Conceptions, Purposes and Processes of Ongoing Learning across Working Life

Billett, Stephen; Dymock, Darryl; Choy, Sarojni

doi:10.1007/978-3-319-29019-5_15

Cited by 3 publications

(7 citation statements)

References 45 publications

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“…A separate but related finding was that interviewees frequently distinguished learning for work from learning for me (with the latter including work‐related learning that they found personally interesting). This distinction was viewed as being between personal imperatives and institutional imperatives (Billett & Hodge, 2016). Unsurprisingly, learning for me was more likely to be accessed on a mobile device in non‐work locations and outside of working hours.…”

Section: Resultsmentioning

confidence: 99%

“…Some described separate ongoing learning projects in separate spheres with no wish to mix or merge them, to the extent that they purposely left work devices at the office in order not to be tempted to view them outside of working hours. Others distinguished between learning for work and learning for me, which appeared aligned to Billett and Hodge's (2016) personal and institutional imperatives. While learning for me (eg, management training), was viewed as of personal benefit and might be undertaken outside of working hours, learning for work might be ongoing over time but not of personal interest and restricted to the workplace.…”

Section: Discussionmentioning

confidence: 99%

“…Cerrato (2022, p. 41) argues that while timely, Fisher's approach does not fully take into account the ‘ web of relationships within which learning unfolds or develops ’. Considering the relationship between an individual and their work institution, Billett and Hodge distinguish learning of personal interest from learning that is an institutional imperative (2016).…”

Section: Introductionmentioning

confidence: 99%

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Left to their own devices: An exploration of context in seamless work‐related mobile learning

Casebourne

2024

Brit J Educational Tech

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This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e‐learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi‐structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between just‐in‐time learning and just‐in‐case learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay ‘on top of things’ as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various institutions in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.Practitioner notesWhat is already known about this topic Mobile devices accompany their owners across settings that were previously considered separate, such as work, college and households. This has the potential to impact work/home and other boundaries. From a pedagogical perspective, mobile devices may support seamless learning, in which experiences across distinct settings result in a holistic and unified understanding. What this paper adds It introduces the concept of the institution to conceptions of seamless learning. It illustrates the ways in which different institutions (workplaces or educational institutions) can shape individual experiences and decisions about when and where to learn. It provides evidence that some working adults engage in seamless learning projects and describe this as compelling and enjoyable, but that others prefer to separate distinct life spheres. Implications for practice and/or policy There may be value in institutions and designers supporting people who want to engage in seamless mobile learning. However, it is important to be aware that not everyone wants to engage in seamless learning. Seamless learning is more likely to occur when individual and institutional priorities are aligned across several institutions, so there will be challenges for a single institution seeking to promote it.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Left to their own devices: An exploration of context in seamless work‐related mobile learning

Casebourne

2024

Brit J Educational Tech

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“…Countries across the globe, particularly those with advanced industrial economies, are emphasising the importance of working-age adults’ participation in continuing education and training (CET). This urging is in response to the growing need for adults to sustain their employability across lengthening working lives as both occupational and work practices change (Billett et al, 2016). Employability is more than securing employment: it is also about remaining employed and contributing effectively to workplaces as circumstances and work requirements change.…”

Section: Changing Cet Provisionsmentioning

confidence: 99%

Changing attitudes about online continuing education and training: A Singapore case study

Billett

Leow

Chua

et al. 2022

Journal of Adult and Continuing Education

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The COVID-19 pandemic has precipitated an unprecedented education crisis, causing severe disruption to global education systems. One consequence has been an increased demand for online educational platforms, leading to a shift from face-to-face to online teaching. This was the case in Singapore where online educational provisions were quickly adopted and implemented by institutions providing continuing education and training to adult learners. This paper reports on the data from a survey of 258 participants on the accessibility and effectiveness of the different modes of learning (i.e. online learning, face-to-face learning, and a combination of both) based on comparisons prior to and after the onset of COVID-19. The findings indicate that familiarity with online platforms enhances the potential efficacy of online provisions of continuing education and training, but also illuminate issues concerning the kinds of experiences required for effective continuing education and training, with implications for providers and educators in and beyond Singapore.

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“…This prompts a need to understand the kinds and combinations of experiences (i.e., those able to be secured in work settings and those through intentional educational experiences) required for effective ongoing learning across working lives. It was this interest that motivated an investigation to identify and appraise effective and accessible provisions of support for workers' ongoing development (Billett et al, 2016). Here, we report the findings of a survey with both workers and managers about the provisions for learning at work and what assists workers' learning.…”

Section: Introductionmentioning

confidence: 99%

Supporting worklife learning at work to sustain employability

Billett

Choy

et al. 2022

Int J Training Development

Self Cite

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The concept of employability extends beyond initial occupational preparation into the ability to remain employable as, inevitably, occupational capacities and workplace requirements change frequently across working lives. Hence, the need to continually learn to remain occupationally current and respond to changing workplace requirements becomes paramount. The evidence suggests that much of that learning arises through individual efforts and the support of co‐workers through work activities. So, there is a need to understand how that learning can be supported to sustain employability across lengthening working lives. Drawing on an Australian study, reported here are perspectives from managers and workers in diverse workplaces about current modes of continuing education and training and about how workers are assisted with their learning to meet personal needs and qthose of employers. Employers want an occupationally current workforce that can meet specific workplace needs; workers want the capacities to remain employable, which may extend to advancing their careers elsewhere. The data indicate differences in perceptions about what is being provided, how frequently the provisions are used, and the worth of its certification. Whilst the findings indicate shared concerns about the importance of learning, there were clear differences in views about the models and processes used to support that learning. Across both sets of informants can be seen distinctions between ‘training solutions’ and ‘learning solutions’. A more nuanced analysis suggests that the training solution is appropriate and effective at some point in workers' worklife trajectories but in other circumstances, learning through practice is proposed as being more efficacious.

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Conceptions, Purposes and Processes of Ongoing Learning across Working Life

Cited by 3 publications

References 45 publications

Left to their own devices: An exploration of context in seamless work‐related mobile learning

Left to their own devices: An exploration of context in seamless work‐related mobile learning

Changing attitudes about online continuing education and training: A Singapore case study

Supporting worklife learning at work to sustain employability

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