This article reflects on the previous articles in this special issue by discussing some common themes and raising some proposals for future research on the topic of workplace learning and its boundaries. The article subsequently discusses objects and results of workplace learning, the issue of learning through acquisition and/or participation, the interplay between organisational and individual factors, the issue of access to learning opportunities, the role of workplace learning in education and HRD, respectively.
LINK
The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld's problem-solving episodes. Students took a pre-test and a post-test and had the opportunity to solve six physics problems. Ninety-nine students from a secondary school in Shanghai participated in the study. Students who learnt to solve problems in collaboration and students who learnt to solve problems individually with hints improved their problem-solving skills compared with those who learnt to solve the problems individually without hints. However, it was hard to discern an extra effect for students working collaboratively with hints - although we observed these students working in a more structured way than those in the other groups. We discuss ways to further investigate effective collaborative processes for solving physics problems.
DOCUMENT
This study aims to build a new framework - learning experience - to classify individual differences from students. It is not based on theories about learning styles or cognitive styles but on user experience models from human computer interaction and already applied in serious gaming. Some of these theories incorporate affective and emotional aspects from students. Katuk (2013) recently incorporated the flow model of Csikszentmihalyi (1990) into the design of e-learning systems. Interesting would be if we apply more recent theories about affectional states of students like frustration into this design. This way we could understand more about the learning experience and the individual differences of students while learning and the short-term and long term effects on learning outcomes.
DOCUMENT
The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training. An L2 English vocabulary training intervention consisting of seven sessions was administered to 193 monolingual Dutch five-year-old children over a three- to four-week period. Children were randomly assigned to one of three experimental conditions: 1) a tablet only, 2) a tablet and a robot that used deictic (pointing) gestures (the no-iconic-gestures condition), or 3) a tablet and a robot that used both deictic and iconic gestures (i.e., gestures depicting the target word; the iconic-gestures condition). There also was a control condition in which children did not receive a vocabulary training, but played dancing games with the robot. L2 word knowledge was measured directly after the training and two to four weeks later. In these post-tests, children in the experimental conditions outperformed children in the control condition on word knowledge, but there were no differences between the three experimental conditions. Several moderation effects were found. The robot's presence particularly benefited children with larger L1 vocabularies or poorer phonological memory, while children with smaller L1 vocabularies or better phonological memory performed better in the tablet-only condition. Children with larger L1 vocabularies and better phonological memory performed better in the no-iconic-gestures condition than in the iconic-gestures condition, while children with better selective attention performed better in the iconic-gestures condition than the no-iconic-gestures condition. Together, the results showed that the effects of the robot and its gestures differ across children, which should be taken into account when designing and evaluating robot-assisted L2 teaching interventions.
DOCUMENT
When studying the acquisition of social-communicative competence, it is important to take students' individual learning theories into account. Increased insight into the role ILTs play can be of help in improving social work education.
DOCUMENT
Het plan van aanpak gepresenteerd in deze handreiking is bedoeld als leidraad voor het ontwerpen, ontwikkelen, implementeren en evalueren van verschillende Learning Communities binnen het RAAK-5 project Het Nieuwe Telen: gas erop! Het is bedoeld om zowel inzichten als instrumenten te bieden aan coördinatoren en facilitatoren voor de implementatie van de lokale Learning Communities gedurende het project. Deze handreiking is een noodzakelijke aanvulling op het project vanwege de prominente rol van Learning Communities binnen het project, maar ook omdat er geen wetenschappelijk gebaseerde ontwerpprincipes voor LC’s te vinden zijn. Er zijn veel projecten die Learning Communities uitvoeren, maar een grondige zoektocht naar literatuur en internetbronnen resulteerde niet in ontwerpprincipes.
DOCUMENT
A short paper on the whats and the hows of learning technology standardization
DOCUMENT
Uit het vooronderzoekvan het project Duurzamelearning communities: Oogstenin de Greenportblijkt dat12 factorenhierbijvan belangrijk zijn. Deze succesfactoren staan centraal in de interactieve tool Seeds of Innovation. Ook komen uit het vooronderzoek, aangevuld met inzichten uit de literatuur en tips om de samenwerking door te ontwikkelen en meer gebruik te maken van de opbrengsten 12 succesfactoren met toelichting, belangrijkste bevindingen en tips voor ‘hoe nu verder’, Poster, Walk through, De app die learning communities helptde samenwerkingnaareenhogerplan te tillenen innovatieveopbrengstenoptimaalte benutten.
MULTIFILE
This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action- and development-oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence-based vocational educational arrangements for pupils. An inductive qualitative analysis of 37 semi-structured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration, action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organisational learning outcomes were identified: institution-level learning, project-level learning, and combining institution-level and project-level learning. A tension was identified between the participants' individual interests in learning and personal development, and the need for organisational learning aimed at improving organisational processes.
DOCUMENT
