Design principles for learning provide a framework for creating a collaborative culture, structures, and dispositions as part of an effective professional learning system to continuously inform and improve teaching and learning. Design principles engage teachers in continuous, accelerated, and sustained learning about instructional practices in…

The question addressed in this paper is: what does a knowledge claim consist of in the context of the Recognition of Prior Learning (RPL)? The research comprises a case study of RPL applicants' entry into a postgraduate diploma (a fourth-year programme) in project management. The focus is on the knowledge claims made as part of the RPL…

In this paper, we examine workplace educators' interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions…

This article reports on findings from research aimed at investigating teacher collaboration and professional development in the workplace. It draws upon a broader study carried out in a school in Northern Portugal. Data were collected through questionnaires, semi-structured interviews and written reflective accounts. In total, 80 teachers…

This article introduces the concept of a learning curriculum that places adult English as a second language (ESL) students' needs in the center and encourages the engagement of ESL learners in curriculum design. The study is based on contemporary research in the field of adult ESL program planning. It summarizes key components of a learning…

This paper describes the multiple work integrated learning (WIL) schemes available to IT students at La Trobe University, Bendigo Campus. Having a number of different options for students to choose from maximizes the number of students who can have the opportunity for IT industry experience while completing an IT degree. This approach is important…

We present the outcomes of a pronunciation training program conducted in a workplace setting with second language speakers who had lived in an English-speaking environment for an average of 19 years. The research questions concerned whether improvement would occur in the learners' perception of certain segments and prosody; in the…

Clinical supervision requires that supervisors make decisions about how much independence to allow their trainees for patient care tasks. The simultaneous goals of ensuring quality patient care and affording trainees appropriate and progressively greater responsibility require that the supervising physician trusts the trainee. Trust allows the…

This paper brings together the reflections of the authors on their shared and individual experiences of virtual action learning. Whilst many conclusions are shared, there are also some points of difference in practices.

This chapter discusses shifts in hiring and benefits that changed the employment landscape, offering a historical look at workplace financial education, and arguing that educating employees to adjust to new financial realities is a win-win for employers and employees.

This paper discusses a pilot project held at Middlesex University to enhance students' writing skills through literature teaching. It argues that literature teaching can offer a profound contribution to work-based learning and lifelong education: first, by showing students how effective arguments are constructed; second, by inspiring students…

With work-based learning (WBL) forming an increasingly prevalent dimension of modern higher education practice, conceptual models of the pedagogies underpinning WBL are increasingly emerging. There is broadening recognition of the need to capture and represent the values and presuppositions underlying WBL in order to support facilitators and…

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However,…

This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to…

Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of "self-efficacy" and "outcome judgment" from social cognitive…