Conceptions of learning and understanding learning at work (original) (raw)

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Perspectives into learning at the workplace

Educational Research Review, 2008

The article presents a thematic review of the recent research on workplace learning. It is divided into two main sections. The first section asks what we know about learning at work, and states four propositions: (1) the nature of workplace learning is both different from and similar to school learning; (2) learning in the workplace can be described at different levels, ranging from the individual to the network and region; (3) workplace learning is both informal and formal; and (4) workplaces differ a lot in how they support learning. The second section focuses on workplace learning that is related to formal education. Different models of organising work experience for students and the challenges of creating partnerships between education and working life are described. It is concluded that the worlds of education and work are moving closer each other and that the integration of formal and informal learning is an essential prerequisite for developing the kinds of expertise needed in response to the changes taking place in working life.

Workplace Learning: Main Themes & Perspectives: Learning as Work Research Paper, No. 2 June 2004

2004

This paper provides an overview and critical discussion of some of the main themes and perspectives within existing academic literature concerning workplace learning. The introductory section of the paper outlines why learning at work has become a prominent issue for policy makers, employers and employees and discusses the social and multidisciplinary contexts through which workplace learning is understood and conceptualised. The paper continues in section one, to address the different approaches to learning that permeate current enquiry and research within the field. The discussion here centres upon two paradigms and two associated perspectives of learning and highlights how through these, the term 'learning' is subject to multiple definitions. Section two discusses formal and informal learning and attends to the ways in which learning at work has traditionally been associated with informal learning processes. The discussion illustrates how, as a result of ongoing debate, this perspective has been complicated and challenged and that learning at work is now understood to encompass a variety of both 'formal' and 'informal' elements. The final section of the paper, addresses the relationship between organisational structure and individual engagement in workplace learning. The discussion focuses on how underpinning this relationship is a structure/agency dynamic which, when attended to, illustrates how individuals and their learning contexts of work cannot be considered separately.

Workplace Learning: Main Themes & Perspectives:Learning as Work Research Paper, No. 2 June 2004

2004

This paper provides an overview and critical discussion of some of the main themes and perspectives within existing academic literature concerning workplace learning. The introductory section of the paper outlines why learning at work has become a prominent issue for policy makers, employers and employees and discusses the social and multidisciplinary contexts through which workplace learning is understood and conceptualised. The paper continues in section one, to address the different approaches to learning that permeate current enquiry and research within the field. The discussion here centres upon two paradigms and two associated perspectives of learning and highlights how through these, the term 'learning' is subject to multiple definitions. Section two discusses formal and informal learning and attends to the ways in which learning at work has traditionally been associated with informal learning processes. The discussion illustrates how, as a result of ongoing debate, this perspective has been complicated and challenged and that learning at work is now understood to encompass a variety of both 'formal' and 'informal' elements. The final section of the paper, addresses the relationship between organisational structure and individual engagement in workplace learning. The discussion focuses on how underpinning this relationship is a structure/agency dynamic which, when attended to, illustrates how individuals and their learning contexts of work cannot be considered separately.

Learning as Work: Teaching and Learning Processes

2006

This paper provides an overview and critical discussion of some of the main themes and perspectives within existing academic literature concerning workplace learning. The introductory section of the paper outlines why learning at work has become a prominent issue for policy makers, employers and employees and discusses the social and multidisciplinary contexts through which workplace learning is understood and conceptualised. The paper continues in section one, to address the different approaches to learning that permeate current enquiry and research within the field. The discussion here centres upon two paradigms and two associated perspectives of learning and highlights how through these, the term 'learning' is subject to multiple definitions. Section two discusses formal and informal learning and attends to the ways in which learning at work has traditionally been associated with informal learning processes. The discussion illustrates how, as a result of ongoing debate, this perspective has been complicated and challenged and that learning at work is now understood to encompass a variety of both 'formal' and 'informal' elements. The final section of the paper, addresses the relationship between organisational structure and individual engagement in workplace learning. The discussion focuses on how underpinning this relationship is a structure/agency dynamic which, when attended to, illustrates how individuals and their learning contexts of work cannot be considered separately.

Towards a theory of workplace learning

Studies in Continuing Education, 1992

This paper examines a range of theoretical issues associated with learning in natural settings, such as the workplace. It considers the need for enhancing theoretical approaches to learning vocational skills in workplaces, giving particular attention to the physical, social and psychological contributions provided in those settings. It is argued that every sort of setting has the capacity to provide physical,