Addressing the persistent disconnect between learning and work: Using a Logic Model to support negotiations of diverse actors during the design of digital learning systems

Abstract

Digital Technologies open opportunities to work and learn in new ways as work environments and practices are transformed. However, digital learning systems often are designed without due consideration of the workplace. This disconnection of learning from work can make it difficult for professionals to apply knowledge learned to their work. Connecting work and learning through the design of digital learning systems requires technical experts, domain specialists and education researchers. We argue that when working in diverse design teams, at times team members face tensions which leave them feeling helpless, voice-less or in paralysis. This paper addresses this problem by placing attention on how to support design processes for digital professional learning by incorporating the knowledge of these diverse actors. The paper begins with a discussion of participatory ‘critical encounters’ to resolve tensions during the design process using a Logic Model as a stimulus tool to support negotiations. This is followed by a case example. The paper concludes with a novel methodology, drawing on the idea of ‘double stimulation’, using a Logic Model as a tool to anticipate and resolve tensions. This methodology helps design digital learning systems in ways that respond to workplace problems, acknowledging that the social context matters.