Pedagogies for Future-Oriented Adult Learners: Flipping the Lens from Teaching to Learning (Lifelong Learning Book Series, 27)

This book presents a collection of chapters―both empirical and conceptual―that challenge existing paradigms of learning and teaching, provides examples of pedagogical spaces and practices that nurture future-oriented learners, explicates identities and transitions in learning, and offers alternative frames for moving forward. Educational structures have proven remarkably resilient. More often than not, pedagogical designs still privilege the lecture-tutorial format, front-end loading and the positioning of the ‘teacher’ as expert. In a similar vein, pedagogical spaces tend to privilege the formal educational institution and its discourses, rather than productively engage with naturally-occurring learning spaces at work and in communities. To better prepare and support learners for dynamically changing futures, we need to truly flip the lens from teaching to learning, positioning at the core, the learner in contexts where learning and becoming occurs. This means considering what counts as a future-oriented learner and educator, recognising the importance of evolving identities, transitions and pathways that facilitates the processes of being and becoming. Equally important is the design and appropriation of pedagogical spaces and practices that are in themselves dynamic and future-oriented. This book questions the current delineation between the spaces of work, learning and communities. Foreword: Series Editors ́ Note Contents List of Figures List of Tables Part I: Introducing the Focus on Learners Chapter 1: Introduction: Flipping the Lens from Educator to Learner Metaphors Helpful in Unpacking the Learning Experience The Chapters Part I: Conceptualising Flipping the Lens Part II: Framing the Issues Part II Flipping the Lens in Practice References Chapter 2: Key Constructs: Conceptions of Learners ́ Future-Orientation, Identities, Contexts and Practices Two Stories David ́s Story The Story of Cassie and Alice Future Orientation Identity Context and Practices Implications for Flipping the Lens to Focus on Learners and Learning References Part II: Framing the Issues Chapter 3: Rethinking Learning for a High Skills Economy: What a Cultural-Historical Approach Can Offer Introduction Environments for Learning Being a Learner Learning and Transitions Learning in Sites of Intersecting Practices Implications of a Cultural-Historical Approach to Flipping the Lens to Learners and Learning References Chapter 4: Learning in a Designed World: Symbolic Technologies and Epistemic Practices in the Evolution of Professional Knowing Introduction Hybrid Minds, Epistemic Practices and the Attunement to Symbolic Technologies Professional Learning as Attunement to Digital Symbolic Technologies Learning in a Designed World: Epilogue References Chapter 5: Researching Lifelong Learning Policy: Concepts and Tools The Policy Context The Systemic Tools for Lifelong Learning Policy The Concept of Competence and Its Use in Policy Work, Learning and Life Experience Methodology: Identity Processes and Life History Theory: The Concept of Experience Policy as Emergence: Developing Methods for Recognition of Prior Learning/Assessment of Competence Summarizing References Chapter 6: Future of Work, Transitions, and Future-Oriented Learning Introduction Future-Oriented Learning: An Approach Unpacking Future of Work and Transition Implications for Learning A Programme for Future-Oriented Learning Conclusion References Part III: Flipping the Lens in Practice Chapter 7: Enhancing Learning in the Workplace The Future of Work and Implications for Learning Theorising Workplace Learning A Framework for Learning in the Workplace The Role of Experience in Learning in the Workplace The Importance of Reflection for Learning in the Workplace The Role of Conceptualisation for Learning in the Workplace Experimenting in the Workplace Conclusion References Chapter 8: Towards Expertise: Operationalizing Identity Development and Considerations for the Singapore Work-Study Programme Introduction Power of Identity to Unpack Expertise Development Operationalizing Identity Development and Considerations for the Work-Study Programme Relational Constitution of Self and Other Semiotic Mediational Signs and Symbols Recognition and Recurrence Role of Expertise in Workplace of Rapid Changes Concluding Thoughts: The Personal Desire for Expertise References Chapter 9: Dialogic Inquiry: A Pedagogy for Foregrounding Future-Oriented Learners and Their Learning Introduction Dialogue, Inquiry and Knowledge Building Learners ́ Experience of Dialogic Inquiry Shifting from Passive Learner to Active Meaning-Maker and Knowledge Creator Changes in Roles and Responsibilities The Contribution of Dialogue and Questioning Engaging with Multiple Perspectives Multiple Authoritative Voices Learners Development of Metacognitive Capabilities Through Taking Charge of Their Learning Tools Enabling the Dialogic Inquiry Process Assessment Design The Map of Dialogic Inquiry as a Tool for Contributing to Metacognitive Capabilities Use of Concept Mapping The Model of Dialogic Inquiry Implications for Educators Conclusion References Chapter 10: Adult Learners ́ Sense-Making in Blended Learning Environments: Healthcare and Workplace Safety and Health (WSH) Introduction Sense-Making and Blended Learning Setting the Scene for the Chapter Adult Learners ́ Sense-Making Experiences of Different Blended Learning Courses Healthcare: Why Are Workplace Practices So Different from What I Learned in Classrooms? WSH: I Feel Confident and Competent in Doing My Job! Mediation of Sense-Making Conclusion References Index