A New Work-and-Learn Framework

Clark, Hope; Jassal, Parminder K.; Noy, Michelle Van; Paek, Pamela L.

doi:10.1007/978-3-319-46215-8_3

Cited by 12 publications

(13 citation statements)

References 11 publications

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“…It seems that participants believed that higher forms of cognitive engagement are possible only within face-to-face organised informal training or in everyday informal learning. However, there are some forms of cognitive engagement that are rarely incidental and spontaneous, such as transforming tacit knowledge into explicit knowledge through reflective activities ( Kolb, 1984 ; Clark et al, 2018 ; Cattaneo and Motta, 2021 ). Although the companies involved in this study scarcely mentioned reflective activities in organised informal learning programmes, participants frequently reported anticipatory reflection as an IWL strategy.…”

Section: Discussionmentioning

confidence: 99%

“…Knowledge, tools, and working methods develop rapidly, especially in contexts that deal with disruption. Therefore, incidental workplace learning is not always enough, and more formal and intentional learning, as well as guidance and evaluation, is needed ( Clark et al, 2018 ). Organised informal learning could be enhanced by digital technologies, supporting advanced forms of cognitive engagement, for example, by providing direct feedback in the form of meta-cognitive prompts to support reflection ( Cattaneo and Motta, 2021 ) or integrating subsequent reflection with modelling activities ( Etscheidt et al, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

“…Learning in the workplace is a complex phenomenon involving the interaction between individual and organisational levels. Much research on workplace learning has focused on the informal components of workplace learning ( Tynjälä, 2008 ; Illeris, 2011 ; Clark et al, 2018 ; Decius et al, 2019 ). There are several ways to define informal workplace learning.…”

Section: Introductionmentioning

confidence: 99%

“…The many opportunities for learning informally in the workplace have been increased by the ubiquitous nature of digital technology ( Brown and Mbati, 2015 ) by making the boundaries between informal and formal learning even more blurred and crossable ( Littlejohn and Margaryan, 2014 ; Egloffstein and Ifenthaler, 2017 ; Ang et al, 2018 ; Clark et al, 2018 ). Emerging opportunities for digital learning include game-based learning, simulations, massive/corporate open online courses (MOOC, cMOOC), social networks, learning analytics, and mobile and augmented applications ( Ifenthaler, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies

Amenduni¹,

Ryymin

Maetoloa

et al. 2022

Front. Psychol.

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Industries are currently experiencing several kinds of disruptive changes, including digital transformation and environmental and health emergencies. Despite intense discussion about disruptive changes in companies, the impact of such changes on workplace learning is still underexplored. In this study, we investigated the impact of disruptive changes on informal learning practices according to the perspectives of employers, employees and adult educators. Informal learning was operationalised along a continuum between organised informal learning (led by an instructor and intentional) and everyday informal learning (led by contextual factors, accidental, and unintentional). Fifty-five companies’ representatives (average age = 43.2 years; SD = 11) from three European countries (Finland, Switzerland, and Italy) and four industrial fields (bioeconomy, tourism, textile and building sectors) were interviewed. The interviews were further triangulated with questionnaires collected by employees from the same companies (N = 141; average age = 40.2 years, SD = 17.8). Questionnaire data were used to collect detailed information on individual informal workplace learning (IWL) strategies and digital technologies adopted in organised informal learning. The interview data were analysed using qualitative content analysis. A coding scheme was developed with five macro-categories organised into 23 sub-categories. Occurrence and co-occurrence analysis were performed to identify which individual and organisational factors and approaches support most learning, according to interviewees. Interviewees reported the possibility of interacting with colleagues and being autonomous as the main sources of everyday informal learning processes. Employees from the same companies reported model learning, vicarious feedback, and applying someone’s own ideas as the most frequent IWL strategies. Organised informal learning was mainly based on knowledge transfer, which reflects passive cognitive engagement by employees. Specifically, digital technologies in organised informal learning were poorly used for supporting reflection, constructive processes, and collaborative knowledge construction. The results suggest that participants believed that higher forms of cognitive engagement are possible only within face-to-face organised informal training or in everyday informal learning. Possible explanations of the results and practical implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies

Amenduni¹,

Ryymin

Maetoloa

et al. 2022

Front. Psychol.

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show abstract

“…Mobile microlearning (MML), first mentioned in 2012, is evolving as an emerging practice in corporate training and workplace learning (Callisen 2016;Clark et al 2018). Mobile microlearning (mobile micro-learning or micro learning) offers a new way to learn on the small screens of portable devices with bite-size steps and small units of information 1 3 (Giurgiu 2017).…”

Section: Introductionmentioning

confidence: 99%

A study of learner experience design and learning efficacy of mobile microlearning in journalism education

Lee¹

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With the increasing number of mobile technologies, people rely on smartphones to connect with the world and obtain news and information. The emergent use of mobile technologies changes the way journalists produce and disseminate news. It is important for journalism educators to know how to support journalists' digital skills development, particularly digital skills of mobile technologies, and understand which new forms of learning are suitable and feasible for those learners in the journalism sector. Previous research has shown that mobile microlearning (MML) can be a promising learning approach for specific learning needs. Mobile microlearning basically means learning no more than five minutes of lessons that are distributed on the smartphone. However, there is only a little evidence on the design and effects of MML in the context of journalism education research. Hence, this dissertation aims to examine whether MML can be a useful approach to facilitate mobile journalists' digital skills learning with smartphones. Adapting a sociotechnical-pedagogical learner experience framework with a usercentered design process, a four-phase formative research cycle was conducted in this dissertation: Phase 1, a systematic literature review of mobile microlearning (Study 1), Phase 2, a needs assessment for an understanding of mobile journalists' learning needs and requirements (Study 2), Phase 3, an iterative design and development of a mobile microcourse and studying its usability and user experience (Study 3), and Phase 4, an examination of the learning efficacy (i.e., effectiveness, efficiency, and appeal) and learner experience of the developed mobile microcourse (Study 4). A mixed-method data collection and analysis approach was applied throughout this dissertation. The results in this research provided evidence-based findings and indicated that MML is a feasible and effective approach to support mobile journalists' just-in-time learning when the MML designs follow four sequential design principles: (a) an aha moment to help with the learners connecting their previous experiences to the importance of current learning topics, (b) interactive content, (c) short exercises, and (d) instant automated feedback. Lastly, the dissertation discussed the results and addressed insights and implications of the MML design to improve learner experience and learning efficacy.

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Digital Learning: A Bright New Dawn for Learning and Development

Gubbins

Garavan

Bennett

2023

Palgrave Studies in Digital Business &Amp; Enabling Technologies

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There has been a steady increase in the use of digital learning media, a trajectory which was accelerated in recent years due to a myriad of factors. Definitions of digital learning are quite diverse but generally can be categorised into formal, informal and blended. Empirically and practically, the emphasis has been on formal digital learning. In this chapter we focus on the drivers, opportunities and challenges associated with digital learning as an approach to achieving organisational learning and development goals. Specifically, we discuss the drive for shorter, faster and cheaper training and learning methods and consider the impact on learning quality. We discuss digital learning in the context of learning pedagogy and consider the evidence and implications if digital learning methods are not designed with learning pedagogy in mind. Finally, we acknowledge the re-ignited emphasis on informal learning or learning in the flow of work and consider if digital technologies can facilitate such learning.

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A New Work-and-Learn Framework

Cited by 12 publications

References 11 publications

Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies

Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies

A study of learner experience design and learning efficacy of mobile microlearning in journalism education

Digital Learning: A Bright New Dawn for Learning and Development

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