COLLECTIVE LEARNING: Learning in the workplace
There are various forms of learning that professionals may engage in throughout their work – formal and informal, structured and non-structured, on-the-job or off-the-job. In our group, one of the strands of research is focused specifically on informal, on-the-job learning that takes place through participation in daily work and in collaboration with others –work processes in which learning is a by-product, rather than a goal. In particular, we have been studying collective learning in knowledge-intensive domains, focusing on developing the understanding of what people learn through work, how they learn it, and who they learn with.
Findings from our recent study that examined these questions are summarised in the following two papers:
- What is learned through work? A typology of professional learning in the workplace
- Learning at transition for new and experienced staff
Having read through these two papers, outline how you learn through your work. Focus on a task or a project from which you have learned most in the last 6 months and describe what and how you learned. You may want to use the following questions to help you guide your reflection and structure your response:
1) Describe briefly the work task/project
2) What did you learn? You may want to use the typology described in this paper to think about the types of knowledge, skills and dispositions you developed through the task/project.
3) How did you learn? As a starting point, you could use the eight modes of learning described in this paper.
4) Who did you learn from/with and in what ways? What key other people (in your organisation or beyond) were instrumental to your learning?
5) What tools – digital or non-digital- did you use to support you in learning?
Post responses on your blog or elsewhere, using the #change11 and #collective tags.
Nardi, B. A., Whittaker, S., & Schwarz, H., (2000) It’s not what you know, it’s who youknow: work in the information age. First Monday 5 (5). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/741/650
Zimmerman, B.J. & Schunk, D.H. (2001) Self-regulated learning and academic achievement: theoretical perspectives (Lawrence Erlbaum Associates,New Jersey).