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VET students' integration knowledge engaged with in school-based and workplace-based learning environments in the Netherlands

In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on what types of knowledge students learn in these environments and how they integrate these different types of knowledge. Individual and group interviews were conducted with students, teachers and workplace supervisors in a vocational programme in the Netherlands. Results show that students recognise the importance of vocational knowledge learned in school-based learning environments while they are in the workplace and vice versa, and continuously contextualise knowledge to make it applicable for new circumstances. Also, students learn differently at school due to their experiences in the workplace.

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Students' learning processes during school-based learning and workplace learning in vocational education

This article reviews 24 articles in order to get a structured view on student's learning processes when dealing with a combination of school-based learning and workplace learning in vocational education. It focuses on six main themes: students' expertise development, students' learning styles, students' integration of knowledge acquired in school and workplace, processes of knowledge development, students' motivations for learning and students' professional identity development.

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Design Propositions for Technology-Enhanced Workplace Learning

From the article: "The goal of higher professional education is to enable students to develop into reflective practitioners, having both a firm theoretical knowledge base as well as appropriate, professional attitudes and skills. Learning at the workplace is crucial in professional education, because it allows students to learn to act competently in complex contexts and unpredictable situations. Reflection on learning during an internship is hard to interweave with the working process, which may easily result in students having little control over their own learning process while at work. In this study, we aim to discover in what way we can effectively use technology to enhance workplace learning, by synthesizing design propositions for Technology- Enhanced Workplace Learning (TEWL). We conducted design-based research which is cyclic in nature. Based on preliminary research, we constructed initial design propositions and developed a web-based app (software program for mobile devices) providing interventions based on these propositions. In a pilot study, students from different educational domains used this app to support their workplace learning. We evaluated the initial design propositions by carrying out both a theoretical and a practical evaluation. With the insights obtained from these evaluations, we developed a next version of the design propositions and improved the app accordingly. The research result is a set of design propositions for TEWL. For daily practice, the developed web-based app is available for re-use and further research and development."

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Design Propositions for Technology-Enhanced Workplace Learning

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Learning activities on the brink of school-based and workplace learning

Symposium

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Learning in the workplace: new theory and practice in teacher education

Teacher education is in a state of change. There is a new focus on professional competence, including the competence for further development and learning, conceived of as workplace learning. Teacher shortages put pressure on the development of alternative routes to teaching. The arrival of prospective teachers with experience and qualifications in other areas than education requires adaptive programs, with a greater emphasis on professional learning in school. It is argued that promoting professional workplace learning asks for a conceptual clarification, based on new theory of learning and concepts of professionalism. A definition of professional learning is proposed. Some examples of new practice in teacher education are discussed.

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Learning in the workplace: new theory and practice in teacher education

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Working = learning

To adequately deal with the challenges faced within residential care for older people, such as the increasing complexity of care and a call for more person-centred practices, it is important that health care providers learn from their work. This study investigates both the nature of learning, among staff and students working within care for older people, and how workplace learning can be promoted and researched. During a longitudinal study within a nursing home, participatory and democratic research methods were used to collaborate with stakeholders to improve the quality of care and to promote learning in the workplace. The rich descriptions of these processes show that workplace learning is a complex phenomenon. It arises continuously in reciprocal relationship with all those present through which both individuals and environment change and co-evolve enabling enlargement of the space for possible action. This complexity perspective on learning refines and expands conventional beliefs about workplace learning and has implications for advancing and researching learning. It explains that research on workplace learning is itself a form of learning that is aimed at promoting and accelerating learning. Such research requires dialogic and creative methods. This study illustrates that workplace learning has the potential to develop new shared values and ways of working, but that such processes and outcomes are difficult to control. It offers inspiration for educators, supervisors, managers and researchers as to promoting conditions that embrace complexity and provides insight into the role and position of self in such processes.

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Hybrid Learning Environments

This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of “hybrid learning environment” show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the “agency perspective”, the “spatial perspective”, the “temporal perspective”, and the “instrumental perspective”. The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice. RÉSUMÉ

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Learning and innovation network in nursing

A B S T R A C T Background: Approximately 4 years ago a new concept of learning in practice called the ‘Learning and Innovation Network (LIN)’ was introduced in The Netherlands. To develop a definition of the LIN, to identify working elements of the LIN in order to provide a preliminary framework for evaluation, a concept analysis was conducted. Method: For the concept analysis, we adopted the method of Walker and Avant. We searched for relevant publications in the EBSCO host portal, grey literature and snowball searches, as well as Google internet searches and dictionary consults. Results: Compared to other forms of workplace learning, the LIN is in the centre of the research, education and practice triangle. The most important attributes of the LIN are social learning, innovation, daily practice, reflection and co-production. Often described antecedents are societal developments, such as increasing complexity of work, and time and space to learn. Frequently identified consequences are an attractive workplace, advancements of expertise of care professionals, innovations that endorse daily practice, improvement of quality of care and the integration of education and practice. Conclusions: Based on the results of the concept analysis, we describe the LIN as ‘a group of care professionals, students and an education representatives who come together in clinical practice and are all part of a learning and innovation community in nursing. They work together on practice-based projects in which they combine best practices, research evidence and client perspectives in order to innovate and improve quality of care and in which an integration of education, research and practice takes place’. We transferred the outcomes of the concept analysis to an input-throughput-output model that can be used as a preliminary framework for future research.

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Learning and innovation network in nursing

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De sleutel naar grensoverstijgend samenwerken in learning communities

Voortdurende maatschappelijke veranderingen en uitdagingen vragen om samenwerking en een leven lang ontwikkelen. Vaak gebeurt dit in learning communities (innovatieve leerwerkomgevingen) waar organisaties grensoverstijgend samenwerken aan complexe vraagstukken. Bruggenbouwers (brokers) hebben een sleutelpositie in het ontwikkelen van deze learning communities om mensen en organisaties met elkaar te verbinden. Een veelzijdige rol die zich moeilijk laat definiëren. Bovendien voorzien organisaties niet altijd bewust in ondersteuning en ontwikkeling van deze bruggenbouwers. Op basis van een mixed-methodsbenadering voorziet dit onderzoek in de behoefte van een generieke rolbeschrijving met zeven vaardigheden. Hierbij wordt de invloed van kennis, ervaring en persoonskenmerken belicht. Bruggenbouwers werken intersectoraal over grenzen van organisaties heen en ondersteunen betrokken professionals en organisaties in hun samenwerking door politiek bewust en strategisch te handelen. Zij stimuleren kennisdeling en vertalen kennis naar diverse betrokkenen en contexten en onderzoeken daarbij de beroepspraktijk systematisch. Deze rolbeschrijving en de gewenste ondersteuning hierin biedt concrete handvatten om bruggenbouwers beter te selecteren, te waarderen en ook gerichter te investeren in hun professionele ontwikkeling. Deze investering is van cruciaal belang omwille van de katalyserende werking van de rol als bruggenbouwer om het voortdurend leren en ontwikkelen bij organisaties mogelijk te maken

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VET students' integration knowledge engaged with in school-based and workplace-based learning environments in the Netherlands

Students' learning processes during school-based learning and workplace learning in vocational education

Design Propositions for Technology-Enhanced Workplace Learning

Learning activities on the brink of school-based and workplace learning

Learning in the workplace: new theory and practice in teacher education

Working = learning

Hybrid Learning Environments

Learning and innovation network in nursing

De sleutel naar grensoverstijgend samenwerken in learning communities

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Products 852

VET students' integration knowledge engaged with in school-based and workplace-based learning environments in the Netherlands

Students' learning processes during school-based learning and workplace learning in vocational education

Design Propositions for Technology-Enhanced Workplace Learning

Learning activities on the brink of school-based and workplace learning

Learning in the workplace: new theory and practice in teacher education

Working = learning

Hybrid Learning Environments

Learning and innovation network in nursing

De sleutel naar grensoverstijgend samenwerken in learning communities