The role of experience in work and learning among design engineers

International Journal of Training and Development

Volumn 8, Issue 2, 2004, Pages 111-127

  Collin, Kaija ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85178948907     PISSN: 13603736     EISSN: 14682419     Source Type: Journal    
DOI: 10.1111/j.1468-2419.2004.00201.x     Document Type: Article

References (60)

1. Andrews, M., Sclater, S. D., Rustin, M., Squire, C. and Treacher, A. (2000), ‘Introduction’, in M. Andrews, S. D. Sclater, C. Squire and A. Treacher (eds), Lines of Narrative (London: Routledge), pp. 1–10.
2. Ashton, D. (2002), ‘The Dynamics of Workplace Learning: The Role of Work Organizations’, in K. Evans, P. Hodkinson and L. Unwin (eds), Working to Learn – Transforming Learning in the Workplace (London: Kogan Page), pp. 149–61.
3. Beckett, D. (2001), ‘Hot Action at Work: A Different Understanding of “Understanding” ’, in T. Fenfick (ed.), Sociocultural Perspectices on Learning at Work (New York: Jossey-Bass), pp. 73–83.
4. Becket, D. and Hager, P. (2000), ‘Making Judgements as the Basis for Workplace Learning: Towards an Epistemology of Practice’, International Journal of Lifelong Learning, 19, 4, 300–11.
5. Bell, S. E. (1988), ‘Becoming a Political Woman: The Reconstruction and Interpretation of Experience Through Stories’, in A. Dundas and S. Fisher (eds), Gender and Discourse: The Power of Talk (New Jersey: Ablex Publishing Corporation), pp. 97–123.
6. Bereiter, C. and Scardamalia, M. (1993), Surpassing Ourselves: An Inquiry into the Nature of Expertise (Chicago: Open Court).
7. Bereiter, C. (2002), Education and Mind in the Knowledge Age (New Jersey: Lawrence Erlbaum Associates).
8. Billett, S. (2001), ‘Co-participation: Affordance and Engagement at Work’, in T. Fenfick (ed.), Sociocultural Perspectices on Learning at Work (New York: Jossey-Bass), pp. 63–72.
9. Billett, S. (2002), Critiquing Workplace Learning Discourse: Participation and Continuity at Work, Studies in the Education of Adults, 34, 1, 56–67.
10. Billett, S. (2003), Towards a Workplace Pedagogy: Guidance, Participation and Engagement, Adult Education Quarterly, 53, 1, 27–43.
11. Bodger, S. and Gronbaek, K. (1996), ‘Users and Designers in Mutual Activity: An Analysis of Cooperative Activities in System Design’, in Y. Engeström and D. Middleton (eds), Cognition and Communication at Work (Cambridge University Press), pp. 130–58.
12. Boreham, N., Samurcay, R. and Fisher, M. (eds) (2002), Work Process Knowledge (London: Routledge).
13. Boreham, N. (2002), ‘Work Process Knowledge in Technological and Organizational Development’, in N. Boreham, R. Samurcay, R. and M. Fisher (eds), Work Process Knowledge (London: Routledge), pp. 1–14.
14. Boud, D. and Miller, N. (1996), ‘Animating Learning from Experience’, in D. Boud and N. Miller (eds), Working with Experience: Animating Learning (London: Routledge), pp. 3–13.
15. Bromme, R. and Tillema, H. (1995), ‘Fusing Experience and Theory: The Structure of Professional Knowlwdge’, Learning and Instruction, 5, 4, 261–7.
16. Brookfield, S. (1996), ‘Helping People to Learn What They Do: Breaking Dependence on Experts’, in D. Boud and N. Miller (eds), Working with Experience: Animating Learning (London: Routledge), pp. 27–40.
17. Brown, J. S. and Duguid, P. (1992), ‘Enacting Design for the Workplace’, in P. Adler and T. Winograd (eds), Usability: Turning technology into Tools (New York, Oxford university Press), pp. 164–97.
18. Chi, T. H., Glaser, R. and Farr, M. J. (eds) (1988), The Nature of Expertise (Hillsdale, NJ, Erlbaum).
19. Collin, K. (2002), ‘Development Engineers’ Conceptions of Learning at Work’, Studies in Continuing Education, 24, 2, 33–52.
20. Darrah, C. (1996), Learning at Work: An Exploration in Industrial Ethnography (London: Garland Publishing).
21. Darrah, C. (1995), ‘Workplace Training, Workplace Learning: A Case S’tudy, Human Organization, 54, 1, 31–41.
22. Engeström, Y. (2001), Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization, Journal of Education and Work, 14, 1, 133–56.
23. Engeström, Y., Engeström, R. and Kärkkäinen, M. (1995), ‘Polycontextuality and Boundary Crossing in Expert Cognition: Learning and Problem Solving in Complex Work Activities’, Learning and Instruction, 5, 4, 319–36.
24. Eraut, M. (2002), ‘The Interaction Between Qualifications and Work-based Learning’, in K. Evans, P. Hodkinson and L. Unwin (eds), Working to Learn – Transforming Learning in the Workplace (London: Kogan Page), pp. 63–78.
25. Eraut, M., Alderton, J., Cole, G. and Senker, P. (1998a), ‘Learning from Other People at Work’, in F. Coffield (ed.), Learning at Work (Bristol: The Policy Press), pp. 37–48.
26. Eraut, M., Alderton, J., Cole, G. and Senker, P. (1998b), ‘Development of Knowledge and Skills in Employment’, Final report of a research project funded by ‘The Learning Society’ Programme of the Economic and Social Research Council (University of Sussex).
27. Ericsson, K. A. (ed.) (1996), The Road to Excellence. The Acquisition of Expert Performance in the Arts and Sciences, Sports, and Games, (Mahwah, NJ: Lawrence Erlbaum).
28. Eteläpelto, A. (2000), ‘Contextual and Strategic Knowledge in the Acquisition of Design Expertise’, Learning and Instruction, 10, 2, 113–36.
29. Evans, K. and Rainbird, H. (2002), ‘The Significance of Workplace Learning for a “Learning Society” ’, in K. Evans, P. Hodkinson and L. Unwin (eds), Working to Learn – Transforming Learning in the Workplace (London: Kogan Page), pp. 7–28.
30. Fenfick, T. (2001a), ‘Tides of Change: New Themes and Questions in Workplace Learning’, in T. Fenfick (ed), Sociocultural Perspectices on Learning at Work (New York: Jossey-Bass), pp. 3–17.
31. Fenfick, T. (2001b), ‘Experiential Learning: A Theoretical Critique from Five Perspectives’, ERIC, Clearinghouse on Adult, Career and Vocational Education (Information series No. 385).
32. Fisher, M. (2002), ‘Work Experience as an Element of Work Process Knowledge’, in N. Boreham, R. Samurcay and M. Fisher (eds), Work Process Knowledge (London: Routledge), pp. 119–33.
33. Garrick, J. (1999), ‘The Dominant Discourses of Learning at Work’, in D. Boud and J. Garrick (eds), Understanding Learning at Work (New York: Routledge), pp. 216–31.
34. Gerber, R. (2001), ‘The Concept of Common Sense in Workplace Learning and Experience’, Education and Training, 43, 2, 72–81.
35. Hytönen, T. (2002), Exploring the Practice of Human Resource Development as a Field of Professional Expertise (Jyväskylä Studies in Education, Psychology and Social Research 202. Jyväskylä: University of Jyväskylä).
36. Jaikumar, R. and Bohn, R. E. (1992), ‘A Dynamic Approach to Operations Management: An Alternative to Static Optimization’, International Journal of Production Economics, 27, 3, 265–82.
37. Koike, K. (2002), ‘Intellectual Skills and Competitive Strength: Is a Radical Change Necessary?, Journal of Education and Work, 15, 4, 391–408.
38. Kolb, D. (1984), Experiential Learning. Experience as a Source of Learning and Development (Englewood Cliffs, NJ: Prentice Hall).
39. Kolehmainen, S. (2001), Work Organization in High-Tech IT Firms (Tampere: University of Tampere, Research Institute for Social Sciences, Work Research Centre).
40. Kvale, S. (1996), InterViews. An introduction to Qualitative Research Interviewing (London: Sage).
41. Lave, J. (1988), Cognition in Practice: Mind, Mathematics and Culture in Everyday Life (New York: Cambridge University Press).
42. Lave, J. (1993), ‘The Practice of Learning’, in J. Lave and S. Chaiklin (eds), Understanding Practice. Perspectives on Activity and Context (New York: Cambridge University Press), pp. 3–32.
43. Lave, J. and Wenger, E. (1991), Situated Learning. Legitimate Peripheral Participation (Cambridge: Cambridge University Press).
44. Lieblich, A., Tuval-Mashiach, R. and Zilber, T. (1998), Narrative Research: Reading, Analysis and Interpretation (London: Sage).
45. Marsick, V. J. and Watkins, K. E. (1990), Informal and Incidental Learning in the Workplace (London: Routledge).
46. Marsick, V. J. and Watkins, K. E. (1992), ‘Towards a Theory of Informal and Incidental Learning in Organizations, International Journal of Lifelong Education, 11, 4, 287–300.
47. May, V. (2001), Lone Motherhood in Finnish Womens’ Life Histories. Creating Meaning in a Narrative Context (Åbo: Åbo Akademi University Press).
48. McEvan, H. (1995), ‘Narrative Understanding in the Study of Teaching’, in H. McEvan and K. Egan (eds), Narrative in Teaching, Learning and Research (Amsterdam: Teachers College Press), pp. 166–83.
49. Merriam, S. B. and Heuer, B. (1996), ‘Meaning-making, Adult Learning and Development: A Model with Implications for Practice’, International Journal of Lifelong Education, 4, 15, 243–55.
50. Polkinghorne, D. E. (1995), ‘Narrative Configuration in Qualitative Analysis’, in J. A. Hatch and R. Wisniewski (eds), Life History and Narrative (London: The Falmer Press).
51. Rahikainen, R. (2002), Learning through Cognitive and Collaborative Problem-Solving Processes in Technological Product Development (Tampere: University of Tampere).
52. Rasmussen, L. B. (2002), ‘Work Process Knowledge and Creativity in Industrial Design’, in N. Boreham, R. Samurcay and M. Fisher (eds), Work Process Knowledge (London: Routledge), pp. 74–93.
53. Riessman, C. K. (1993), Narrative Analysis (London: Sage).
54. Schön, D. A. (1983), The Reflective Practitioner (London: Temple Smith).
55. Silverman, D. (2001), Interpreting Qualitative Data. Methods for Analysing Talk, Text and Interaction (London: Sage).
56. Snell, R. (1992), ‘Experiential Learning at Work: Why Can’t it be Painless?, Personnel Review, 21, 4, 12–26.
57. Torraco, R. J. (1999), ‘Integrating Learning with Working: A Reconception of the Role of Workplace Learning’, Human Recource Development Quarterly, 10, 3, 249–65.
58. Tynjälä, P., Nuutinen, N., Eteläpelto, A., Kirjonen, J. and Remes, P. (1997), The Acquisition of Professional Expertise – a Challenge for Educational Research, Scandinavian Journal of Educational Research, 41, 3–4, 475–94.
59. Weick, K. E. (1995), Sensemaking in Organizations (London: Sage).
60. Wenger, E. (1998), Communities of Practice. Learning, Meaning and Identity (Cambridge: Cambridge University Press).