Towards improving adult learning experiences in technology mediated contexts - learner-centred by strategy not technology: “The Engine”

This Discovery Session introduces a novel methodology – referred to as “the Engine” – specific to adult learning and development in mainstream vocational education and workplace learning contexts where the delivery and experience of learning is mediated through learning technologies. This is a work in progress.

Designed to facilitate learning with understanding, the Engine’s model is offered as a candidate for next step development of concepts such as ‘blended learning’ and ’70:20:10’. These concepts have been shown to be problematic for at least two reasons: first, the variance and ambiguities associated with their respective definitions makes comparative and aggregated research across institutions and nations problematic and, second, it is argued that these types of concepts have diverted educators’ attention from a focus on the main priority of any learning intervention – the learners themselves  - onto the choreography of learning technologies deployment. The perception is that many educators have struggled with applying these types of concepts precisely because they lend themselves to giving priority to technology first before the learners, their needs, their prior knowledge, attitudes, expectations and so on. This has led to a situation where, for instance, educators’ practice is more often measured by how, and the extent to which, they make use of learning technologies as opposed to the extent to which their practice is evaluated as exemplifying learning with understanding leading to competence and mastery (e.g., the learners’ abilities to transfer new learning from one context to another). It is argued that is datafication over learning. The model proposed here places the learners and their experience clearly and unambiguously in the central position of priority and control, with technology positioned as means of experience enablement.

The Engine’s model draws on theory and research evidence from the learning sciences, and practice, for factors, methods and practices which influence effective adult learning. It is designed on a foundation four main elements:

• First, its strategic foundation is co-creative learning, also known as Active Learning, as an evidence-based approach where adult learners can contribute actively to and direct their own learning.
• Secondly, it draws on theory of change, acknowledging that learning is concerned with effecting some change in the learner which has relevance for those engaged in workplace learning.
• The third main element of the model is a set of principles for the design, implementation and evaluation of learning experiences:
  • Connect and Engage
  • Actionable and Sustainable
  • Personalised and Meaningful.

These principles, referred to as the ‘CAP Principles’ draw on the author’s experience in the field of digital learning as a developer, consultant and practitioner as well as evidence-based research.

• The fourth element is a conceptualisation of four over-lapping categories of learning:
  • domain specific (broadly, knowing ‘that’);
  • skills specific (broadly knowing ‘how’);
  • learning to learn (or ‘the learning skills’ including, for instance, developing the mental resources to be able transfer learned knowledge from one domain to another, and being able to mentally organise and structure new learning facilitating availability for multiple applications);
  • and, problem-solving (techniques as well as effective heuristics).

In each case, they are positioned as dependent on initial learning as the integral component to all learning actions and integral to learning with understanding.

The purpose of the model is to support educators by providing a practical and pragmatic framework and toolset for programme planning, design, implementation and evaluation. Session attendees will learn how this model can be used to develop an effective learning strategy for adult learning contexts and, with this as the starting point, how the CAP principles can be applied to guide the design of the most appropriate learning technology resources to deliver and enhance the learner’s learning experience and outcomes.

The session will offer a short introductory presentation describing the learner-centred methodology’s model including its origins in an earlier version developed by the author working with the UK’s National Learning and Work Institute, as part of an EU Erasmus+ transnational education project to develop an innovative methodology for teaching and learning in adult vocational settings. This earlier version was piloted in three countries with successful outcomes for learners in non-mainstream education contexts, and without the use of learning technologies. The current model builds on this and has been adapted to the learning technology enhanced teaching and learning environment. This is currently being trialed in contexts which do rely on learning technologies. Designed to be adaptive - giving both educator and learner equal say over what, how and where they learn - the model could be applied to any context, including the planning, design, management, implementation and evaluation of learner experiences or journeys.

This will be followed by a live question and answer session, which can include questions submitted in advance as well as in-session questions and observations, with time also included for an open discussion towards the end. Questions and key points raised by attendees can (if possible) be captured in real time on a virtual whiteboard, for later dissemination. The session will finish with a round-up of key points, take-aways and a call to action to actively engage in further developing and testing the Engine model.

The session aims are to (a) invite constructive criticism and commentary on the Engine model and (b) to promote the model as a candidate for further controlled field trials with the objective of model improvement.