Dr Chen Zan, Professor Richard Watermeyer (UoB), Tan Bao Zhen, Bryan Ang, Sabrina binte Hardy
The availability of new technologies in the 21st century, enabled by improved internet accessibility and increased digital citizenry, has affirmed the praxis that learning can take place anywhere and at any time. Although there has been a growing recognition that technology-enabled education is beneficial, the recent global spread of COVID-19 pandemic has undeniably become a catalyst to effectuate the trajectory of rapid adoption of multimodal and digitalised learning innovations by higher education, adult training and lifelong learning training providers.
To capture educators’ perspectives on moving all learning, teaching, assessment and training-related work online in higher education as well as training and adult education in Singapore, IAL and the University of Bristol (UoB) jointly conducted the COVID-19 Educator Online Survey in Singapore in May and June 2020. 1553 respondents from higher education institutions such as autonomous universities, polytechnics, Institute of Technical Education, private educational institutions (PEIs) and adult training and lifelong learning training providers (TPs) participated in this survey.Research Extract
Tan Bao Zhen and Aggie Choo
Using data from the Programme for the International Assessment of Adult Competencies (PIAAC), this paper compares Singapore’s training participation rate among PIAAC participating countries. A logistic regression model is also employed to examine the determinants affecting training participation in the different countries. A special interest in the PIAAC data is the availability of the respondents’ skills proficiency scores, which allows an alternative measure of human capital besides the highest qualification attained. For comparison, we have included other Asian countries (South Korea, Japan), Nordic countries (Denmark, Finland, Norway Sweden), other European countries (United Kingdom, Germany, Netherlands) and the United States.
This paper is submitted to the Adult Education in Global Times 2020.
Dr Helen Bound and Dr Arthur Chia
Learning can no longer be thought of as just preparing students/learners for ‘now’, for solving predictable, standard problems and for their ability to recount or reproduce content. Rather as educators, facilitators, trainers, curriculum designers, we need to develop our learners’ capacity to thrive in dynamically changing contexts. This requires a shift from front-end loading of content and focus on summative assessment of learning, to creating dynamic learning environments built on authentic experiences. There is considerable research that highlights that learning is powerful when learners are actively engaged, and their learning experience is embodied and holistic. This necessarily involves learners in giving and receiving feedback and making judgements (Bound, Chia & Karmel, 2016; Boud, 2010). Deep understanding and learning to learn are critical for positioning our learners to thrive in constantly changing contexts, be they in work settings, navigating changing labour markets and demands or family and community. The 6 Principles of Learning Design offer a framework for designing such learning. This booklet unpacks each of the principles, indicating what it means for learning and assessment. The contents of this booklet are based on ethnographic case studies conducted by the authors.Practitioner Note
Dr Helen Bound (IAL) and Associate Professor Tan Seng Chee (NTU)
Traditional teaching approaches such as long lectures and limited learner engagement do not meet the learning needs of the future, or even of current dynamically changing contexts. As educators we need to use different approaches. Dialogical inquiry puts a focus clearly on learners and their learning, uses learners’ authentic problems or issues enabling learners to build and co-construct knowledge and deep understanding. In these ways it provides learners with much greater control over the learning process, drawing on their rich experiences as resources for learning. Along the way, learners develop their learning to learn capabilities – important in being able to thrive in changing work and labour market contexts – and also deepen their sense of identity of what it means to be a particular profession or vocation e.g. a nurse, an accountant, an engineer, a cleaner and so on.
This booklet explains how dialogical inquiry approaches different from more traditional approaches, what the essence of the approach involves and suggests some tools that readers may wish to use in trying out this approach. The contents of this booklet are based on an in-depth qualitative research project conducted by the authors.Practitioner Note
Dr Arthur Chia, Dr Yang Silin, Aishah Alhadad,Millie Lee
This study seeks to examine how organisational factors such as firm type, business model, management or leadership style and technology, structure and flow of the work, constitute an innovative learning culture. We use the idea of “learning architecture” that comprises “the organizational mechanism(s), artifacts, and human assets that the organization has constructed over time and which contribute to the type and level of learning within the organization” (Bishop, 2012, p. 516) to help us analyse, develop a framework, and identify the opportunities and support for learning and innovation in SME organisations.Full Report