1,721,072 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
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
Researching Transitions: Some Assumptions and Challenges of Researching Seamless Learning
No full textIndividual learning capacity is becoming highly valued in a knowledge and information society, fostering increased attention to knowledge innovation, transfer and management. In addressing this, researchers of seamless learning and associated transitions confront a complex labyrinth of contexts, approaches, processes and learner variables challenging the understanding of what, how and why individuals learn and what enables and hinders seamless learning. First, they need to challenge the traditional view of ‘learning environment’ as a passive, formal, homogenous, uni-dimensional and all inclusive entity. The knowledge and information society has produced a diversification of learning contexts which transcend contextual boundaries imposed by workplaces, formal institutions, and recreational, virtual home contexts. Second, they need to be aware of the assumptions that have developed as relevant concepts have evolved. For example, the original Bandurian concept of triadic interaction initially afforded equal importance to learner and environment but has developed into an almost exclusive focus on individuals. Third, researchers need to recognise that learning environments have an ‘intelligence’ built into them that influences learning behaviour. These issues are considered in terms of a conceptual model and research design for application to seamless learnin
Understanding Learner-Centredness: Does it Consider the Diverse Needs of Individuals?
No full textIn light of the significant changes happening in all sectors of our society, we in the education sector and in particular in the universities, have adopted a number of innovative ideas for delivering education. Many of these innovations deal with procedural aspects related to learning and consequently little concern has been shown to individuals’ beliefs about knowledge and dispositions for learning. Beliefs and dispositions are powerful tools to effect a more meaningful and sustainable change to how individuals engage in learning. This paper discusses some recent findings from research into university students’ beliefs about the nature of knowledge and their conceptions of learning, and identifies the implications for a learner-centred university education. Learners’ beliefs both informal and formal may influence the way they approach learning. Do they learn to apply, or learn to understand? The effort they make to learn depends on their perception of how the learning will reward them. The paper also explores the cross-cultural beliefs about knowledge and conceptions of learning
Cognitive skills required in contemporary workplaces
No full textThis paper discusses some of the changes occurring in contemporary workplace practices, and the implications these have for the types of knowledge and skills required to work in such environments. Increasingly, workers need to be multi-skilled to function effectively in contemporary work environments. The nature of multi-skilling is explained in terms of cross-skilling, up-skilling and higher-order thinking skills, and the relevance of multi-skilling in today's workplaces is examined. Finally, the paper explores some factors affecting the acquisition of these desired skills in light of current work practices
India's vocational education capacity to support the anticipated economic growth
No full textThe buoyancy that the Indian economy experienced between 2000 and 2010, in spite of the global downturn of 2008, is no longer a reality. Growth projections for 2012-13 have been reassessed to 6.5 per cent. This is still higher than most other developed economies of the world (see Figure 1.1), however the growth rate is slowing. The World Bank in its recent forecasts1 expects India’s growth rates not to extend beyond 7.2 % and 7.4 % in the years 2013-14 and 2014-15, respectively. Similarly, the Planning Commission has scaled down the growth target for the 12th Five Year Plan (2012-17) from 9% to 8%. Different reports note different rates, but the consistent message is that the projection of India’s economy is on a downward trend..
Adult learning in a workplace context
No full textIn light of the changing nature of contemporary workplaces, this chapter attempts to identify employer expectations and the associated skills required to workers to function effectively in such workplaces. Workers are required to participate in informed discussion about their specific jobs and to contribute to the overall development of organisations. This requires deep understanding of domain-specific knowledge, which at times can be very complex. Workers are also required to take responsibility for their actions and are expected to be flexible so that they can be deployed to other related jobs depending on demand. Finally, workers are expected to be pro-active, be able to anticipate situations and continuously update their knowledge to address new situations. This chapter discusses the nature of knowledge and skills that will facilitate the above qualities
Knowledge transfer through a transnational program partnership between Indonesian and Australian universities
No full textAs transnational programs are often advocated as a knowledge transfer opportunity between the partner\ud
universities, this case study investigated the knowledge\ud
transfer (KT) processes between Indonesian and Australian\ud
universities through an undergraduate transnational program\ud
partnership (TPP). An inter-organisational KT theoretical\ud
framework from the business sector was adapted\ud
and used to guide the study. The data were generated\ud
through semi-structured interviews with key university\ud
officers and document analysis from two partner universities.\ud
Based on the thematic analysis of the data, the findings\ud
demonstrated that the curriculum mapping process facilitated\ud
KT. However, different intentions of the partner\ud
universities in establishing the program led to declining\ud
interest to conduct more KT when expectations were not\ud
met. The Indonesian university’s existing knowledge,\ud
acquired from other sources through processes that were\ud
serendipitous and based on individual lecturers’ personal\ud
experience, meant that KT opportunities through the TPP\ud
were not always pursued despite written agreement to\ud
exchange knowledge with the Australian partner. While\ud
KT most evidently resulted in institutional capacity\ud
development for the Indonesian university’s school that\ud
managed the TPP, dissemination of knowledge to other\ud
units within the university was more challenging due to communication problems between the units. Hence, other universities seeking to conduct KT through TPPs need to understand each partner university's intention in establishing the partnerships, identify the institutions' needs before seeking knowledge input from the partner university and improve the communication between and within the universities for sustainable benefits
Restructuring instructional material in vocational education to enhance learning
No full textThis paper reviews research findings regarding the design of instructional material and its effectiveness in facilitating learning. Firstly, a discussion of memory processes engaged in when learning from different types of instructional material is presented. Secondly, referring to empirical research, the implications of the above discussion for vocational education instruction, and in particular, for engineering graphics, CNC programming and learning to use equipment from manuals are presented
Cognitive load and mental rotation : structuring orthographic projection for learning and problem solving
No full textCognitive load theory was used to generate a series of three experiments to investigate the effects of various worked example formats on learning orthographic projection. Experiments 1 and 2 investigated the benefits of presenting problems, conventional worked examples incorporating the final 2-D and 3-D representations only, and modified worked examples with several intermediate stages of rotation between the 2-D and 3-D representations. Modified worked examples proved superior to conventional worked examples without intermediate stages while conventional worked examples were, in turn, superior to problems. Experiment 3 investigated the consequences of varying the number and location of intermediate stages in the rotation trajectory and found three stages to be superior to one. A single intermediate stage was superior when nearer the 2-D than the 3-D end of the trajectory. It was concluded that (a) orthographic projection is learned best using worked examples with several intermediate stages and that (b) a linear relation between angle of rotation and problem difficulty did not hold for orthographic projection material. Cognitive load theory could be used to suggest the ideal location of the intermediate stages
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