Developing Knowledge through Different Spaces in Work-Related Settings: Insights from the UK
This article will discuss the notion of spaces as learning contexts and explore how this concept can enhance our understanding of experiential learning in work-related settings. This article aims to consider how employees learn and develop their knowledge through different pathways, and through the different learning spaces in which they are building on their knowledge. The research has demonstrated that employees develop their knowledge through different environments that are often associated with different types of learning spaces: (1) formal learning spaces/academic spaces (which relate to learning through formal courses) and (2) experiential learning spaces (which relate to learning experientially, e.g. from day to day workplace activities). The articles draws on the concept of the learning space as a framework for illustrating the interplay between employees’ learning styles and different types of learning environments.
BROOKS, R et al., eds (2012): Changing Spaces of Education: New Perspectives on the Nature of Learning (London: Routledge).
BOUD, D. & GARRICK J. (1999): Understanding of workplace learning, in D BOUD AND AND J GARRICK (eds), Understanding Learning at Work , pp. 29–44 (London: Routledge)
BRONFENBRENNER, U. (1977): Toward an experimental ecology of human development, American Psychologist, 32, 7, pp. 513–531.
BURROUGH, P., A. (1996): Natural objects with indeterminate boundaries, in P.A BURROUGH & A.U FRANK (eds), Geographic Objects with Indeterminate Boundaries, pp. 3-28 (London: Taylor and Francis)
EDWARDS, R., GALLAGHER, J. & WHITTAKER, S. eds (2004): Learning Outside the Academy: International research perspectives on lifelong learning (London: Routledge).
ENGESTRÖM, Y., ENGESTRÖM, R. & KARKKAINEN, M. (1995) Polycontextualityand boundary crossing in expert cognition: Learning and problem solving in complex work activities, Learning and Instruction, 5, 4, pp. 319–336.
ENGESTRÖM, Y., ed. (2001): Activity Theory and Social Capital (Helsinki: Centre for Activity Theory and Developmental Work Research).
ERAUT, M. (2004): Informal learning in the workplace, Studies in Continuing Education, 26, 2, pp. 247–73.
ERAUT, M. & HIRSH, W. (2007): The Significance of Workplace Learning for Individuals, Groups and Organisations (SKOPE) (http://www.skope.ox.ac.uk/publications/significance-workplace-learningindividuals-groups and-organisations).
EVANS, K., HODKINSON, P., RAINBIRD, H., & UNWIN, L. (2006): Improving Workplace Learning, (New York: Routledge).
EVANS, K. and GUILE, D. (2012): Putting different forms of knowledge to work in practice, in J HIGGS et al. (eds), Practice-Based Education: Perspectives and Strategies, pp. 113–30 (Rotterdam: Sense Publishers).
EVANS, K., KERSH, N., & SAKAMOTO, A. (2004): Learner biographies: Exploring tacit dimensions of knowledge and skills, in H. RAINBIRD, A. FULLER, & A. MUNRO (Eds.), Workplace Learning in Context, pp. 222–241 (London & New York: Routledge).
EVANS, K. (2002): The challenges of “making learning visible, in K. EVANS, et al. (Eds.), Working to Learn: Transforming Learning in the Workplace, pp. 77–92 (London: Kogan Page).
EVANS, K. (2009): Learning, Work and Social Responsibility (Springer: Dordrecht)
FELSTEAD, A . & JEWSON, N. (2012): New places of work, new spaces of learning, in BROOKS et al. (eds): Changing Spaces of Education: New Perspectives on the Nature of Learning, pp. 137–58 (London: Routledge).
FULLER, A & UNWIN, L. (2004): Expansive learning environments: integrating organizational And personal developments, in H. RAINBIRD, A. FULLER & MUNRO, A. (eds.), Workplace Learning in Context, pp. 126-14[...] (London: Routledge).
HODKINSON, P., HODKINSON, H., EVANS, K., & KERSH, N., WITH FULLER, A., UNWIN, L., & SENKER, P. (2004): The significance of individual biography in workplace learning, Studies in the Education of Adults, 36, 1, pp. 6–24.
KERSH, N. (2015) Rethinking the learning space at work and beyond: The achievement of agency across the boundaries of work-related spaces and environments, International Review of Education, 61, 6, pp. 835-851.
KERSH, N., EVANS, K., KONTIAINEN, S. & BAIEY, H. (2011): Use of conceptual models in self-evaluation of personal competences in learning and in planning for change, International Journal of Training and Development, 15, 4, pp. 290–305.
KERSH, N., EVANS, K & WAITE, E. (2012): The spatial dimensions of workplace learning: acquiring literacy and numeracy skills within the workplace, in R. BROOKS et al. (eds), Changing Spaces of Education: New Perspectives on the Nature of Learning, pp. 182-204 (London: Routledge).
KOHLEGGER, M., MAIER, R., & REMUS, U. (2013): Freedom of Choice: Perspectives on Personal Workplace (ECIS Proceedings).
KOLB, D. A. (1984): Experiential learning. Englewood Cliffs (NJ: Prentice Hall).
KOLB, A. & KOLB, D. (2005): Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4, 2, pp. 193–212 (Lave & Wenger).
LAVE, J. & WENGER, E. (1998): Communities of practice: Learning, meaning, and identity, (Cambridge: Cambridge University Press).
LOO, S. (2006): Adult numeracy teacher training programmes in England: a suggested typology, International Journal of Lifelong Education, 25, 5, pp. 463—476.
MALLOCH, M., CAIRNS. L., EVANS, K. & O’CONNOR, B, eds (2011): The Sage Handbook of Workplace Learning (London: Sage).
NONAKA, I. & TAKEUCHI, H. (1995): The Knowledge Creating Company (New York: Oxford University Press).
PYE, A. (1994): Management Learning, 25, 1 (Sage).
SOLOMON, N., BOUD, D. & ROONEY, D. (2006): The in-between: exposing everyday learning at work. International Journal of Lifelong Education 25, 1, pp. 3–13.
TEMPLE, P. (2008): Learning spaces in higher education: an under-researched topic, London Review of Education, 6, 3, pp. 229–41.
YOUNG, M., TUOMI-GRÖHN, T. & ENGESTRÖM, Y. (2003): From transfer to boundary-crossing between school and work as a tool for developing vocational education: an introduction, in T. TUOMI-GRÖHN AND Y. ENGESTRÖM (eds), Between School and Work: New Perspectives on Transfer and Boundary Crossing, pp. 1-19 (Oxford: Pergamon -Elsevier Science-).
- There are currently no refbacks.
Copyright (c) 2017 Revista Española de Educación Comparada
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Revista Española de Educación Comparada (REEC)
Faculty of Education. UNED.
ISSN (printed version): 1137-8654