Learning in the workplace is crucial in higher engineering education, since it allows students to transfer knowledge and skills from university to professional engineering practice. Learning analytics endeavors in higher education have primarily focused on classroom-based learning. Recently, workplace learning analytics has become an emergent research area, with target users being workers, students and trainers. We propose technology for workplace learning analytics that allows program managers of higher engineering education programs to get insight into the workplace learning of their students, while ensuring privacy of students' personal data by design. Using a design-based agile methodology, we designed and developed a customizable workplace learning dashboard. From the evaluation with program managers in the computing domain, we can conclude that such technology is feasible and promising. The proposed technology was designed to be generalizable to other (engineering) domains. A next logical step would be to evaluate and improve the proposed technology within other engineering domains.
Posterbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Although literature shows the important supportive role of experienced colleagues to stimulate novices’ workplace learning, the question of how this support is provided is usually answered in general terms (e.g. Mikkonen et al. 2017; Tynjälä 2008). Therefore, this study aims to explore how members of vocational communities, both individually and as a collective, enact specific pedagogic practices to contribute to novices’ learning. The systematic literature review that will be presented in the interactive poster session is the first study of a PhD project and provides an overview of situational pedagogic practices which attempt to support novices’ learning at the workplace.
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.
