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This book gathers work from over a decade of study, and seeks to
better understand and support how learners become tradespeople. The
research programme applies recent concepts from neuroscience,
educational psychology and technology-enhanced learning to explain
and help overcome the challenges of learning in trades-learning
contexts. Due to the complex and multifarious nature of the work
characterising trade occupations, learning how to become a
tradesperson requires a significant commitment in terms of time,
along with physical and cognitive effort. All modalities (visual,
aural, haptic etc.) and literacies (text, numerical, spatial etc.)
are required when undertaking trade work. Manual dexterity and
strength, coupled with the technical and tacit knowledge required
for complex problem solving, not to mention suitable dispositional
approaches, must all be learnt and focused on becoming a
tradesperson. However, there is a substantial gap in the literature
on 'how people learn a trade' and 'how to teach a trade'. In this
book, contemporary teaching and learning approaches and strategies,
as derived through practice-based participatory research, are used
to highlight and discuss pragmatic solutions to facilitate the
learning and teaching of trade skills, knowledge and dispositions.
The approaches and strategies discussed include the implementation
of technology-enhanced learning; project-based
inquiry/problem-based learning; and recommendations to ensure
learners are prepared for the future of work.
This book gathers work from over a decade of study, and seeks to
better understand and support how learners become tradespeople. The
research programme applies recent concepts from neuroscience,
educational psychology and technology-enhanced learning to explain
and help overcome the challenges of learning in trades-learning
contexts. Due to the complex and multifarious nature of the work
characterising trade occupations, learning how to become a
tradesperson requires a significant commitment in terms of time,
along with physical and cognitive effort. All modalities (visual,
aural, haptic etc.) and literacies (text, numerical, spatial etc.)
are required when undertaking trade work. Manual dexterity and
strength, coupled with the technical and tacit knowledge required
for complex problem solving, not to mention suitable dispositional
approaches, must all be learnt and focused on becoming a
tradesperson. However, there is a substantial gap in the literature
on 'how people learn a trade' and 'how to teach a trade'. In this
book, contemporary teaching and learning approaches and strategies,
as derived through practice-based participatory research, are used
to highlight and discuss pragmatic solutions to facilitate the
learning and teaching of trade skills, knowledge and dispositions.
The approaches and strategies discussed include the implementation
of technology-enhanced learning; project-based
inquiry/problem-based learning; and recommendations to ensure
learners are prepared for the future of work.
This book introduces, rationalizes and describes some ways to
circumvent the challenges of providing 'hands-on' learning when
programmes with practice-based focuses have to be offered via
distance learning. It presents a framework to help deconstruct the
many aspects of 'learning to become' a professional or
practitioner. Then, it demarcates the skills, knowledge and
attributes towards ensuring learners are prepared for the
exigencies of the future of work. The book details the types of
pedagogical approaches, including project/inquiry/problem-based
learning, which help assist learners to learn both the competencies
and capabilities required. It introduces technology-enhanced
learning (TEL) platforms and tools supporting 'education 4.0', and
presents a series of contemporary research studies on the
integration of TEL, which are augmented and updated to allow for
the challenges of provisioning opportunities for 'learning by
doing' through distance learning. Finally, the book proposes
recommendations to help ensure that institutions are better
prepared for the sustainable shift to distance learning.
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