Skip to main content
SpringerLink
Log in

Challenges of Digital Professional Learning: Digital Technology Systems Are No Substitute for Human Agency

  • Reference work entry
  • First Online:
Third International Handbook of Lifelong Learning

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Digital technology is changing how people work and learn, as technology systems accelerate the growth of work roles and practices. These changes open up opportunities for professionals to learn in new ways while working. Research provides evidence of the ways professionals learn in work, emphasizing the importance of different forms of agency. However, those who design digital learning systems have yet to develop an understanding of how professionals learn, particularly with respect to the personal and relational agency needed to learn through work. This chapter aims to bridge this gap by reviewing examples of digital professional learning systems and then, drawing on a set of case studies, setting out a model to support future developments. A set of three case examples are used to derive a model that takes into account forms of agency: the Workplace Learning Agency Model. The purpose of this model is to aid computer scientists and systems architects in building use cases that better inform the design of future digital systems that support professional learning.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 379.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 449.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Akella, P., Peshkin, M., Colgate, E. D., Wannasuphoprasit, W., Nagesh, N., Wells, J., … & Peacock, B. (1999). Cobots for the automobile assembly line. In Proceedings 1999 IEEE international conference on robotics and automation (Cat. No. 99CH36288C) (Vol. 1, pp. 728–733). IEEE.

    Google Scholar 

  • Argyris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. Jossey-bass.

    Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164–180.

    Article  Google Scholar 

  • Berendt, B., Littlejohn, A., & Blakemore, M. (2020). AI in education: Learner choice and fundamental rights. Learning, Media and Technology, 45(3), 312–324.

    Article  Google Scholar 

  • Billett, S. (2004). Co-participation at work: Learning through work and throughout working lives. Studies in the Education of Adults, 36(2), 190–205.

    Article  Google Scholar 

  • Bulao, J. (2022). How many companies use clod computing in 2021. Feb 06, 2022. Available from: https://techjury.net/blog/how-many-companies-use-cloud-computing/#gref

  • Charitonos, K., Littlejohn, A., Seal, T., & Kaatrakoski, H. (2018). Ways of working and learning in AMR surveillance systems in LMICs: Findings from the scoping phase.

    Google Scholar 

  • Collin, K. (2008). Development engineers’ work and learning as shared practice. International Journal of Lifelong Education, 27(4), 379–397.

    Article  Google Scholar 

  • Cooke, D. L., & Rohleder, T. R. (2006). Learning from incidents: From normal accidents to high reliability. System Dynamics Review, 22(3), 213–239.

    Article  Google Scholar 

  • Dalsgaard, A., Chaudhari, V., & Littlejohn, A. (2019). Professional learning in open networks: How midwives self-regulate their learning in massive open online courses. In Networked professional learning (pp. 15–36). Cham, Switzerland: Springer.

    Chapter  Google Scholar 

  • Daugherty, P. R., & Wilson, H. J. (2018). Human+machine: Reimagining work in the age of AI. Boston, MA: Harvard Business Press.

    Google Scholar 

  • De Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455–471.

    Article  Google Scholar 

  • Edwards, A. (2010). Being an expert professional practitioner: The relational turn in expertise (Springer science & business media) (Vol. 3). Dordrecht, Netherlands: Springer.

    Google Scholar 

  • Edwards, A., & Kinti, I. (2013). Working relationally at organisational boundaries: Negotiating expertise and identity. In Activity theory in practice (pp. 142–155). New York, NY: Routledge.

    Google Scholar 

  • Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning. TechTrends, 61(1), 65–70.

    Article  Google Scholar 

  • Ellström, P. E. (2001). Integrating learning and work: Problems and prospects. Human resource development quarterly, 12(4), 421–435.

    Google Scholar 

  • Engeström, Y. (2004). New forms of learning in co-configuration work. Journal of Workplace Learning, 16(1/2), 11–21. https://doi.org/10.1108/13665620410521477.

    Article  Google Scholar 

  • Enos, M. D., Kehrhahn, M. T., & Bell, A. (2003). Informal learning and the transfer of learning: How managers develop proficiency. Human Resource Development Quarterly, 14(4), 369–387.

    Google Scholar 

  • Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273.

    Article  Google Scholar 

  • Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33(4), 403–422.

    Article  Google Scholar 

  • Eraut, M. (2012). Transfer of knowledge between education and workplace settings. In Knowledge, values and educational policy (pp. 75–94). New York, NY: Routledge.

    Google Scholar 

  • Eraut, M., & Hirsh, W. (2010). The significance of workplace learning for individuals, groups and organisations. Oxford, UK: Skope.

    Google Scholar 

  • EU. (2021). Digital automation and the future of work. Retrieved 30th July 2021 from: https://www.europarl.europa.eu/RegData/etudes/STUD/2021/656311/EPRS_STU(2021)656311_EN.pdf

  • Eynon, R., & Malmberg, L. E. (2021). Lifelong learning and the internet: Who benefits most from learning online? British Journal of Educational Technology, 52(2), 569–583.

    Article  Google Scholar 

  • Fontana, R. P., Milligan, C., Littlejohn, A., & Margaryan, A. (2015). Measuring self-regulated learning in the workplace. International Journal of Training and Development, 19(1), 32–52.

    Article  Google Scholar 

  • Fuller, A., & Unwin, L. (2003). Learning as apprentices in the contemporary UK workplace: Creating and managing expansive and restrictive participation. Journal of Education and Work, 16(4), 407–426.

    Article  Google Scholar 

  • Fuller, A., & Unwin, L. (2011). Workplace learning and the organization. In The SAGE handbook of workplace learning (pp. 46–59).

    Chapter  Google Scholar 

  • Lesser, E., & Prusak, L. (2013). Communities of practice, social capital, and organizational knowledge. In The Knowledge Management Yearbook 2000–2001 (pp. 251–259). Routledge.

    Google Scholar 

  • Littlejohn, A., & Margaryan, A. (2014). Technology-enhanced professional learning. In International handbook of research in professional and practice-based learning (pp. 1187–1212). Dordrecht, Netherlands: Springer.

    Chapter  Google Scholar 

  • Littlejohn, A., & Hood, N. (2017). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48(2), 499–510.

    Google Scholar 

  • Littlejohn, A., Milligan, C., Fontana, R. P., & Margaryan, A. (2016a). Professional learning through everyday work: How finance professionals self-regulate their learning. Vocations and Learning, 9(2), 207–226.

    Article  Google Scholar 

  • Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016b). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29, 40–48.

    Article  Google Scholar 

  • Littlejohn, A., Charitonos, K., & Kaatrakoski, H. (2019). The role of professional learning in addressing global challenges: Tensions and innovations associated with AMR. Frontiers in Education, 4, 112.

    Article  Google Scholar 

  • Lukic, D., Margaryan, A., & Littlejohn, A. (2010). How organisations learn from safety incidents: a multifaceted problem. Journal of Workplace Learning.

    Google Scholar 

  • Lukic, D., Littlejohn, A., & Margaryan, A. (2012). A framework for learning from incidents in the workplace. Safety Science, 50(4), 950–957.

    Google Scholar 

  • Lukic, D., Margaryan, A., & Littlejohn, A. (2013). Individual agency in learning from incidents. Human Resources Development International, 16(4), 409–425.

    Article  Google Scholar 

  • Markauskaite, L., & Goodyear, P. (2017). Epistemic fluency and professional education. Innovation, Knowledgeable Action and Actionable Knowledge.

    Google Scholar 

  • Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77–83.

    Article  Google Scholar 

  • Margaryan, A., Littlejohn, A., & Lukic, D. (2018). The development and evaluation of a learning from incidents toolkit. Policy and Practice in Health and Safety, 16(1), 57–70.

    Article  Google Scholar 

  • McKinsey. (2017). Digitalisation, AI and the future of work: imperatives for Europe. Available from: https://www.mckinsey.com/~/media/mckinsey/featured%20insights/europe/ten%20imperatives%20for%20europe%20in%20the%20age%20of%20ai%20and%20automation/digitization-ai-and-the-future-of-work.ashx

  • Milligan, C., & Littlejohn, A. (2017). Why study on a MOOC? The motives of students and professionals. International Review of Research in Open and Distributed Learning, 18(2), 92–102.

    Google Scholar 

  • Milligan, C., Fontana, R. P., Littlejohn, A., & Margaryan, A. (2015). Self-regulated learning behaviour in the finance industry. Journal of Workplace Learning, 27(5), 387–402.

    Article  Google Scholar 

  • Phimister, J. R., Oktem, U., Kleindorfer, P. R., & Kunreuther, H. (2003). Near-miss incident management in the chemical process industry. Risk Analysis: An International Journal, 23(3), 445–459.

    Article  Google Scholar 

  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544.

    Article  Google Scholar 

  • Popiel, P. (2017). “Boundaryless” in the creative economy: Assessing freelancing on Upwork. Critical Studies in Media Communication, 34(3), 220–233.

    Article  Google Scholar 

  • Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychological bulletin, 137(3), 421.

    Google Scholar 

  • Tse, B., Harwin, W., Barrow, A., Quinn, B., & Cox, M. (2010). Design and development of a haptic dental training system-haptel. In International conference on human haptic sensing and touch enabled computer applications (pp. 101–108). Heidelberg/Berlin, Germany: Springer.

    Google Scholar 

  • Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154.

    Article  Google Scholar 

  • van den Boom, G., Paas, F., van Merrienboer, J. J., & van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students’ self-regulated learning competence. Computers in Human Behavior, 20(4), 551–567.

    Article  Google Scholar 

  • WEF. (2020). The world economic forum future of jobs report. Available from: https://www.weforum.org/reports/the-future-of-jobs-report-2020

  • WHO. (2019). New report calls for urgent action to avert antimicrobial resistance crisis, World Health Organization joint news report, 29th April 2019. Available from: https://www.who.int/news/item/29-04-2019-new-report-calls-for-urgent-action-to-avert-antimicrobial-resistance-crisis

  • Winne, P. H. (1995). Inherent details in self-regulated learning. Educational psychologist, 30(4), 173–187.

    Google Scholar 

  • Yan, X., Naik, A., Jo, Y., & Rose, C. (2019). Using Functional Schemas to Understand Social Media Narratives. In Proceedings of the Second Workshop on Storytelling (pp. 22–33).

    Google Scholar 

  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. UCL Knowledge Lab, University College London, London, UK

    Allison Littlejohn

Authors
  1. Allison Littlejohn
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Allison Littlejohn .

Editor information

Editors and Affiliations

  1. UCL Institute of Education, London, UK

    Karen Evans

  2. Institute for Adult Learning, Singapore University of Social Sciences, Singapore, Singapore

    Wing On Lee

  3. 3s Research and Consulting, Vienna, Austria

    Jörg Markowitsch

  4. Birkbeck, University of London, London, UK

    Miriam Zukas

Section Editor information

  1. Birkbeck, University of London, London, UK

    Miriam Zukas

Rights and permissions

Reprints and permissions

Copyright information

© 2023 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Littlejohn, A. (2023). Challenges of Digital Professional Learning: Digital Technology Systems Are No Substitute for Human Agency. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19592-1_56

Download citation

Publish with us

Policies and ethics

Search

Navigation