace learners can benefit from being exposed to their own and other’s learning processes and outcomes as this potentially allows for better awareness and tracing of learning, sharing experiences, and scaling
informal learning practices.

Recently, several different approaches to Learning Analytics in the workplace have been suggested. Some of these have been coming from the tradition of adaptive learning systems or self-directed learning environments for workplace learning or lifelong learning, some from learning in professional communities. Recently, the topic of
performance analytics or analytics in smart industries has extended the focus to more traditional work settings. New research challenges also abound in workplace scenarios, such as the introduction of new technologies (augmented interfaces, large scale collaboration platforms), or the new challenges that derive from the need to make
informal learning processes better traceable and recognizable.

We consider that workplace learning scenarios can benefit from existing research in education-based Learning Analytics approaches and technologies. At the same time, we are convinced that the community would benefit from a closer exchange around the specificities of workplace learning, such as the unconstrained and less plannable
learning processes, the challenge to integrate learning systems in work practices, or a methodological focus on design-oriented research approaches with smaller samples in real life settings. At the same time, we think that researchers in the educational domain can benefit from this workshop at LAK, as the clear boundaries between formal and
informal learning are increasingly vanishing, and a focus on lifelong learning is increasingly being established. For this reason, the LA for Work workshop aims at providing a forum for researchers and practitioners who are making innovative use of analytics at the workplace, and for those who have an interest in exploring analytics
in more informal learning settings.

Objectives and Topics

The objective of this workshop is to provide a forum for researchers in the area of learning analytics who specifically address learning at the workplace or in professional settings in different forms and flavors. We will welcome high-quality papers about actual trends related to workplace Learning Analytics. We will seek application oriented, as well as more theoretical papers and position papers in the following, non-exhaustive list of topics:

Learning Analytics for informal learning
Learning Analytics for the integration of formal and informal learning
Learning Analytics for workplace performance
Learning Analytics for lifelong learning
Community-Based Learning Analytics
Learning Analytics for Organisational Learning
Learning Analytics in professional communities
Workplace learning awareness, measurement and certification
Analytics for different educational processes at or near the
workplace, such as problem-based learning, on-the-job training,
self-directed informal learning, collaborative learning
Knowledge maturing in communities of practice, organisations or networks
Data-driven interventions to improve learning processes at the workplace
Recomendations of learning artifacts or learning activities at the workplace

DATES & SUBMISSION

We welcome the following types of contributions:

Short research papers and position papers (up to 4 pages)

Full research papers (up to 6 pages)

All submissions must be written in English and must be formatted according to the ACM format. Please, submit your contributions electronically in PDF format via
https://easychair.org/conferences/?conf=laforwork2016

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