El desarrollo de conocimientos a través de diferentes espacios en entornos laborales: una visión del Reino Unido
DOI:
https://doi.org/10.5944/reec.29.2017.17248Palabras clave:
Aprendizaje Experiencial, Espacios de Aprendizaje, Aprendizaje en el Lugar de TrabajoResumen
En este trabajo se discutirá la noción de espacios como contextos de aprendizaje y se explorara cómo puede este concepto mejorar nuestra comprensión del aprendizaje experimental en los entornos laborales. Este artículo tiene por objeto reflexionar sobre cómo los empleados aprenden y desarrollan sus conocimientos a través de diferentes vías y de diferentes espacios de aprendizaje en los que se construye su conocimiento. Las investigaciones han demostrado que los empleados desarrollan sus conocimientos a través de diferentes ambientes que se asocian a menudo con diferentes tipos de espacios de aprendizaje: (1) los espacios de aprendizaje formal / espacios académicos (que se relacionan con el aprendizaje a través de cursos formales) y (2) espacios de aprendizaje experiencial (que se relacionan con el aprendizaje por experiencia, por ejemplo, de actividades del día a día del lugar de trabajo). El artículo se basa en el concepto del espacio de aprendizaje como marco para ilustrar la interacción entre los estilos de aprendizaje de los empleados y los diferentes tipos de ambientes de aprendizaje.
Descargas
Citas
http://www.w3.org/1999/xhtml">
4-Developing
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-).
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Reconocimiento – NoComercial (by-nc): Se permite la generación de obras derivadas siempre que no se haga un uso comercial. Tampoco se puede utilizar la obra original con finalidades comerciales.
Esta revista no aplica ningún tipo de cargo a los autores por la presentación o procesado de los artículos.
Se ceden a la revista los derechos de explotación.
