The Digital McKinsey site came up through exploring the article on lifelong learning in a recent blog.
A complilation of top reads for 2018 provides 'from understanding to action' and links to a range of articles of relevance to thinking about the contributions and effects of digital tech on the future of work, learning and education.
There are guides to AI, digital strategy, agile organisations, analytics and blockchain. All written within the context of business organisations but of relevance to education.
I have now bookmarked the site and will keep an eye on future articles in the 'our insights' section.
Learning about elearning, m-learning, eportfolios, AI in VET, learning design and curriculum development. Also wanders across into research, including VET systems, workplace learning, apprenticeships, trades tutors and vocational identity formation. Plus meanderings into philosophy and neuroscience as I learn about how we learn. Usual disclaimers apply. This blog records my personal learning journey, experiences and thoughts and may not always be similar to the opinions of my employer.
Monday, January 28, 2019
Monday, January 21, 2019
Multiple Dimensions of Teaching and Learning for Occupational Practice - book overview
Here is an overview of the book 'Multiple Dimensions ofTeaching and Learning for Occupational Practice' Edited by Professor Sai Loo and just published by Routledge
2019. The hardcoopy of the book arrived last week and I had a good read of it over the weekend.
Disclaimer: I have a chapter
published in this book
Chapter 1
Researching occupational practice - SAI
LOO
The first chapter, sets the scene by firstly detailing the
rationale and origins of the book topic. The book seeks to provide perspectives
from a range of tertiary education levels, sectors and discipline areas. Education
which leads on to an occupation, or occupational teaching, is used as a term to
include the various levels (post-school to higher education) and sectors
(vocational, further, higher education, VET, TVET, TAFE etc.). Various chapters
represent these levels and sectors through the book. Occupational teaching also
includes continuous professional development. Brief overviews of each chapter
are provided in this chapter.
Chapter 2
‘Ausbildungsberufe’ – a necessary and
complex ingredient of the ‘Dual’ apprenticeship frameworks - LORENZ
LASSNIGG
This chapter critiques the various socio, historical and
political pressures brought to bear on the Austrian apprenticeship system. A
quantitative approach is used to unravel the many stakeholders involved and how
these have impinged on the evolution of the entire system. The Austrian system,
with roots in the Germanic tradition, is argued to be unique in that there is a
tight linkage between occupations and industry needs. In particular, the system
used to ‘create new occupations’ is of interest due to the rapidly changing
world of work.
Chapter 3
Occupational preparation for manual work:
fitter/machinists and concrete operators- ERICA SMITH
Here, a comparative study is used to examine how two trades,
have differing ways to prepare people for work. The study explores the
‘skilled’ vs ‘unskilled’ divide and how occupations become privileged through
historical evolution (i.e. older occupations); support from trade unions; and a
tradition of apprenticeship. This privileging allows for some occupations to
have higher regard in the public eye and others to maintain their reputation as
‘dirty work’. Yet, all occupations have inherent skill complexity. Lots of food
for thought in this article.
Chapter 4
Perspectives of beginning trades tutors on
teaching and learning- SELENA CHAN
My chapter draws from the first project I undertook for Ako
Aotearoa. This article, focuses on the concept of drawing from the knowledge
and skill sets of trades practitioners, to support their ‘boundary crossing’ to
become vocational educators. The article argues for a ‘strengths’ based
approach instead of the prevalent ‘top-down’ and ‘we know best’ model whereby
trades people, have to adopt the ways of teaching and learning which come
through the school and higher education sectors. In particular, the chapter
advocates for using apprenticeship approaches to assist new trades teachers and
to introduce theories of learning (cognitive apprenticeship etc.) and types of
learning literature, which align to trades people life and work experiences.
Chapter 5
A typology of occupational teachers’ capacities
across the three academic levels - SAI LOO
Here, the editor presents a chapter on connecting the
pedagogical practices across VET, higher and professional education. The
epistemological focuses and perspectives are used, along with the framework of
Berstein’s notions of knowledge to find commonalities and differences across
the sectors. The knowledge schemas of teachers is expanded to include the range
of knowledge, experiences, skills and abilities which inform teaching.
Chapter 6
Education and training in human movement
programmes: stakeholder perspectives- SALLEE CALDWELL AND MELINDA
HALL
In this chapter, the context of human movement and development
is used to study how stakeholders perceive the preparation of students for
work. A good example of engaging stakeholders and using the data to inform
curriculum development and student learning.
Chapter 7
Educating work-ready youth workers: designing a
university program for Australian and international contexts- JENNIFER
BROOKER
Here, the preparation of youth workers within a university
programmes is studied. Of interest is how the university, re-configured the
programme to be more similar to VET type programmes, with a better balance
between theory and practice.
Chapter 8
Learning to become an entrepreneur in
unfavourable conditions: the case of new-entrants in the context of the Greek
debt-crisis- KONSTANTINOS KARANASIOS AND THOMAS LANS
This is an interesting study, on how young people were assisted
to move into agriculture whilst the country was wrestling with the challenges
of an economy in meltdown. Of interest was the use of critical incidents
technique to gather data. The 3-P model – presage, process and product – was
also rationalised as a means to identify workplace factors which influence
learning.
Chapter 9
Professionalism and affective learning for new
prison officers: learning values, attitudes and behaviours in training at the
Scottish Prison Service- KATRINA MORRISON
Reports on a longitudinal study of recruits into the Scottish
prison service to understand how a new Officer Foundation programme has
progressed. The programme has an emphasis on values, attitudes and behaviours
as compared to previous iterations which had training focuses.
Chapter 10
The journey from healthcare assistant to
assistant practitioner: working and learning- CLAIRE
THURGATE
The journey of healthcare assistants to become assistant
practitioners is described and illuminated in this chapter. Of relevance is the
ways in which these learners were supported to become more self-directed. A
conceptual framework is presented to describe and support healthcare assistants
to become assistance practitioners.
Chapter 11
Understanding and appraising medical students’
learning through clinical experiences: participatory practices at work- STEPHEN
BILLETT AND LINDA SWEET
This chapter reports on medical students’ learning during their
clinical experience through ‘relational interdependence’. The authors argue
that the process is reliant on the two-dimensional relationship between the
affordances provided by the organisation and the way in which learners choose
to engage with these.
Chapter 12
Learning decision making in Emergency Medicine-
DUNCAN THOMAS CARMICHAEL
The decision making processes of emergency physicians is used to
provide insights into how skills and experiences are honed through workplace
learning.
Chapter 13
Reflections on the occupational practice- SAI
LOO
The concluding chapter provides an overview of the findings,
conclusions and implication for occupational education across the various
systems, levels and disciplines presented in the 11 chapters.
Overall, a good collection of chapters, attesting to the contextualised and specialised journeys of people becoming through learning, work and reflection, to take on occupational identity.
Monday, January 14, 2019
Lifelong learning - themes from 1000 articles summarised
The article discussed in this blog is via Jane Hart's blog consolidating her 'picks of the year'.
The article, presents the authors' learning through the trawling through 1000 articles on continuous learning. Ten themes are presented.
The article, presents the authors' learning through the trawling through 1000 articles on continuous learning. Ten themes are presented.
Of interest is that young people are particularly interested
in continuous learning opportunities. This bodes well for the future but is
also a telling indicator of the increased precarity in the workplace. There is
no longer a guarantee of ‘jobs for life’ and people need to continually keep up
with the play to keep themselves current and marketable. Who pays for this continual learning is not detailed. As it is, in the current neo-liberalist environment, individuals tend to pay for their post compusory school, pre-work learning. This is followed by professional development or on the job training as provided by some employers. Individuals seeking to shift their skill sets often then pay for their 'extra' learning themselves via MOOCs or other sources of learning. Organisations are pragmatic and will only fund training they deem relevant to their requirements. Individuals, to keep up with the play, therefore need to continually upskill, either formally or informally and company or self-sponsored.
The authors also connect the above to the need for people to
be continually learning as being driven by the knowledge economy and constant
change. Change also involves not just learning the same old thing again, but
requires unlearning and relearning.
Three themes revolve around the role of organisations to support
life long learners and the need for learners to take responsibility for their
own learning. Continuous learning is seem to be essential to career success and
job security is predicated on being keeping up the skills etc. to remain
employable.
There is promotion of the concept of ‘continuous learning
platforms’ which are predicted to disrupt current learning approaches. This is
to meet the future which is defined by the authors as being open, continuous
and embedded. See Digital McKinsey Practice for greater detail.
Monday, January 07, 2019
Plans for 2019
Back into the fray after some rest and re-creation in the NZ
mountains. Looking forward to another busy and productive year.
The first item to complete is to ensure the programme
documentation for our new Graduate Certificate / Graduate Diploma in Building
Information Modelling is approved for delivery for the middle of the year. I
will also be working with various teaching teams to complete their teaching and
learning plans and first delivery of their programmes. These include the new
Master in Sustainable Practice which will a blended approach based on
principles of ‘networked learning’ and the level 6 Diploma in Interior Design,
which will also have a blended approach.
Reviews across the sector and within my institution will
also generate activity. Change always requires adjustment to the socio-politics
of new ways of doing.
The main objective this year is to complete a book for
Springer titled: Processes, pedagogy and technology-enhanced vocational
learning: Learning and teaching a trade. This book, summarises the work I have
been doing across the last decade on understanding how people learn how to
become trades people. I have been beavering at the draft chapters from late
last year and hope to have most of it done by Easter. To assist the process of
completing the book, I will be embarking on a short sabbatical at the end of
the year. I hope to have completed the draft of the book by then and will work
on refining the book after it has come back from peer review.
Conferences include one at the end of March in Germany for the biannual convening of the International Network on Innovative Apprentice. The
annual AVETRA conference is on in Sydney in June and perhaps one later in the
year.
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