02 SES 06 C, Motivating Learners
Development and innovation can be seen as cogenerative learning. With reference to Max Elden and Morten Levin (1991) I will use the concept in order to understand innovation processes at the workplace. In this perspective it is important to organize and to create learning opportunities that enable employees to make good decisions based on increased competence in such learning (Klev & Levin, 2002,). Klev and Levin (2002) emphasises that learning processes should be self-supporting. It means that learning processes should change their character from being development work in interaction with managers or external actors to become an integral part of everyday life at work.
Competence in Innovation work is seen as one of the most important professional skills needed in the 21st century (Binkley et. Al, 2012, p, 18; OECD, 2017, p. 21; NOU, 2015: 8 p. 31). Education provides a foundation for the individual to acquire new competences in a lifelong perspective. As a part of the practical work, skilled workers, such as health-care workers, need to make critical assessments, find new solutions and implement ideas in practice. Moreover, these competences are not only for professions with theoretical-oriented tasks (NOU 2015: 8 p.21).
The objectives for this paper is to investigate if tools and methods designed to develop EDI can contribute to the motivation for and experience in competence development for young health care-workers.
This action research study involves using data collection throughout the entire #Læringslivet project. We have quantitative results in terms of number of students, credits and innovations that are registered and we have more discussable results related to practical effects. (Amble & Johansen, in process).
The workplaces have developed new practices. Some already call it a work form, everyone says that they will continue working on innovating. As an expected spin-off effect, employees have become better known, safer; and have a better working environment, this indicates increased job satisfaction. The learning environment in the workplace has moved in an expansive direction Preliminary findings also indicate that the Handbook provides a practical guide for innovation, and the manual simplifies the process of innovation, and give the young health- care workers awareness that they have an impact and how they can influence.
Amble, N. & Johansen, E. M. (2018, in process). Når arbeidet blir skole og skolen blir arbeid – #Læringslivet som et eksempel på et symbiotisk læringssystem Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills, in P. Griffin, B. McGaw and E. Care (Eds.) Assessment and Teaching of 21st Century Skills, Dordrecht; Springer (17-66) Elden, M. & Levin, M. (1991). Cogenerative learning Bringing Participation into Action Research. In Whyte, W. Foote (eds.). Participatory Action Research. Sage Publications (127-143) Fuller, A. & Unwin, L. (2004). Expansive learning Environments: Integrating Organisational and Personal Development. In H. Rainbird, A. Fuller & A. Munro (eds.), Workplace learning in Context, London: Routledge (126-144) Høyrup, S. (2010). Employee-driven innovation and workplace learning: basic concepts, approaches and themes. Sage Klev, R. & Levin, M. (2009). Forandring som praksis Endringsledelse gjennom læring og Utvikling. Bergen Fagbokforlaget NOU. 2015:8. (2015). Fremtidens skole. Fornyelse av fag og kompetanser. Oslo: Kunnskapsdepartementet. OECD report (2017). The nature of Problem Solving. Using research to inspire 21. St century learning, OECD Publishing, Paris.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.