Reimagining site-walks: Sites for rich learning

Rooney, D; Gardner, A; Willey, K; Reich, A; Boud, D; Fitzgerald, T

Reimagining site-walks: Sites for rich learning

Rooney, D

Gardner, A

Willey, K

Reich, A

Boud, D

Fitzgerald, T

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Publication Type:: Journal Article
Citation:: Australasian Journal of Engineering Education, 2015, 20 (1), pp. 19 - 30
Issue Date:: 2015-01-01

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	Filename	Description	Size
	Rooney et al_Manuscript_Final_6thAugust.doc	Accepted Manuscript Version	151 kB	Microsoft Word	View/Open
	D20-1_19-30_Rooney.pdf	Published Version	708.01 kB	Adobe PDF	View/Open

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Field	Value	Language
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.contributor.author	Gardner, A https://orcid.org/0000-0003-2764-591X	en_US
dc.contributor.author	Willey, K https://orcid.org/0000-0003-1478-0346	en_US
dc.contributor.author	Reich, A https://orcid.org/0000-0002-1051-0261	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Fitzgerald, T https://orcid.org/0000-0002-5456-7606	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Australasian Journal of Engineering Education, 2015, 20 (1), pp. 19 - 30	en_US
dc.identifier.issn	1324-5821	en_US
dc.identifier.uri	http://hdl.handle.net/10453/33600
dc.identifier.uri	http://hdl.handle.net/10453/31764
dc.description.abstract	© Institution of Engineers Australia, 2015. This paper presents the preliminary results of a multi-phased qualitative investigation of continuing professional learning. The study focused on the identifi cation of common engineering practices that contribute to learning. This paper examines a particular practice, that of the site-walk. It draws on practice theory, an emerging set of conceptual resources used in workplace learning research. Data was elicited via qualitative methods such as interviews, focus groups and site visits with experienced engineers employed in a large Australian engineering company. It was analysed using the lens of practice theory. The fi ndings suggest that site-walks, while an everyday practice for engineers, are also highly learning-rich. This understanding has implications for continual professional learning, and for educators of novice engineers.	en_US
dc.relation.ispartof	Australasian Journal of Engineering Education	en_US
dc.relation.isbasedon	10.7158/D13-011.2015.20.1	en_US
dc.title	Reimagining site-walks: Sites for rich learning	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	20	en_US
utslib.for	0999 Other Engineering	en_US
utslib.for	130108 Technical, Further and Workplace Education	en_US
utslib.for	1399 Other Education	en_US
utslib.for	09 Engineering	en_US
utslib.for	13 Education	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
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CRIN - Realtime Information Networks
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	20	en_US

Abstract:

© Institution of Engineers Australia, 2015. This paper presents the preliminary results of a multi-phased qualitative investigation of continuing professional learning. The study focused on the identifi cation of common engineering practices that contribute to learning. This paper examines a particular practice, that of the site-walk. It draws on practice theory, an emerging set of conceptual resources used in workplace learning research. Data was elicited via qualitative methods such as interviews, focus groups and site visits with experienced engineers employed in a large Australian engineering company. It was analysed using the lens of practice theory. The fi ndings suggest that site-walks, while an everyday practice for engineers, are also highly learning-rich. This understanding has implications for continual professional learning, and for educators of novice engineers.

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http://hdl.handle.net/10453/31764