P. Robert-Jan Simons

Modeling Work-Related Learning on the Basis of Intentionality and Developmental Relatedness: A Noneducational Perspective

A model of work-related learning based on intentionality and developmental relatedness is proposed here. A shift is called for from an educational perspective on work-related learning to a noneducational perspective in which learning is construed as largely implicit and spontaneous. That is, work-related learning can happen both deliberately and spontaneously as direct or indirect result of work-related interactions. Work-related learning often occurs in messy real-life situations, is influenced by various power and social relations, and results in individual learning outcomes as well as shared understandings. The proposed model can help human resource development professionals better understand how learning and work are interrelated. It can also help such professionals take individual and work characteristics more carefully into consideration.

Difficulties teachers report about students’ reflection: lessons learned from dance education

Despite its relevance to and inclusion in pedagogical practices, reflection is a challenging activity for students in tertiary dance education according to teachers. The aim of the current study was to further explore the challenges encountered in the pedagogical practice of reflection. Data on the difficulties of reflection were collected from 14 dance teachers using semi-structured interviews. The results revealed four categories of difficulty: general difficulties, difficulties describing an experience, difficulties evaluating an experience and difficulties relating to multiple perspectives. The reflection difficulties described in this study correspond to the reflection difficulties reported in other domains of higher education, and illuminate how reflection activities could be facilitated more effectively.

Critically reflective dialogues in learning communities of professionals

Communities in which professionals share and create knowledge potentially support their continued learning. To realise this potential more fully, members are required to reflect critically. For learning at work such behaviour has been described as critically reflective work behaviour, consisting of six aspects: challenging groupthink, critical opinion sharing, an openness about mistakes, asking for and giving feedback, experimentation and research utilisation. We studied whether and how these aspects can be distinguished in dialogues of seven different communities of veterinary professionals (critically reflective dialogues). Our exploration of the nature of critically reflective dialogues resulted in an analytical framework. Within each aspect four different modes of communication were identified: interactive, on an individual basis, non-reflective and restricted. We assume that professionals use learning opportunities most in the interactive mode of communication. The framework was employed to study the extent to which dialogues showed these modes of critically reflective dialogues. The results demonstrate that in these communities the modes of communication within aspects were largely non-interactive (i.e., individual, non-reflective). The developed framework discriminates between communities in terms of their critically reflective dialogues. Interventions to improve the effectiveness of learning communities should focus on enhancement of members addressing each others reasons and reflections.

Pedagogy before technology: what should an ICT intervention facilitate in practical dance classes?

The aim of the study was to identify the features of the pedagogical context in choreography and dance technique classes which could be viewed as the basis for developing a suitable web-based ICT application to support teaching and learning in practical dance classes. The sample consisted of teachers from four dance academies in the Netherlands. Data about the pedagogy was gathered using a questionnaire and an interview. The results showed that there are similar patterns in applying reflection in terms of content, methods and frequency, and that students encounter difficulties with reflection activities in both choreography and technique classes. Therefore, an appropriate ICT tool for practical dance classes should focus on facilitating the pedagogy of students’ reflection.

Students’ perspectives on e‐learning and the use of a virtual learning environment in dance education

The aim of the study was to find out how dance students experienced learning in an international distance education program delivered in an e‐learning format using a virtual learning environment platform. In order to organize the students’ experiences with the various learning assignments, we focused on three broad categories of learning tasks: individual writing assignments, collaborative assignments, and individual practical assignments. Data were collected from 42 students using a questionnaire and group interviews. Regarding the e‐learning format, we found that the most crucial factor for carrying out all learning assignments was the teacher’s guidance and feedback on students’ work. Regarding the learning platform, we found that in comparison to other learning tasks, carrying out practical assignments was the most limited with the available tools.

Autonomy, competence, and relatedness in foreign language learning through Facebook

Display Omitted Facebook higher in autonomy, relatedness and competence than f2f.The 2 groups differ in learning outcomes.The differences in learning outcomes relate to relatedness, autonomy and competence.Within the groups no relations between learning outcomes and SDT variables.Relatedness is the strongest predictor of learning, autonomy the weakest. This article aims to explain differences between a group learning English on a Facebook page and a face-to-face group in terms of Self-Determination Theory (SDT). SDT focuses on three main variables, which improve self-determination and motivation outside but also inside the classroom: autonomy, competence and relatedness. The main research question was: how can we explain differences between a face-to-face group (FTF) and a Facebook group learning a foreign language in terms of autonomy, competence and relatedness? The results indicate that there was a significant difference between the two groups in terms of learning outcomes as well as in the three SDT variables. Students in the Facebook group felt more autonomous, competent and related. All three SDT variables correlated with learning outcomes. There was, however, almost no relationship among the SDT variables with learning outcomes within the two groups. The strongest predictor of the difference in learning outcomes proved to be relatedness, followed by competence.

Pathways in Interactive Media Practices among Youths.

This qualitative study examines how 11 Dutch students aged 14–15 develop an interest in specific types of interactive media practices and how they perceive these practices in relation to others. The methods included semi‐structured interviewing, autodriving visual elicitation and photo elicitation using moodboards. Our results show the importance of peers for the emergence of interest to learn about specific applications. We found that the learning process of our respondents consists of searching and trying out by themselves, or asking peers in real life or via MSN. Furthermore, although our respondents did not strongly typify their own interactive media practices, they gave distinctive descriptions of tools, identities and practices for other kinds of interactive media users. Although some respondents think positively of interactive media in an educational context, all students want these media combined with projects and explanation by teachers. Building on earlier research on diversity in interactive media practices among contemporary youth, this article provides a contextualised understanding of both the emergence of these practices and possible implications for education.

The Real Professional is a Learning Professional

‘Professions’ were called “learned professions in ancient times.” Since then professions and professionals have played a continuing, but constantly changing role, in our organizations and society. Despite the amount of vagueness and ambiguities, the concept of ‘professional’ remains popular. It has been used as a standard, a demand, a defense and as an attack. It is also a concept with many definitions and many connotations and denotations formed by history and social contexts. Many authors have even suggested abandoning the notion of professional as a conceptual tool. We think that it is time to give this concept new clarity, use, and interpretation, fitting better within our time and, most of all, providing value to our work systems. In this chapter, we harvested what history has taught us in order to find a different mindset, to further define and contemplate the professional. Our main tenet is that professionalism is a self-chosen characteristic that is closely related to learning. From the literature, we derived eight characteristics of professionals and connected these to learning. The question of who is and is not a professional has fundamentally changed, going from learned professions to learning professionals. Finally, we present a model of different ways of learning that learning professionals need, both individually and collectively. The chapter ends with implications for theory, research and practice.

Beyond imprisonment of meaning: Technology facilitating redefining

Defining is a natural and necessary response to an ambiguous world, but causes fixation of categories and perspectives. On the basis of two earlier studies of project groups, we came to argue that redefining, and hence constructing various ways in which one perceives and understands something, enables groups to overcome imprisonment in meaning, establishing continuous development and flexibility. In this article, we first build a rationale for facilitating a process of redefining, to be taken into account when designing technology. Departing from this rationale, we discuss features of groupware technology that permit change by being flexible, and evoke redefining by engaging the user more actively. In so doing, we argue to think along new lines in the design of communication and collaboration technology. This paper proposes a specific perspective on technology, facilitating groups to engage in a productive, creative fashion of exploiting meaning potential.

Improving performance management interviews between managers and professionals: A longitudinal study on talking about the development of complex new social behavior.

The aim of this study is to investigate whether it is possible for a manager to get a professional to become conscious of his or her thoughts during a complex new social experience. In all, 19 managers from organizations in the Netherlands were trained to use the Episodic Memory Interview (EMI), a method to retrieve thoughts intertwined with episodic memory. The managers conducted interviews with professionals immediately at the end of training sessions and after some time at the workplace. In this quasi-experimental longitudinal study, we analyzed 104 interviews in a deductive way. We found that managers often succeeded in using EMI after training, and even more often back at the workplace. We conclude that it is possible for managers to get professionals to retrieve thoughts that occurred during a complex new social experience and become conscious of them. Hence, EMI can contribute to research on the conscious competence learning model on how to advance to the conscious incompetence stage.