Toward a Second Training Revolution: Promise and Pitfalls of Digital Experiential Learning

Chatham, Ralph E.

doi:10.1017/cbo9780511609817.013

Cited by 4 publications

(4 citation statements)

References 4 publications

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“…Of course, even with these, there are no guarantees. It has been noted that even the most authentic of simulations cannot necessarily prepare military personnel for the actualities of combat (Chatham, 2009). Nevertheless, simulations can provide access to understanding processes such as manufacturing which otherwise would be difficult to access (Hamalainen et al., 2018).…”

Section: Accessing and Securing The Conceptual Knowledgementioning

confidence: 99%

Mediating worklife learning and the digitalisation of work

Billett

2021

Brit J Educational Tech

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Competence in contemporary working life requirements is increasingly aligned with electronically mediated tasks and work roles: ie, the digitalisation of work. This alignment necessitates workers learning and utilising the conceptual knowledge and ways of working needed for this work. This knowledge is often distinct from and displaces workers' existing ways of knowing, which threatens their competence and sense of self. Yet, it can be difficult to access, learn and practice, requiring it to be mediated through interventions making it knowable. For working age adults, this often needs to occur through work activities for efficacy and practical reasons. These worklife learning issues are discussed here from a cultural psychological perspective, drawing on studies of contemporary work and human cognition, considerations for how these forms of knowledge can be made accessible and their processes of knowledge construction be supported. Four key propositions are advanced: (a) this knowledge needs to be made accessible to be engaged with and learnt; (b) that can often best occur in work settings; (c) workers' occupational subjectivities need accommodating; and (d) electronically mediated forms and artefacts offer means to make that knowledge accessible and support its learning. Hence, learning, work and digitalisation are reciprocally aligned in promoting both the initial and ongoing development of workers' capacities. What is already known about this topic? The knowledge required for work constantly changes. Digitalised work has changed the requirements of much work and many occupations. Conceptual and symbolic knowledge are required for competence in digital kinds of work. Many studies have illustrated the impact of digital technologies across a range of occupations and industry sectors. What this paper adds? An elaboration of how the knowledge to be learnt and ways of knowing have changed in digital work. Considerations of the implications of the changes for worklife learning (lifelong learning). The importance of digitalised artefacts mediating access to this knowledge through symbolic representations. Implications for practice and/or policy Working age adults need to be able to access the kinds of knowledge required for digitalised work. Worksites and work practice are potentially the optimum circumstances for accessing and learning this knowledge across working life. The ability of this knowledge to be represented symbolically is a key basis for workers ongoing learning of digitalised work requirements. Digital technology offers means for the conceptual representations to be made accessible.

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Section: Accessing and Securing The Conceptual Knowledgementioning

confidence: 99%

Mediating worklife learning and the digitalisation of work

Billett

2021

Brit J Educational Tech

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“…To have challenges that increase the effort put into the training sessions is a well-known fact in games research, but we still see a drive toward “instructor-less training” (Chatham, 2009), a drive that ignores the coaching part. Of course, to some extent, the game AI could act as a coach, but for certain learning objectives, that kind of AI is still far from as versatile and flexible as a human coach.…”

Section: Discussionmentioning

confidence: 99%

“…The phase most often ignored by researchers is the activities of the instructor during simulation or play. However, even the most convinced advocates of “instructor-less training” admit that instructors need to be present during training, at least to make sure that the trainees are interpreting the game appropriately (Chatham, 2009; Salas et al, 2009). Other relevant activities can be summarized as progress monitoring, in which the instructor follows the trainees’ progress during play, takes notes for the debriefing session, and gives continuous feedback on training aspects that can be immediately taken into account by the trainee(s).…”

Section: Coaching Cyclementioning

confidence: 99%

“…The instructor has to tread a fine line between pushing the trainees too little or too much. Too much strain will eventually lead to the trainees’ loss of concentration that can only be upheld for shorter period of times (Chatham, 2009). Also, to avoid an undesirable dependency on the instructor, the trainees should be allowed a gradual increase in independence as they progress toward advanced skill levels (Iuppa & Borst, 2007).…”

Section: Coaching Cyclementioning

confidence: 99%

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The Coaching Cycle

Taylor

Backlund

Niklasson

2012

Simulation & Gaming

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Military organizations have a long history of using simulations, role-play, and games for training. This also encompasses good practices concerning how instructors utilize games and gaming behavior. Unfortunately, the work of instructors is rarely described explicitly in research relating to serious gaming. Decision makers also tend to have overconfidence in the pedagogical power of games and simulations, particularly where the instructor is taken out of the gaming loop. The authors propose a framework, the coaching cycle, that focuses on the roles of instructors. The roles include instructors acting as game players. The fact that the instructors take a more active part in all training activities will further improve learning. The coaching cycle integrates theories of experiential learning (where action precedes theory) and deliberate practice (where the trainee’s skill is constantly challenged by a coach). Incorporating a coaching-by-gaming perspective complicates, but also strengthens, the player-centered design approach to game development in that we need to take into account two different types of players: trainees and instructor. Furthermore, the authors argue that the coaching cycle allows for a shift of focus to a more thorough debriefing, because it implies that learning of theoretical material before simulation/game playing is kept to a minimum. This shift will increase the transfer of knowledge.

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Toward Training Transformation

Foster¹,

Fletcher

2013

Military Psychology

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Toward a Second Training Revolution: Promise and Pitfalls of Digital Experiential Learning

Cited by 4 publications

References 4 publications

Mediating worklife learning and the digitalisation of work

Mediating worklife learning and the digitalisation of work

The Coaching Cycle

Toward Training Transformation

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