Work(place)learn(ing)

Van der Klink, M., Drachsler, H., & Sloep, P. B. (2013). Technology-enhanced learning in the workplace. In D. Derks, & A. B. Bakker (Eds.), The psychology of digital media @ work (pp. 145-165). London, UK: Psychology Press. Available from: http://dspace.ou.nl/handle/1820/3849

Recent book chapter from Peter Sloep and colleagues at OUNL. 

The evolving field: move from org to learner-led, from trainining to informl learning, in networks, embedded in daily work practices, focus shifts to transferable competences, work and learning increasingly intertwined.

Fundamental features: A definition: the fruitful interaction of two process, working and learning. There are two main dimensions: formality (the great majority of learning is informal, unplanned and incidental. (Marsick (2006) estimates 60-80%)), and location (the workplace, especially in technology rich domains, is less defined than before).

Learning opportunities in the workplace: Factors conducive for WL have been identified by Onstenk (1997): employee competences, employee willingness to learn, learning opportunities in the workplace (itself dependent upon: job and task characteristics (variety, autonomy, novelty) information environment (access to knowledge), social environment (access to expertise, culture)). Studies conducted over the last decade tend to indicate that WL is focused on the 'here and now' but less effective for long-term employability. Lack of space to reflect on work, learning and career. Argument: technology may be the key to creating conditions that are more conducive to learning in the workplace.

How technology enhances workplace learning. Describes evolution of TEL from training/CBT roots. Highlights: move from mass content to PLEs, mass training to individualised learning, one size fits all to personalized content, formal learning to informal, social learning, mass produced content to open content and user generated content, emergence of data analytics. For TEL, the paper cites evidence of it helping learners reflect (Wopereis, Sloep and Poortman, 2010), connect peers (van Rosmalen et al, 2008). highlights in particular the potential of Data analytics in providing evidence that learning has occured.

Emerging Practices: examples presented (a) learning networks; the handover toolbox. (b) microblogging; Yammer. (c) PLE; iGoogle.   Themes: (1) WL is flexible and can occur in different settings. (2) People play a critical role in organizing their own learning. (3) Technology enables the learning that occurs.