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"Moore, David Thornton"
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Curriculum at work
The term “curriculum” has been used almost exclusively in educational circles to refer to plans for the conduct of learning lessons in school classrooms. This paper argues that the concept can be productively expanded to describe learning processes in workplaces, including those in which learning is not the intentional outcome of an interaction. The article first reviews conventional conceptions of curriculum, and then draws on theories of cognition and learning base in phenomenology, symbolic interactionism and situated learning to identify some of the features of a naturally‐occurring curriculum in the workplace: the socio‐technical and pragmatic elements of the knowledge used in the work environment, the classification and framing of knowledge‐use, and the extent to which participants are expected to use the various forms of knowledge. That is, curriculum is essentially a socially‐constructed ordering of the knowledge‐use in a social context. These concepts are applied to two settings in which high school interns were supposed to be learning something: a history museum and a veterinary clinic.
Journal Article
Working knowledge
Based on five years of research in high school and community college programs, this book explores the potential for using work-based learning as part of a broad education reform strategy.
Thomas R. Bailey is the George and Abby O'Neill Professor of Economics and Education, Department of International and Transcultural Studies, and the Director, Institute on Education and the Economy, and Community College Research Center, at Teachers College, Columbia University.
Katherine L. Hughes is the Assistant Director for Work and Education Reform Research, Institute on Education and the Economy, Teachers College, Columbia University.
David Thornton Moore is Associate Professor, Gallatin School of Individualized Study, New York University.
eBook
Workplace as a learning environment
Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the individual participant, on the other. Workplaces impose certain expectations and norms in the interest of their own continuity and survival, and in the interest of certain participants; but learners also choose to act in certain ways dependent on their own preferences and goals. Thus, the workplace as a learning environment must be understood as a complex negotiation about knowledge-use, roles and processes - essentially as a question of the learner's participation in situated work activities.
eBook
For Interns, Experience Isn't Always the Best Teacher
The internship can be a robust learning experience when done right. Far too often, however, it is not done right, and in those cases it is not worth the credit it generates or the energy and resources it demands.
Journal Article
Analyzing learning at work: an interdisciplinary framework
Experience in the workplace represents a significant domain for the analysis of learning. Based on many years of research on high-school and college interns, the article proposes a set of interdisciplinary ideas and strategies for conducting such an analysis. The core argument is that learning is the construction, enhancement or reorganization of knowledge and knowledge-use in an activity system, and that it happens through an interactional process involving participants, their joint actions and their material and informational resources. Understanding learning as a situated process requires an investigation of the way activities are established, accomplished, and processed, and of the social, cultural, political, and technological factors that shape them. The analyst must examine the ways knowledge is defined, distributed and used in the setting; learning, or the ways that knowledge-use changes over time; and pedagogy, or the social organization of the process by which learning is made possible.
Journal Article
Curriculum at work
The term \"curriculum\" has been used almost exclusively in educational circles to refer to plans for the conduct of learning lessons in school classrooms. This paper argues that the concept can be productively expanded to describe learning processes in workplaces, including those in which learning is not the intentional outcome of an interaction. The article first reviews conventional conceptions of curriculum, and then draws on theories of cognition and learning base in phenomenology, symbolic interactionism and situated learning to identify some of the features of a naturally-occurring curriculum in the workplace: the socio-technical and pragmatic elements of the knowledge used in the work environment, the classification and framing of knowledge-use, and the extent to which participants are expected to use the various forms of knowledge. That is, curriculum is essentially a socially-constructed ordering of the knowledge-use in a social context. These concepts are applied to two settings in which high school interns were supposed to be learning something: a history museum and a veterinary clinic.
Journal Article
Working Knowledge
Based on five years of research in high school and community college programs, this book explores the potential for using work-based learning as part of a broad education reform strategy.
eBook