Learning how to learn using learning partnership groups: a new approach to workplace learning

McManus, J; Collier, K

Learning how to learn using learning partnership groups: a new approach to workplace learning

McManus, J Collier, K

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Publisher:: Oval UTS
Publication Type:: Conference Proceeding
Citation:: RWL4 2005 4th International Conference on Researching Work and Learning, 2005, pp. 1 - 12
Issue Date:: 2005-01

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Field	Value	Language
dc.contributor.author	McManus, J	en_US
dc.contributor.author	Collier, K	en_US
dc.contributor.editor	Hager, P	en_US
dc.contributor.editor	Hawke, G	en_US
dc.date	2005-12-12	en_US
dc.date.issued	2005-01	en_US
dc.identifier.citation	RWL4 2005 4th International Conference on Researching Work and Learning, 2005, pp. 1 - 12	en_US
dc.identifier.uri	http://hdl.handle.net/10453/1421
dc.description.abstract	This paper examines the use of learning partnership groups in a ten day Australian Taxation Office (ATO) workplace training program. Learning partnerships in this context are "learning relationships involving occasional meetings in which students support each others learning." (Sampson & Cohen, 2001a, p. 40). They attempt to stimulate, promote and engage individuals in effective problem solving, reflection and other forms of higher order thinking with their partners. The ATO training program uses simulations, tutoring, coaching and case-based teaching to contextualise learning and make it more relevant to what happens in the workplace. However, another important part of the program is the development of skills in 'learning how to learn'. The embedding of learning partnership groups in the program were designed to achieve this latter aim. The researchers also anticipated that participants who understood how they learnt would become more effective learners and also be better equipped to understand how to help others learn. This supposition was based on research into peer learning and learning partnerships that has been conducted in higher education (For example, Sampson & Cohen, 2001b; and Zeegers & Martin, 2001). In the ATO training program the concept of learning partnerships was extended to a vocational context.	en_US
dc.publisher	Oval UTS	en_US
dc.relation.ispartof	RWL4 2005 4th International Conference on Researching Work and Learning	en_US
dc.relation.ispartof	International Conference on Researching Work and Learning	en_US
dc.title	Learning how to learn using learning partnership groups: a new approach to workplace learning	en_US
dc.type	Conference Proceeding
utslib.location	Sydney, Australia	en_US
utslib.location.activity	Sydney, Australia	en_US
utslib.for	190404 Drama, Theatre and Performance Studies	en_US
utslib.for	160502 Arts and Cultural Policy	en_US
dc.location.activity	Sydney, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Sydney, Australia	en_US
pubs.start-date	2005-12-12	en_US

Abstract:

This paper examines the use of learning partnership groups in a ten day Australian Taxation Office (ATO) workplace training program. Learning partnerships in this context are "learning relationships involving occasional meetings in which students support each others learning." (Sampson & Cohen, 2001a, p. 40). They attempt to stimulate, promote and engage individuals in effective problem solving, reflection and other forms of higher order thinking with their partners. The ATO training program uses simulations, tutoring, coaching and case-based teaching to contextualise learning and make it more relevant to what happens in the workplace. However, another important part of the program is the development of skills in 'learning how to learn'. The embedding of learning partnership groups in the program were designed to achieve this latter aim. The researchers also anticipated that participants who understood how they learnt would become more effective learners and also be better equipped to understand how to help others learn. This supposition was based on research into peer learning and learning partnerships that has been conducted in higher education (For example, Sampson & Cohen, 2001b; and Zeegers & Martin, 2001). In the ATO training program the concept of learning partnerships was extended to a vocational context.

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http://hdl.handle.net/10453/1421