1. What enables successful workplace learning?
Module 2

2. In your experiences of workplace learning, what has made a difference?
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3. Constructivism..
The mind actively creating knowledge through experience
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4. “When I chisel at a wheel, if I go slow, the chisel slides and does not stay put; if I hurry, it jams and doesn’t move properly. When it is neither too slow or too fast, I can feel it in my hand and respond to it from my heart. My mouth cannot describe it in words, but there is something there. I cannot teach it to my son, and my son cannot learn it from me. So, I have gone on for seventy years, growing old chiselling wheels. The men of old died in possession of what they could not transmit. So, it follows that what you are reading are their dregs.” Account by Chinese philosopher Zhuangzi ( BC) Wheelwright talking to a powerful general

5. (the what, the facts, the who)
Performance
Practical
Theories in use
Tacit knowledge
Knowing how
(the how)
Facts
Technical
Formal theories
Formal or codified knowledge
Knowing that
(the what, the facts, the who)
The literature uses a number of terms to describe the knowing how to do something versus the knowing that / or the what.
Explain and discuss as a whole group

6. A dynamic interaction….
Teacher
Learner
Learning
From past experience of doing this exercise I have listed the following (go through them briefly and compare with the list the group generated). Check group happy with these.
Experience / content
Environment

7. Definition of workplace learning
‘the product of participation in social practice through
engagement in workplace activities, and
access to support and guidance’.
Billett
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8. Key findings about integrating practice experiences (Billett)
Experiences alone insufficient: need building on
Importance of preparing trainees for experiences
Importance of support during experiences
Importance of helping them to connect experiences
Trainees’ ‘readiness’ is key factor shaping their learning
Incremental exposure to practice-based experience and progression
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9. ‘ultimately workplace learning boils down to people showing a genuine interest in each other, their development as practitioners, and their patients’
(Teunissen)
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10. Environment - Induction Teacher - Role modelling
Learner - Learning needs
Content - Lesson planning
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11. WBPA
CEPS
Case analysis
summative
GP Training
Formative
ES Report
PDP
Reflective log
Competency areas