New publication

Anoush Margaryan has published a paper Supporting instructors in learning innovation: A three component approach in the Journal of Workplace Learning.

 

Abstract

The paper seeks to advance an approach to supporting instructors in adopting new models of teaching, particularly when new technology is involved. The approach comprises three components: conceptual principles underpinning new learning models; process by which instructors are supported in understanding and applying principles; and a technological platform which facilitates sharing of experiences and knowledge about the process and outcomes of innovation (3Ps approach). The design research methodology involved joint identification of problems with practitioners (target users of the approach), iterative testing of solutions in real-world settings and refining them based on practitioner input. Data collection methods involved walkthroughs, a questionnaire-based survey, and semi-structured interviews. The 3P approach was evaluated in relation to the key requirements – validity, practicality, and systemic aspects. The findings show that the approach is valid and practical in terms of its purpose of enhancing knowledge sharing and peer learning within and across the subject disciplines, as well as in terms of enabling contextualised professional development. However, sustainability and ease of adoption of the approach were perceived by instructors as somewhat problematic. Organisational and cultural factors that could impact the sustainability of the approach were identified. It is argued that the 3Ps approach could enable eliciting reflections on and instruments for successful practice and provide a forum for sharing, discussing or extending practice. This generic approach could be adapted to support professional development of instructors in a range of different contexts, both in companies and in educational institutions.

Learning literacies for the digital age

The Caledonian Academy has received £40k JISC funding for a six month study on Learning Literacies (LLiDA) for a Digital Age that will help the University take forward its iLearn initiative and prepare our students for independent learning.

Caledonian Academy Director Professor Allison Littlejohn explains the value of this work:

“The UK Government has been clear that that further and higher education must give learners the strong foundation of skills and competences to enable them to thrive in an increasingly knowledge-based economy and society. In the past these competences have gone under the broad term ‘information skills’ or ‘information literacies’. However, with the convergence of communications and information media, the rise of user-owned technologies, widespread social networking practices alongside open production and consumption of knowledge (so called ‘produsage’)this term should be broadened to encompass new kinds of expertise. We are defining the totality of this expertise as ‘the range of practices that underpin effective learning in a digital age’.

“The future demands skilled, digitally-aware learners with the capacity to draw from and contribute to collective knowledge as they participate in learning. Glasgow Caledonian University is committed to ensuring our graduates leaving University with the ability to adapt to change by tapping into collective intelligence. The great challenge for us is to unlock the potential of each student, ensuring they have the competencies required for new, emerging practices in the workplace.

“Our study on Learning Literacies for a Digital Age integrates with the university’s iLearn initiative. We are working closely with colleagues in Learning Support and the academic schools to develop an understanding of learning literacies, how they are evolving, how societal demands are changing, and how students may be learn effectively in different contexts, such as education and the workplace. Integrating our work at Glasgow Caledonian with a national, JISC funded initiative enables us to capitalise on expertise from elsewhere. By engaging with real examples of academic and learners practices within Glasgow Caledonian and at other institutions across the UK we hope to provide compelling evidence of how effective digital learners develop and can be supported”.

Please contact Allison or the team in the Caledonian Academy to find out more.