On May 8, 2009, Allison Littlejohn and Anoush Margaryan visited the Centre of Social Innovation (CSI) in Vienna to discuss a potential joint research project under the upcoming ICT call of the European Framework Programme 7. Participating colleagues included Barbara Kieslinger and Sebastian Fiedler (CSI), Jan van Bruggen (Center for Learning Sciences and Technologies, Open University of the Netherlands), Liisa Ilomaki (Centre for Research on Networked Learning and Knowledge Building, University of Helsinki) and Gernot Tscherteu (RealityLab, Austria).
On April 28, 2009 Anoush Margaryan and Allison Littlejohn presented a paper titled “Self-regulated learning and knowledge sharing in the workplace” at the 2009 International Conference on Organisational Learning, Knowledge and Capabilities (OLKC) in Amsterdam, the Netherlands.
OLKC is the leading international conference for researchers in the fields of organisational knowledge and learning.
The paper reports early findings of a study exploring how experts in a global multinational oil and gas company self-regulate their learning. It investigates experts’ perceptions of the impact of knowledge sharing on their learning and work. Findings indicate that self-regulated learning (SRL) is a highly social process that is structured by and deeply integrated with work tasks. Experts tend to draw heavily upon their personal networks of trusted colleagues in the process of diagnosing and attaining their learning goals. In contradiction to existing models, SRL in the workplace does not appear to be a clearly delineated, linear process comprised of discrete stages. The paper outlines some directions for further research in this area.
The slides of the presentation are available.
A group of us at the Caledonian Academy submitted a proposal for a Marie Curie European Initial Training Network (ITN). The proposal is to establish a research and training programme in the area of self-regulated learning and adaptive social technologies.
The proposal is led by Glasgow Caledonian University, in collaboration with eleven leading academic and industrial partners in six countries (UK, Netherlands, Austria, Germany, Estonia, Australia). This interdisciplinary network integrates 11 research projects with a comprehensive training programme.
Full title: Learn to Work(L2W): Enhancing self-regulated learning in transition from education to the workplace.
Coordinator: Caledonian Academy, Glasgow Caledonian University
Partners: Eindhoven University of Technology (NL); University of Karlsruhe (Germany); Technical University of Graz (Austria); Tallinn University (Estonia); University of Canberra (Australia); Innovation Services Network (Austria); Shell Learning (NL); National Centre for Research Methods (UK); Know-Center (Austria); PROLEARN/EATEL (EU).
Anoush Margaryan has published a paper Supporting instructors in learning innovation: A three component approach in the Journal of Workplace Learning.
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.
Dr. Anoush Margaryan and Prof. Allison Littlejohn received an “Outstanding paper award” for their paper entitled “Cultural Issues in the Sharing and Reuse of Resources for Learning” presented at the 2007 World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA).
ED-MEDIA, a premier international conference in the field of educational technology, spans all disciplines and levels of education and annually attracts more that 1500 leaders in the field from over 70 countries. It serves as a multidisciplinary forum for the discussion and exchange of information on the research, development and applications on all topics related to multimedia, hypermedia and telecommunications/distance education.