Work-Related Learning

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Work-Related Learning in Higher Education

Päivi Tynjälä

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FinnishInstitute for EducationalResearch

1) Global challenges and future skill needs

2) Different forms of work-related learning and partnerships in HE

3) Pedagogical considerations:

The model of Integrative Pedagogy

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1) Major global challenges and skill needs

http://herbu1.files.wordpress.com/2009/06/future-thinking.jpg

Globalisation

Climate change Urbanization

Increase and ageing of population

Techonological development Networking

Continuous change

Fast development

Complicated structures

Innovations

Digitalization

Increasing amount of information

Boundaryless work

Robotization

Immigration

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Ten skills for the future workforce

(Future Work Skills 2020, Institute for the Future for the University of Phoenix Research Insitute)

1. Sense-making

2. Social intelligence

3. Novel and adaptive thinking 4. Computational thinking

5. Cross-cultural competency 6. New-media literacy

7. Transdisciplinarity 8. Design mindset

9. Cognitive load management 10.Virtual collaboration

- Skills perspective too narrow

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http://curriculumredesign.org/ Fadel, Bialik & Trilling, 2015

Four-Dimensional Education: The Competencies Learners Need to Succeed,

Curriculum Redesign

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P

Barnett 2002: Living in supercomplixity requires human qualities such as:

-carefulness, thoughtfulness, humility, criticality, receptiveness, resilience, courage, stillness

http://www.hult.edu/news/develop-your- personal-resilience-for-career-success/

http://www.successconnections.com/articles/2015 /04/13/how-to-muster-up-courage-for-bold-action/

Päivi adds: wisdom

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http://www.ipc.dk/en/long_courses_themes.asp?theme=1&subject=12

New forms of learning:

- transformative and innovative rather than reproductive

- social and networked rather than individual

- ethical and value-conscious instead of

”value-free” and ”objective”

What is needed:

Education, society and the world of work should come closer each other

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Expanding contexts for learning

School - workplace – lifeplace (Harris & Chisholm)

Need of new kind of pedagogy

World Skills 2005

Photos Martti Minkkinen

Karrasch et al.Lukion psykologia 4, p. 141 http://knowledge.allianz.com/demography/population/?351/a

ging-societies-and-shrinking-workforce

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Work-Related Learning

Educational activities which use the context of work for learning

- Work-experience placements, internships,

practicums, project-based learning, enterprise education, mentoring, work shadowing, work simulations

- learning through work, about work and for

work

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Different forms of Partnerships and Work- Related learning

 Initiated by individual HE departments: e.g. Internhips; Project-based learning

 Initiated by HE institutions: e.g. Learning by Developing

 Initiated by education and work together: e.g Berufsakademie

(University of Cooperative Education; Germany, Baden-Württemberg)

http://www.neptuneassociation.com/about/projectbasedlearning1.jpg Photos: Martti Minkkinen

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Internship / Work experience / Practicum

http://projekti.it.jyu.fi/old- proj/eidewww/projektiryhma.html

- Authentic work experience as part of the curriculum Different models, varying pedagogy:

-Traditional, Experiential, Generic, Work Process and Connective model (Guile & Griffiths 2011)

-Specialist, Science-Based Renewal, Project-Based,

Networked Culture model (Jääskelä, Nykänen & Tynjälä 2016)

The models differ in

- how intensive is collaboration between the academy and workplace - how work experience is managed and organized

- how student learning is supported, guided and assessed at the workplace and at the academy

- to what extent theoretical and practical knowledge are integrated

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Example of Teaching Practicum

Course on Teacher Ethics + Practicum

(Heikkinen, Tynjälä, & Kiviniemi, 2011)

Ethical theories How to work with high

ethical standards?

Ethical dilemmas in teachers` work

AT UNIVERSITY

-lectures + discussions + writing tasks

DURING PRACTICUM -observations

-reflective writing

AT UNIVERSITY -group discussions -reflective writing

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Project-Based Learning

Development Project Course in Information Systems Design (University of Jyväskylä, Finland)

Theoretical components:

- Theories of project work

- Theories of information systems

Practical component: a project assignment from a client company

Pedagogical tools:

- guidance

- continuous reflection

- self-and peer-assessment, client assessment, teacher’s assessment

http://www.puv.fi/en/news/tietojenkasittelyn_opiskelijat_lahiverkkoa_toteuttamassa/

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Interdisciplinary Project Course

- Interdisciplinary student groups from the research university and from the university of applied sciences

Multicultural Business Project Course

- Targeted mainly for international students but Finnish students may take a course as well

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1) Domain-specific knowledge and skills (e.g. modelling of information systems design; domain-specific methods;

programming languages; overall view of the project work and designing an information system)

2) Generic skills (e.g. project management, information management; interaction skills, communication skills, negotiation skills; language skills)

3) Development of professional identity (e.g. development of career plans, identification as an IT professional,

strenghening of professional self-efficacy and self-confidence)

Self-assessed learning outcomes

(Helle, Tynjälä, Lonka & Olkinuora 2007b; Tynjälä, Pirhonen, Vartiainen & Helle 2009)

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Integrative Pedagogy and Project-Based Learning

30/03/2017

Intrinsic motivation during the project-based course 20

(Helle,Tynjälä, Olkinuora & Lonka 2007)

inventory B inventory A

Estimated Marginal Means

4,6

4,4

4,2

4,0

3,8

3,6

3,4

3,2 3,0

low in SR

intermediate in SR high in SR

=at the beginning =at the end of the course

SR=self-regulation

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Model of Learning by Developing

Laurea University of Applied Sciences, Finland

(Raij, 2007; Vyakarnam et al.2008)

- Based on R & D projects carried out in collaboration with

students, teachers, and workplace partners

- Aims to develop new

competences, working methods and innovations

http://www.laurea.fi/en/Research/learningbydeve lopingcenter/lbd_model/Pages/default.aspx

Real working life experience

Genuine

collaboration

Producing

innovations Gaining R & D

competence

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Learning and Competence Creating Ecosystem (LCCE)

Close collaboration between the university and the business life

Learning, research, development & innovation, and regional development are connected

Projects as key components in curricula

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Berufsakademie (BA)

Berufsakademie = state and industry working together in a dual partnership;

Three year program integrating higher education and on-the-job training:

Students are employed (as apprentices) during their education

Most of the partner companies offer their students a permanent employment after graduation

Berufsakademie

Training Company University College

Prof. Hess, BA-Stgt: BA-Baden-Württemberg, Germany

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Integration of „Practise“ in the Academic Work

51 %

10 % 2 %

10 % 10 %

7 %

10 % Academic Modules

Personal Skills Basics in Engineering Training of Basic Skills

Training on Enginneering Work Projects

Final Project

Theory Modules 2336 h Training-on-

the-Job- Modules („Practise“)

2336 h

4672 h

13 %

15 %

13 %

10 % 49 %

Training-on- the-Job- Modules („Practise“)

2336 h

Prof. Hess, BA-Stgt: BA-Baden-Württemberg

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Workplaces differ a lot in how they support learning

http://www.technologydoctor.com/headlines/

Kuvat: Martti Minkkinen

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Factors influencing work-related learning 26

(Ashton, 2004; Billett, 2004; Heikkilä, 2006; Illeris et al, 2004; Sambrook, 2006;

Sveiby & Simos, 2002; Tikkamäki, 2006)

Organisational Individual factors factors

-organisational structure -individuals’ agency

-organisation of work and commitment

-collaborative climate -motivation

-senior manager support -self-confidence -orientation towards learning -life-situations

and innovation

Workplace learning is interdependent between the

workplace affordances and individuals' participation:

how workplaces afford opportunities for learning and how individuals elect to engage in activities and the

guidance provided by the workplace. (Billett 2001, 2004).

In internships also pedagogical arrangements make a difference (Virtanen, Tynjälä & Eteläpelto, 2014)

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The model of Integrative Pedagogy for supporting work-related learning

3) PEDAGOGICAL CONSIDERATIONS

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Levels of human psychology

Cognitive level Social level

Emotional level

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Elements of professional expertise

Cognitive level Social level

Emotional level

Conceptual / theoretical knowledge

Sociocultural knowledge Self-regulative knowledge

Practical / experiential knowledge

Feelings, attitudes, motivation

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Development of expertise : integration of different forms of knowledge and strenghening agency

Emotional level

Practical/

experiential knowledge

application

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Emotional level

Socioculttural knowledge Self-regulative knowledge

Practical / experiential knowledge

application

explication

conceptualization

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Emotional level

Practical/

application

explication

conceptualization

reflection reflection

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Development of expertise: integration of different forms of knowledge and strenghening agency

Emotional level

Practical/

application

explication

conceptualization

reflection reflection

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P

Development of expertise: integration of different forms of knowledge and strenghening agency

Emotional level

Practical/

application

explication

conceptualization

reflection reflection Processes: problem solving,

Integrative thinking

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P

Integrative pedagogy

Emotional level

Practical/

application

explication

conceptualization

reflection reflection Processes: problem solving,

Integrative thinking Pedagogical

tools:

collaboration, projects, discussions, writing...

Pedagogical support:

guidance and feedback

New

knowledge and skills, expertise and wisdom

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Integrative Pedagogy for developing future expertise

(Tynjälä, Virtanen, Klemola, Kostiainen & Rasku-Puttonen, 2015; Tynjälä, Häkkinen& Hämäläinen 2014; Tynjälä & Gijbels, 2012; Heikkinen, Tynjälä & Kiviniemi 2011; Täks et al, 2014, 2016;

Ortoleva & al, 2014, 2015, etc)

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Integrative Pedagogy in Teaching Practicum

Course on Teacher Ethics + Practicum (Heikkinen, Tynjälä , & Kiviniemi, 2011)

PARTICIPATION IN COMMUNITIES OF PRACTICE Creation of new knowledge

SOCIO-CULTURAL KNOWLEDGE

Ethical theories

How to work with high ethical standards?

Ethical dilemmas in teachers` work

Participation in all activities

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Täks, 2015

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Integrative Pedagogy in Entrepreneurship Course

(Täks, Tynjälä, Toding, Kukemelk & Venesaar, 2014; Täks, Tynjälä & Kukemelk, 2015)

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Integrative Pedagogy and Technological Tools:

Computer-supported collaborative writing for professional development (Ortoleva 2015; Ortoleva & Bétrancourt 2014; Ortoleva, Schneider, Bétrancourt, 2013)

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Ortoleva, 2015

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Integrative Pedagogy in Peer-Group Mentor Training

(Heikkinen, Jokinen & Tynjälä, 2012)

- training and mentoring work proceed in parallel - theoretical knowledge from lectures and

readings is reflected in the light of mentors´

experiences

- in interactive lectures

- in small groups discussions - in written assignments

- in practical exercises

- in virtual learning environments

http://www.osaavaverme.fi/eng

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Integrative pedagogy integrates:

- Different elements of professional expertise: Conceptual, experiential, self-regulative and socio-cultural knowledge - Different forms of thinking and intelligence (analytical,

practical and creative; Sternberg, 2003) - Academic knowledge and generic skills - Learning and working

- Scientific thinking and concrete doing - Formal and informal learning

- Individual and collaborative learning - Cognition and emotion

- Possibly different disciplines

- Possibly physical, virtual and social learning environments

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Workplace learning in Finnish VET system

What factors promote student learning and vocational identity development at work?

(Virtanen, Tynjälä & Eteläpelto 2010, 2014)

Student-related individual factors

Social, institutional and structural features of the workplace

Educational practices

Students’ motivational orientations

- achievement orientation - learning orientation - invention orientation - initiative orientation - avoidance orientation

Students’ prior work experiences

Students’ experiences of work communities

- social and interactional support - availability of individual guidance - active membership

Discussions at work

- with the workplace trainer - with other employees

Content of guidance discussions - guidance concerning work and work environment

- guidance concerning student’s own development and assessment

Size of the workplace

Integration of school learning and workplace learning

- integration between school learning and workplace learning

- connection between school and work

Different forms of guidance - discussion with teacher

- discussion together with teacher and workplace trainer

- assignments from school - learning journals

Length of workplace learning periods

Setting the goals for workplace learning periods

Self-assessment of one’s own work

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Predictor variables for students’ WPL outcomes (all fields) (R²=50 %) (Virtanen, Tynjälä & Eteläpelto 2014)

1. Active membership (ensured by the workplace) .226 2. Integration between school learning and workplace

learning .196

3. Invention orientation .196 4. Learning orientation .161

5. Self-assessment of one’s own work .149 6. Availability of individual guidance .147

7. Guidance concerning student’s development and assessment .126

(Yellow = social, institutional and structural features of workplace Green = educational practices

Violet = student related individual factors)

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Commerse and administration (R²= 59 %):

1) Integration of school learning and workplace learning 2) Active membership in workplace

3) Availability of individual guidance 4) Invention orientation

5) Self-assessment of one’s own work 6) Initiative orientation

7) Size of workplace learning site

Social and health care (R²=50 %):

1) Availability of individual guidance

2) Integration of school learning and workplace learning (=Integrative pedagogy)

3) Active membership in workplace 4) Invention orientation

5) Discussions with the workplace trainer

6) Setting goals for workplace learning period 7) Discussion with teachers

(Virtanen, Tynjälä & Eteläpelto 2014)

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Factors explaining learning of generic skills in university (Virtanen & Tynjälä, 2015; 2016)

Building the regression models:

 Dependent variables: selected generic skills (e.g. Barrie, 2006;

Binkley et al., 2012; Clanchy & Ballard, 1995; Jones, 2009; Krause, 2014)

 Independent variables: pedagogical practices of the course

 1) different forms of teaching and learning (12), such as lecturing, working together and reading (e.g., Lueddeke, 2003;

Neumann, Parry & Becher, 2002; Smeby, 1996; Ylijoki, 2000)

 2) the features of constructivist learning environments (24) (e.g., Duffy, Lowyck & Johassen, 1993; Loyens & Gijbels, 2008; Tynjälä, 1999;

Tynjälä & Gijbels, 2012; Tynjälä, Pirhonen, Vartiainen & Helle, 2009; von Glasersfeld

1995) and the model of integrative pedagogy

 3) the atmosphere of the courses (e.g., Binkley et al., 2012;

Eteläpelto & Lahti, 2008; Hämäläinen & Vähäsantanen, 2011)

 4) the assessment (e.g., Biggs & Tang, 2007; Struyven, Dochy & Janssens, 2005)

21.8.2015

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Problem-solving skills

(Virtanen & Tynjälä, 2016)

 Ability to solve occupational problems (R²=47 %)

1) Acting at the interface between theory and practice (β= .601) 2) Working alone (NEGATIVE) (β= -.220)

 Problem-solving skills (R²=49 %)

1) Acting at the interface between theory and practice (β= .314) 2) Reading (NEGATIVE) (β= -.225)

3) Working together with others (β= .212)

4) Assessment of other students’ work (β= .203)

21.8.2015

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Operating in new situations

(Virtanen & Tynjälä, 2016)

 Ability to operate in new situations (R²=42 %)

1) Acting at the interface between theory and practice (β= .395) 2) Reading (NEGATIVE) (β= -.246)

3) Sharing and utilizing students’ earlier experiences and knowledge (β= .213)

21.8.2015

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Simulations replacing authentic learning environments (Tynjälä, Häkkinen & Hämäläinen 2014;

Hämälainen & Oksanen 2012)

http://www.laerdal.fi/document.asp?subnodeid=14925384

-Technical equipment (e.g. fligth simulators, patient simulators) - PC / online learning games

- Role play simulations

Important: integrating conceptual knowledge and reflection to simulated activity

Karrasch et al, 2006: Lukion psykologia 3, Otava, p. 106.

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Integrating different forms of knowledge with simulation games

Learning leadership skills in a simulated business environment (Siewiorek et al 2011, 2012)

Game + reflective essays: -analysing game experiences in the light of business and leadership theories

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Ga

https://www.jao.fi/fi/Jyvaskylan-koulutuskuntayhtyma/Hankkeet/Paattyneet-hankkeet/2011- paattyneet-hankkeet/Game-Bridge--peli/Pelin-esittely

Oksanen, Mannila & Hämäläinen, 2011:

https://jyx.jyu.fi/dspace/bitstream/handle/123456789/37472/978-951-39-4458- 2.pdf?sequence=1)

GameBridge (Oksanen & Hämäläinen 2012)

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GameBridge environment (Hämäläinen & Oksanen, 2012)

…”research has also shown that the quality of participants’

activity, rather than the virtual environment itself, brings about changes in the development of competences (Söderström et al., 2012; see also Hew & Cheung, 2013).” (Tynjälä, Häkkinen & Hämäläinen, 2014)

https://www.jao.fi/fi/Jyvaskylan-koulutuskuntayhtyma/Hankkeet/Paattyneet-hankkeet/2011- paattyneet-hankkeet/Game-Bridge--peli/Pelin-esittely

Oksanen, Mannila & Hämäläinen, 2011:

https://jyx.jyu.fi/dspace/bitstream/handle/123456789/37472/978-951-39-4458- 2.pdf?sequence=1

)

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Conclusions 1/2

- Developing future competences requires inclusion of work- related learning into higher education

- Work-related learning should be integrated with theoretical studies

- Integrative Pedagogy Model provides a tool for connecting learning at the university and at the workplace

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Integrative pedagogy model emphasizes a holistic view of professional expertise:

- Skills and knowledge are not separate entities but tightly integrated

- Cognitive, social and emotional dimensions of human development are integrated as well

- Reflection of practical experiences with the help of

conceptual tools (=theoretical knowledge) is in the core of the learning process

- Work-related learning should be guided both by the workplace and the university close collaboration is needed

Conclusions 2/2

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Thank you

for your attention!

paivi.tynjala@jyu.fi

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Work-related learning

- Learning taking place at the interface of education and work but not necessarily physically at the workplace

Work-based learning

- Learning taking place at work, usually as a part of formal study program

Workplace learning

- Learning taking place at the workplace – informal, nonformal or formal

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3,6 8,6

9,8

14,1

63,6

0 10 20 30 40 50 60 70

%-percent in freetime activities

elsewhere combination at university at work

Where were the most important skills learnt?

University graduates after 2-10 years work experience

(Tynjälä et al. 2006):

Work-Related Learning

Work-Related Learning in Higher Education

Päivi Tynjälä

Contents:

1) Global challenges and future skill needs

2) Different forms of work-related learning and partnerships in HE

3) Pedagogical considerations:

The model of Integrative Pedagogy

1) Major global challenges and skill needs

Globalisation

Continuous change

Digitalization

Robotization

Ten skills for the future workforce

Barnett 2002: Living in supercomplixity requires human qualities such as:

-carefulness, thoughtfulness, humility, criticality, receptiveness, resilience, courage, stillness

Päivi adds: wisdom

What is needed:

Expanding contexts for learning

Work-Related Learning

Educational activities which use the context of work for learning

- Work-experience placements, internships,

practicums, project-based learning, enterprise education, mentoring, work shadowing, work simulations

- learning through work, about work and for

work

Different forms of Partnerships and Work- Related learning

Internship / Work experience / Practicum

Example of Teaching Practicum

Project-Based Learning

Interdisciplinary Project Course

Multicultural Business Project Course

Self-assessed learning outcomes

Berufsakademie

Workplaces differ a lot in how they support learning

The model of Integrative Pedagogy for supporting work-related learning

3) PEDAGOGICAL CONSIDERATIONS

Conclusions 1/2

Conclusions 2/2

Thank you

for your attention!

Work-related learning

Work-based learning

Workplace learning