Developing Knowledge through Different Spaces in Work-Related Settings: Insights from the UK

Natasha Kersh

doi:10.5944/reec.29.2017.17248

Autores/as

Natasha Kersh Institute of Education, University College of London

DOI:

https://doi.org/10.5944/reec.29.2017.17248

Palabras clave:

Aprendizaje Experiencial, Espacios de Aprendizaje, Aprendizaje en el Lugar de Trabajo

Resumen

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

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Natasha Kersh, Institute of Education, University College of London

Researcher, UCL Institute of Education, University College London. Research specialities: international and comparative education, lifelong learning, workplace learning, adult learning, vocational education and training.

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-).