Reimagining site-walks: Sites for rich learning

Abstract

This paper presents the preliminary results of a multi-phased qualitative investigation of continuing professional learning. The study focused on the identifi cation of common engineering practices that contribute to learning. This paper examines a particular practice, that of the site-walk. It draws on practice theory, an emerging set of conceptual resources used in workplace learning research. Data was elicited via qualitative methods such as interviews, focus groups and site visits with experienced engineers employed in a large Australian engineering company. It was analysed using the lens of practice theory. The fi ndings suggest that site-walks, while an everyday practice for engineers, are also highly learning-rich. This understanding has implications for continual professional learning, and for educators of novice engineers.

Informal Learning at Work

“…They also identified chefs and kitchen staff learning in the delivering an à la carte dining service (2012). In another study the site-walk practice undertaken in engineering work was a practice involving learning (Rooney et al 2015a;Rooney et al 2015b), and this constitutes a first example.…”

“…For instance, an environmental scientist, client or proxy for a client and/or the foreman may accompany the engineer. Despite being an everyday practice for engineers, these site walks are shown to be 'complex and potentially learning-rich practices' (Rooney et al 2015b). The engineers talked about how their work has changed since environmental matters became more prominent -and how they think differently about their work now that undertaking site-walks sometimes involves environmental scientists (Ibid).…”

Sociomaterial perspectives on work and learning: sites of emergent learning

“…They typically involve the regular inspection of ongoing projects (terrain, plant and equipment) by a number of engineers. In the research (Rooney et al , 2015a, 2015b; Reich et al , 2015), site-walks involve the inspection of construction sites of bridges, railways or other structures. While often involving a bodily walk, at times the group may drive or even fly over larger areas.…”

“…The site-walks are heterogeneous in their professional composition (Rooney et al , 2015a, 2015b). The site foreman [sic], service managers, the diggers or leading hands, a blast crew, production superintendent, senior supervisor, various consultants, an environmental team or scientists, heritage consultants, graduate, interned and/or mentored engineers, as well as the client and/or their proxy may be present.…”

“…SEL involve instances within practices where aspects of work are called into question, provoking professionals to reconsider the past to imagine, anticipate, and act towards different futures. The concept emerged from a secondary analysis of three Australian studies of professional learning (Hopwood, 2014a, 2014b, 2016a, 2016b; Reich et al , 2014; Rooney et al , 2015a, 2015b; Reich et al , 2015). The article examines how SEL function, highlighting common and distinctive features in three contexts: handover between nurses at a residential parenting service; site-walks around a railway line construction project; and catch-up meetings in a multicultural health district team. …”