Designing for Learning in Coupled Contexts

Janne Gleerup, Simon Heilesen, Niels Henrik Helms, Kevin H. Mogensen

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

    Abstract

    In the case discussed in this chapter, involving the training of electrician apprentices at a Danish vocational college, many of the apprentices have difficulties understanding how the two modes of learning, i.e. formal learning at the college and the more informal learning through the in-service training, relate to one another. This chapter 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 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 cocreators of new pedagogical designs. The final outcome has been three designs for networked learning. They facilitate communication between apprentice and apprentice, college and apprentice and apprentice and master/journeyman. From the perspective of the apprentices, the three designs (a) facilitate community building, (b) help bring the college into the practice environment and (c) encourage reflection on one’s own practice. The designs lead to the potential empowerment of the apprentices; thus the successful integration of the designs entails 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.
    Original languageEnglish
    Title of host publicationThe Design, Experience and Practice of Networked Learning
    EditorsVivien Hodgson, Maarten de Laat, David McConnell, Thomas Ryberg
    Place of PublicationCham, Heidelberg, New York, Dordrecht, London
    PublisherSpringer
    Publication date2014
    Pages51-65
    ISBN (Print)978-319-01939-0
    ISBN (Electronic)978-3-319-01940-6
    DOIs
    Publication statusPublished - 2014
    SeriesResearch in Networked Learning

    Cite this

    Gleerup, J., Heilesen, S., Helms, N. H., & Mogensen, K. H. (2014). Designing for Learning in Coupled Contexts. In V. Hodgson, M. de Laat, D. McConnell, & T. Ryberg (Eds.), The Design, Experience and Practice of Networked Learning (pp. 51-65). Cham, Heidelberg, New York, Dordrecht, London: Springer. Research in Networked Learning https://doi.org/10.1007/978-3-319-01940-6
    Gleerup, Janne ; Heilesen, Simon ; Helms, Niels Henrik ; Mogensen, Kevin H. / Designing for Learning in Coupled Contexts. The Design, Experience and Practice of Networked Learning. editor / Vivien Hodgson ; Maarten de Laat ; David McConnell ; Thomas Ryberg. Cham, Heidelberg, New York, Dordrecht, London : Springer, 2014. pp. 51-65 (Research in Networked Learning).
    @inbook{358101356f544dc7ae96ac7707d5ead9,
    title = "Designing for Learning in Coupled Contexts",
    abstract = "In the case discussed in this chapter, involving the training of electrician apprentices at a Danish vocational college, many of the apprentices have difficulties understanding how the two modes of learning, i.e. formal learning at the college and the more informal learning through the in-service training, relate to one another. This chapter 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 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 cocreators of new pedagogical designs. The final outcome has been three designs for networked learning. They facilitate communication between apprentice and apprentice, college and apprentice and apprentice and master/journeyman. From the perspective of the apprentices, the three designs (a) facilitate community building, (b) help bring the college into the practice environment and (c) encourage reflection on one’s own practice. The designs lead to the potential empowerment of the apprentices; thus the successful integration of the designs entails 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.",
    keywords = "e-l{\ae}ring, ELYK-projektet, didaktisk design, Firefelt-modellen, netbaseret l{\ae}ring, netf{\ae}llesskaber, l{\ae}rlingeuddannelse",
    author = "Janne Gleerup and Simon Heilesen and Helms, {Niels Henrik} and Mogensen, {Kevin H.}",
    year = "2014",
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    Gleerup, J, Heilesen, S, Helms, NH & Mogensen, KH 2014, Designing for Learning in Coupled Contexts. in V Hodgson, M de Laat, D McConnell & T Ryberg (eds), The Design, Experience and Practice of Networked Learning. Springer, Cham, Heidelberg, New York, Dordrecht, London, Research in Networked Learning, pp. 51-65. https://doi.org/10.1007/978-3-319-01940-6

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

    The Design, Experience and Practice of Networked Learning. ed. / Vivien Hodgson; Maarten de Laat; David McConnell; Thomas Ryberg. Cham, Heidelberg, New York, Dordrecht, London : Springer, 2014. p. 51-65 (Research in Networked Learning).

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

    TY - CHAP

    T1 - Designing for Learning in Coupled Contexts

    AU - Gleerup, Janne

    AU - Heilesen, Simon

    AU - Helms, Niels Henrik

    AU - Mogensen, Kevin H.

    PY - 2014

    Y1 - 2014

    N2 - In the case discussed in this chapter, involving the training of electrician apprentices at a Danish vocational college, many of the apprentices have difficulties understanding how the two modes of learning, i.e. formal learning at the college and the more informal learning through the in-service training, relate to one another. This chapter 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 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 cocreators of new pedagogical designs. The final outcome has been three designs for networked learning. They facilitate communication between apprentice and apprentice, college and apprentice and apprentice and master/journeyman. From the perspective of the apprentices, the three designs (a) facilitate community building, (b) help bring the college into the practice environment and (c) encourage reflection on one’s own practice. The designs lead to the potential empowerment of the apprentices; thus the successful integration of the designs entails 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 - In the case discussed in this chapter, involving the training of electrician apprentices at a Danish vocational college, many of the apprentices have difficulties understanding how the two modes of learning, i.e. formal learning at the college and the more informal learning through the in-service training, relate to one another. This chapter 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 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 cocreators of new pedagogical designs. The final outcome has been three designs for networked learning. They facilitate communication between apprentice and apprentice, college and apprentice and apprentice and master/journeyman. From the perspective of the apprentices, the three designs (a) facilitate community building, (b) help bring the college into the practice environment and (c) encourage reflection on one’s own practice. The designs lead to the potential empowerment of the apprentices; thus the successful integration of the designs entails 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 - e-læring

    KW - ELYK-projektet

    KW - didaktisk design

    KW - Firefelt-modellen

    KW - netbaseret læring

    KW - netfællesskaber

    KW - lærlingeuddannelse

    U2 - 10.1007/978-3-319-01940-6

    DO - 10.1007/978-3-319-01940-6

    M3 - Book chapter

    SN - 978-319-01939-0

    SP - 51

    EP - 65

    BT - The Design, Experience and Practice of Networked Learning

    A2 - Hodgson, Vivien

    A2 - de Laat, Maarten

    A2 - McConnell, David

    A2 - Ryberg, Thomas

    PB - Springer

    CY - Cham, Heidelberg, New York, Dordrecht, London

    ER -

    Gleerup J, Heilesen S, Helms NH, Mogensen KH. Designing for Learning in Coupled Contexts. In Hodgson V, de Laat M, McConnell D, Ryberg T, editors, The Design, Experience and Practice of Networked Learning. Cham, Heidelberg, New York, Dordrecht, London: Springer. 2014. p. 51-65. (Research in Networked Learning). https://doi.org/10.1007/978-3-319-01940-6