Evaluating Informal Learning in the Workplace

Watkins, Karen E.; Marsick, Victoria J.; Álava, Miren Fernández de

doi:10.1007/978-94-017-8694-2_4

Cited by 16 publications

(10 citation statements)

References 21 publications

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“…What is lacking from their model is not only recognition of the complex nature of informal learning but also the role technology plays (see also Bednall et al., ; Cunningham & Hillier, ). By contrast, other authors appreciate the complicated nature of informal learning (Ha, ; Yeo, ) and even acknowledge CAS theory (Watkins, Marsick & De Álava, ) but do not consider technology. This is an oversight given the pervasiveness of technology today's organisations but also the significant role it can play as a tool for informal learning.…”

Section: Complexity In Informal Learningmentioning

confidence: 99%

Organisational learning as an emerging process: The generative role of digital tools in informal learning practices

Za¹,

Spagnoletti²,

North‐Samardzic³

2014

Brit J Educational Tech

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Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses-MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur

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Section: Complexity In Informal Learningmentioning

confidence: 99%

Organisational learning as an emerging process: The generative role of digital tools in informal learning practices

Za¹,

Spagnoletti²,

North‐Samardzic³

2014

Brit J Educational Tech

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“…In their theory of informal and incidental learning, Marsick and Watkins (, ) place context both at the center and at the bounds of the learning experience. In an updated model, Watkins, Marsick, and Fernández de Álava () also include social context to reflect its influence on informal and incidental learning. They bound informal and incidental learning within both the personal and sociocultural context in which experience occurs.…”

Section: Learning In the Online Contextmentioning

confidence: 99%

The Online Alone Together Paradox as a Context for Incidental and Informal Learning

Cox¹

2018

New Dir Adult Contin Educ

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“…However, much of the workers' actual competence is based on tacit knowledge? (Polanyi, 1966) When the workers cannot articulate their competences, it is difficult to make an adequate assessment (Watkins et al, 2014).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Assessment of Prior Learning in Adult Vocational Education and Training

Aarkrog

Wahlgren

2015

IJRVET

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The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers’ methods for assessing the students’ prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to Assessment of Prior Learning: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students’ knowing that and knowing why the assessment is based on a scholastic perception of the students’ needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachers’ assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.

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Evaluating Informal Learning in the Workplace

Cited by 16 publications

References 21 publications

Organisational learning as an emerging process: The generative role of digital tools in informal learning practices

Organisational learning as an emerging process: The generative role of digital tools in informal learning practices

The Online Alone Together Paradox as a Context for Incidental and Informal Learning

Assessment of Prior Learning in Adult Vocational Education and Training

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