research

UFHRD 2014: 6 June, key note on Exploring HRD Wendy Ruona

The talk aims to discuss the identity of HRD and on its values and practices and whether it should professionalise;  exploring the border zone of sociology of knowledge and landscape of the professions; and in searching for a frame for further conversation and development of the ideology and culture of HRD. HRD has a strong sense of identity: “we know who…

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learning, work

Professional learning, informal learning and ‘wicked’ problems [2]

Following up on my previous post on learning and wicked problems here, the following diagram summarises a learning process in non-routines knowledge work. Again, this comes from Peter Sloep’s Chapter on Networked Professional Learning in Littlejohn, A. and Margaryan, A. (2014) Technology Enhanced Professional Learning: Processes, Practices and Tools. London: Routledge. What I like about the process described is its iterative…

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learning

Pearson annual report

This is just a short note on Pearson’s annual report for 2011. In the North American education market saw a 2% decline but an increase in market share to 37% and a growth in operating profit to £469m. Interestingly, digital learning platform registrations rose by 23% to 43 m users. This appears to be mainly driven by increased institutional investment…

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learning

Pearson to exit adult learning business

Following a review since October 2012, Pearson have decided to start the process of closing Pearson in Practice, its adult training business: Pearson in Practice was built around Pearson’s 2010 acquisition of Melorio plc. It provides high-quality, industry-specific training and qualifications through apprenticeships, work-based, technical and specialised training programmes. Over the past year, changes to the apprenticeships programme – and…

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learning

Designing open infrastructures for professional development

Last week I attended a seminar by the Supporting Sustainable e-Learning Forum at Glasgow Caledonia University with Peter Sloep from the Open University of the Netherlands. The seminar and presentation used six “use cases” as the staring points for discussions on the efficacy of networked learning as viable solutions in terms of non-formal professional learning as well as collaborative sense-making…

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