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Design Focus

This article explores essential design principles for effective workplace learning. It delves into the complexities of learning, teaching, and managing within an organizational context. The discussion includes the integration of Information and Communication Technology (ICT) to facilitate collaboration and communication, effectively accommodating diverse learning styles through well-structured content. Different taxonomies for learning are explored, highlighting the importance of aligning learning goals with individual and organizational strategies. The workplace is presented as a dynamic learning space, integrating practice and educational frameworks.

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Design Focus

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  1. Design Focus Tom Nyvang

  2. Steps towards design principles • Design – a complex task • Learner • Teacher • Manager • Learning • Teaching • Work • Goals • Content • Assessment

  3. Steps towards design principles • Learning in the workplace • The workplace as domain for learing • ICT for learning in the workplace • Integration and alignment of learning, domain and ICT

  4. Learning in the workplace • Learning as cognition • Appropriately sized and shaped chunks of information accommodating different learning styles • Learning as construction • Building blocks and scaffold • Learning as participation in co-construction • Infrastructure for collaboration

  5. Learning in the workplace • Taxonomies: Learning & competencies – a diverse landscape • Bloom: Know, comprehend, apply, analyse, synthesise, evaluate • Salmon – 5 stage framework: Access/motivation, socialization, information exchange, knowledge construction, development • Irish framework of qualifications • Consider theoretical/methodological taxonomies and follow formal taxonomies when formulating learning goals and activities • Do not confuse level of level of learning, level in the educational system and pedagogy…

  6. Domain – workplace learning • Space for work – place for learning Space is the opportunity; place is the understood reality (Harrison and Dourish, 1996) • Integration of work and learning in • Individual and organisational practice • Individual and organisational planning • Individual and organisational strategy

  7. ICT for learning in the workplace • ICT for collaboration between learners • ICT for communication between learner and teacher • ICT for production and distribution of learning materials • Social software

  8. Technology for learning in the workplace • The ICT for workplace learning must fit work context and culture – including ICT in use • Boundary objects for learning • Mediates between intersecting practices – e.g. work and learning or • Infrastructures for learning • Occurs when the tension between local and global is resolved

  9. Alignment and integration of learning, domain and technology • Learner • Teacher • Manager • Learning • Teaching • Work • Goals • Content • Assessment The diamond model illustrates the important factors in educational planning. (Hiim & Hippe, 1998 p. 30).

  10. Resources • Constructing Place : The Relationship Between Place-Making and Sociability in Networked Environments / Ryberg Thomas ; Ponti Marisa. I Theoretical framework on selected core issues on conditions for productive learning in networked learning environments : Aalborg University/Kaleidoscope, 2005. • Creating an educational infrastructure : Experiences, challenges and lessons learned. / Nyvang Tom ; Bygholm Ann. I ICT and learning in regions. Aalborg, 2004. • A Survey of Techonologies Supporting Virtual Project Based Learning. / Tolsby Håkon ; Nyvang Tom ; Dirckinck-holmfeld Lone. I Sheena, Banks (Ed.) ...[et al.]. 2002. • Technology and Pedagogy : keywords in developing online-education. / Georgsen Marianne. 2005.Konferencen: WCCE 2005, Cape Town, Sydafrika, 4. juli 2005 - 7. juli 2005. • Designing for Collaboration and Mutual Negotiation of Meaning - Boundary Objects in Networked Learning / Lone Dirckinck-Holmfeld International Conference on Networked Learning, Lancaster 2006

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