Abstract
This chapter summarizes the evolution of the knowledge economy to a new learning economy, driven by new technological forces, digital signals, and the rise of the working learner. The emergence of a new learning ecosystem reflects the integration of working, learning, and living supported by innovative tools and technology to help the learner successfully balance competing demands. This new trend in working and learning presents a shift in how we design and evaluate “work-and-learn” options that incorporate both informal and formal learning approaches, using a mix of structured and unstructured designs, with a new focus on performance-based outcomes. A new framework for work-and-learn options is introduced that evolves from a categorical definition to a continuum approach where work-and-learn activities fall along a trajectory of informal versus formal and high-touch versus low-touch characteristics. A new assessment vision is presented that approaches assessments holistically, putting the learner first and using innovative methodologies. Innovative assessment approaches are summarized for blended learning, personalized learning, and whole person assessment with examples of how these new approaches are being used in practice. New technologies and platforms provide opportunities for experimentation that lead to the development and prototyping of better measures of learning performance that are both diagnostic and valid. The result is a paradigm shift from valuing what one knows versus how an individual leverages technology to apply what is learned. A call to action is presented to change assumptions and processes and to redefine the purpose of learning to achieve career success and life satisfaction.
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Clark, H., Jassal, P.K., Van Noy, M., Paek, P.L. (2018). A New Work-and-Learn Framework. In: Ifenthaler, D. (eds) Digital Workplace Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-46215-8_3
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