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Knud Illeris Dublin

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Information about Knud Illeris Dublin
Education

Published on February 26, 2009

Author: lcasey

Source: slideshare.net

Description

Presentation by Professor Knud Illeris at the How to Make Learning Work event held at National College of Ireland on the 18th of February 2009
Organised by the National Centre for Partnership and Performance and National College of Ireland
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LEARNING IN WORKING LIFE AND THE SPECIAL SITUATION OF THE LOW-SKILLED KNUD ILLERIS Professor of Lifelong Learning THE DANISH UNIVERSITY OF EDUCATION

KNUD ILLERIS

Professor of Lifelong Learning

THE DANISH UNIVERSITY OF EDUCATION

WHY LEARNING IN WORKING LIFE? LIFELONG LEARNING We need to learn everywhere COMPETENCE Learning which is useful and necessary in practice PARTICIPATION Good learning implies direct involvement and influence ECONOMY Training is cheaper than education PSYCHOLOGY Learners need not ”go back to school”

LIFELONG LEARNING We need to learn everywhere

COMPETENCE Learning which is useful and necessary in practice

PARTICIPATION Good learning implies direct involvement and influence

ECONOMY Training is cheaper than education

PSYCHOLOGY Learners need not ”go back to school”

BASIC PROBLEMS of learning in working life SECOND PRIORITY Production always has first priority in working life LIMITATIONS Learning in working life tends to be: - short sighted - narrow - unsystematic - lacking theoretical background and overview LACK OF EQUALITY The better qualified get the better learning opportunities

SECOND PRIORITY Production always has first priority in working life

LIMITATIONS Learning in working life tends to be: - short sighted - narrow - unsystematic - lacking theoretical background and overview

LACK OF EQUALITY The better qualified get the better learning opportunities

PROCESSES OF LEARNING CONTENT acquisition INCENTIVE INDIVIDUAL ENVIRONMENT Interaction

LEARNING DIMENSIONS SOCIETY INTER- ACTION CONTENT INCENTIVE IDENTITY

WORKING LIFE AS LEARNING ENVIRONMENT INDIVIDUAL LEARNING POTENTIALS SOCIAL-CULTURAL LEARNING ENVIRONMENT TECHNICAL- ORGANISATIONAL LEARNING ENVIRONMENT WORK PRACTICE

CONTENT INCENTIVE INDIVIDUAL LEARNING PROCESS Individual level WORK TECHNICAL-ORGANI- SATIONAL LEARNING ENVIRONMENT SOCIAL-CULTURAL LEARNING ENVIRONMENT Social level IDENTITY WORKPLACE PRACTICE BASIC STRUCTURE of learning in working life

THE TYPICAL LEARNING IDENTITY OF THE LOW-SKILLED Bad experience Low self-confidence as a learner Ambivalence towards formal education/training

Bad experience

Low self-confidence as a learner

Ambivalence towards formal education/training

TYPICAL RESULTS OF THE AMBIVALENCE TRY TO AVOID REQUESTS AND COUNCELLING – but can be involved, especially by mates, not often by authorities CAN BE PERSUADED TO PARTICIPATE - but will use any opportunity or excuse to escape WILL BE RESERVED AT FIRST - but can gradually be engaged WILL EXPECT AND PREFER TRADITIONAL TEACHING – but will enjoy and learn better from learner-directed activity

TRY TO AVOID REQUESTS AND COUNCELLING

– but can be involved, especially by mates, not often by authorities

CAN BE PERSUADED TO PARTICIPATE

- but will use any opportunity or excuse to escape

WILL BE RESERVED AT FIRST

- but can gradually be engaged

WILL EXPECT AND PREFER TRADITIONAL TEACHING

– but will enjoy and learn better from learner-directed activity

WHAT CAN BE DONE ? Outreach efforts by mates and other ”friendly” persons Avoid any practical obstacles that can be used as excuses Be very careful to make the first day safe, friendly, engaging, inspiring, introducing and promising Be serious and instructive about the professional content Gradually hand over direction, initiative and responsibility to the learners Make fair and supportive evaluations and certification

Outreach efforts by mates and other ”friendly” persons

Avoid any practical obstacles that can be used as excuses

Be very careful to make the first day safe, friendly, engaging, inspiring, introducing and promising

Be serious and instructive about the professional content

Gradually hand over direction, initiative and responsibility to the learners

Make fair and supportive evaluations and certification

BOOKS BY KNUD ILLERIS Adult Education and Adult Learning (2004) www.ruforlag.dk (’Books in English’) Learning in Working Life (2004) www.ruforlag.dk (’Books in English’) How We Learn (2007) www.routledge.com/education Comtemporary Theories of Learning (2009) www.routledge.com/education International Perspectives on Competence Development (in press) www.routledge.com/education

Adult Education and Adult Learning (2004) www.ruforlag.dk (’Books in English’)

Learning in Working Life (2004) www.ruforlag.dk (’Books in English’)

How We Learn (2007) www.routledge.com/education

Comtemporary Theories of Learning (2009) www.routledge.com/education

International Perspectives on Competence Development (in press) www.routledge.com/education

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