Site walks as a learning practice for professional engineers

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dc.contributor.author Rooney, DL
dc.contributor.author Reich, AJ
dc.contributor.author Willey, K
dc.contributor.author Gardner, AP
dc.contributor.author Boud, DJ
dc.contributor.editor Mann, L
dc.contributor.editor Daniel, S
dc.date.accessioned 2014-04-03T01:25:08Z
dc.date.issued 2012-01
dc.identifier.citation Proceedings of the 23rd Annual Conference for the Australasian Association for Engineering Education - The Profession of Engineering Education: Advancing Teaching, Research and Careers, 2012, pp. 1 - 9
dc.identifier.isbn 9780987177230
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/23270
dc.description.abstract It is well recognised that changes in the contemporary world demand that professionals continuously learn. Often this continual professional learning takes the shape of formal courses, seminars and other obviously educational events. The starting point of this paper is an acknowledgement that people also learn in the day-to-day practices that constitute their work. Work can be understood as a bundle of practices that are typically shared by most people employed in that profession. For engineers, and experienced engineers in particular, an example might be attending design review meetings, toolbox talks and or carrying out site walks. In this paper we posit that these practices afford important opportunities for professional learning.
dc.format Shannon Brown
dc.publisher Swinburne University of Technology
dc.title Site walks as a learning practice for professional engineers
dc.type Conference Proceeding
dc.parent Proceedings of the 23rd Annual Conference for the Australasian Association for Engineering Education - The Profession of Engineering Education: Advancing Teaching, Research and Careers
dc.journal.number en_US
dc.publocation Melbourne, Victoria en_US
dc.publocation Melbourne, Victoria
dc.identifier.startpage 1 en_US
dc.identifier.endpage 9 en_US
dc.cauo.name FEIT.School of Civil and Environmental Engineering en_US
dc.conference Verified OK en_US
dc.conference 23rd AAEE Conference
dc.conference 23rd AAEE Conference
dc.for 130212 Science, Technology and Engineering Curriculum and Pedagogy
dc.for 130108 Technical, Further and Workplace Education
dc.for 130103 Higher Education
dc.personcode 995679
dc.personcode 030221
dc.personcode 104818
dc.personcode 034384
dc.personcode 910497
dc.percentage 34 en_US
dc.classification.name Technical, Further and Workplace Education en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom 23rd AAEE Conference en_US
dc.date.activity 20121203 en_US
dc.date.activity 2012-12-03
dc.date.activity 2012-12-03
dc.location.activity Melbourne, Victoria en_US
dc.location.activity Melbourne, Victoria
dc.description.keywords Practice theory, qualitative research, professional learning
pubs.embargo.period Not known
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 Engineering and Information Technology
pubs.organisational-group /University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computing and Communications
pubs.organisational-group /University of Technology Sydney/Strength - Realtime Information Networks
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
pubs.organisational-group /University of Technology Sydney/Students
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:17:09.805752+10
pubs.consider-herdc true
utslib.collection.history Closed (ID: 3)


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