Professionals learn for present and future work.
Littlejohn & Margaryon (2013) technology-enhanced
professional learning (triangle with learning in the middle and learning processes,
work practices ad tech use.
Driver for learning is tasks, work-processes.
Formal and informal learning: Eraut (2000 – 2004) learning
can be intentional (formal, non-formal) and unintentional (recognised,
unacknowledged).
Context, resources … and their impact on learning.
Self-agency, driving learning from your own perspective is
central to both self-directed as well as self-regulated learning. Learning work
is dynamic, so there is a distinction between learning as a student and learning
as a professional.
SRL factors: self-efficacy, goal setting (adapting according
to need), task strategy, task interest (motivation), learning strategy (ability
to integrate new with existing knowledge), self-satisfaction and evaluation,
help seeking, learning challenge (resilience to challenge).
Learning opportunities such as workplace context influence
learning activities.
Interesting in study Littlejohn is the profile with negative
help-seeking, overlap with individual learner witness.
Key factors in MOOC
learning
Context counts
(introduction to data science), Hood Littlejohn, milligan (2015) context counts.
Motivation matters
(introduction to data science). External motivation for (self-perceived) low
SRL, intrinsic motivation for (self-perceived) high
SRL. The latter not necessarily following the course structure, but learning
what they needed in terms of learning goals. Emotional language difference in
terms of how they share their learning. The low SRL tend to follow all the
course elements, while high SRL select more often. Help seeking: Qualitative
difference in terms of high SRL and low SRL, as high SRL tend to be less
present in forums, yet more goal-oriented in seeking help (in-side AND outside
course), including network peers outside of the course. While low SRL were
active in forums, yet less focused.
Goal setting was different for low SRL and high SRL.
Milligan, littlejohn, hood, learning in MOOCs, a comparison
study, proceedings of the European Stakeholder Summit on experiences and est practices
I and around MOOCs (EMOOCs2016).
Integrate to innovate:
we must integrate informal and formal (Tynjala, 2008). Delphi study on MOOCQ –
MOOC quality. Quality based on the learner experience, is a unique experience,
and a huge challenge in terms of quality measures. (eg. Semantic analysis, how
people discuss what they are learning, Helen Crump). From a government
perspective the quality post-MOOC is important in terms of return on investment
towards society (employment, life quality…). The way quality is measured is
also a Power measurement, as quality perception is related to power dynamics.