Abstract
This chapter interrogates the concept of technology as driver for change in professional learning and as a (potential) enabler for new forms of learning. Changes in technology-enhanced professional learning are influenced by the inter-relationship of work practices, learning processes and technology systems. Based on an analysis of current research in professional learning with technologies, we identify a number of important trends. First, work practice tends to be agile and constantly changing so professionals are tending to use technologies to support just-in-time learning alongside formal professional training and education. Second, with widespread adoption of digital media in society, there appears to be increasing reliance on recommendations from AI systems for learning alongside guidance from workplace mentors or experts. Third, employers and employees want to find ways to extend assessment of formal educational qualifications through accreditation of the outcomes of informal, work-integrated learning. To shape the ongoing transformation of both work(places) and learning, the chapter highlights the ways diverse disciplines need to align reflectively, critically, and constructively to bring together theories and methods from learning sciences, computer science and human-computer interaction to identify problems and engineer solutions. Finally, we propose three constructs that are critical for technology-enhanced professional learning, but often are not taken into consideration: the goals and motivations of learners, the work environment and structure, and the tools and resources available for work and learning.
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Littlejohn, A., Pammer-Schindler, V. (2022). Technologies for Professional Learning. In: Harteis, C., Gijbels, D., Kyndt, E. (eds) Research Approaches on Workplace Learning. Professional and Practice-based Learning, vol 31. Springer, Cham. https://doi.org/10.1007/978-3-030-89582-2_15
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