Vol. 11, No. 4, December 1995

Supporting professional learning: beyond technological support

J. Bonamy, CNRS-IRPEACS, Lyon bonamy@irpeacs.frand
B. Haugluslaine-Charlier, Université Notre-Dame, Namur detdis@cc.fundp.ac.be

Three main evolutions define the concept of professional learning support. The first one could be as a result of the dynamic interaction between a new demand for professional learning coming both from the individual and the organisations and a new supply defined mainly by the new possibilities offered by the technologies. The second one could be presented as the adoption of a new paradigm of learning, which integrates the learner as the main actor and the process of knowledge building either by interactions with the environment or by human-human interactions. The last one concerns the concept of professional itself. In this paper Jitol is analysed according to these three evolutions either by defining the assumptions of this 'professional learning support' and by highlighting main results of the JITOL pilot studies. The main issue of this reflection, will lead to an understanding that Jitol becomes effective and meaningful through its diverse uses in real settings and that theses uses need to be driven by a collaborative research action.

Keywords: Informal knowledge; Information technology; Professional learning

Invited Paper: 20 August 1995

The Norwegian JITOL experience and NITOL as a national extension

B.Ask & H. Haugen, Stord/Haugesund College hhaugen@stordlh.no

JITOL (Just In Time Open Learning) as a project under the DELTA programme was particularly aiming at professional training and upgrading in specified fields. Participation in the project gave valuable experiences with electronic networks and distribution of learning material. A growing interest in flexible learning led to the establishment of a new, national project, NITOL (Norwaynet with IT for Open Learning, 1994-95) that applies the Jitol concept within higher education. Four Norwegian universities and colleges have joined forces in offering courses for credits, online on the academic network, Norwaynet. The combination of electronic conferences and mail systems with attachment/appendix facilities, gives a synergy effect for academic staff and students at the four institutions involved, as well as for groups or individuals that join the electronic learning environment through INTERNET or by private modems. This may be regarded as a continuance of the JITOL activities.

Keywords: Higher education; Learning technology; Open learning

Invited Paper: 20 August 1995

Co-operative learning and development networks

V. Hodgson, CSML, University of Lancaster v.hodgson@lancaster.ac.uk
and D. McConnell, Centre for Continuing Education, University of Sheffield d.mcconnell@sheffield.ac.uk

This paper has two main purposes. The first one is to consider the theory and nature of cooperative learning and the benefits which seem to result from it. The second one is to consider the Cooperative Learning and Development Network (CLDN) trial in the JITOL project, and to look at the relationship between theories about cooperative learning, and the reality of a group of professional people participating in a 'virtual' cooperative learning environment.

Keywords: Cooperative learning; Conversation analysis; Gender; On-line talk; Women's presence.

Invited Paper: 20 August 1995

Capitalising on knowledge: organisational issues and constraints

Y. Manenti, CNRS-IRPEACS, Lyon manent@irpeacs.fr

Firms identity and effectiveness is based on a cognitive system drawing together tools, methods, organisational framework . . . individual competencies. Some competencies are well formalised and can be transferred through classical training. But others are idiosyncratic, unformalised and difficult to be transferred. Enriching individual know-how and creating a common knowledge fund (capital) is a major lever for firm coherence and increased efficiency. One of the pilot studies in the JITOL project addressed some aspects of the problem in an open organisational context; it gathered medical experts from different units and different countries. The positive results of the pilot study reveal some questions about the possibility of using these methods to capitalise on knowledge in a firm.

Keyword: Competence; Enterprise; Learning organisation; Technology

Invited Paper: 20 August 1995

Researching professional learning

M. Saunders, Centre for the Study of Education and Training, Lancaster University m.saunders@lancaster.ac.uk

This paper draws on recent research which includes the JITOL project, funded through the EC DELTA programme, and a current ESRC project on teachers' professional culture. It identifies a typology of contexts in which professional learning might take place. This typology was a product of the evaluation of the JITOL project and seeks to identify the learning which grows out of occupational environments. It problemetises the notion of 'professional', arguing that the term refers to a set of values which frame occupational practice and thus learning. Finally, it offers an approach which might form the basis of research into professional learning.

Keywords: Learning context research; occupational; professional.

Invited Paper: 20 August 1995

New debates on learning

M. Linard, CNRS-IRPEACS, Lyon linard@irpeacs.fr

In the present debate on knowledge management and multimedia support of human learning, the word 'mediation' (of conduct) is often used as a natural correlate and rough equivalent to the word 'mediatisation' (of information). It is suggested that the distinction between the two words points to a basic difference between two types of processes which are crucial to a much needed rethinking of the conception and design of human-machine interaction (HCI). A redefinition of the 'appropriateness' of media support as the quality of the help to people's self-help rather than of direct control of their behaviour is proposed. Such a redefinition implies a radical shift of paradigm allowing for approaches to human learning as a cognitive activity in its own right. Another view of technological mediation is advocated, in keeping with some recent developments in HCI.

Keywords: Academic dialogue; Activity theories; Developmental psychology; Human-computer interaction; Mediated learning; Narrative thinking.

Invited Paper: 20 August 1995