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Putting Knowledge To Work

Putting Knowledge To Work. Professor Karen Evans Institute of Education University of London. Research and inquiry in programmes involving ‘workplace learning’ (wpl). Rich and practice-based but also dispersed and fragmented Focus on learning processes - the dynamics

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Putting Knowledge To Work

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  1. Putting Knowledge To Work Professor Karen Evans Institute of Education University of London

  2. Research and inquiry in programmes involving ‘workplace learning’ (wpl) • Rich and practice-based but also dispersed and fragmented • Focus on learning processes - the dynamics • Focus on organisation - the relationships • Focus on equivalence – the standards • Focus on environments - contexts • But risks sidelining questions of knowledge and pedagogy

  3. The central challenge for programmes involving wpl remains: How best to bring together subject-based and work-based knowledge, in ways that meet the requirements and expectations of the learner/employee, the employer, the provider, the awarding and professional bodies. Practitioners know how difficult this is… Karen Evans, David Guile, Judy Harris 2009

  4. The need for fresh thinking… Approaches have typically focused on how learning can be ‘transferred’ from one setting to another: Attempts at transfer are continually dogged by the assumed ‘abstract’ nature of theory in relation to the assumed ‘real’ nature of practice.... and, the concept that the transfer of knowledge and skill is seen the responsibility of the individual learner, a purely cognitive activity as encapsulated in ‘applying theory to practice’. Karen Evans, David Guile, Judy Harris 2009

  5. Programmes involving wpl:the challenges have always been tricky to design Why? involve forms of knowledge characterized by different logics disciplinary, work process, professional institute, legal, individual etc Karen Evans, David Guile, Judy Harris 2009

  6. A new and different approach…putting knowledge to work Concentrates on different forms of knowledge and the ways in which these are contextualized& re-contextualized as people move between different sites of learning and practice. Encapsulates: - the nature of knowledge itself - work practices which shape and are shaped by knowledge - ways learners make sense of these contexts, personalize their learning and develop professional identities Karen Evans, David Guile, Judy Harris 2009

  7. Four modes of recontextualization Putting knowledge to work: in the programme design environment (CR – Content Re-contextualization) in the teaching and facilitating environment (PR – Pedagogic Re-contextualization) in the workplace environment (WR- Workplace Re-contextualization) within the learners themselves (LR – Learner Re-contextualization) Karen Evans, David Guile, Judy Harris 2009

  8. PKTW in the programme design environment (CR) The process by which ‘codified’ knowledge is selected and recast for particular learners, as part of programme design In professional education it entails the selection and organisation of knowledge for the demands of professional practice Karen Evans, David Guile, Judy Harris 2009 Karen Evans, David Guile,,Judy Harris 2008 8

  9. Recontextualisation presupposes multi-faceted pedagogic practice. • The first recontextualisation practice (Content Recontextualisation) involves: • curriculum designers moving disciplinary knowledge from its disciplinary origins and workplace knowledge from its professional and/or vocational context and putting both of them to work as part of a curriculum.

  10. PKTW in the teaching and facilitating environment (PR) Disciplinary knowledge is combined with practice-based knowledge and local company knowledge. PR takes place as decisions are made about organisation into learning activities, options, modules, for the purposes of teaching and learning. These decisions are never technical matters; they are influenced heavily by practitioners’ assumptions about what constitutes good learning experiences and worthwhile outcomes Karen Evans, David Guile, Judy Harris 2009 Karen Evans, David Guile,Judy Harris 2008 10

  11. Pedagogic recontextualisation (PR)… • The second recontextualisation practice (Pedagogic Recontextualisation) involves lecturers in: • choosing pedagogic strategies, such as ‘real life’ case studies etc., to assist learners to understand the meaning of concepts and heuristics and to prepare them to put those concepts to work in professional and/or vocational activity;

  12. PKTW in the workplace environment (WR) Workplace recontextualization takes place through the workplace practices and activities that generate and support knowledge development. And through mentorship, coaching and other arrangements enabling learning through workplace environments. These practices are fundamental to learners beginning to vary and modify existing workplace activities; or working with experienced others to change them. Karen Evans, David Guile, Judy Harris 2009 Karen Evans, David Guile,,Judy Harris 2008 12

  13. Workplace recontextualisation… • The third recontextualisation practice (Workplace Recontextualisation) involves workplace mentors and learners: • engaging pro-actively with conceptual and theoretical knowledges and identifying their relevance to workplace activity.

  14. PKTW : what the learner makes of these processes (LR) What learners make of these processes varies according to personal characteristics, group/cohort and scope for action. LR takes place through strategies the learners themselves use to bring together different types of knowledge and experience – this sometimes involves learners in creation of new knowledge, insights, activities. LR is critical to the development of a professional and/or vocational identity. Karen Evans, David Guile, Judy Harris 2009 Karen Evans, David Guile,Judy Harris 2008 14

  15. Learner recontextualisation… • The fourth recontextualisation (Learner Recontextualisation) practice involves learners as partners in any learning process but particularly so in work-based learning contexts: • Bringing together and making sense of different forms of knowledge - discursively and practically • Knowing that, how, why, who ....

  16. Karen Evans, David Guile, Judy Harris 2009 Karen Evans, David Guile,Judy Harris 2008 16

  17. Using the framework Programmes, practices and previous research findings can be analysed (and re-analyzed) according to these re-contextualization processes With the aim of maximising the linkages between work-based and subject-based knowledge And identifying ways of ‘putting knowledge to work’ to the benefit of students, employers and providers. Karen Evans, David Guile, Judy Harris 2009

  18. Forging Chains of Re-contextualisation How can ‘chains of re-contextualisation’ be (better) forged… In ways that meet the expectations and requirements of learners (employees), employers, professional bodies, providers? Karen Evans, David Guile, Judy Harris 2009

  19. Illustrating ‘chains of recontextualisation’ With Reference to FD/B.Eng (Hons) in Aircraft Engineering (KLM UK Engineering with Kingston University)/ - Provides example from another field of practice Karen Evans, David Guile, Judy Harris 2009

  20. Aircraft EngineeringShape of the FD programme: (Honours -1 yr ft or 2 yr pt - follows) Karen Evans, David Guile, Judy Harris 2009

  21. PKtW in the programme design environment (CR) allowed us to learn more about the subject knowledge in the programme: Physics and Maths  Engineering Branches of Engineering e.g. Aerospace = further selections from Engineering for specialised purposes Law  Aviation Legislation module Social Psychology  Human Psychology  Human Factors module Karen Evans, David Guile, Judy Harris 2009

  22. ‘Gradual release’ as promoting a chain of recontextualisation Gradual release in the design of the programme sequencing of modules to build and integrate knowledge + orienting the programme to the operational environment Karen Evans, David Guile, Judy Harris 2009

  23. Gradual release: orientation to the operational environment Two dimensions: time + predictability Strengthen and develop knowledge through extended time and exposure with familiar equipment Make mistakes in a controlled environment, closely supervised Move from predictable to more unpredictable tasks Feedback tailored to workplace and academic criteria To the point where operating under time and (un)predictability pressures of the operational environment. Karen Evans, David Guile, Judy Harris 2009

  24. Gradual release: inside the operational environment Key people occupying boundary roles Shadowing Mating-up Peer support Planning incremental responsibilities Debriefing that focuses on developing confidence in putting knowledge to work A role for the industry educator…. as knowledge broker Karen Evans, David Guile, Judy Harris 2009

  25. Assessment can promote a chain of recontextualisation Work-based knowledge from workplace practice and sector-wide knowledge from college programme Assessment brings them together – assessment for learning Workplace – duty to train, supported access to practice –related resources and ‘industry educators’ educators… Facilitation by ‘industry educators’ Learners motivated to be responsible for recontextualisation. Karen Evans, David Guile, Judy Harris 2009

  26. A knowledge-aware approach to learning conversations: • ‘what have you learnt?; how have you learnt it?; what do you need to learn next?’ • Goes beyond this to connect to intellectual resources, existing and new. • Scaffolds learners to next level…

  27. this ‘knowledge aware’ approach to mentoring is facilitated when: • Mentors are selected who have substantial amounts of knowledge and experience in the organisation as well as ‘participative memory’ of being a learner in the profession themselves. • Mentors act as knowledge brokers when learners visit teams in the practice setting and report back. • Mentors distribute the parts of the mentorship role within the work team so that the learner can benefit from a range of different insights.

  28. New projects underway in health and medical education using R. Concept/Framework. • Aarkproject : CRNME (University of Surrey-NHS Trust.) An investigation into the effects of Academic Award on Registered nurses’ ability to Recontextualise Knowledge to allow them to deliver, organise and supervise Care: an ethnographic study. (Allan, Evans, Johnson, Horton.) • Communications skills in the clinical workplace: How Clinical Communication is taught, learned and practiced in one Medical School and Hospital. (Brown sup. Evans) Karen Evans, David Guile, Judy Harris 2009

  29. Using the concept of recontextualisation allows us to: explain ways in which all forms of K tied to context (settings where things are done) identify what actions assist people to move K from context to context identify how K changes as it is used differently in different social practices (ways of doing things) & contexts identify how new K changes people, social practices and contexts identify who and what supports recontextualisation process Karen Evans, David Guile, Judy Harris 2009

  30. Recontextualisation: revealing the cross-cutting (but hidden) issues Recontextualisation sheds light on mediated relationships between content, process & enabling factors ‘Multi-faceted partnerships’ - critical to: selection & combination of Ks ‘Gradual release’ - critical to: iterative movement between theory & practice, experienced others & learner ‘Enacting new knowledge’ - critical to: using practice as the source of individual & organisational development Karen Evans, David Guile, Judy Harris 2009

  31. Recontextualisation: revealing the cross-cutting (but hidden) issues (continued) ‘Utilising workplace resources’ - critical to: using general principles to understand & identify ways to improve work practice ‘Diagnosing workplace problems and solutions’ - critical to: authenticity & value of work-integrated programmes for all parties ‘Industry educators’ - critical to: providing a bridging & linking role between all four phases of recontextualisation. Karen Evans, David Guile, Judy Harris 2009

  32. Recontextualisation: revealing the cross-cutting (but hidden) issues (continued) Achieving a critical mass of compatibility for all stakeholders Karen Evans, David Guile, Judy Harris 2009

  33. Putting Knowledge to Work –further information • Full findings (Karen Evans, David Guile, Judy Harris) can be found on • WLE Centre www.wlecentre.ac.uk • Journal articles include J. of Higher Education, Skills and Work-Based Learning (2011); J. Nursing Education Today (2010) • Sage Handbook of Workplace Learning: Chapter Evans et al • Research briefing RB60 available on the ESRC TLRP website tlrp.org.uk • Paper on developing work-based higher education using the framework promoted by HEFCE and FDF Karen Evans, David Guile, Judy Harris 2009

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