1. Work-based Blended Learning

• Anoush Margaryan

Caledonian Academy, Glasgow Caledonian University

http://www.slideshare.net/anoush

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2. Background

Research partnership with Shell EP Learning and Leadership Development LLD(2002-2005). Key collaborators: Prof. Betty Collis, Dr. Manuela Bianco, Dr Allard Strijker (University of Twente, NL)

Research partnership with Shell Learning(2007-2009). Collaborators: Prof. Allison Littlejohn, Dr. Collin Milligan (Glasgow Caledonian University)

Contributing to theory and practice : both partnerships resulted in a range of journal publications, reports, recommendations plus new models/approaches to learning (design process, evaluation system, learning support tools) implemented and embedded at Shell.

3. Challenges

Competences indefining and solving novel problems , for which no knowledge base exists

Interdisciplinarity

Understanding technology withfocus on general principles rather than specifics

Crew change:capturing, sharing, reusing and transferring knowledge dynamically

Increasedtime to competence : need to bring new staff up to speed quickly

Project-based work:collaboration and teamwork , criss-crossing geographic, disciplinary and cultural boundaries

Increased diversity:accommodating individual learners needs and preferences

4. Implications for learning

Anchoring of learning inbusiness needsand workplace tasks

Learning outcomes focused on improved jobperformanceand increasedcompetence

Strategicproblem-solving , critical thinking, learning quickly in response to rapidly changing environment and technology

Learning to learn

Skills in working indistributedand culturallydiverse teams

Building knowledgefrom different sources and perspectives and applying it in aflexibleway

5.

An effective course is a blend of formal and informal learning.

An effective course is a guided opportunity to learn from and share experiences gained through work-based activities and to contribute one's own experiences as resource for others.

Work-based activities link formal and informal learning.

Technology is a toolset to empower learner to create, contribute and connect knowledge. Technology is not a content delivery mechanism nor is it a substitute for humans.

Theses 6.

Formal learning : learning structured into a course or other form of learning event, conducted in classroom or at distance, supported by an instructor or self-paced.

Informal learning : learning that takes place in the context of work, through doing the work and interacting with others in the workplace.

Work-based activities:Learning activities anchored in real-world work practice and focused on developing the learners ability to solve the problems of their everyday professional roles

Definitions 7. Formal and informal learning Collis (2001) Knowledge management systems, repositories, knowledge sharing networks Classroom courses, e-learning Discussions with peers, informal coaching Seminars, project meetings 8. Formal learning: Strengths & limitations

Strengths

Content is pre-selected, quality controlled, and pre-structured.

A dedicated instructor supports, motivates, guides, manages, and monitors the learning process.

The learning process is well defined; learning takes place in a dedicated space where distractions from ordinary work can be put aside. A tempo and discipline for learning is maintained and can be planned for in advance.

Learning involves social interaction with fellow learners.

Limitations

Content may become out of date or may not be relevant to particular work situations.

There is a gap between learning and application

Instructors vary in their capabilities

The times, places, and pace chosen for learning may not fit the needs of individual learners.

Social interaction with fellow learners may be forced or superficial and not last after the course is completed.

Synthesised from Billett (2001) and Collis (2001) 9. Informal learning: Strengths & limitations

Strengths

Learning involves personally authentic experiences and is integrated within real workplace tasks.

Learning involves direct guidance by workplace peers and experts through modelling, performance monitoring, and collaboration.

Learning involves observation, listening and access to locally relevant tools and procedures.

Learning is focused on practice.

Limitations

Learning through work may lead to uneven conceptual development (all procedures, no theory) and disconnected rather than richly associated understanding.

Workplace tasks may be repetitive or non-conducive to new learning.

The learner may learn inappropriate or limited knowledge such as shortcuts that represent unsafe working practices or work practices that encourage exclusiveness and intolerance.

There may be lack of available experts to provide guidance or experts may be reluctant to provide guidance

Synthesis from Billett (2001) and Collis (2001) 10. What people learn through work? Littlejohn, Margaryan, Milligan (2010) Know-what(Conceptual knowledge) Acquiring core technical knowledgeLearning about other disciplines Understanding internal / external conte xt Know-How (Procedural knowledge) Lab skills Using company-specific technologyDelegation skills People management skills Time management and prioritising Project management Collaboration skills Virtual team working Know-where ( Lo cative knowled g e) Developing personal networks Knowing who to ask Personal Development (Dispositions) Learning to become assertive Understanding own strengths and weaknesses Developing confidence Learning to manage stress Enculturation Developing visibility in the company Understanding 'big picture Learning to navigate workplace politics Learning the w ays of being in the organisation 11. How people learn in the workplace?

Learning by doing 69%

Learning by discussing with others- 31%

Coaching and mentoring24%

Learning by teaching others 21%

Vicarious learning 21%

Learning by trial and error 17%

Self-study (eg reading literature) 14%

Littlejohn, Margaryan, Milligan (2010) 12. Who people learn with?: Significant others

Team members 66%

Line Manager 52%

Colleagueselsewhere in organisation 45%

Mentor 35%

Coach -21%

Senior leaders 7%

HR(co mpetenceadvisors ,c onsultant s ) 7%

Littlejohn, Margaryan, Milligan (2010) 13. Dimensions of work-based blended learning

Different types of learning activities (focus onwork-based problems )

Different types of learning resources (focus onre-useof experience from within the company)

Different places and times for learning activities (focus onactivities carried out in the workplace )

Different ways that people interact with each other (focus oncollaborationduring work-based activities)

Guided by a capable facilitator (focus onteachable momentswithin the course as well as individualisedcoaching )

Involving regularassessment(focus on workplace relevance)

Integrated via aWeb-based learning support environment

14. Examples of components (1)

Different types of learning activities

Find out about, Describe, Compare and contrast, Apply, Evaluate, Reflect, Create

Make use of authentic data and resources, workplace relevant

Share and re-use previous contributions

Using a Web-based system to support, manage, and integrate all aspects of activities

Different types of learning resources

Real datasets and authentic workplace documents

External/internal blogs, wikis

RSS, aggregators

Real-time knowledge (eg from micro blogging)

In house knowledge sharing networks and repositories

Books, manuals, reports

Instructor-created resources

Participant-created resources

Professionally made resources

Relevant networks

15. Examples of components (2)

Different places and times for learning activities

Some, in the workplace

Some, at home or another study place

Some, in face-to-face contacts

Some, via the computer

With some degree of flexibility in time and location and pace

Different ways that people interact with each other

One to one

One to many

Collaboratively, within a group or a community of practice

Within a network (including personal networks)

Collegially, peer-to-peer

Formal and informal

Structured and non-structured

With a clear procedure and a clear acknowledgement of who initiates what

16. Examples of components (3)

Capable facilitator

Technology does not replace the instructor, but rather extends access to him/her

Extended access means new demands and burdens and requires new forms of support

Focus on processes during the learning rather than assembling content beforehand

Assessment

A blend of evaluation approaches - peer, portfolio, formative but always anchored in workplace activities

Feedback is a critical part of learning and a key part of the assessment process

Standards and expectations need to be clear and based on workplace validation

17. Examples from Shell: Work-based activity 18. Examples from Shell: Peer Assist 19. Addressing strengths and limitations of formal and informal learning (1)

Strengths of informal learning

Authenticity of learning, no separation of learning and doing

Direct guidance by peers and experts modelling, performance monitoring, collaborative learning

Indirect guidance observation, listening, access to tools and procedures; self-monitoring and self-directedness

Learning focused in practice

Work-based blended learning

Emphasis on workplace problems

Dedicated instructor; supervisor, coach and other experts support work-based activities; sharing knowledge with peers in the course and in the workplace

Work-based activities build in flexibility and possibilities for observation, self-monitoring and reflection

Focus on workplace problems but with necessary conceptual grounding

20. Addressing strengths and limitations of formal and informal learning (2)

Limitations of informal learning

Learning inappropriate knowledge

Limited access to appropriate workplace tasks (eg projects)

Reluctance of experts to provide guidance

Reluctance to participate (dont want to labelled a student)

Work-based blended learning

Expert facilitator to guidelearning

Formalised nature of work-based activities, line manager support and involvement in work-based activities

Strategies and tools for line manager involvement; expert guidance from course instructor and peers

Work-based activities anchored in workplace problems; participation closely connected with personal development planning; flexible activities address individual preferences

21. Work-based blended learning is effective when:

Learners are engaged in solving real-world problems

Prior knowledge and experience are activated as a foundation for new knowledge

New knowledge is demonstrated and new behaviour is modelled to learners by significant others (instructor, supervisor, coach, peers)

Learners are guided and scaffolded as they apply new knowledge in the workplace

New knowledge is integrated into learners world

Learners solve problems collaboratively, with other learners and workplace peers

Learners are stimulated to share knowledge and learn from others both in the course and in the workplace

Individual learning needs and preferences are accommodated through flexibility in learning activities and tailored feedback

Significant others in the workplace are involved in supporting the learner

Knowledge is reused from outcomes of work-based activities contributed by learners, from learners workplace, and from elsewhere in organisation

Technology is used as a workbench to empower learners to create, consume, contribute and connect knowledge and with others

Margaryan (2008) 22. Reference Model of Work-Based Blended LearningMargaryan (2008) 23.

What constitutes learning?

Recognition of workplace learning

Supervisor involvement

Challenges in implementing work-based blended learning 24. References

Margaryan, A. (2008).Work-based learning: A blend of pedagogy and technology.Saarbruecken: VDM Verlag. ISBN 978-3836438094

Collis, B., & Moonen, J. (2005) . An on-going journey: Technology as a learning workbench.University of Twente, The Netherlands. Available fromhttp://bettycollisjefmoonen.nl/Book-Learning-Workbench-V2.pdf

Littlejohn, A., Margaryan, A., & Milligan, C. (2010).Collective learning, connected knowledge: Towards new approaches to learning for work.Final project report. Caledonian Academy, Glasgow Caledonian University.

Collis, B. (2001, June).Linking organizational knowledge and learning . Invited presentation at ED-MEDIA 2001 Conference, Montreal, Canada.

Billet, S. (2001).Learning in the workplace: Strategies for effective practice . Crows Nest, Australia: Allen & Unwin.

McKinnon, S., & Margaryan, A. (2009).Principles of work-related learning.Caledonian Academy, Glasgow Caledonian University.Available online athttp://www.academy.gcal.ac.uk/realworld/documents/Principlesofwrl180909.pdf