Workplace Learning of New Technology Infographic
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Staying updated with the latest technology is crucial in today’s fast-paced work environment. Adopting new technology enhances productivity and ensures learners remain competitive and adaptable in an ever-changing landscape. However, enabling successful workplace learning of new technology requires more than just training sessions; it demands the establishment of a Community of Inquiry (CoI) that nurtures collaboration, effective teaching, and critical thinking.
Anderson (2018) argues that the CoI model is an effective framework for fostering a workplace environment that promotes adopting technology. The three components of the CoI model – social presence, teaching presence, and cognitive presence – all play crucial roles in supporting this goal. Let’s explore how each 0one contributes to this endeavour.
Social Presence:
Creating a sense of community and interaction among learners defines social presence. In the workplace, this can be achieved by defining the purpose of the CoI for technology learning, as highlighted by Vaughan, Cleveland-Innes, and Garrison (2013). By setting clear objectives and selecting collaboration tools that facilitate communication, learners can engage in meaningful discussions, share their experiences, and learn from one another. Virtual coffee chats and tech share sessions are informal yet effective ways to foster social interaction, creating a supportive atmosphere for technology adoption.
Teaching Presence:
Teaching presence focuses on the design and facilitation of learning activities. To facilitate workplace learning of new technology, clear learning objectives must be defined, as emphasized by Boettcher (n.d.). These objectives guide the creation of learning activities, including webinars, workshops, and online tutorials. Assigning roles, providing clear instructions, and offering feedback during these activities are essential to an effective teaching presence. Furthermore, managers and subject matter experts can play crucial roles in supporting learners throughout the learning process.
Cognitive Presence:
Encouraging cognitive presence can foster critical thinking and problem-solving abilities. As Anderson (2018) suggested, challenging scenarios can be presented to promote effective technology adoption. Motivating learners to explore new technology features, collaborate on problem-solving, and reflect on their experiences is essential. Therefore, the goal is to empower learners to use and adapt the technology to their specific job roles and needs, increasing their productivity and efficiency.
In summary, fostering a workplace Community of Inquiry for technology learning equips learners with essential skills for success in today’s tech-driven world. Therefore, implementing social presence, teaching presence, and cognitive presence principles creates a dynamic learning environment, fostering collaboration, effective teaching, and critical thinking, empowering learners to excel with new technology.
References:
Anderson, T. (2018). How Communities of Inquiry Drive Teaching and Learning in the Digital Age. Contact North. https://teachonline.ca/tools-trends/how-communities-inquiry-drive-teaching-and-learning-digital-age
Boettcher, J. V. (2011). Ten Best Practices for Teaching Online Quick Guide for New Online
Faculty. Designing for Learning.
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Chapter 3: Facilitation. In Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press. https://read.aupress.ca/read/teaching-in-blended-learning-environments/section/43261c4a-6d4c-44cf-8c7f-60bc306eb03a
