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Knowledge Management In The Learning Society

Context
Learning through work has long been important for the development of health care workers’ occupational competence. However, to effectively utilise this mode of learning, its particular qualities and contributions need to be understood and optimised and its limitations redressed.

Concepts
Optimising the experiences health care workplaces provide, augmenting their potential for learning and promoting workers’ engagement with them can, together, improve workers’ ability to respond to future occupational challenges. Importantly, such considerations can be used to understand and appraise workplaces as learning environments. Here, the concepts of practice curricula and pedagogies, and workers’ personal epistemologies (i.e. what individuals know, can do and value) are described and advanced as practical bases for optimising learning in and for health care workplaces now and for the future.

Conclusion
Such bases seem salient given the growing emphasis on practice-based provisions for the initial preparation and on-going professional development of health care workers’ capacities to be effective in their practice, and responsive to occupational innovations that need to be generated and enacted through practice.

/pdf/learning-through-health-care-work-premises-contributions-and-35n2fudfwn.pdf

Learning through health care work: premises, contributions and practices.

It is often suggested that a defining feature of planning is its interventionist nature which requires connecting knowledge to action. With the upsurge of evidence-based planning, much is rehearsed...

/pdf/planning-as-practice-of-knowing-337m4bj9si.pdf

Planning as practice of knowing

Students need to engage in order to learn. As digitalisation changes the conditions for learning, it is essential to consider how student engagement might be affected. This study explores the relationship between student engagement (and disengagement) in technology-enhanced learning (TEL) and academic outcomes. More specifically, we developed and distributed an instrument to second and third year upper secondary school students (n=410), and matched the student responses with their school grades. The instrument was further validated using principal component analysis and confirmatory factor analysis. Using a bivariate correlation test, a one-way ANOVA test, and a post hoc test, we then analysed the associations between low-, average-, and high-performance students and their reported engagement and disengagement when learning with technologies. Results show that high-performance students find it easier to concentrate when working with learning technologies than do average and low performers. We also found significant correlations between low grades and reported time spent on social media and streaming media for other purposes than learning (e.g., YouTube) and significant correlations between a decrease in students' performance and the occurrence of unauthorised multi-tasking via learning technologies while in class: the lower the grades, the more frequently students reported using digital technologies to escape when lessons were boring. Conclusively: high-performance students seem to have developed strategies to use digital technologies in supportive and productive ways. Thus, in order for schools to use digital technologies to ensure that disadvantaged students do not remain disadvantaged when learning with technologies and to not replicate problems in analogue classroom interactions, insights how different performance groups engage and disengage in TEL is critical for learning.

Engagement, disengagement and performance when learning with technologies in upper secondary school

Purpose: Context impacts the design and practice of entrepreneurship education, but there is limited focus on context in entrepreneurship education literature. The purpose of this paper is to review the entrepreneurship education literature to understand how context has been addressed, derives contextual elements from prioritized literature and explores how context can be adapted to and designed with in entrepreneurship education. Design/methodology/approach: A systematic literature review is undertaken to explore context in entrepreneurship education literature. Context entrepreneurship education yielded 239 items. After refinement, 232 entrepreneurship education associated publications were reviewed by the team of authors. Using selection criteria, 26 prioritized publications were analyzed and categorized according to a theoretical framework. Findings: Context has been addressed both conceptually and empirically, quantitatively and qualitatively, and can be categorized across three sociological phenomena levels – micro, meso and macro. Within these levels, more specific context elements emerge from the entrepreneurship education literature. The findings assert that while context is highly influential in relation to entrepreneurship education, it is arbitrarily described, and holds a variety of documented and diffuse elements. Educators have a limited span of control in relation to context elements, however, for the most parts elements can be adapted to or designed with. Finally, due to the influence of context it is difficult to identify a universal best practice of entrepreneurship education because there simply is no ceteris paribus. Research limitations/implications: Contextual elements which emerged from the literature consider various subjects, spaces, structures and networks. Context is complex and has had limited treatment in entrepreneurship education literature, thus additional analysis and experimentation is necessary. Practical implications: Context shapes understanding and influences learning. Addressing entrepreneurship education across three levels – micro, meso and macro – and through four framing questions – who, what, where and when – guides educators in how context influences and can be used when designing education. Originality/value: The paper gives new insight into how context is addressed in entrepreneurship education literature, and how this can influence educational design. © 2019, Emerald Publishing Limited.

/pdf/conceptualizing-context-in-entrepreneurship-education-a-1gkdj6gs0e.pdf

Conceptualizing context in entrepreneurship education: a literature review

Chapter Four in Geraldine Cotter's 'Transforming Tradition: Irish traditional music in Ennis Co. Clare 1950-1980.'

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