Designing for Learning in Coupled Contexts

Simon Heilesen, Kevin Mogensen, Janne Gleerup

    Publikation: Bidrag til bog/antologi/rapportKonferencebidrag i proceedingsForskningpeer review

    Resumé

    Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The design approach is based on a user-focused quadruple helix model of understanding the learning situation. According to this model, knowledge institution, enterprise, and public authorities together and in shifting constellations provide a framework in which all actors assume roles that are multi-dimensional. The actual design process used is based on a recently-developed method for user-driven innovation, the "quadrant model", involving apprentices, teachers, and masters and journeymen from companies as active and equal co-creators of new didactic designs. Having initially acquired domain knowledge by means of observation and interviews with the various user groups, the researchers together with apprentices, teachers, masters and journeymen have developed a series of designs for new practices by means of workshops, prototyping, and testing. The final outcome has been three designs that facilitate communication between apprentice-and-apprentice, school-and-apprentice, and apprentice-and-master/journeyman. From the perspective of the apprentices, the three designs: a) facilitate community building; b) help bring the school into the practice environment; and c) encourage reflection on one's own practice. From the point of view of the school, the designs make it possible to extend formal learning to the workplace, and for masters/journeymen the designs offer an opportunity to supplement dreary routines of documentation with visualisations and reflections on practice. It is suggested that the designs are likely to result in an empowerment of the apprentices, and thus that in a wider perspective successful integration of the designs entail a need for adjusting existing practices in terms of assigning the learners a more active and responsible role as co-contributors to their own education.
    OriginalsprogEngelsk
    TitelProceedings of the 8th International Conference on Networked Learning 2012
    RedaktørerV. Hodgson, C. Jones, M. de Laat, D. McConnell, D. Ryberg, P. Sloep
    Antal sider8
    ForlagMaastricht School of Management
    Publikationsdato2012
    Sider89-96
    ISBN (Trykt)978-1-86220-283-2
    StatusUdgivet - 2012
    BegivenhedThe 8th International Conference on Networked Learning 2012 - Maastricht School of Management, Maastricht, Holland
    Varighed: 2 apr. 20124 apr. 2012
    http://www.networkedlearningconference.org.uk/

    Konference

    KonferenceThe 8th International Conference on Networked Learning 2012
    LokationMaastricht School of Management
    LandHolland
    ByMaastricht
    Periode02/04/201204/04/2012
    Internetadresse

    Emneord

    • netbaseret læring
    • e-læring
    • didaktisk design
    • Practice based studies
    • brugerdreven innovation
    • vekseluddannelse

    Citer dette

    Heilesen, S., Mogensen, K., & Gleerup, J. (2012). Designing for Learning in Coupled Contexts. I V. Hodgson, C. Jones, M. de Laat, D. McConnell, D. Ryberg, & P. Sloep (red.), Proceedings of the 8th International Conference on Networked Learning 2012 (s. 89-96). Maastricht School of Management.
    Heilesen, Simon ; Mogensen, Kevin ; Gleerup, Janne. / Designing for Learning in Coupled Contexts. Proceedings of the 8th International Conference on Networked Learning 2012. red. / V. Hodgson ; C. Jones ; M. de Laat ; D. McConnell ; D. Ryberg ; P. Sloep. Maastricht School of Management, 2012. s. 89-96
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    abstract = "Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The design approach is based on a user-focused quadruple helix model of understanding the learning situation. According to this model, knowledge institution, enterprise, and public authorities together and in shifting constellations provide a framework in which all actors assume roles that are multi-dimensional. The actual design process used is based on a recently-developed method for user-driven innovation, the {"}quadrant model{"}, involving apprentices, teachers, and masters and journeymen from companies as active and equal co-creators of new didactic designs. Having initially acquired domain knowledge by means of observation and interviews with the various user groups, the researchers together with apprentices, teachers, masters and journeymen have developed a series of designs for new practices by means of workshops, prototyping, and testing. The final outcome has been three designs that facilitate communication between apprentice-and-apprentice, school-and-apprentice, and apprentice-and-master/journeyman. From the perspective of the apprentices, the three designs: a) facilitate community building; b) help bring the school into the practice environment; and c) encourage reflection on one's own practice. From the point of view of the school, the designs make it possible to extend formal learning to the workplace, and for masters/journeymen the designs offer an opportunity to supplement dreary routines of documentation with visualisations and reflections on practice. It is suggested that the designs are likely to result in an empowerment of the apprentices, and thus that in a wider perspective successful integration of the designs entail a need for adjusting existing practices in terms of assigning the learners a more active and responsible role as co-contributors to their own education.",
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    author = "Simon Heilesen and Kevin Mogensen and Janne Gleerup",
    note = "Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The design approach is based on a user-focused quadruple helix model of understanding the learning situation. According to this model, knowledge institution, enterprise, and public authorities together and in shifting constellations provide a framework in which all actors assume roles that are multi-dimensional. The actual design process used is based on a recently-developed method for user-driven innovation, the {"}quadrant model{"}, involving apprentices, teachers, and masters and journeymen from companies as active and equal co-creators of new didactic designs. Having initially acquired domain knowledge by means of observation and interviews with the various user groups, the researchers together with apprentices, teachers, masters and journeymen have developed a series of designs for new practices by means of workshops, prototyping, and testing. The final outcome has been three designs that facilitate communication between apprentice-and-apprentice, school-and-apprentice, and apprentice-and-master/journeyman. From the perspective of the apprentices, the three designs: a) facilitate community building; b) help bring the school into the practice environment; and c) encourage reflection on one's own practice. From the point of view of the school, the designs make it possible to extend formal learning to the workplace, and for masters/journeymen the designs offer an opportunity to supplement dreary routines of documentation with visualisations and reflections on practice. It is suggested that the designs are likely to result in an empowerment of the apprentices, and thus that in a wider perspective successful integration of the designs entail a need for adjusting existing practices in terms of assigning the learners a more active and responsible role as co-contributors to their own education.",
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    pages = "89--96",
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    Heilesen, S, Mogensen, K & Gleerup, J 2012, Designing for Learning in Coupled Contexts. i V Hodgson, C Jones, M de Laat, D McConnell, D Ryberg & P Sloep (red), Proceedings of the 8th International Conference on Networked Learning 2012. Maastricht School of Management, s. 89-96, The 8th International Conference on Networked Learning 2012, Maastricht, Holland, 02/04/2012.

    Designing for Learning in Coupled Contexts. / Heilesen, Simon; Mogensen, Kevin; Gleerup, Janne.

    Proceedings of the 8th International Conference on Networked Learning 2012. red. / V. Hodgson; C. Jones; M. de Laat; D. McConnell; D. Ryberg; P. Sloep. Maastricht School of Management, 2012. s. 89-96.

    Publikation: Bidrag til bog/antologi/rapportKonferencebidrag i proceedingsForskningpeer review

    TY - GEN

    T1 - Designing for Learning in Coupled Contexts

    AU - Heilesen, Simon

    AU - Mogensen, Kevin

    AU - Gleerup, Janne

    N1 - Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The design approach is based on a user-focused quadruple helix model of understanding the learning situation. According to this model, knowledge institution, enterprise, and public authorities together and in shifting constellations provide a framework in which all actors assume roles that are multi-dimensional. The actual design process used is based on a recently-developed method for user-driven innovation, the "quadrant model", involving apprentices, teachers, and masters and journeymen from companies as active and equal co-creators of new didactic designs. Having initially acquired domain knowledge by means of observation and interviews with the various user groups, the researchers together with apprentices, teachers, masters and journeymen have developed a series of designs for new practices by means of workshops, prototyping, and testing. The final outcome has been three designs that facilitate communication between apprentice-and-apprentice, school-and-apprentice, and apprentice-and-master/journeyman. From the perspective of the apprentices, the three designs: a) facilitate community building; b) help bring the school into the practice environment; and c) encourage reflection on one's own practice. From the point of view of the school, the designs make it possible to extend formal learning to the workplace, and for masters/journeymen the designs offer an opportunity to supplement dreary routines of documentation with visualisations and reflections on practice. It is suggested that the designs are likely to result in an empowerment of the apprentices, and thus that in a wider perspective successful integration of the designs entail a need for adjusting existing practices in terms of assigning the learners a more active and responsible role as co-contributors to their own education.

    PY - 2012

    Y1 - 2012

    N2 - Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The design approach is based on a user-focused quadruple helix model of understanding the learning situation. According to this model, knowledge institution, enterprise, and public authorities together and in shifting constellations provide a framework in which all actors assume roles that are multi-dimensional. The actual design process used is based on a recently-developed method for user-driven innovation, the "quadrant model", involving apprentices, teachers, and masters and journeymen from companies as active and equal co-creators of new didactic designs. Having initially acquired domain knowledge by means of observation and interviews with the various user groups, the researchers together with apprentices, teachers, masters and journeymen have developed a series of designs for new practices by means of workshops, prototyping, and testing. The final outcome has been three designs that facilitate communication between apprentice-and-apprentice, school-and-apprentice, and apprentice-and-master/journeyman. From the perspective of the apprentices, the three designs: a) facilitate community building; b) help bring the school into the practice environment; and c) encourage reflection on one's own practice. From the point of view of the school, the designs make it possible to extend formal learning to the workplace, and for masters/journeymen the designs offer an opportunity to supplement dreary routines of documentation with visualisations and reflections on practice. It is suggested that the designs are likely to result in an empowerment of the apprentices, and thus that in a wider perspective successful integration of the designs entail a need for adjusting existing practices in terms of assigning the learners a more active and responsible role as co-contributors to their own education.

    AB - Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The design approach is based on a user-focused quadruple helix model of understanding the learning situation. According to this model, knowledge institution, enterprise, and public authorities together and in shifting constellations provide a framework in which all actors assume roles that are multi-dimensional. The actual design process used is based on a recently-developed method for user-driven innovation, the "quadrant model", involving apprentices, teachers, and masters and journeymen from companies as active and equal co-creators of new didactic designs. Having initially acquired domain knowledge by means of observation and interviews with the various user groups, the researchers together with apprentices, teachers, masters and journeymen have developed a series of designs for new practices by means of workshops, prototyping, and testing. The final outcome has been three designs that facilitate communication between apprentice-and-apprentice, school-and-apprentice, and apprentice-and-master/journeyman. From the perspective of the apprentices, the three designs: a) facilitate community building; b) help bring the school into the practice environment; and c) encourage reflection on one's own practice. From the point of view of the school, the designs make it possible to extend formal learning to the workplace, and for masters/journeymen the designs offer an opportunity to supplement dreary routines of documentation with visualisations and reflections on practice. It is suggested that the designs are likely to result in an empowerment of the apprentices, and thus that in a wider perspective successful integration of the designs entail a need for adjusting existing practices in terms of assigning the learners a more active and responsible role as co-contributors to their own education.

    KW - netbaseret læring

    KW - e-læring

    KW - didaktisk design

    KW - Practice based studies

    KW - brugerdreven innovation

    KW - vekseluddannelse

    KW - coupled learning contexts

    KW - didactic design

    KW - practice-based research

    KW - quadruple helix model

    KW - quadrant model of innovation

    KW - user-driven innovation

    KW - work-based networked learning

    M3 - Article in proceedings

    SN - 978-1-86220-283-2

    SP - 89

    EP - 96

    BT - Proceedings of the 8th International Conference on Networked Learning 2012

    A2 - Hodgson, V.

    A2 - Jones, C.

    A2 - de Laat, M.

    A2 - McConnell, D.

    A2 - Ryberg, D.

    A2 - Sloep, P.

    PB - Maastricht School of Management

    ER -

    Heilesen S, Mogensen K, Gleerup J. Designing for Learning in Coupled Contexts. I Hodgson V, Jones C, de Laat M, McConnell D, Ryberg D, Sloep P, red., Proceedings of the 8th International Conference on Networked Learning 2012. Maastricht School of Management. 2012. s. 89-96