Workplace learning as a spiritual practice

This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have replaced religious institutions as centres for adult learning, the workplace continues to respond to the universal need for community and support. These elements are related to spiritual values. Still, leaders of organisations need to consider values that underlie typical workplace activities and recognise how collective engagement and workplace interactions direct personal development and ground identity. Providing opportunities to reflect on meaning and direction at work supports a transformative approach to learning and leadership that promotes cooperative working conditions, conscious behaviour and informed citizenship through encouraging attitudes of critical awareness, praxis and collective engagement in workplace interaction.     

The structuration of blended learning: putting holistic design principles into practice

This paper considers the challenges faced by those seeking to design effective blended learning. Using a 2‐year case study involving cohorts of approximately 200 students, it demonstrates how Anthony Giddens’ structuration theory can provide a metaframework for assisting educational designers in creating coherent blended learning experiences that reinforce intended learning outcomes. It calls for educational designers to be sensitive to both their audience and the unintended and unanticipated consequences of their actions and shows how a holistic annual review framework can reinforce or suppress emergent behaviour through unit development.     

Interdisciplinarity and education: towards principles of pedagogical practice

Abstract

Purpose:

This article contributes new empirical evidence and nuanced analysis on the gender difference in access to extension services and how this translates to observed differences in technology adoption and agricultural productivity.     

Discussion strategies and learning science principles

Post-Sputnik science curricula stress the importance of teaching science as scientists might practice it. This has been vividly illustrated in the laboratory-oriented curricula generated in the past ten years. Even more important has been the emphasis on applying learning theories to their construction. The American Association for the Advancement of Science has implemented the ideas of Robert Gagné in order to develop Science—A Process Approach. Jean Piaget's theory of intellectual development has been integrated into the Science Curriculum Improvement Study. It has been the investigator's observation that many teachers who use the newer science curricula fail to utilize to the fullest the methods implicit in a development theory; consequently, the objectives which include the products as well as the processes of science may not be achieved. This paper will report on an investigation of two types of postlaboratory discussion strategies and their effects on sixth grade children's learning of some science principles. The effects these discussion strategies had on the learning of four science processes are reported elsewhere.     

Workplace changes and workplace learning: advantages of an educational micro perspective

This paper analyses two perspectives, a macro and a micro perspective, on changes in the workplace in relation to workplace learning. It critically evaluates what kind of phenomena both perspectives can account for. Research from a macro perspective focuses on changes in economy or on organisational change. It helps to explore the role of lifelong learning and workplace learning in society as well as to define required competences in different professions. Research from a micro perspective focuses on individual reactions to changes in one’s own workplace. It helps to explain how changes in daily work affect knowledge and skills on the individual or group level. It is argued that the micro perspectives is advantageous if educational goals are pursued which aim at fostering workplace learning and competence development. Examples for empirical research are provided which illustrate the potential of a micro perspective on workplace changes and workplace learning.     

Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques – (a) variation theory and (b) representations of subject matter – on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach.     

Using the first principles of instruction and multimedia learning principles to design and develop in-game learning support videos

Educational technology research and development - Over three years, our research team has designed various learning supports for promoting content knowledge and solving game levels. In this case...     

Values education and lifelong learning: principles,policies and programmes

Abstract

For education to be moral enough, its goal is defined not as to help individuals to learn the life ideals of church or state (which means centuries of practice whereby a group of individuals is trying to impose these ideals upon another group) but to create moral individuals‐‐people who are willing and able to treat each other as equals, and who are willing and able to feel compassion towards one another. Consideration is given to lessons from psychotherapy about the potential of autonomous human individual development for programmes of social change, in order for these programmes to be carried out without government and education resorting to imposition of the life ideals presupposed by them. In conclusion recognition is given to a trend of ethical thought, revitalising the moral significance of responsiveness to the reality of other people, grounded in the virtue of care for particular people. Adding the virtues of care and compassion to the virtues of impartiality and fairness offers a much deeper understanding of the moral grounds of society in its communitarian aspects, as evidenced by Solidarity as the social movement of the early 1980s in Poland.     

Ethical and privacy principles for learning analytics

The massive adoption of technology in learning processes comes with an equally large capacity to track learners. Learning analytics aims at using the collected information to understand and improve the quality of a learning experience. The privacy and ethical issues that emerge in this context are tightly interconnected with other aspects such as trust, accountability and transparency. In this paper, a set of principles is identified to narrow the scope of the discussion and point to pragmatic approaches to help design and research learning experiences where important ethical and privacy issues are considered.     

Workplace learning within teacher education: the role of job characteristics and goal orientation

Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students’ undertake in the workplace can be explained by students’ goal orientation and their perceptions of the workplace. In addition, it will be investigated whether this model is predictive for students’ academic achievement. Participants in this study were 464 bachelor students enrolled in teacher education. The results from the structural equation modelling show that students’ learning goal orientation is an important predictor for students’ learning activities and academic achievement. Students with a higher learning goal orientation demonstrate a more active approach towards their learning. Regarding the context, some positive relations between work-related variables such as job demands and job control on the one hand and students’ learning activities on the other hand were identified, but their relationship was more limited than expected.     

Adult learning principles in designing learning activities for teacher development

The research reported in this paper is an investigation of the application of adult learning principles in designing learning activities for teachers’ life-long development. The exploration is illustrated by qualitative data from a case study of adult educators’ and adult learners’ insights and experiences of a teacher development course organised by a Greek university. Analysis focuses on the andragogical notion of design, i.e. selecting the combination of learning units and learning formats that most effectively accomplish the objectives of a programme. Findings of the study are somehow optimistic in that they do indicate, however imperfectly, that adult learning principles might be further applied in designing learning activities for teacher development, and make some tentative recommendations for Greece and elsewhere.