Learning Through Practice: Models, Traditions, Orientations and Approaches
Abstract
Practice-based learning—the kind of education that comes from experiencing real work in real situations—has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book’s two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning—including curriculum models and pedagogic practices.
Chapters (14)
There is a growing interest in practice-based learning in countries with both advanced and developing economies. Much of this interest is directed towards augmenting students’ learning within vocational or higher education programmes of initial occupational preparation
or those for professional development
(i.e., further development of occupational knowledge across working life). The worth of contributions from practice settings
and experiences with authentic instances of occupational practice, of course, has been long acknowledged in the major professions
and trades
. Indeed, most trades and professions have a requirement for individuals to engage in an extensive period of practice prior to being accepted as a tradesperson or professional. So, there is now a growing interest in occupationally specific higher education programmes providing these kinds of experiences for novice practitioners. However, beyond their use in initial occupational preparation, there is a wider set of considerations about the utility of practice-based experiences to promote ongoing development across working life. In particular, occupational practice and experiences in practice settings are now being used as a vehicle for professional development. Increasingly, educational programmes organised by universities, technical colleges, and professional bodies, are often either premised upon or partially based within the learner's occupational practice. Hence, at this time, there is a wide and growing acceptance that the experiences provided in practice settings, usually workplaces or work settings, are essential for developing the knowledge required to effectively practice occupations.
Over the past decade, I have conducted ethnographic research across academic and non-academic settings about what and how people know at work and about how they become experienced and competent practitioners as they begin to participate in workplaces. The common experience across all of these sites include an experienced abyss between what is taught and tested in formal schooling and the competencies that are required to be good at work. At the same time, tacit
modes of learning were identified that allowed new practitioners in all these fields to become competent practitioners. Considerable transformations of practice and learning could be observed, among non-academic as well as among more academic professions
, when (new and old) members engaged in the practice of reflection
. In this chapter, I use practice theory and cultural-historical activity theory to articulate similarities and differences in school learning and learning on the job, and learning by implicit (tacit) and explicit modes. I focus in particular on the ways in which reflection on practice, generally mediated by some technology provides renderings that allowed a rejoining of theory and practice to occur.
I define personal knowledge
as ‘what individual persons bring to situations that enables them to think, interact and perform.’ It can be observed only through a series of holistic performances, each involving several kinds of knowledge. Lifelong learning can be tracked through entries on learning trajectories
. Professional practices grow through increasing recognition of situations, development of routines, reflection
and discussion of new or complex problems. Most learning events are embedded in normal work, so access to learning depends on the nature of the work environment and the behaviour of those involved. The key factors affecting informal learning are appropriate levels of challenge and support, confidence and commitment, and personal agency
. These factors, in turn, are influenced by the allocation, structuring, and perceived value of the work. Managers should be appraised on their crucial role in developing learning.
This chapter focuses on one aspect of learning through practice in the context of professional work, namely on how engagement with complex artefacts and objects may involve practitioners in wider circuits of knowledge advancement and serve as a vehicle for learning when explored in situated problem solving. As a point of departure we argue that the permeation of epistemic
cultures
and practices in society has created a new context for professional work and contributed to transform
collective knowledge resources as well as the institutional boundaries of professional communities of practice. As knowledge increasingly is mediated by abstract and symbolic inputs, and more advanced knowledge objects are introduced into the realm of professional practice, a creative and explorative dimension is brought to the fore. By introducing Karin Knorr Cetina’s notion of
objectual practice
as an analytical perspective, the chapter draws attention to the unfolding and question-generating character of knowledge objects and to how these qualities may generate explorative and expansive forms of engagement among professionals that serve to link everyday work with wider circuits of advancements in knowledge and practice. The group of computer engineers
is selected for elaborating and illustrating this perspective.
A diverse range of practice-based approaches has increased our understanding of learning in preparation for work and in the workplace. While these approaches are rich and varied, they generally conceptualise practice as a singular, relational whole, thereby overlooking the multiplicity of practice. Moreover, practice-based approaches commonly adopt an epistemological focus that neglects the ontological
dimension central to learning. In other words, these approaches emphasise the knowledge or activities that are learned, at the expense of attention to who learners are becoming
and what this process of becoming involves. We adopt a lifeworld
perspective in proposing an alternative approach that focuses on development of ‘ways of being,’ such as ways of teaching or managing. Ways of being guide and direct our activities, giving meaning to what we do and who we are. We outline the historical development and key features of this alternative approach. We use empirical material from our research on learning in higher education and the workplace in demonstrating how a lifeworld perspective can provide a new and innovative approach to practice-based learning.
This chapter discusses physicians’ and engineers
’ professional identity
formation through engagement in practice. First, the concept of professional identification as the enactment of life politics
is advanced. Professional identification is here viewed as an ongoing process in the context of lifelong learning, where learners’ subjectivities and life trajectories are significant. Second, the concepts flexibility, stability and ambivalence are introduced and used dialectically as analytical tools for understanding physicians’ and engineers’ experiences of learning through their different practices. In discussing these concepts, we illustrate the conception of life-politics by means of empirical examples of how subjectivity
, everyday life experiences, and conditions in different practices interplay in the process of professional identification. Third, we show how the processes of
becoming
an engineer or a physician stand as substantially different processes, seemingly more or less articulated and determined. Moreover, being an engineer or physician reflects additional aspects of learning through the process of identification with the professional role, including the impact of the work itself and of the personal self. In all, our findings suggest that the engineers identify with the content and nature of the work itself as a flexible strategy, thereby making the identification with the profession ambivalent. The physicians, on the other hand, seem to build a character as a doctor with which they identify permanently, thereby shaping a fragile boundary between their selves and the profession. Finally, an interpretive model is proposed, where the life-politics of the individuals is expressed through flexibility, stability, and ambivalence.
This chapter analyses a work placement scheme established to create the conditions to: (i) incubate new designs in the jewellery
sector in Birmingham; (ii) support a jewellery company compete more effectively in the global market; and (iii) assist a newly
qualified graduate jeweller to enter the jewellery sector. It uses concepts from: cultural-historical activity theory -‘object’;
workplace learning - ‘vocational practice’; and philosophy of mind -‘space of reasons’ to analyse the strategies and tactics
used by (i) the organisations involved with the scheme to facilitate the incubation of the new designs, and (b) an aspiring
jewellery designer to create a new product range. The chapter concludes with a discussion of the implications of this conceptual
framework for current debates about: (i) practice-based learning; and (ii) occupational competence.
This chapter analyses how apprentices in the Swiss VET system receive practical instruction
within training companies and how they are being supported and guided by experts in the workplace. It does so by paying special attention to verbal and nonverbal interaction
between experts and apprentices, exploring the hypothesis that a fine-grained analysis focused on language-in-interaction could profitably inform the conditions in which learning arises from a practice-based training model. The chapter commences with a brief overview of the main issues and problems challenging initial vocational education
in Switzerland
. It then identifies and illustrates four distinct interactional configurations through which guidance
progresses in the workplace: as spontaneously provided, explicitly requested, collectively distributed, or implicitly denied. This empirical and interactional approach, based on audio-video data analysis, contributes to a reflection
on the strengths and weaknesses of a practice-based training model as it is implemented in the Swiss apprenticeship
system.
Cooperative education (co-op) is a strategy of education that combines academic learning in the classroom with real-world practice in a relevant workplace. To provide this mix of learning opportunities, co-op involves collaboration among students, educational institutions, and employers. Real-world experience for students in the form of work-based placements or internships can serve to provide entry for learners into a particular community of practice. Theorising and research into student learning through cooperative education
has focussed on the experiential nature of the learning opportunity, and more latterly through sociocultural views of learning. These latter views help us to understand that cooperative education exposes students to worlds of learning that are different but complementary. These complementary worlds have different sociocultural dimensions that afford different learning opportunities to students. Clearly defined integrative pathways are required that allow students to make sense of the learning that they are afforded. The real strength of cooperative education as a strategy of practice-based learning is not that students gain opportunities to learn in the classroom and in the workplace, but that these opportunities are integrated to create learning that is more than the sum of the two parts.
This chapter investigates the question of how social networks
in organisations contribute to employee learning. Based on the learning-network theory, which views organisations as networks
of actors creating various processes, we distinguish between two specific actor networks especially relevant to individual
learning. First is the work network, in which employees carry out and improve their daily work, which may lead to learning;
and second is the learning network, where employees participate in especially designed programmes in order to learn. Their
learning-relevant experiences acting in both networks can lead employees to creating their own learning paths
, that is, to making sense out of the many experiences with a view to bringing coherence and meaning to them. Individual learning
paths are both employee-driven and affected by their work experiences and participation in learning programmes
, which are informed to a considerable extent by the particular work and learning networks in which employees participate.
Apprenticeship programmes, designed as practice-based on-the-job
(OJT) learning with some classroom supplement, are key to producing high-skill
workforces in the American unionised building trades
. This study, which asks how learning happens in OJT, is based on interviews and focus groups with apprentices and journeymen in building trades in the Chicago, US area. Unlike classroom learning, OJT requires apprentices to construct their own learning opportunities. The overall participation structure of the community of practice is organised by the economic logic of the industry which focuses on efficiency and the bottom line, not learning, yet it encourages cross-generational cooperation by linking the retirement security of journeymen to the high skills of rising apprentices. Conditions for good apprenticeship
learning as proposed by Lave
and Wenger (1991), namely legitimacy, transparency and opportunities to do real work, also apply to learning about the community of practice itself.
This chapter focuses on the work of teachers and education administrators’ use of interactional learning strategy. Instead of being guided by external experts, an interactive and dialogic approach is enacted between researchers and practitioners, in promoting the developmental needs and capacities of educational practitioners and generating responses to problems arising in practice settings
. It is held that these problems and what constitutes effective and appropriate solutions may be unknown and unknowable to external experts, which limits their capacity to provide direct and effective guidance
and recommendations. Instead, practice-based responses arising through interactions between practitioners and researchers are more likely to be generative of effective responses, whilst building capacity to resolve subsequent problems. Factors shaping the likely success of these strategies are premised upon the degree by which the practitioners are ready to and are confident in their capacity to progress these interactions. The pedagogic dimensions of these interactions were promoted by the use of specific strategies that included meetings and sharing of concerns and potential responses through a facilitated process ordered by the researchers as external agents. It is through these interventions that collective learning is secured and commitments to remake practice are emphasised.
Coaching, and especially executive coaching
, is one of the fastest growing industries in recent years and is being used more and more often for the development of workers. This chapter seeks to explain the effectiveness of the relationship between the coach and the coachee in collegial coaching. For this purpose 35 coachees and their coaches were interviewed. The coachees were all managers working for the Dutch government. Their coaches were also managers who were trained to coach their colleague managers from other departments within the government. The findings show that coachees attributed the effectiveness of their coaching to a large part to the relationship they had with their coach. Receiving unconditional acceptance and respect from the coach was not only a facilitative condition, but also directly responsible for change. Furthermore, the findings indicate that although there should be a certain distance between the coach and the coachee, a purely formal unilateral helping relationship is less effective than a mutual relationship in which a deeper personal connection exists between the coach and the coachee. Also, the findings suggest that while differences between the coach and coachee in terms of personality may lead to useful challenge, when it comes to beliefs and values more similarity between coach and coachee is desired.
Pilot education and training has historically been centred on knowledge of aircraft systems and flying skills. Additions to
pilot training syllabi over the years have generally occurred due to advances in technology that have required new skills
and knowledge to be taught. However, research into aviation accidents over the last 30 years has identified disconnects between
current syllabi and pilot needs in the work place. Despite the new perspectives of required pilot skills, traditional habits
within training are still embedded in modern training syllabi and, more importantly, the current practice-based methods. Changes
are needed in pilot training programmes to improve areas such as team skills, decision making, and communication. These changes
are likely to see an increasing use of simulators of varying levels of sophistication to allow authentic practice-based training
activities for pilots. Importantly, there is also a need to improve assessment methods for practice-based activities.
... Poor specification knowledge transfer may be associated with both habits and routines of master craftsmen or might be a constraint towards BMSs compliance since BMSs knowledge transfer is either incomplete or ineffective as shown in Figure 1. The habits of the master could also determine the sequence and structuring of the training which are important determinants of knowledge transfer (Lave and Wenger, 1991;Billett, 2010 In law enforcement paradigms, Hucklesby (2009) observes that support from family and friends in the form of moral support, togetherness or reminders on the risks of non-compliance, influences compliance positively. This could be the case in informal construction where master craftsmen who mentor blood related mentees may have extra incentives to support, remind and even guide craftsmen towards compliance with BMSs (Mselle and Alananga Sanga, 2017). ...
... For the purpose of compliance with BMSs in informal construction practices, master craftsmen must be perceived supportive by their respective mentee. Although the literature stresses on the importance of job sequencing in informal learning to build a structured knowledge or learning platform (Lave and Wenger, 1991;Billett, 2010), informal practices that involved sequencing in this case seem to yield insignificant outcome in terms of compliance with BMSs. It seems BMSs knowledge transfer follows different channels when compared to other construction skills especially when it comes to compliance with BMSs. ...
... This contradicts the existing body of knowledge that links informal construction practices with non-compliance to BMSs (Polese, 2015;Hoai and Yip, 2017;Agyemang and Boateng, 2019;Adewole, Ajagbe and Arasi, 2015;Oloyede, Omoogun and Akinjare, 2010). Another important departure relates to learning modalities whereby it is suggested that sequencing and structuring of training programmes yield positive outcome in compliance (Lave and Wenger, 1991;Billett, 2010). The observation in this study holds this argument contentious as no statistically significant relationship was noted between compliance and sequencing or structuring of the learning processes among informal construction workers. ...
Informal construction workers rarely comply with Building Material Specifications (BMSs) due to incompetence emanating from knowledge gaps, cost reduction strategies among clients, poor material use and lack of quality checks and control mechanisms. Based on logistic regression model results on the relationship between compliance and knowledge transfer on BMSs, this study has noted a mismatch between informal knowledge transfer practices and compliance with BMSs during construction. This mismatch is partly attributed to inappropriate knowledge transfer on BMSs. Compliance with BMSs is mainly driven by appropriate knowledge transfer and trainer-trainee agreement for effective knowledge transfer. The "carrots and sticks" approaches to enforcing compliance with BMSs among informal craftsmen have marginal effect on the ultimate compliance behaviour of craftsmen. The conclusion is that although social capital through social network is considered useful for knowledge transfer it does little to induce internalisation of knowledge on BMSs leading to non-compliance. That is, positive attribute of knowledge transfer may not necessary yield positive compliance levels. However, since this argument is strongly tied to compliance as measured along instrumental, normative and constraints dimension, it may slightly change in an environment where habits and routine have a major role to play in construction practices.
... Research worldwide has emphasised the advantages of experiential learning, including increasing student engagement, strengthening academic achievement, and equipping graduates for the world of work (Billett, 2010;Ruhanen et al., 2013). Unfortunately, there are still problems like limited space, limited funds, and varying levels of student readiness that make it hard to fully enjoy the benefits of experiential learning (Hsu, 2018). ...
... This research provides insights that can align academic instruction with industry demands, ensuring graduates acquire the necessary abilities and experiences to thrive in professional environments (Weaver & Lawton, 2010). Furthermore, the study's results can guide policymakers and institutional leaders in their efforts to establish experiential learning as a fundamental aspect of effective education (Billett, 2010). This research enhances the greater dialogue on educational innovation, emphasizing the capacity of experiential teaching approaches to revolutionize learning experiences and outcomes. ...
The tourism industry requires workers skilled with both theoretical understanding and practical competencies of the field, underscoring the importance of experiential teaching methods in the training of students. This study examines tourism students’ impressions of these methods at Cape Coast Technical University in Ghana, contrasting them with traditional instructional methods. Utilising Kolb’s Experiential Learning Theory, the study investigates students’ comprehension of experiential methodologies, their effectiveness, and the challenges they encounter. We employed a mixed-methods strategy that integrated both quantitative and qualitative data collection. We distributed questionnaires to 162 tourism students participating in a census at Cape Coast Technical University. The survey comprised both closed- and open-ended questions, enabling statistical analysis and thematic categorization. We conducted thematic analysis on open-ended questions to extract detailed feedback and suggestions from the students. The findings indicate that students predominantly prefer experiential teaching methods due to their practical relevance and engagement. Challenges with the use of the method encompass inadequate resources, inconsistent implementation, and insufficient student confidence or self-efficacy. Recommendations for improvement emphasise resource allocation, the uniform implementation of experiential techniques, and improved student engagement initiatives. This study advances the discussion on innovative teaching methodologies, offering practical insights for educators and institutions to connect more effectively with industry requirements and improve student preparedness for industry and the world of work.
... The ELT postulated by Kolb (1984) indicates that experiential learning appears in a cycle with four stages where individuals learn by doing the actual work in an industrial environment. Reviewed literature emphasised learning through practice to develop the skills needed for work, highlighting that WIL developed occupational competence (Billett 2010). Thus, learning through practice critically influences the initial and ongoing development of occupational competence for TVET lecturers. ...
... An instrumentation lecturer confirmed learning a variety of skills during WIL. Surveyed literature supports that TVET lecturer WIL is the most crucial process for developing occupational competence (Billett 2010). The kinds of knowledge involved the replacement of faulty parts, which were diagnosed through troubleshooting. ...
This study explored TVET lecturers learning through work-integrated learning (WIL),
specifically to establish the nature of their learning and the kinds of knowledge they gain, and further determined how the lecturers understand their learning. WIL describes an approach to career-focused learning, which is often appropriate for attaining discipline-specific practical competence. My study contributes to the literature on how WIL enhances TVET practical knowledge and pedagogy. It also contributes to the perceptions of industry personnel towards lecturers on WIL.
The study used a qualitative research approach located in an interpretive paradigm. A face-to-face semi-structured interview was conducted with 18 TVET college lecturers from three different colleges and nine industry personnel at different companies. Non-participant observation complemented interviews and enabled capturing social action and interaction as it occurred and provided triangulation. The data were analysed using open coding. The study draws on Kolb’s Experiential Learning Theory (ELT), complemented by conceptual frameworks on domains of teacher knowledge. The research identified the following challenges: a lack of technical skills among lecturers in using civil, electrical and mechanical engineering machines and equipment in industry; industry induction processes promoted WIL and self-initiated learning in the TVET sector that was helped a limited number of lecturers; and a lack of lecturer WIL support. There were several findings that reflect on positive impact of the training programme, namely, TVET lecturers who participated in the training gained knowledge about industrial processes;
improved knowledge and practice of safe working procedures; the lack of interpersonal skills in the TVET industry was addressed; there was creativity and cost-saving skills among civil engineering TVET lecturers; WIL offered problem-solving skills to TVET lecturers; evidence of the use of work schedules; and training helped in the formation of industry connections. The study recommends adequately capacitating TVET lecturers with technical and soft skills to ensure that they comprehend the use of advanced machinery. The lecturers on WIL need constant support to check the relevance of practical skills received during WIL. To ensure
proper training, the study recommends a training model for TVET lecturers during WIL. The study further recommends TVET lecturers to engage in industry placement at regular intervals to maintain current developments in the industry. This study recommends that policymakers, industry and other TVET college stakeholders employ prudent participative and consultative strategies to ensure that TVET lecturers acquire the requisite skills needed as recommended by syllabi. Furthermore, this study recommends large-scale research on all TVET College lecturers in South Africa to understand what and how they learn during WIL; involving other disciplines besides civil, electrical and mechanical trades to check if the outcome will be similar; and explore how industry personnel profiles impact on TVET lecturers learning in the industry during WIL using the same instruments.
... Work-based, on-site learning component: Successful apprenticeship schemes require well-developed approaches for teaching formal and tacit occupational knowledge in the work situation. These approaches are described in the extended literature on work-based learning and expertise development (Lave and Wenger 1999;Billett 2010;Ericsson et al. 2006). When apprenticeships are firmly institutionalized, successful approaches for one-to-one tutoring and learning in groups are typically well developed. ...
... When apprenticeships are firmly institutionalized, successful approaches for one-to-one tutoring and learning in groups are typically well developed. This type of learning is broadly in line with the needs of adult learners (Billett 2010). However, even in countries with strong apprenticeship systems, only some employers offer "good" practical training, and on-site training remains a key challenge for adult apprentices. ...
... I tillegg bruke teknologien som brukes i arbeidslivet" (Eksamensoppgave). Dette peker på nødvendigheten av naert samarbeid med yrkeslivet i yrkesutdanninger, noe som også var en del av kursets arbeidsmåter i tråd med Billett (2010). ...
... Fordelen med hospiterer er at yrkesfaglaerere/elever da får tilgang på det siste nye av teknologi, og i tillegg får øvelse i å anvende utstyret sammen med brukerne. I slike reelle situasjoner med workplace learning (Billett, 2010), får de mulighet til å gjenskape meningen med de ulike elementene innen velferdsteknologi gjennom å anvende teknologien i direkte samhandling med brukerne (Wenger, 2004). I tillegg får de utføre yrkesfaglig arbeid på arbeidsplassen ved å løse sammensatte utfordringer knyttet til velferdsteknologi og yrkesutøvelsen som helhet. ...
The fast-paced changes of the Western world community require vocational education and training (VET) that meets the future working-life needs for competence. One challenge in Norwegian health education is the lack of up-to-date teacher competence in welfare technology and digital competence. This article is based on a case study of how vocational teachers in health education programmes (HO) meet the future needs for competence in welfare technology. This research questions what can be changed in VET with these new technologies and how the technology challenges the vocational content of health and education work, and VET. This need for technological competence is also linked to the renewal of curriculum in Norwegian VET, which entails requirements for previous vocational specialisation. The study involved qualitative methods and development experiments. The results show examples of how vocational teachers and students at HO can meet the future needs for competence in welfare technology related to ethics. The results indicate the need for close collaboration between school and working life to meet the new technology-competence need in the content in both the HO education and the health care occupations. Didactical planned internship in companies using welfare technology, were important for the participants learning about digital tools.
... Flere studier argumenterer for at yrkesfaglaererne kan opptre som boundary brokers og dermed spiller en viktig rolle i elevenes grensekryssing. De kjenner både skole-og bedriftskonteksten yrkesopplaeringen foregår i og kan forberede elevene på yrkesutøvelse, gjerne ved bruk ulike yrkesrelevante artefakter kalt boundary objects eller «grenseobjekter» samt SJVD Vol 10, No 1 2025 fasilitere laering (Bakker & Akkerman, 2019;Billett, 2010;Johannessen et al., 2022). Vi finner det derfor hensiktsmessig å bruke boundary crossing som verktøy for å undersøke hvordan opplaering på tvers av laeringsarenaer i yrkesfaglaererutdanningen kan styrke yrkesfaglaererstudentenes yrkesdidaktiske kompetanse og bidra til å tette gapet mellom teori og praksis. ...
Helt siden antikken har mennesker skilt mellom teoretisk kunnskap og praktiske ferdigheter. Dette skillet er fortsatt synlig i det yrkesdidaktiske utdanningsfeltet. Litteraturen argumenterer likevel for at målet med fag- og yrkesopplæringen er utvikling av en helhetlig yrkeskompetanse bestående av både kunnskap og ferdigheter. Gapet mellom teori og praksis i fag- og yrkesopplæring og yrkesfaglærerutdanning kan forsterkes ytterligere av at kunnskapstilegnelse gjerne assossieres læringsaktiviteter i klasseromskontekst, mens utvikling av praktiske ferdigheter ofte kobles til opplæring i mer virkelighetsnære arenaer. Hensikten med denne studien er å undersøke hvordan opplæring på tvers av læringsarenaer, henholdsvis på campus og i skolepraksis, kan bidra til å utvikle yrkesdidaktisk kompetanse hos yrkesfaglærerstudenter fra restaurant- og matfag. Studien er designet som en kvalitativ, utforskende casestudie. Datamaterialet består av feltnotater fra tolv undervisningsdager på campus samt praksisdokumenter fra yrkesfaglærerstudentenes skolepraksis. Hovedfunnene viser at: 1) campusundervisningen må være praksisrettet og yrkesrelevant, 2) studentene må kunne benytte læringsutbyttet fra campusundervisningen i skolepraksis, og 3) campusundervisningen og skolepraksisen må fremme sammenheng mellom yrkesdidaktisk teori og praksis. I studien tar vi utgangspunkt i at yrkesdidaktikk er et redskapsfag og at studentene utvikler yrkesdidaktisk kompetanse gjennom boundary crossing mellom ulike læringsarenaer. Videre argumenterer vi for at yrkesfaglærerutdanningen må anerkjenne den yrkesdidaktiske kompetansen yrkesfaglærerstudentene bringer med seg inn i studiet fra arbeidslivet, og bruke denne som utgangspunkt for kompetanseutvikling. Studien peker i retning av at det er nødvendig å utfordre gapet mellom teori og praksis i yrkesdidaktikken og at vi må forstå sammenhengen mellom kunnskap og ferdigheter som et premiss for yrkesdidaktikkens eksistens.
... Integración de Experiencias Prácticas: Una de las principales recomendaciones es la integración de más experiencias prácticas en el currículo académico. Esto incluye prácticas profesionales obligatorias, proyectos colaborativos con empresas y simulaciones que permitan a los estudiantes aplicar sus conocimientos en contextos reales (Billet, 2011). ...
El presente estudio examina la alineación entre las competencias y habilidades desarrolladas por los egresados del programa de Administración de Empresas de una institución de educación superior en Neiva y las demandas del sector empresarial local entre 2019 y 2022. Utilizando una metodología cualitativa basada en entrevistas semiestructuradas con 41 egresados y responsables de recursos humanos de grandes empresas, se identificaron brechas significativas tanto en competencias técnicas como blandas. Los resultados revelaron que, aunque los egresados poseen una sólida base teórica, la aplicación práctica de estos conocimientos es limitada. Además, las competencias blandas, como la comunicación efectiva, el liderazgo y la resolución de problemas, mostraron discrepancias aún mayores entre lo demandado por las empresas y lo desarrollado por los egresados. Para abordar estas brechas, se recomienda la integración de más experiencias prácticas en el currículo académico, el fortalecimiento de programas de mentoría y la colaboración estrecha entre universidades y el sector empresarial. Asimismo, se destaca la importancia de fomentar una cultura de aprendizaje continuo para mantener la competitividad en el mercado laboral. Estas estrategias no solo mejorarán la empleabilidad de los egresados, sino que también contribuirán al éxito y sostenibilidad de las organizaciones en las que trabajen.
... AR allows researchers and participants to collaboratively link theory to practice to contribute effectively to actions that drive social change (47,48). AR employs data to solve practical problems in a particular arena in order to improve it while allowing researchers to understand their practices and generate knowledge (49,50). AR models may vary according to context, place, and space (51,52) with most of them accepting the spiral (or circular) process. ...
Interactive design is an emerging trend in dementia care environments. This article describes a research project aiming at the design and development of novel spatial objects with narrative attributes that incorporate embedded technology and textiles to support the wellbeing of people living with dementia. In collaboration with people with dementia, this interdisciplinary research project focuses on the question of how innovative spatial objects can be incorporated into dementia long-term care settings, transforming the space into a comforting and playful narrative environment that can enhance self-esteem while also facilitating communication between people living with dementia, family, and staff members. The research methodologies applied are qualitative, including Action Research. Participatory design methods with the experts by experience—the people with dementia—and health professionals have been used to inform the study. Early findings from this research are presented as design solutions comprising a series of spatial object prototypes with embedded technology and textiles. The prototypes were evaluated primarily by researchers, health professionals, academics, and design practitioners in terms of functionality, aesthetics, and their potential to stimulate engagement. The research is ongoing, and the aim is to evaluate the prototypes by using ethnographic and sensory ethnography methods and, consequently, further develop them through co-design workshops with people living with dementia.
... Various forms of WIL, including simulations, aim to increase the confidence of university graduates in their competitiveness in the labour market. Work-related activities are included in curricula to enable students to apply the theories they learn in the classroom to an authentic workplace (Billett, 2010;Billett & Henderson, 2011;Chiang, 2008;Herbert et al., 2021). However, embedding the model of WIL into the educational process is still a serious issue for all stakeholders involved, including universities, instructors, host employers, supervisors/mentors, professional communities, and students (Barrie & Pizzica, 2019;Billett, 1995), as it requires great efforts from all parties and entails additional financial costs. ...
... I skoleopplaeringen skal elevene forholde seg til fellesfag (norsk, engelsk, matematikk, naturfag, samfunnsfag og kroppsøving), programfag for valgte fagfelt og tidvis opplaering i bedrift gjennom faget yrkesfaglig fordypning (YFF). I bedriftsopplaeringen utvikler laerlingene yrkeskompetanse gjennom å engasjere seg i autentiske arbeidsoppgaver og samhandling i den naturlige settingen som en arbeidsplass utgjør (Billett, 2010). I tillegg skal laerlingene vise forståelse for teoretisk kunnskap i utførelse og dokumentasjon av arbeidsoppgaver, samt skriftliggjøring av arbeidsoppgaver tilknyttet kompetansemål på Vg3-nivå. ...
This longitudinal study explores the resources vocational students need to balance stress and develop vocational competence in school- and work-based learning. As a theoretical framework, the concepts of sense of coherence (SOC) and general resistance resources (GRR) are used, as proposed by Antonovsky in his salutogenic theory. SOC consists of three components: comprehensibility, manageability, and meaningfulness. GRR is about how a person, group or community use internal and external resources to promote SOC. Participants are interviewed at the end of their school part of the education and again at the end of the apprenticeship. The two interviews are compared using comparative analysis methods to explore how participants’ GRRs develop. The study shows that comprehensibility increases when practice and theory are integrated into work tasks during the apprenticeship. The manageability component, developed throughout the educational process, helps them master stress and to face unpredictable situations. The GRRs promoting meaningfulness are almost similar in the two interviews and appear to be stable over time and central for participants to engage in learning situations and develop vocational competence.
... Conversations at the workplace get novices informed and knowledgeable to perform work practices competently (Billett, 2010;Dodgson and McCall, 2009;Gowlland, 2012;Moring, 2011). As novices are corrected through conversation (e.g. ...
Purpose
This study examines what constitutes competence and how a novice becoming a competent weaver is enabled by information literacy in the fabric-weavers’ workplace landscape.
Design/methodology/approach
Ethnography as a research design was employed using participant observation and semi-structured interviews as the data collection techniques.
Findings
Competence constitutes the demonstration of Kente knowledge and mentorship capability enabled by information literacy through access to the on-the-loom and off-the-loom information in the Kente-weaving landscape.
Research limitations/implications
This study explains how the transition from a novice weaver to a competent weaver is underpinned by information literacy.
Originality/value
This is one of the first studies that contribute to the understanding of information literacy in the craft workplace. The study proposes a framework for weavers' information literacy practice.
... This is supported by Kolb (1984), who stresses that experiential learning allows individuals to learn by doing the actual work in an industrial environment. In support, Billett (2010) highlights that learning through practice offers TVET lecturers and students the opportunity to develop the skills needed for work and that WIL is an essential process for developing occupational competence. Thus, learning through practice made a critical influence on the initial and ongoing development of occupational competence for TVET lecturers. ...
The purpose of the study was to explore Technical Vocational Education and Training (TVET) lecturers learning through Work Integrated Learning (WIL), specifically to establish the nature of their learning and determine how the lecturers understood their learning. However, since the launch of this WIL initiative, what these lecturers learnt, and how they understand their learning has not been researched. This study sought to investigate the nature of learning of these lecturers. The study was conducted in three TVET colleges in KwaZulu-Natal province. Kolb''s experiential learning theory was used to undergird the study. The research was located in the interpretive paradigm, which used a multiple case study design. A qualitative research approach was adopted. Convenience sampling design was used to select three TVET colleges as well as industries hosting WIL lecturers. Eighteen TVET lecturers were purposively sampled from a population of lecturers in the three TVET colleges. Data were generated using semi-structured face-to-face interviews from lecturers who completed WIL and those who were on WIL during the study. The study used thematic and narrative analysis to analyse data. Findings revealed that lecturers gained practical experiences through teamwork, networking and sharing of experiences and ideas with industry personnel, diagnosis, troubleshooting, and repairing engineering components during WIL. The study recommended capacitating all TVET lecturers with practical industry skills. The findings showed that TVET lecturers did not simply go to an industry site and pick up new experiences from their practice but learnt from others. Recommendations from the study informed the discussions and policy decisions in the Department of Higher Education and Training (DHET), Swiss-South African Cooperation Initiative (SSACI) and Sector Education and Training Authority (SETA) on this WIL initiative and may influence provision of other forms of support necessary for the TVET sector.
... Therefore, the participants were allowed to take the knowledge into practice. According to Billett (2010), learning by doing not only leads learners to knowledge of the subject matter but also brings about a preferable learning environment. Therefore, further studies should consider practical training to create a learnable atmosphere throughout their processes of data collection. ...
The purposes of the study were 1) To develop a training package for counseling skills of student teachers, 2) to study the effectiveness of the developed training package on student teachers’ counseling skills, and 3) to study student teachers’ satisfaction with learning with the developed package. The study was conducted using a combination of the developmental and a quasi-experimental design. Two groups of participants were assigned to the study. Group one consisted of 3 experts taking part in the training package evaluation. The second group consisted of 32 student-teachers majoring in learning psychology who were selected using voluntary random sampling. The instruments include a training package for counseling skills of student-teachers, a training package evaluation form, a pre-post test, and a satisfaction questionnaire. The mean score and standard deviation were used to analyze the data gained from the training package evaluation form and satisfaction questionnaire. A paired-samples t-test was used to study the effectiveness of the developed training package. The results of the study could be concluded that the training package was developed with the potential to improve the participants’ counseling skills. At the implementation stage, the participants’ skills were positively affected after participating in the training program. Moreover, they were satisfied with the learning activities throughout the training package. The results of the study could be implicated in teacher education and research studies aiming to understand how counselling skills could be developed.
... According to (Necket al. 2014)'"in order to learn entrepreneurship one must do entrepreneurship"'. Still it was found that in higher education practice-based teaching and learning is often ignored and pedagogy dominates (Billet, 2010). ...
The field of entrepreneurship education is gaining lot of recognition in higher education in India. Also it is envisaged that the entrepreneurship education would develop the entrepreneurial intentions among female students. To this end, the study aims to identify the impact of entrepreneurship education on entrepreneurial intentions of female students in India. To determine this, sample of 388 female students studying at university
level was taken. Three components of entrepreneurial education (Teaching, Practice Based Teaching and Perceived Teacher Support) are taken for the study.
Structural equation modelling technique is used to identify the relation between the components of entrepreneurship education and entrepreneurial intentions. The findings suggest that all the components have significant relation with entrepreneurial intentions but the effect of Perceived teacher support were found to be low. This study adds to the current literature and also gives an understanding of practical implications and factors to be considered for developing economies like India.
... Research has found that reflection is associated with self-awareness, the development of self-identity, and personal agency (Billett, 2010). Furthermore, reflecting is linked to selfdirected learning and is central to the process of learning and development (Schon, 1983). ...
The recent global pandemic in 2020 and numerous other political, economic, social, technological, environmental, and legal factors have heightened the importance of individuals developing emotional intelligence and learning agility. This phenomenological qualitative dissertation research study explored the perceptions of 35 management consultants in North America, South America, Europe, Asia, and Africa regarding learning experiences in new and challenging situations. Qualitative data were analyzed using an inductive and deductive thematic analysis. Two key findings emerged from this study: 1) Emotional intelligence competencies at the individual level facilitate learning new competencies quickly while flexibly integrating lessons from previous experiences into new and challenging situations; 2) Metacognitive Awareness, Self-Efficacy, and Psychological Safety influence learning quickly and flexibility from workplace experience. This study offers insights regarding how emotional intelligence competencies and learning agility enable individuals to transform themselves and adapt new learning behaviors in new and challenging situation and evolving business environments.
... This is supported by Kolb (1984), who stresses that experiential learning allows individuals to learn by doing the actual work in an industrial environment. In support, Billett (2010) highlights that learning through practice offers TVET lecturers and students the opportunity to develop the skills needed for work and that WIL is an essential process for developing occupational competence. Thus, learning through practice made a critical influence on the initial and ongoing development of occupational competence for TVET lecturers. ...
TVET lecturer learning through work-integrated learning in South Africa
... Whether through traditional apprenticeship training models or contemporary competency-based education models, the clinical workplace has long been regarded as the fundamental environment to facilitate the learner's development of the knowledge, skills or attributes that are important for surgeons to learn (Billett 2016). Billett (2010) also describes how learning in the workplace is shaped by the learner's response to everyday workplace happenings. This continuous, incremental, moment-by-moment learning (or micro-genetic development, as put forward by Vygotsky (Marginson and Dang 2017)) occurs as individuals learn through their experience of these happenings, often arising without an explicit conscious awareness (Billett 2004). ...
Workplace-based assessments (WBAs) are a central part of the education and supervision of postgraduate surgeons-in-training in the UK. This thesis explores what these surgeons-in-training experience, and learn, as they take part in a WBA. Existing research has viewed the WBA as an instance of assessment of a learner’s practice, focusing predominantly on their standardised outcomes and users’ perceptions of them. There is little research using direct observation of the WBA in-situ, thus limiting our understanding of how they ‘get done’ and how they are incorporated into practical routines. Therefore, there is no empirical basis for predicting the learning potential of WBAs, for justifying their outcomes or for explaining user perceptions of them. This study explores this research gap. Adopting a constructivist perspective, this research integrates ideas from sociocultural learning theory, workplace learning theories, and Goffman’s notion of social performance to better understand how surgeons-in-training learn through WBAs. I frame WBAs as social processes, woven into the fabric of everyday working practice. Data were generated through audiovisual recording and observation of clinical activities, the WBA proformas that learners completed, and interviews with each learner. My data analysis drew out how learners actively construct WBA documents as self-presentations. Learners select, omit, and mould different learning narratives that have themselves been constructed through each learner’s interaction with their dynamic learning milieu, as they participate in WBAs according to a set of tacit principles. Findings illustrate the highly individual, personalised ways that WBAs unfold. While WBAs are officially a standardised tool for objective assessment of learner performances, this work shows that the WBA is a unique, highly subjective representation of a learner’s understanding of their working world.
... AR involves community members in the research process with the ultimate goal of contributing effectively to interventions and actions that promote change . While AR's definitions and concept are different, numerous, and vary according to space, place, and context (Billett, Harteis, & Gruber, 2010;Kemmis, Nixon, & McTaggart, 2014), researchers agree that AR seeks to exploit data to solve practical problems (Smith, 2007;Villanueva, 2016). It can also be considered a continual professional development to improve teaching and learning or improve educators' practice (Calhoun, 2002;Carr & Kemmis, 2004). ...
This chapter presents the design and development of an open-source, low-cost robot for K12 students, suitable for use in educational robotics and science, technology, engineering, mathematics (STEM). The development of DuΒot is a continuation of previous research and robot's innovation is based on three axes: (a) its specifications came from the 1st cycle of action research; (b) robot's visual programming language is integrated into the robot, taking advantage of the fact that it can be programmed from any device (smartphone, tablet, PC) with an internet connection and without the need to install any software or app; (c) is low-cost with no “exotic” parts robot than anyone can build with less than 50€. Furthermore, the robot's initial evaluation is presented -from distance due to emergency restrictions of Covid-19 is presented by the University of Crete, Department of Preschool Education's students.
... Practical and theoretical researchers play an equality role in the process of sharing, constricting, and creating knowledge for the development of practice and theory. Unlike traditional or "theory-based learning" practical-based learning requires the students to learn and apply theory from the very beginning in a real work environment [1][2][3]. Modernization of Kazakhstan education should correspond to the world trend of professionalization of engineers' training which is aimed at strengthening the practical orientation of educational programs. A new directions in the technology of the educational process are very slowly implemented in practice in our country. ...
The purpose of the report is to examine and justify the feasibility of practice-oriented teaching of physics in the training of engineers. A training model (at the level of physics), including such structural components as a model of a specialist’s activity, a model of practice-oriented learning, a structural model of cognitive activity and independence, the technology of their formation, the result of preparation lies in our research. This model is being tested at Almaty University of Power Engineering and Telecommunications for bachelors studying in telecommunications and energy.
... Our collaborations, through the CALIE project and elsewhere, are positioned to leverage and amplify our work in these domains. Professional preparation -for teachers, for medical workers, for psychologists, for all of those who will work with people through relationships that are impacted by institutional and cultural norms -is under study globally (Billett 2010), and our collective work has the potential to benefit how practitioners are taught more broadly. Opportunities to share our work are both precious and necessary. ...
In this edited volume, around 25 academics from Sweden and the US write about
how universities can, should and do act in response to threats and opportunities
induced by ongoing societal and technological transformations and challenges. The
individual contributions differ in character. Some are predominantly idea-driven
and conceptual, while others deal with concrete processes of change within individual universities.
... Within the field of workplace learning, the learning practices of conventional knowledge workers have been studied extensively, demonstrating that deep and powerful learning occurs through everyday work (e.g. Billett, 2010;Billett, Harteis and Etelapelto, 2008;Boshuizen, Bromme and Gruber, 2004;Dochy, Gijbels, Segers and van den Bossche, 2011;Eraut, 1994;Felstead, Fuller, Jewson and Unwin, 2009;Illeris, 2011;Littlejohn and Margaryan, 2014;Malloch, Cairns, Evans and O-Connor, 2011). However, the workplace learning practices of crowdworkers are presently not well-understood and the similarities and differences with learning practices of knowledge workers in conventional workplace settings have not been researched. ...
This paper compares the strategies used by crowdworkers and conventional knowledge workers to self-regulate their learning in the workplace. Crowdworkers are a self-employed, radically distributed workforce operating outside conventional organisational settings; they have no access to the sorts of training, professional development and incidental learning opportunities that workers in conventional workplaces typically do. The paper explores what differences there are between crowdworkers and conventional knowledge workers in terms of self-regulated learning strategies they undertake. Data were drawn from four datasets using the same survey instrument. Respondents included crowdworkers from CrowdFlower and Upwork platforms and conventional knowledge workers in the finance, education and healthcare sectors. The results show that the majority of crowdworkers and conventional knowledge workers used a wide range of SRL strategies. Among 20 strategies explored, a statistically significant difference was uncovered in the use of only one strategy. Specifically, crowdworkers were significantly less likely than the conventional workers to articulate plans of how to achieve their learning goals. The results suggest that, despite working outside organisational structures, crowdworkers are similar to conventional workers in terms of how they self-regulate their workplace learning. The paper concludes by discussing the implications of these findings and proposing directions for future research.
... The contribution of practice is related to the various ways in which internship guidance can be provided or not depending on the context in which they are trained. In our investigation of vocational education in the Swiss VET dual system, observations observed workplaces where spontaneous forms of guidance were much more frequent than others, or where vocational trainers responded easily and willingly to assist requests [6]. In contrast, we also observed firms in which disputed forms of guidance were the dominant interactional pattern and where workers competed for expertise and to become a legitimate trainer. ...
There are obstacles in the delivery of information during pre-engineering activities at the Vocational High School. There needs to be a system that makes it easy to deliver information from schools to students who carry out internship. The purpose of this study was to evaluate the usefulness of the evaluation of the usefulness of the task information learning system and the monitoring of student labor based on the SMS gateway with raspberry pi. The instrument used in usability testing is the Computer Usability Satisfaction Questionnaires: Psychometric Evaluation and Instructions for Use questionnaire developed by IBM for software usability measurement standards. The instrument for testing usability aspects with the Computer System Usability Questionnaires (CSUQ) questionnaire developed by IBM uses a Likert scale as a measurement scale. The data for the trial were 20 respondents consisting of adaptive normative subject teachers, internal engineering committee and smartschool developers. Based on the results of testing the quality of software developed on the usability aspect has a percentage of 85% or has a high quality scale and based on alpha cronbach calculations has a calculation result of 0.851 or has a “good” category. The SMS Gateway system with Raspberry Pi for Internship Assignment and Monitoring meets the usability aspect and is suitable for use.
... (d) Another capacity of the participants. According to Duc in Billet [10], "The contribution of the student is linked to the various ways in which internship guidance can be given or not depending on the context in which they are trained." In our study of vocational education in the Swiss VET dual program, observations find workplaces where spontaneous types of instruction are much more common than others, or where vocational trainers respond easily and enthusiastically to assist requests. ...
One of the objectives of vocational school is to develop an entrepreneur. Via vocational high school education, students are provided with entrepreneurship learning so that they are able. Students are often exposed to the business community to find out what the real world of entrepreneurship is like. First, this paper will outline the goals and growth of Indonesia’s Vocational High School, respective government policies respectively. Second, the introduction of entrepreneurship education through academic programs, the introduction of apprenticeship programs, and assessment respectively. In Indonesia, through the vocational school curriculum program, entrepreneurship education is included as a compulsory subject and is strengthened by the experience of the industrial world through an internship in the development of an entrepreneur.
... In this regard job sequencing during training of informal craftsmen is not necessary for compliance later when they become masters themselves. Although the literature stresses on the importance of job sequencing in informal learning to build a structured knowledge or learning platform (Lave & Wenger, 1991;Billett, 2010) informal practices that involved sequencing in this case seemed to be not to yield the expected outcome in terms of SKTs. It seems SKTs follows different channels when compared to other construction skills. ...
Abstract
To preserve quality of built housing units one requires strict adherence to specifications for both
materials and workmanship. Informal craftsmen in developing countries are the major providers of
labour in both formal and informal construction work. Their continued use suggests for adequate
competence in their training/learning or mentorship systems or quality is being sacrificed for cheap
labour. For informal learning to provide the required understanding, skills and competence it should
include an appropriate knowledge transfer for building specifications failure of which may
compromise the ultimate quality of the structures built. This study therefore evaluates the
appropriateness of informal knowledge transfer of specifications and analyses whether such transfers
influences the degree of compliance to specification in informal construction practices. Based on the
fact that the population of informal craftsmen is not known sample size of 417 craftsmen was drawn
from the population which was assumed to be large. For that purpose a linear logistic regression
model was implemented with compliance indicator as a dependent variable and knowledge and other
control variables as independent variables. It was observed that although knowledge transfer matters
for the attainment of higher level of compliance to building specification, what matters most is that
knowledge transferred on building specification need to be appropriate to achieve higher levels of
compliance. The study has established that informal construction practices are genuine routes/media
for transferring knowledge on construction specification.
... at is to say, interpreters/mediators need to observe what leads to an accurate translation in speci c situations, and develop their strategies accordingly. Learning through practice (Billet 2010) is ideal for the initial preparation and further professional development of the intercultural mediator, as it focuses on the critical role real-world experiences play in the learning process (Kolb and Kolb 2005). is is a process that provides feedback on the mediation performance to the trainee about the impact of her/his decisions and actions and those of the patient and the provider in the real-life triadic interaction of the healthcare consultation. e information that is fed back to the mediator-trainee allows for meaningful re ections and serves to consolidate or construct professional knowledge and improve performance. ...
The aim of this chapter is to present the role and structure of practice-based training as part of the overall programme for intercultural mediators of the Reggio Emilia Local Health Authority (AUSL RE). The pedagogical approach for this type of training is based on experiential learning geared towards promoting
reflection and group discussion in order to generate knowledge and improve performance. Specifically, the trainee is guided to perform those tasks and roles which make up the professional practice of the intercultural
mediator by firstly observing and then practicing mediated interactions in healthcare consultation. The aim is to provide practice learning opportunities for trainees through internship and placement activities by engaging them in concrete experiences and stimulating reflection on the problems encountered and the solutions adopted. This chapter presents the organizational structure of practice-based training, the actors involved, the roles and tasks, the methods and tools to facilitate learning and to assess the outcomes.
... In particular, we began by surveying the literature on interpretability summarized in the previous section, and extracting passages that described users and stakeholders, as well as their needs, actions, and goals. To diverge our thinking, we looked to domains outside of interpretability and computer science, including the literatures on expertise and pedagogy [18,34,43,45,52,53,64,120,123,128,129], critical theory [6,74,85,90,111], law [31,39,55,118,132], and participatory action research [50,60]. To converge our thinking, we reflected on how concepts from these external domains could be adapted within interpretability. ...
To ensure accountability and mitigate harm, it is critical that diverse stakeholders can interrogate black-box automated systems and find information that is understandable, relevant, and useful to them. In this paper, we eschew prior expertise- and role-based categorizations of interpretability stakeholders in favor of a more granular framework that decouples stakeholders' knowledge from their interpretability needs. We characterize stakeholders by their formal, instrumental, and personal knowledge and how it manifests in the contexts of machine learning, the data domain, and the general milieu. We additionally distill a hierarchical typology of stakeholder needs that distinguishes higher-level domain goals from lower-level interpretability tasks. In assessing the descriptive, evaluative, and generative powers of our framework, we find our more nuanced treatment of stakeholders reveals gaps and opportunities in the interpretability literature, adds precision to the design and comparison of user studies, and facilitates a more reflexive approach to conducting this research.
... That is to say, interpreters/mediators need to observe what leads to an accurate translation in specific situations, and develop their strategies accordingly. Learning through practice (Billet 2010) is ideal for the initial preparation and further professional development of the intercultural mediator, as it focuses on the critical role real-world experiences play in the learning process (Kolb and Kolb 2005). This is a process that provides feedback on the mediation performance to the trainee about the impact of her/his decisions and actions and those of the patient and the provider in the real-life triadic interaction of the healthcare consultation. ...
The aim of this chapter is to present the role and structure of practice-based training as part of the overall programme for intercultural mediators of the Reggio Emilia Local Health Authority (AUSL RE). The pedagogical approach for this type of training is based on experiential learning geared towards promoting reflection and group discussion in order to generate knowledge and improve performance. Specifically, the trainee is guided to perform those tasks and roles which make up the professional practice of the intercultural mediator by firstly observing and then practicing mediated interactions in healthcare consultation. The aim is to provide practice learning opportunities for trainees through internship and placement activities by engaging them in concrete experiences and stimulating reflection on the problems encountered and the solutions adopted. This chapter presents the organisa-tional structure of practice-based training, the actors involved, the roles and tasks, the methods and tools to facilitate learning and to assess the outcomes.
Student’s character is much exposed due to the brawl they do and the quality of their improper behavior they show. Relating to this issue, this article is intended to describe of (1) ways disciplining the practice of thinking skill and verbal skill to improve self quality, and (2) steps of disciplining the practice of thinking skill and verbal skill to make student’s behavior and communication consistent and well-guided in order to create a great school habit and culture. By habituating to practice a logical and creative thinking skill, students will have solutions to every problem they encounter. Also, by habituating to speak positive and fruitful words, their verbal skills will be well-trained. The steps of disciplining the practice of thinking skill and verbal skill are done through disciplining oneself by developing the talent the students have, while disciplining others is done by developing giving skill and serving skill. By having the students practice their thinking skill, verbal skill wholeheartedly and continuously, as well as having a reflection time periodically, either at school, at home, or in the community, their self quality will improve gradually. The final goal is to have smart students with a great character
The construction industry needs skilled personnel for its sustainability due to the shortage of skilled workers. Women are reputed to bridge the gap created by skills shortages in construction, which can be achieved by increasing their participation in the industry through the instrumentality of construction craftspeople apprenticeship training. This qualitative study explored the experiences of women in construction craftspeople apprenticeship programmes in Nigeria. Twelve female apprentices and two representatives of stakeholders (senior managers at the apprenticeship programmes) from two construction craftspeople apprenticeship programmes were interviewed on the factors that motivated women to join construction crafts apprenticeship training and the challenges confronting female apprentices. The data retrieved was transcribed and qualitatively analysed using code-based content analysis. Findings indicated that the main factors motivating women to participate in construction craftspeople apprenticeship programmes are: the desire to acquire skills and intrinsic factors like employment opportunities and better renumeration. Payment issues such as non-payment of allowance, and issues related to apprenticeship training, such as inadequate tools for training, were the prominent challenges faced by female apprentices in construction craftspeople apprenticeship programmes. The study identified factors that that can be enhanced by stakeholders in construction craftspeople apprenticeship training to attract women to the construction industry.
Work-integrated learning is increasingly recognised as essential in providing recent college graduates with the employability skills necessary to successfully operate in a professional setting. This study explores the skills set required for sustainable employability of TVET engineering graduates. A conceptual framework that guided this study drew on Pavlova’s three pillars of sustainable development, viz. economic, environmental and social and on Singh Pillay’s notion of interface. The study was conducted at a TVET College in KwaZulu-Natal province to explore if there is an interface between skills acquired by graduates and the skills required by employers, with respect to their sustainable employability. The study seeks to answer the question: What skills set do Mechanical, Electrical and Civil Engineering graduates need for sustainable employability as recommended by national technical education curriculum policy and the employers? A qualitative case study approach was used to answer the research questions. Three types of data were generated from curriculum policy documents, open-ended questionnaires and semi-structured interviews. The data were analysed through document analysis, content analysis and the Braun and Clark thematic method. The study concludes that, although all the role players believe the interfaces exist as regards the key requisite skills set for sustainable employability of TVET graduates, the differences amongst the skills sets that stakeholders’ identified demonstrate inconsistency in this regard.
Technical and Vocational Education and Training institutions are entrusted with the mandate to develop skills among the youth. However, lecturers’ professional competence and the knowledge they should possess are still a concern in this regard. This chapter reports on a study aimed at ascertaining how TVET college lecturers characterise themselves within the college sector in response to the skills shortages in the sector. There seems to be a challenge in how vocational competence is of benefit to the lecturers within the TVET college space, particularly in enhancing lecturers’ capability to respond to the skills scourge. The study was underpinned by Miller’s model of teacher identity: ten TVET College lecturers were interviewed and revealed that their main aim was to ensure that the practical mark for the students is assessed and meets requirements as per the syllabus. The lecturers see themselves as professionals who do not rely on academic teachers’ qualifications, but who should merely possess a technical skill which is enough to have students achieve their practical aspect of the module. Their narrations based on their expertise in teaching practical activities reveal no concern for what theory meant to the module they teach. This chapter advocates that the identity of a TVET college lecturer should be the one where one possesses both the academic qualification and vocational skills so that the transfer of knowledge is both professionalised and relevant to the world of work. This would enable TVET college lecturers to expand their teaching in both theory and practice to meet the needs of students who enrol in the TVET college sector.
Introduction
Although the Dutch and the Canadian postgraduate Obstetrics and Gynecology (OBGYN) medical education systems are similar in their foundations [programmatic assessment, competency based, involving CanMED roles and EPAs (entrustable professional activities)] and comparable in healthcare outcome, their program structures and assessment methods considerably differ.
Materials and methods
We compared both countries' postgraduate educational blueprints and used an auto-ethnographic method to gain insight in the effects of training program structure and assessment methods on how trainees work. The research questions for this study are as follows: what are the differences in program structure and assessment program in Obstetrics and Gynecology postgraduate medical education in the Netherlands and Canada? And how does this impact the advancement to higher competency for the postgraduate trainee?
Results
We found four main differences. The first two differences are the duration of training and the number of EPAs defined in the curricula. However, the most significant difference is the way EPAs are entrusted. In Canada, supervision is given regardless of EPA competence, whereas in the Netherlands, being competent means being entrusted, resulting in meaningful and practical independence in the workplace. Another difference is that Canadian OBGYN trainees have to pass a summative written and oral exit examination. This difference in the assessment program is largely explained by cultural and legal aspects of postgraduate training, leading to differences in licensing practice.
Discussion
Despite the fact that programmatic assessment is the foundation for assessment in medical education in both Canada and the Netherlands, the significance of entrustment differs. Trainees struggle to differentiate between formative and summative assessments. The trainees experience both formative and summative forms of assessment as a judgement of their competence and progress. Based on this auto-ethnographic study, the potential for further harmonization of the OBGYN PGME in Canada and the Netherlands remains limited.
Zusammenfassung
Unternehmen entsenden ihre Mitarbeitenden zu Weiterbildungen in der Hoffnung, dass sie Relevantes für ihren Arbeitskontext mitbringen. Um sie bei der Wissensanwendung und -weitergabe zu unterstützen, wurde das LeWiT-Tool ( Lern- und Wissenstransfer-Tool ) entwickelt. Es begleitet den Prozess des Lerntransfers und der Wissensweitergabe durch Fragen zur Reflexion förderlicher und hinderlicher Faktoren sowie durch das Setzen konkreter Handlungsziele. Führungskräfte erhalten einen Ergebnisbericht, der den Austausch über die Wissensanwendung und -weitergabe bereichern kann. Mittels einer experimentellen Vignettenstudie mit 201 potenziellen Stakeholdern wurde die Attraktivität des LeWiT-Tools untersucht. Die Teilnehmenden erhielten randomisiert eine von zwei Videovignetten zur Vorstellung des digitalen Tools – einmal mit und einmal ohne Information über die Berichterstattung an Führungskräfte. Unabhängig von der Vignettenversion wurde das LeWiT-Tool durchschnittlich positiv bewertet. Die meisten Teilnehmenden bestätigten den intendierten Nutzen des Tools. Einige äußerten jedoch Befürchtungen. Die Mehrheit präferiert eine Berichterstattung an Führungskräfte, jedoch häufig weniger aus Gründen der Unterstützung, sondern eher zur Information der Führungskräfte und Beurteilung der Mitarbeitenden und Weiterbildungen. Basierend auf den Ergebnissen werden Handlungshinweise zur digitalen Unterstützung der Wissensanwendung und -weitergabe in Unternehmen präsentiert.
This study investigates how workplace learning is enacted to make a novice Kente (a hand-woven fabric in Ghana) weaver information
literate in the Kente-weaving landscape. Ethnography was used as the research design. Interview and participant observation were
used as the data collection methods. For the interview, semi-structured interview techniques were used to solicit information from
all three levels of weavers (Master, junior and novice weavers) in Bonwire Kente Centre in Ghana. Out of the 62 weavers at the
Bonwire Kente Centre, 24 weavers representing 8 each from each level of weavers were purposively chosen. The findings of this
study show learning is enacted to make a novice Kente weaver information literate of the Kente-weaving craft by the affordance of
guidance provision, conversations, observation and learning by doing. This study contributes to the information literacy literature and
workplace learning that learning and becoming information literate do not relate solely to the cognitive activities of the mind, but also
to the body through the affordance of the workplace.
This study proposes a methodological approach that allows educational robotics to be used in order to develop collaboration skills in educational settings. Educational robotics is a promising educational tool that has the potential to become a platform for the development of a range of skills. However, there is a scarce amount of empirical case studies that present detailed information on the way it is implemented within formal primary school education. On the other hand, even though collaboration skills are considered vital for future school graduates, it is rarely discussed as the main focus of educational robotics. Most commonly collaboration or teamwork skills are viewed as a byproduct of the robotics activities. This work views collaboration skills as the main outcome. The methodological approach that this work proposes has been implemented during a period of three years in one pilot and two case studies. This research measures the reflection of the robotics tasks paired with the methodological approach to the development of collaboration skills. In order to measure the development of collaboration skills, the ATC21S TM framework was used. The results showed activation of the indicators that comprise collaboration skills. Additionally, observations, which were gathered during unsupervised and unrelated to educational robotics, non-context-driven social interactions, showed improvements in students' social behavior.
Background:
Innovation and entrepreneurship training are increasingly recognized as being important in medical education. However, the lack of faculty comfort with the instruction of these concepts as well as limited scholarly recognition for this work has limited the implementation of curricula focused on these skills. Furthermore, this lack of familiarity limits the inclusion of practicing physicians in health care innovation, where their experience is valuable. Hackathons are intense innovation competitions that use gamification principles to increase comfort with creative thinking, problem-solving, and interpersonal collaboration, but they require further exploration in medical innovation.
Objective:
To address this, we aimed to design, implement, and evaluate a health care hackathon with 2 main goals: to improve emergency physician familiarity with the principles of health care innovation and entrepreneurship and to develop innovative solutions to 3 discrete problems facing emergency medicine physicians and patients.
Methods:
We used previously described practices for conducting hackathons to develop and implement our hackathon (HackED!). We partnered with the American College of Emergency Physicians, the Stanford School of Biodesign, and the Institute of Design at Stanford (d.school) to lend institutional support and expertise in health care innovation to our event. We determined a location, time frame, and logistics for the competition and settled on 3 use cases for teams to work on. We planned to explore the learning experience of participants within a pragmatic paradigm and complete an abductive thematic analysis using data from a variety of sources.
Results:
HackED! took place from October 1-3, 2022. In all, 3 teams developed novel solutions to each of the use cases. Our investigation into the educational experience of participants suggested that the event was valuable and uncovered themes suggesting that the learning experience could be understood within a framework from entrepreneurship education not previously described in relation to hackathons.
Conclusions:
Health care hackathons appear to be a viable method of increasing physician experience with innovation and entrepreneurship principles and addressing complex problems in health care. Hackathons should be considered as part of educational programs that focus on these concepts.
The present study examines the effects of social interactions’ situational characteristics, emotions, and personality on self-perceived learning from social interactions at work based on diary and survey data. The sample comprises 43 German vocational education and training (VET) trainees in various apprenticeship programs. During the diary period of ten working days, the participants were instructed to record five typical social interactions at work every day. Quantitative data of 1,328 social interactions were analyzed by means of multilevel analysis. Regarding social interactions’ characteristics, the analysis revealed the baseline level of instrumentality, an interruption of the social interaction, its instrumentality and questions asked by the trainee during the interaction as positive predictors of self-perceived learning. A trainee’s higher speech proportion, however, was a negative predictor. Regarding state emotions, the emotional experiences of bored and motivated were identified as significant positive predictors of learning from social interactions at work. Emotions’ baseline level as well as personality traits had no significant influence. The results indicate that social interactions’ situational characteristics have the biggest influence on self-perceived learning from social interactions.
Son yıllarda kuruma katma değerli hizmetler sağlayabilecek yetkin iç denetçilere ve bu yetkinliğin sebep olacağı etkin bir iç denetim işlevine duyulan ihtiyacın artması, iç denetimde mesleki yeterliliğin artırılmasına ve bu kapsamda iş yerinde öğrenme gereğinin giderek ön plana çıkmasına neden olmuştur. Bir dizi "Ortak Bilgi Havuzu (CBOK)" oluşturma çalışmaları yürüten ve çeşitli düzeylerde iç denetçiler için yetkinlik gereksinimlerini belirten Uluslararası İç Denetim Enstitüsü (IIA), iç denetim yetkinlik çerçevesi geliştirmiş ancak göreve yeni başlayan iç denetçilerin belirlenen yetkinliklere ulaşması için iş yerinde alması gereken eğitimlere atıfta bulunmamıştır. Konuyla ilgili ulusal yazında bir çalışmaya rastlanmamış olup uluslararası yazında ise yapılan çalışmalar sınırlıdır. Bu nedenle, bu nitel çalışmanın amacı, göreve yeni başlayan iç denetçileri eğitmek için bir işyerinde öğrenme çerçevesi önermektir. Literatür taramasında iç denetim mesleğinin gelişimi ve bunun iç denetçilerin yetkinlik gereksinimleri üzerindeki etkisi ile işyerinde öğrenmenin boyutları tartışılmıştır. Ayrıca bu çalışmada, farklı mesleklerin yetkinlik gereksinimleri ve bu gereksinimlerin işyeri öğrenme bileşeni referans alınarak yeni göreve başlayan iç denetçilerin işyerinde öğrenme süreci küresel olarak incelenmiş ve bunların eğitilmesi kapsamında bir iş yerinde öğrenme çerçevesi önerilmiştir. Kamu iç denetim birimlerinin göreve yeni başlayan iç denetçilerinin eğitiminde bu çerçeveden faydalanması önerilir.
Knowledge work in the library is guided by a complex array of maps that outline how work should be done, who should do it, and how staff should think and behave. These maps originate from human and non‐human actors in the work system, including management, staff, patrons, technology, and physical space. In this study, six public library staff engaged in think‐alouds and semi‐structured interviews aimed at learning more about the function and content of these maps, how these maps were acquired, the challenges staff faced in trying to follow these maps, and how staff responded to these challenges. Results suggest how library management can support staff as they attempt to navigate the affordances and constraints of these maps—work that is key to sustained library resilience.
This chapter reports a study exploring what Victoria-based universities prepared for their business students’ employability skills. The data collected from websites of four universities of different institutional contexts were analyzed using a content analysis approach. The findings revealed that communication, critical thinking, problem-solving, teamwork, presentation, use of tools, and technology skills were the most common skills that all four universities stated important for the development of their student's human capital. It also indicated that they prepared for their students’ social, cultural, and psychological capital via curricular and extra-curricular activities, including internships, overseas exchange programs, and other activities. It also revealed that these universities helped students shape their career identity by appropriate strategies, such as developing subjects in the curriculum or delivering skills workshops designed to train students in essential career planning and career management skills.
This chapter discusses the concept of professional growth in the context of workplace learning. Based on an overview of the relevant research, professional growth is seen as an overall developmental process that takes place during one’s career and lifespan and understood as a term that overlaps with other related concepts. Furthermore, we argue that professional growth is dependent on social and institutional contexts as well as personal attributes and circumstances. Following this, a model containing three dimensions related to learning in professional contexts (formal–informal, situated–unsituated and individual–social learning) is presented. The model is formed to illustrate that promotion of professional growth in workplaces is connected to formal and informal practices, versatility of working environments and social relations. The chapter concludes with discussion and future research suggestions related to conceptual issues regarding professional growth and contemporary challenges in working life.KeywordsProfessional growthProfessionalismProfessional developmentContinuous learningWorkplace learning
Simulation is a widespread, interesting and promising learning approach in healthcare. It can allow students to acquire minimal ease before being confronted to patients. The development of simulation largely focuses on the quest of realism, i.e. fidelity with real situations. In this chapter, we question the relevance of such an approach in the case of learning technical gestures in healthcare. We first define the notion of technical gesture in a way that is suitable for reflection on learning. We highlight its structuring dimension, which completes its motor and functional ones. We then expose a design process of learning environments that take into account this deep interaction between movements and knowledge. This approach is more centred on interaction between the students and the simulator than on the realism of this latter. Based on vocational didactics approach, it necessitates a deep analysis of learning objective and introduces the notion of conflict and contradiction as fruitful leverages for learning. We exemplify this design process with environments dedicated to the learning of blind gestures in orthopaedics and maieutics.KeywordsSimulationHealthcareGestureDidacticsConstructivismRealism
The growing demand for promoting the role of higher education institutions in sustainability has contributed to creating new partnerships with other actors. In the field of education, the formation of cooperative education (co-op) partnerships was adopted as a strategy for work-integrated learning in cooperation with industry. This study investigated the effectiveness of co-op partnerships and the factors that influence them in the context of tertiary agriculture education in Saudi Arabia. A random sample of 130 co-op students was selected within the Bachelor of Agricultural Sciences delivered by the College of Food and Agriculture Sciences at King Saud University. The satisfaction level of students was explored in terms of four main areas, namely, the quality of the program design, organizational climate, personal and professional qualities, and program learning outcomes. The majority of students (70%) were highly satisfied with the quality of the program design, while they had a moderate level of satisfaction regarding the organizational climate of the co-op program (74.6%). Furthermore, 85.4% of students were highly satisfied regarding the learning outcomes they gained. The results also revealed that there were significant positive relationships between the level of satisfaction of students regarding program learning outcomes and their quality assessments of the program design, personal and professional qualities, and organizational climate. The measurement scale used in this study may assist in assessing the sustainability of co-op partnerships. Moreover, understanding the satisfaction level of students can help to identify areas that should be improved and, in turn, contribute to improving the governance and sustainability of co-op partnerships for all stakeholders.
Penelitian ini bertujuan: (1) untuk menghasilkan sistem informasi penugasan dan monitoring siswa prakerin berbasis SMS gateway dengan Raspberry Pi, dan (2) untuk mengetahui kualitas sistem informasi penugasan dan monitoring siswa prakerin berbasis SMS gateway dengan Raspberry Pi berdasarkan ISO 9126 pada aspek usability, functionality, dan portability.
Penelitian pengembangan ini mengacu pada prosedur pengembangan
Waterfall oleh Roger S. Pressman. Desain pengembanagn tersebut dikelompokan atas lima prosedur, yang meliputi: (a) communication, (b) planning, (c) modeling,(d) construction dan (e) deployment. Sumber subjek uji coba terdiri dari guru normatif adaptif, panitia prakerin, pengembang smartschool dan ahli programer. Instrumen yang digunakan berupa angket untuk pengujian aspek usability dan functionality serta lima program web browser yang berbeda untuk pengujian aspek portability.
Hasil penelitian ini adalah: (1) Pengembangan Sistem Informasi Penugasan
dan Monitoring Prakerin berbasis SMS Gateway dengan Raspberry Pi memiliki
spesifikasi antara lain: sistem informasi penugasan dan monitoring prakerin
berbasis SMS gateway dengan Raspberry Pi berbasis web, sistem dapat diakses
melalui jaringan lokal dan internet, input nomor telepon peserta prakerin melalui
file excel, sistem informasi penugasan dan monitoring siswa prakerin berbasis
SMS gateway dapat mengirim pesan berdasarkan grup kelas masing-masing,
sistem informasi penugasan dan monitoring siswa prakerin berbasis SMS gateway
menggunakan database MySQL, sistem dibangun menggunakan Raspberry Pi 3,
dan (2) pengujian tingkat kualitas Sistem Informasi Penugasan dan Monitoring
Siswa Prakerin berbasis SMS Gateway dengan Raspberry Pi dengan
menggunakan standar pengujian ISO 9126 pada aspek usablity menghasilkan
persentase sebesar 85% (tinggi) dengan alpha cronbach sebesar 0,851 (good),
aspek functionality menghasilkan nilai 1 (baik), dan memenuhi aspek portability.
Although high-performance (HP) coaches’ learning journeys are idiosyncratic and winding, most of these coaches share the characteristic of having rich experiences as athletes. Studies on the career transition of HP athletes to sports coaches reveal a sharp disagreement between these incoming coaches with their practice field experience and national governing bodies responsible for coach education programs about what is needed to be certified. This article presents a tailored initiative to support an HP athlete (Dan) in his process of “becoming” a certified HP coach in the Canadian context. This unique project took shape from a collaborative effort to combine elements of two opposing views on learning: off-the-job versus workplace learning. The article provides details on (a) the coaching context, (b) the main supportive others, and (c) the tools used to document the coaching topics that emerged from Dan’s coaching practice, as well as the learning material used, discussed, and created. When all the above content and materials were carefully organized and placed into folders, a unique “emerging curriculum” was formed and presented to the members of an evaluation committee who agreed that Dan met the HP coach certification criteria.
Despite the number of studies confirming a high degree of unpredictability in managerial work, little is still known about how managers’ workplace learning happens within organisations in such circumstances. This paper therefore aims to contribute knowledge about managers’ learning in managerial practice when work is unpredictable, by investigating how first-line managers deal with unforeseen situations and how they learn in such circumstances in everyday work. Data was collected via qualitative interviews with 40 first-line managers in Swedish elderly care. By using a theoretical framework based on practice and workplace learning theories, the paper analyses how managers address unpredictability in work through three embedded practices: maintaining, modifying and inventing. The paper goes beyond research on leadership training and leadership development by contributing knowledge about the everyday learning of first-line managers when their work is unpredictable. The unpredictable managerial work does not always create chaos; instead, there are very orderly ways of learning from dealing with unforeseen situations. The unforeseen is not as unpredictable as it might seem in managerial work. On the other hand, that which is not yet known calls for an inventing practice, which results in managers learning to take new paths that can create new practices.
ResearchGate has not been able to resolve any references for this publication.