Learning to Widen Participation Allison Littlejohn allisonl Academic

Learning to Widen Participation Allison Littlejohn @allisonl Academic Director, Learning & Teaching Centre Professor of Learning Technology Institute for Educational Technology The Open University, UK

formal intentional (planned) non-formal learning recognised unintentional (unplanned) unacknowledge d Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113 -136.

Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130 -154. Tynjälä, P. , & Gijbels, D. (2012). Changing world: Changing pedagogy. In Transitions and transformations in learning and education (pp. 205 -222). Springer.

The workplace operates as a site where learning is intertwined with work. Learning is individually & socially mediated through intentional and disruptive interposition. Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113 -136. ç Harteis, C. , & Billett, S. (2008). The workplace as learning environment: Introduction. International Journal of Educational Research, 47(4), 209 -212. Fuller, A. , & Unwin, L. (2004). lntegrating organizational and personal development. Workplace learning in context, 126.

Scenario 4 How do Educators Learn Open Educational Practice? Erasmus+ Expl. OERer Theory: Self-regulated Learning (Zimmermann, 2000) Method: 1 Psychometric survey instrument (n=521) measured selfperceptions of learning & workplace autonomy 2 Semi structured interviews (n=30) Timescale: January – April 2015 http: //www. exploerer. gu. se/

Starting point: limited use of OER Resource use Resource evaluation Knowledge development

Type 1 Type 2 Type 3 Type 4 • General theoretical knowledge • Specific theoretical knowledge • Practical/experiential knowledge • Self-regulative knowledge Type 5 • Community based socio-cultural knowledge Type 6 • Workplace based socio-cultural knowledge

Factors Influencing Self-regulation learning value – value & fulfillment ascribed to learning on the job self-reflection - ability to evaluate learning & intrinsic value beyond the immediate task Interaction with others experimenting in practice - new tasks learned on-the-job planning and goal setting – for work and learning self efficacy – confidence to be able to accomplish tasks

Workplace should enable Opportunity formal & Informal learning Autonomy In activities

Conceptual and practical knowledge Development Of deep knowledge Socio-cultural & self-regulative knowledge

Innovating with OER Construction of multiple types of knowledge is most readily achieved through: • a combination of formal learning activities with informal, on-the-job learning • where the workplace operates as a site where learning is undertaken & applied. • Courses provide baseline knowledge • Deep knowledge developed through work contexts.

Learning to Widen Participation Allison Littlejohn @allisonl Academic Director, Learning & Teaching Centre Professor of Learning Technology Institute for Educational Technology The Open University, UK