1,720,995 research outputs found
Introduction
No full textClosely linked to the concepts of growth and globalisation is the increasing recognition being given to the importance of the workplace as a site of learning. The value of the book rests in the fact that this framework does not have its foundations in just one academic discipline, but rather provides a range of perspectives drawn from psychology, social psychology, sociology and critical theory. The purpose is to move away from a unidimensional understanding of workplaces and workplace learning to provide a different standpoint from which to better appreciate the diversity and complexity of learning in the workplace
New technologies and their impact on the culture of geography teaching and learning
No full textThere appears to be general agreement that what is variously called the new technologies,\ud
information communication technologies (ICT), just as computers or the worldwide web, is\ud
about to, or already has, revolutionised education. Ministers of education, and even prime ministers and presidents, on those occasions when they deign to recognise education at all, are ever ready to present statistics about technological hardware as an analogue for educational progress (by which they frequently mean progress in the economic competitiveness of the next generation of workers). There is a belief that increasing facility with the use of emerging information communication technologies (the generic term that will be used henceforth in this chapter solely due to the availability of its acronym, ICT) will automatically lead to the improvements to society that education is intended to yield, whatever they may be in particular contexts. Beyer and Apple (1998: 3) comment on the "transformation of curriculum theory and practice from a concern about what should be taught and why we should teach it to those problems associated with how to organise, build, and above all now, evaluate curriculum and\ud
teaching. The difficult ethical and political questions of content, of what knowledge is of most worth, have been pushed to the background in our attempts to define technically oriented methods that will "solve" our problems once and for all"
Distributed Cognition: Understanding Tensions Embedded in Workplace Knowledge and Skills
No full textEfforts to develop and define education and training models that are responsive to the needs of the high performance workplace have involved interventions that are well beyond formal instruction derived from psychological research on human learning. Current literature on human learning argues that such instructional interventions are limited and often considered fragmented - they tend to focus on specific items of decontextualised knowledge (see Lave 1991; Scribner, 1986). Whilst some current models are more comprehensive ans systematic than in the past, they nevertheless reflect a view of developing professional expertise that is prescriptive and deterministic. Present models may be useful for many types of knowledge and skills development; however their potential for developing skilled and knowledgeable performance needed in a contingent and dynamic work environment is far from optimal. The emergent model based on a shared cognition or community of learners, expands our understanding of learning but it is still prescriptive and narrow in that it undervalues the contribution of the individuals' cognition in human learning and performance (Lave & Wagner, 1991). To explore the emerging nature of workplace knowledge and skills and their significance for education and training, this chapter will firstly discuss the multi-dimensional nature of emerging workplace contexts and the associated knowledge base. Secondly, the changing views about human learning processes will be discussed in the context of a proposed model for examining the complex nature of workplace knowledge
- …
