ExplOERing Professional Learning The Open University, UK
The workplace operates as a site where learning is intertwined with work. Learning is individually & socially mediated through intentional and disruptive interposition. Eraut, M. (2000). Non formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136.ç Harteis, C., & Billett, S. (2008). The workplace as learning environment: Introduction. International Journal of Educational Research, 47(4), 209-212. Fuller, A., & Unwin, L. (2004). lntegrating organizational and personal development. Workplace learning in context, 126.
formal intentional (planned) non-formal learning recognised unintentional (unplanned) unacknowledged Eraut, M. (2000). Non formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136.
CONCEPTUAL/ THEORETICAL. KNOWLEDGE.. Transforming+ Explica1ng+ Conceptualising+ PRACTICAL/ EXPERIENTIAL. KNOWLEDGE.. Reflec1ng+ Media=ng.tools:. Wri=ng,.discussions,. collabora=on,.mentoring,. coaching. Reflec1ng+ SELF6 REGULATIVE. KNOWLEDGE.. Problem(Solving( Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130-154. Tynjälä, P., & Gijbels, D. (2012). Changing world: Changing pedagogy. In Transitions and transformations in learning and education (pp. 205-222). Springer.
Scenario 4 Erasmus+ ExplOERer WP1 How do Educators Learn Open Educational Practice? Theory: Self-regulated Learning (Zimmermann, 2000) Method: 1 Psychometric survey instrument (n=521) measured selfperceptions of learning & workplace autonomy 2 Semi structured interviews (n=30) Timescale: January April 2015 http://www.exploerer.gu.se/
Starting point: limited use of OER Resource use Resource evaluation Knowledge development
Type 1 General theoretical knowledge Type 2 Specific theoretical knowledge Type 3 Practical/experiential knowledge Type 4 Self-regulative knowledge Type 5 Community based socio-cultural knowledge Type 6 Workplace based socio-cultural knowledge
Factors Influencing Self-regulation learning value value & fulfillment ascribed to learning on the job self-reflection - ability to evaluate learning & intrinsic value beyond the immediate task Interaction with others experimenting in practice - new tasks learned on-the-job planning and goal setting for work and learning self efficacy confidence to be able to accomplish tasks
Self6regulated(learning( Experimen7ng* Self?efficacy* Interac0on( Planning*&*goals* Self6reflec0on( Learning(value( Learning(context( Workplace*autonomy* Scope*for*learning* OER(ac0vity( Resource*employment* Resource*evalua7on* Knowledge*development*
Learning should include a range of theoretical knowledge of OER Include a range of theoretical knowledge Locating &Using Adapting & repurposing Pedagogy Licensing Legal Technical &hosting Quality Assurance
Learning should include disciplinespecific theoretical Educators need To develop discipline knowledge of OER Include disciplinespecific knowledge Educators need Knowledge associated with their discipline Knowledge is more readily assimilated When contextualised
Educators need opportunity to develop the experiential and Educators need To develop discipline practical knowledge that will enable them to engage with OER in their practice Provide opportunities to develop experiential knowledge Educators more likely to learn when learning tasks are embedded In practice Experiential Knowledge enables theory to be translated into practice
Educators need support to develop the self-regulative and Educators need To develop discipline socio-regulative knowledge Enable them to understand value of OER for professional practice & Student learning Includes meta-cognitive skills to plan, progress and reflect Mediator for combining theory with practice
Continued learning & development is enhanced Educators need To develop discipline when educators have opportunity to interact with others around their OER use Interact with others Socio-cultural knowledge Developed through online & offline interactions with others
Each workplace has its own culture guiding professional Educators practice. need Learning To develop about discipline OER Ideally linked with work activities Integrate learning activities with work practice Don t separate learning & work Educators have to have autonomy at work to integrate work & learning
Conceptual and practical knowledge Ebb & flow of knowledge Socio-cultural & self-regulative knowledge
Project website: http://www.exploerer.gu.se/ Blog: http://littlebylittlejohn.com/guidelines-for-learning-open-educationalpractice/ Littlejohn, A. & Hood, N. (2016) How Educators Build Knowledge and Expand their Practice: the case of open education resources, British Journal of Educational Technology [impact factor 2.098] Littlejohn, A. & Hood, N. (2016) Knowledge typologies for professional learning: educators (re)generation of knowledge when learning open educational practice, Learning Media & Technology [impact factor 1.569] Hood, N. & Littlejohn, A. (2015) Bridging learning and teaching: the intertwining of socio-cognitive and sociocultural factors in adulteducators engagement with Open Education Resources, Journal of Computer Assisted Learning (JCAL) [impact factor = 1.36]