Investigating professional lifelong learning

Digital Learning for Change (DL4C)

Investigating professional lifelong learning in the digital evolution of work

Our working and learning context is changing rapidly. The environment and trajectory of careers is being impacted by technology and digitalisation transforming the way we work, greater mobility between employers and roles, increased casualisation, and evolving reskilling and accreditation expectations. Within this context, professionals must take unprecedented responsibility for their own development, rather than rely on employers to train them. Further, the patterns of professional learning are shifting as seen by fluctuations in enrolments in postgraduate courses and decreasing registrations and completions in online offerings such as MOOCs. Universities have moved to develop short courses and micro credentials as an approach to reposition themselves as the source of lifelong learning. Yet, this is being done without a clear understanding of how professionals are engaging in their further learning and how this interacts with their work practices.Our team is aiming to address this lack of understanding by investigating the learning practices of those working in professions effected by digitalisation. The project aims to generate new knowledge about how professionals’ learning practices shape and are being shaped by evolving work practices. We argue this fundamental understanding is needed to help employers, professional bodies and higher education institutions develop innovative educational offerings to support professional learning. This work-in-progress presentation will provide an overview of the project including the conceptual basis and methodological approach. Professor <a href="https://www.qut.edu.au/about/our-people/academic-profiles/lori.lockyer" target="_blank" data-msys-clicktrack="0" rel="nofollow noopener noreferrer">Lori Lockyer </a>has been researching how educators use technology and how technology supports learning in school, university and professional contexts for over two decades. Her research has focused on how teachers design learning experiences for students, particularly integrating technology into those experiences. She has also investigated the learning processes and outcomes for students who are engaged in collaborative, complex and problem-based tasks.

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Investigating professional lifelong learning

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