Learning through daily work: professional learning as a form of self-improvement

  Colin Milligan, Anoush Margaryan, Pia Fontana, George Littlejohn and I carried out a study exploring how finance professionals  self-regulate their learning through day-to-day work. Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work…

Safety Science: Special Issue on Learning From Incidents

This is a call for papers: Special issue of Safety Science on Learning from Incidents Guest Editors Professor Neville Stanton, University of Southampton, UK n.stanton@soton.ac.uk Dr Anoush Margaryan, Glasgow Caledonian University, UK  anoush.margaryan@gcu.ac.uk Professor Allison Littlejohn, Open University, UK Allison.littlejohn@open.ac.uk The ability to learn from incidents it essential for safety in all organisations, industries, regulatory bodies and policy makers. Safety…

Learning to Teach with Open Educational Resources

Guidelines  on how educators learn open educational practices Allison Littlejohn & Nina Hood This text is from Report O1/A2 from the Erasmus+ ExplOERer Project http://www.exploerer.gu.se/ 1 Executive Summary 2 Introduction 3 Method and Analysis 4 Detailed guidelines with illustrative scenarios 6 Six knowledge types 7 References  1.        Executive Summary Six guidelines for structuring learning and teaching opportunities…

Qualified, self-regulated learners follow parts of a MOOC that helps them solve a problem

Understanding learning in Massive Open Online Courses is difficult, partly because methods and instruments for data collection are under-developed. Published work tends to be from data samples that are too small or skewed. Dropout rates in MOOCs mean that the learners who participate in studies show persistence, therefore samples are not representative. Even if this…